新视界大学英语综合教程课程大纲1

1、新视界大学英语综合教程课程大纲课程名称：新视界大学英语综合教程英文名称：New Vision College English课程类型：公共基础必修课讲课学时：72学分：16适用对象：非英语专业普通本科类注：音体美本科类和师范专科类参照本大纲和教学大纲。第一册一、教学目的和要求：适用对象：非英语专业普通一年级本科类教学重点：1 .理解课文内容及课文使用的写作方法。2 .重点句子的翻译。教学难点：1 .掌握760个词汇及相关短语的用法。2 .掌握每个单元出现的重点句式和语法现象。3 . 了解与单元主题相关的文化背景知识。教学方法：充分利用多媒体教学手段，运用交际教学法和任务教学法调动学生的学习积极

2、性，鼓励学生多参与课堂活动，学用结合。、教学内容与要求:单元内容学 时备注Unit 1A new start4Unit 2Food for thought4Unit 3Face to face4Unit 4Love, actually4Unit 5Shopping around4Unit 6It runs in the family4Unit 7Travelers tales4Unit 8Thegreenrevolution4Unit 1 A new start1. Teaching aims and requirements:Through learning of this unit, st

3、udents should learn the target words and phrases in the texts, be familiar with the structure of the texts, learn to solve the problems which new college-level students meet and try talking about their own experiences and feelings.2. Teaching contents:Part 1 Active reading 1) passage: Five things I

4、wish I d known when I started college2) Phrases: I bet, go ahead, hand in, hold on, stay up, try out, fall in love (with), on offer, in the first place, if only because, to be honest, on the edge of sth., dry off,3) Reading skill: Predicting relating to the reader4) Language in useWord formation: un

5、- and inStructure: I wish + past perfectParticiples as adverbialsIt wasnt until thatEllipsisPart 2 Future reading passage: Diary of a fresherVocabulary: artificial, barely, breathe, extreme, ignorant, rent, spill, gap, impress, intelligent, sip, surround, swearPhrases: burst into tears, sign up, che

6、ck in, run out of, go along, for some reason, Part 3 Reading across cultures Passage: settling down at college around the world Vocabulary: dorm, bother, complicate, complicated, unfriendly, guidance, allowance, afford, responsibility, responsiblePhrases: miss out on, end upType of article: narrativ

7、ePart 4 Guided writing: Writing a narrativePart 5 Unit task: Writing a letter to students at your senior high schoolUseful words and expressions to write a narrative3. Teaching focuses and hard points1) Vocabulary: ambitious, calculate, crucial, decent, detect, enjoyable, miserable, realistic, basic

8、, brilliant, confidence, horizon, inadequate, pursue, relieve, assure, confess, frustrate, ideal, neglect, rhythm, shiver,2) Grammar in use: Word formation: un- and in-; Structure: I wish + past perfect; Participles as adverbials; It wasnt until that ；Ellipsis3) Understanding of the passage: Underst

9、anding the text and the humorous writing style and exaggeration; learning how to have a good start in college; making sure that students can grasp the studying habits of different cultures.4. Teaching methodsActive reading: intensive reading;Further reading + Reading across cultures: Extensive readi

10、ng or fast reading Multi-media and office PowerPoint; Task-based learning; Communicative approach and translation method.Unit Two Food for thought1. Teaching aims:In the course of the unit, students should learn to create lively writing, talk about their eating habit sand describe food they enjoy. S

11、tudents should also master language points including the target words and phrasesin the texts and be familiar with the structure of the texts.2. Teaching contents:Part 1 Active reading : 1) passage:Eating hotpot 2) Reading skill: Reading with ones own feeling and experience; Predicting relating to t

12、he reader 3) Language in use: Word formation: words which are both nouns and verbs; -ed ancHng form; Structure: with+noun for causal connectionPart 2 Further reading : passage: ChocolatePart 3 Reading across cultures : passage: Street food around the worldPart 4 Guided writing : Presenting an argume

13、ntPart 5 Unit task: Preparing a menu for visitors3. Teaching focuses and hard points1) Active words: typically, energetic, exhaust, raw, identify, stock, plunge, chew, norm, handle, ingredient, doubtful, takeout, host, rib, greedy, homesick.2) Grammars in use:Word formation: words which are both nou

14、ns and verbs; -ed andi ng form Structure: with+noun for causal connectionSee/ hear/ feel someone doing somethingShould have doneEllipsis3) Understanding of the passages:students are taught to createlively writing, talk about their eating habit sand describe food they enjoy. They should also master l

15、anguage points including the target words and phrasesin the texts and be familiar with the structure of the texts.4. Teaching MethodsGrammar and translation methodDiscussing in groupMulti-media and office PowerPoint; Task-based learning; Communicative approach Imagination methodUnit 3 Face to Face1

