《大学英语Ⅲ》课程教学大纲文档格式.docx

《大学英语Ⅲ》课程教学大纲文档格式.docx

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三

修读类别

必修课

开课单位

外国语学院

适用专业

非英语专业

先修课程

大学英语Ⅰ，Ⅱ

主讲教师

大学英语第二教学部

考核方式及各环节所占比例

考试课，平时30％，期末70％

课程概要

大学英语是非英语专业大学生的一门公共必修课程，是高等教育的一个有机组成部分。

教学目的及要求

大学英语的教学目标是帮助学生打下较扎实的语言基础，掌握良好的语言学习方法，增强自主学习能力，提高综合文化素养，使他们具有较强的英语综合应用能力，特别是听说能力，能用英语有效地进行口头和书面的信息交流，以适应社会发展、经济建设和国际交流的需要。

大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，以遵循语言教学和语言习得的客观规律为前提，集多种教学模式和教学手段为一体的教学体系。

教材及主要参考书

[1]李荫华主编（全新版）《大学英语》综合教程第3册上海外语教育出版社2002年7月第一版

[2]虞苏美主编（全新版）《大学英语》听说教程第3册上海外语教育出版社2002年7月第一版

[3]李荫华主编（全新版）《大学英语》快速阅读教程第3册上海外语教育出版社2002年9月第一版

参考书：

[1]季佩英主编（全新版）《大学英语》综合教程教师用书第3册外语教学与研究出版社2002年7月第一版

[2]虞苏美主编（全新版）《大学英语》听说教程教师用书第3册上海外语教育出版社2002年7月第一版

[3]张成袆主编《大学英语语法手册》上海外语教育出版社2004年第一版

二、课程章节主要内容及学时分配

UnitOneChangesintheWayWeLive

TextAMr.DohertyBuildsHisDreamLife（5periods）

MainIdea:

Toleranceforsolitudeandenergymadeitpossibleforthewriter’sfamilytoenjoytheirpleasantbutsometimesharshcountrylife.Studentswillbeabletoappreciatethevarioustechniquesemployedbythewriter（comparisonandcontrast,topicsentencesfollowedbydetailsentences,useoftransitionaldevices,etc.）

ProcessofTeaching:

1.Warm-up:

Talkaboutthetopicwhypeoplechangetheirplacesofliving.

2.Explanationofnewwordsandphrases,languagepoints

3.Exercises

4.FastReading—FourpassagesofUnitOne

DiscussedQuestions:

1.Whydosomanymigrantworkersmovefromthecountrytothecity?

2.Whydocitypeoplebuyapartmentsorhousesinthesuburbsoreveninthecountryside?

3.WhyaretoursofZhouZhuang,LiJiangoranyotheroldtownsopopular?

Whyaretouristswillingtopayforanightinafarmer’shouseinsteadofahotel?

TextBAmericanFamilyLife:

TheChangingPicture（1periods）

WritingStrategy—Usingcomparisonandcontrastinessaywriting

Comparingorcontrastingenablesustounderstandeachofthetwothingsmoreclearly.Soitseemsnaturaltoendacomparisonandcontrastpaperwithaninsightfulremark.

ListeningandSpeakingCourse

UnitOneParents（2periods）

1.Practicelisteningtoalongdialogueaboutlovebetweenasonandhismother.

2.Oralpracticing:

Pairwork---Haveaconversationaboutthemoralresponsibilityofchildrentotheirparents,usingtheexpressionsprovided.

UnitTwoCivil-RightsHeroes

TextATheFreedomGiver（5periods）

TheauthortellsthreestoriesabouttheUndergroundRailroadandtheearlyBlackcivilrightsmovement.Thethreestoriesarechosenbecausetheyarerepresentativeofallparticipantsinthismovement.Whenwelearnaforeignlanguage,wemustalsolearnthecultureofthespeakersofthatlanguage.TextAisagoodcaseinpoint.

1.Introducingculturalbackgroundknowledge.

4.FastReading—FourpassagesofUnitTwo

1.WhatarethespecialcontributionsofAbraham,JohnandMartintotheAmericannation?

2.Inwhatwaydidtheydie?

TextBTheDream,theStarsandDr.King（1periods）

WritingStrategy—Usinglibraryresources

Studentswillbynowbeusedtousingbrainstormingtogenerateinformationontopicstheywriteabout.However,inwritingaboutcomplexandseriousissues,itisnotexpectedtogeneratealltheideasbybrainstorming.Bybrainstorming,theycandevelopageneralframework.Yet,thatisnotsufficienttowriteapaperonaseriousandcomplextopic.Theywillfinditnecessarytodosomelibraryresearchontheissue.

UnitTwoCoincidence（2periods）

1.Listeningtoalongdialogueaboutacoincidence.

2.OralPracticing:

Debating---Argumentsfororagainstbelievinginthesupernatural.

UnitThreeSecurity

TextATheLandoftheLock（5periods）

Americaisdeterioratinginto“themostinsecurenation”.Inadditiontolearningnewvocabularyandthestructureofthetext（opening–body–conclusion）,thestudentswilllearntousecomparisonandcontrastinwritingandtousekeywordsforefficientreading.

1.Pre-readingtasks

Indiscussingthetext,theteachermayleadoffwithsomethinglikethefollowing:

OnceuponatimeinChina,ononepickedupandpocketedanythingleftontheroad,whilenofamilyhadtheneedtoboltthedoorsatnight.However,thisisnolongertruenowadays.

2.Explanationofnewwordsandphrases,languagepoints.

4.FastReading—FourpassagesofUnitThree

1.Inourfamilies,whatdowedototrytopreventburglaries?

Forexample,isthereaburglary-proofdooratyourapartment?

2.Inourcontactwiththeoutsideworld,whatprecautionsdowetaketosteerclearofdanger?

Forexample,dowespeaktostrangers?

TextBWhyIBoughtaGun（1periods）

WritingStrategy—Usingcauseandeffectinessaywriting

Therearethreebasicwaysoforganizingcause-effectanalysis:

chronologicalorganization;

orderofimportanceandcategoricalarrangement.Forcauseandeffectanalysis,sometransitionalwordsandphrasescanbeused.

UnitThreeMarriage（2periods）

1.Listeningtoalongdialogueaboutamarriageagreement.

PairWork—Argumentsfororagainstgivingfirstprioritytoeconomicstatusinchoosingaspouse.

UnitFourExtraterrestrials

TextATheWaterPlace（5periods）

Thenarratorclaimsthatnoextraterrestrialswilleverlandonearth.Bygivinganaccountofhisencounterwithextraterrestrials,thenarratormakesitclearwhyheclaimsthattheywillreturnnomore.Thestudentswillunderstandthestructureofthetext（narrationintimesequence）andappreciatethedifferencebetweenformalspeechandinformalspeech.

1.Makepresentation—“E.T.hasbeenatopicofinteresttoexpertsandlaymenalike……”

4.FastReading—FourpassagesofUnitFour

GroupWriting:

MyEncounterwithanE.T.

1）Studentsformgroupstodiscusswhere,when,andhowtheymettheE.T.,andwhathappenedduringtheencounter.Onestudenttakesnotes.

2）Basedonthenotes,onestudentwritesastoryofabout100words,andanotherisaskedtodrawafewpicturestoillustratethestory.

3）Othergroupmembersmakesuggestionsforimprovement.

4）Eachgroupsendsaspeakertoanthergroup,tellingthelattertheirstorywiththehelpoftheillustrations.

TextBIsThereLifeonPlanetsCirclingOtherStars（1periods）

WritingStrategy—Howtowriteanexpositoryessay

Itisadvisabletoprepareenoughmaterial（detailsorexamples）tohelptheexplanation.Moreover,goodexpositionisoftenbothinstructiveandinterestingwithmanyconcreteexamples.

UnitFourStress（2periods）

1.Listeningtotwoshortconversationsaboutstress.

2.Introducingsomeexpressionaboutstressreducers.

3.OralPracticing:

PairWork---waystodealwithstress.

4.ModelTest---Listening（CET-4）

UnitFiveHowtoCelebrateHolidays

TextAWritingThreeThank-YouLetters（5periods）

OnThanksgivingDay1943,asayoungcoastguardsmanatsea,thewritercameupwiththeideaofexpressinghisgratitudetopeoplewhohadhelpedhimbefore.Thewriterwrotethreethank-youletterstohisfather,theRev.Nelsonandhisgrandmotherandgotthreelettersinreply.Intheendthewriterwisheseveryonetofindthegoodandpraiseit.

1.IntroducingculturalknowledgeaboutThanksgiving

4.FastReading—FourpassagesofUnitFive

GroupDiscussion:

1.WhatshouldIthankmyparents/teachers/friendsfor?

2.HaveIexpressedmygratitudetothepersonsmentionedabove?

3.Areholidaysagoodtimetoexpressgratitude?

Whichholidaysarethemostappropriate?

TextBWhereIsHome?

（1periods）

WritingStrategy—Howtowritethank-youletters

Feelfreetorespondtoeventhesimplestfavor,gift,orcourtesywithathank-youletter.Everyoneappreciatesreceivingkindwordsinthemail.

ListeningandSpeakCourse

UnitFiveYouth（2periods）

1.Listeningtotwostoriesaboutpresent-dayyouth.

PairWork---reflectionsonvolunteeractivities.

3.Watchingashortplay---GrowingPainsandrepeatthelinessentencebysentence.

UnitSixTheHumanTouch

TextATheLastLeaf（5periods）

ThetexttellsamovingstoryaboutoldBehrmanwhosavedayounggirl’slifeattheexpenseofhisown.Themosttouchingthingaboutthestoryisthewayinwhichitcapturestheverybestinhumanity,thespiritofkindness.Theoldartistappearstobeano-nonsensecharacter,onewithoutanytimeforsentimentalityandsoftness.Yetwesoonseehiskindlynaturepeepingthroughhisroughmanner.Onlyattheendofthestory,however,dowediscoverhowkindandconsideratehewas,theoldmanriskingdeathtosaveagirl.

Debate:

Charitybeginsathome

1.Whichamongfaith,hopeandcharityisthemostimportant?

2.Isloveallweneedtosolvetheworld’sproblems?

Whyorwhynot?

TextBThankYou,Ma’m（1periods）

WritingStrategy–Thegeneral-to-specificpattern

Essaysusingthegeneral-to-specificpatternmovefromageneralstatementaboutthesubjecttoadetaileddiscussionthatprovidesspecificevidence,examples,andanalysistosupportorelaborateuponthegeneralstatement.

ListeningandSpeakingCourse

UnitSixThenaturalWorld（2periods）