16、.教学目标和要求在语言的基础知识教授方面，学会根据文章内容引申出结论的阅读技巧，掌 握课文的主要思想和写作技巧；掌握表达对比的基本句型和写作方法； 通过本单 元的学习，使学生掌握文中的目标词汇和短语， 熟悉本单元课文的篇章结构，深 刻意识到正确恰当的人际交流沟通是成功地解决人际关系问题的关键。在技能培养方面，本单元的教学应紧密结合学生的语言学习和日常实际应用，兼顾语言交际和非语言（身体语言）的特点，使学生了解一些西方社交的文化，并会使用简 单的人际交流技巧。2 .教学内容Part I Active readingPart II Language in use词?匚：insert, emerge

17、, combination, accent, character, hesitate, urgent, resemble, conscious, accompany, appeal, somehow, impression, complain, ready cash incline, commit, suicide, approach, continual, appointment,语法结构：Present participles in adverbial phrases, as,as, prep.whom/which, It + be ,who/that词组：pick up, come ac

18、ross, as to, short of, in any case, catch sight of,Part III Further reading词?匚：confident, present, restrict, distress词组：in privatePart IV Reading across cultureBody languages in different cultures.Part V Guided writingContrasting: describing differences3 .重点与难点教学重点(1)掌握课文的重点词汇和语法。(2)课文结构和写作手段(3)与沟通交

19、流相关的听、说、读、写训练(4)重点语法结构:Present participles in adverbial phrases, as,as, prep.whom/which, It + be ,who/that4 .教学方法与手段利用多媒体辅助教学，基本教学法涉及讲解法、练习法、阅读法、演示法，综合教学法使用自学辅导教学、情景教学法等。Unit 4 Love , actually1. Teaching aims:Aim: to make a strong emphasis on the ability of thinking critically and creatively.First,

20、make students assess the mixed marriage objectively and understand it is love that helps deal with mix marriage to face all the challenges and seize all the opportunities.Second, in the further reading, it takes more on this topic as well as offering a moving story on such matter.Third, the students

21、 should have the awareness of comparing difference and similarities between different cultures, such as mixed marriage and single-culture marriage2. Teaching contents:Part 1 Active reading:1) passage: Mixed Marriage2) reading skills:Predicting and understanding writer s attitude tomixed marriage, kn

22、owing about the usage of rhetorical questions.3) Language in use:A: verb + doing / to doB： It s believed / claimed / said / thought thatC: in order (for someone) to do somethingD： expressions with prepositions and adverbsPart 2 Further reading: passage: A Walk to Romance!Part 3 Reading across cultur

23、es: passage: Love makes the world go roundPart 4 Guided writing Writing a description a customPart 5 Unit task: designing a date for a magazine.3. Teaching focuses and hard points1) Active words:Justice, resign, quit, civil, conflict, view, global, social, influential, challenge, opportunity, claim,

24、 financial, mutual, community, furthermore, benefit, attitude, approve, adjust, prejudice, conquer, outstanding, propose, reject, reluctant, reveal, trick, intend,Phrases: step down, put sb through it, in order(for sb) to do sth., feel/be at home, rise to the challenge2) Grammars in use:A: verb + do

25、ing / to doB： It s believed / claimed / said / thought that3) Understanding of the passages :Understanding that love is one the interest to all and perhapsespecially to people of the age of university students, and learning some skills on writing such as rhetorical questions and description of cultu

26、ral customs, making sure that students can grasp the key to mixed marriageand the essence of love.4. Teaching MethodsTask-based Language Teaching; Communicative Approach and Translation method, group workUnit 5 Shopping around1. Teaching aims:Aim: to cultivate the students ecological shopping view.

27、First, make a skimming of the whole text. Second, write down the design skills of the shop and the shopping skills of the customers. Third, the students make dialogues between the customers and the shop assistants freely and fluently.2. Teaching contents:Part 1 Active reading: 1)passage: Thinking fo

28、r oneself 2) readingskills:Predicting and understanding writer s attitude 3)Language in use: master the words and expressions in the vocabulary.Part 2 Further reading: learn how to overcome the long difficult sentences and improve the students reading skills!Part 3 Reading across cultures: passage:

29、Thinking across culturesPart 4 Guided writing How to structure a passagePart 5 Unit task: Go shopping and make a diary about it.3. Teaching focuses and hard points1) Active words: guarantee, issue, loyal, promote, refresh, reserve, target and the structure of be/get used to (doing) something and use

30、d to do something2) Grammarsin use: get the students familiar with the clause: the idea that + clause3) Understanding of the passages: we should go shopping smartly and gain the ecological shopping view.4. Teaching MethodsGrammar and translation method, task-based teaching method,teamwork, Computer

31、aided teachingUnit 61 .教学目标和要求To introduce new words and word-formation to students in order toenlarge their vocabulary.To help students master the grammatical rules and reading skills.To acquaint the students with cultural tips.To help students understand mother s love and nurture their awareness o

32、f filial duty.2 .教学内容(按照课文的部分active reading ,language in use, Further reading,reading across culture, guided writing部分，具体至U词汇、语法、语篇、写作等内容。)Discussing the questions in active reading part.Teaching the new words and sentences in the text.Discussing the exercises in order to improve the students abilit

33、y.Teaching the rules of word formation(ajectives)Discussing the structure: could have done/despite the fact that/without so much as.Giving the students guidence to the study of the Furthur reading and Reanding across cultures part.Introducing a concession: however/nevertheless, although/though/while

34、,Despite/inspite of .Showing the students a family tree and asking them to draw one.3 .重点与难点Keypoints: the usage of reatain/significant/advocate/acknowlege/giveuptoDifficult points:the usage of could have done/withou so much asThe translation of the sentences in the text4 .教学方法与手段Grammar and transla

35、tion method, task-based teaching method,teamwork, Computer aided teaching第七单元 Travelers s tales1 .教学目标和要求通过本单元学习使学生学会使用目标词汇和短语，了解文章的篇章结构，能 够运用所学语言知识讨论与旅游相关的话题，包括旅游景点介绍、旅游前的准备、 现代旅游的发展所带来的社会问题等。2 .教学内容及步骤ACTIVE READINGTask One:Warming upWork in pair and discuss the following questions:What are the di

36、fferences between real travelling and armchair travelling? Which one do you prefer?Why?Task Two: Skimming Browse the passage within 8 minutes to get a rough idea about it.O Answer the questions of Activity 2 and 3 on page 136.Task Three: DiggingExplain and exemplify the following important words and

37、 expressions in the text:Armchair; overwhelm; ignorance; surroundings; elderly; annoy; modest; circumstance; cynical;pessimistic; classic; browse; vision; inspire; dramatic; rural; conservative; instinct; vivid; curiosity;agency; departure; comparison; nuisance; on ones own; by choice; remind sb of

38、sb/sth; money/time/ room to spare; the like of; push one s way through; in comparison with, etc.Task Four: explanation of difficult sentences1 . As we all know,(Line 5, Para 1)The story takes the point of view of George, and the narrator seems to think like him.2 . For George, the city was like an o

39、ver-familiar elderly lady, who in the right light reminded himof her past beauty, but who had lately begun to annoy him. (Line 7, Para 1)George thought London had been beautiful in the past but now it had no mystery left and had many faults. It is typical of a conservative outlook to think things we

40、re better in the past.3 . His way of life was modest and his financial circumstances allowed him to spend his days in an old and comfortable armchair, wearing a dressing gown and reading great works of literature. (Line 1, Para 2)He did not spend much, and he spent his days in an old and comfortable

41、 armchair reading in a relaxed way. The old and comfortable armchair reflects his character again. George does not like new things.4 . To Pagnol, it was a rural and conservative region, with an instinct not to trust strangers. (Line 8, Para 3)In Pagnol s book, Provence was a rural region and its peo

42、ple were conservative. Newcomers were not welcome, even after living there for some years one could be thought of as an outsider by the true locals.5 .Unable to contain his curiosity, (Line 2, Para 5) He couldn t control his desire to see it.6 .He was astonished that a journey, so rich in ideas, col

43、ours and impressions, could be made with such little effort,(Line 1, Para 6)He had imagined the journey so many times, full of colours, and he had different impressions and feelings every time he thought about it. He couldn t even believe that such a wonderful journey could be made so easily.7 . fru

44、it and vegetables coloured with the sun. (Line 5, Para 7)Provence is particularly noted for its tomatoes, red, yellow and green bell peppers and purple aubergines.8 .He sensed that he would have to hurry along the platform, (Line 5, Para 8)Of course, these are very simple and not really tiring thing

45、s to do, but we are being asked to see things from George s point of view.9 . if his vision was not matched by the reality, (Line 17, Para 8)If what he was going to see with his own eyes was not as good as what he had imagined Provence to be like.10 .George was suddenly struck by the realization (Li

46、ne 1, Para 9)George had a sudden thought which seemed important thatTask Five: Introduction of culture pointsMarcel Pagnol (马塞尔帕尼奥尔 )(1895 - 1974) was a French writer and filmmaker, whose work was set in Provence, France. He explored the relationships between people in small country villages, and th

47、e difficulties of their lives there.Provence (普罗旺斯)is a region in the south-east of France, famous for its countryside, its food and the cities of Aix, Marseille, Avignon, St Tropez, Cannes and Nice.The Alps (阿尔卑斯山脉)are a range of mountains in Central Europe which pass through south-eastern France,

48、Switzerland, Germany, Austria and Italy.LANGUAGE IN USETask One: word formationO Adjectives with -lyO Adjectives +alExplain and examplify the usages of the above word formation.Task Two: Structure Of which vs. Whom Remind sb of sth.Finish the exercises on SB P140-141.Task Three: Translation E-C translation C-E translationFinish the exercises on SB P140-141.HOMEWORKO Reading of the texts in Further reading and Reading across cultures in this unit.OWrite a short passageabout a place you know which could be an ecotourist destination.3 .重点与难点1) Task Three and Task Four in ACTIVE READING2) Task Tw