《基础英语4》课程教学大纲

1、新编英语教程第三版第四册教案PAGE PAGE 38基础英语4课程教学大纲课程名称(中文)： 基础英语4 课程名称(英文)： Basic English 课程编号： 060502014001 课程类别： 专业基础课程 先修课程： 基础英语1、基础英语2基础英语3一、课程的教学目标和教学要求1. 课程工作任务目标加强英语各项技能的综合训练，提高学生的逻辑思维及判断能力，培养和强化跨文化意识，使学生能够把握英语篇章主旨、文体修辞、语言技巧，学会使用工具书获取所需信息，独立完成规定的学习任务，在英语知识、应用技能及文化素质方面得到提高，为三、四年级的进一步学习打下坚实的基础。2. 职业能力目标经过基

2、础英语课程学习，配合英语口语、语音、语法、听力、阅读、英语国家概况等课程学习，学生应该学会英语语音、词汇、语法、句法、修辞、语篇等基本语言知识，学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力，了解英语国家文化背景差异，掌握一些跨文化交际知识与交际策略，打好坚实的语言能力和交际能力基础。语言水平测试能达到英语专业四级水平。 在听力理解方面，能听懂英语国家人士关于日常生活、社会生活和学习的演讲和会话。在口语表达能力方面，能用英语交流，并能就某一主题进行讨论；能就日常话题与英语国家的人士进行交谈；能就所熟悉的话题经准备后作简

3、短发言；能在交谈中使用基本的会话策略。在阅读理解方面，能读懂英美国家出版的中等难度的英语文章和材料，能基本读懂难度相当于美国Newsweek的国际新闻报道，掌握中心意思，理解主要事实和有关细节；能读懂工作、生活中常见的应用型问题的材料；能在阅读中使用有效的阅读技巧和方法。在书面表达方面，能完成一般性写作任务，描述个人经历、观感、情感和发生的事件等；能写常见的应用文；能就一般性话题或提纲在45分钟内写出200单词左右的短文，内容完整，用词恰当，语意连贯；能掌握基本的写作技能。词汇量：掌握5000个单词和800个词组的基本用法，并对其中2000个积极词汇能够在认知的基础上学会熟练运用。3.素质目标

4、通过本课程的学习及语言综合技能的训练和实际运用，掌握语言知识和语言交际的基本技能；同时培养学生自主学习和协作学习的能力，提高学生的综合文化素养，最终能够熟练运用语言基础知识、语言技巧及跨文化交际能力来说明、处理日常工作中的事情，解决实际问题，满足工作时继续学习英语的需要。 4. 职业资格证书考核目标全国高校英语专业四级水平考试及格证书。二、教学时数分配章节教学内容教学时数Unit1Unit2 Unit3Unit4Text I This Year Its Going to Be DifferentOral Work Guided Writing Text I SalvationOral Work

5、 Guided Writing Text I Writing Between the LinesOral Work Guided Writing Text I Network DesignerTim Berners LeeOral Work Guided Writing 8778Unit5Unit6 Unit7Unit8 Unit9 Unit10Unit11Unit12Text I AntarcticaOral Work Guided Writing Text I The PearlOral Work Guided Writing ExercisesOral Work Guided Writi

6、ng ExercisesText I A Friend in NeedOral Work Guided Writing ExerciseText I University DaysOral Work Guided Writing ExercisesText I Abducting the Cloning DebateOral Work Guided Writing ExercisesText I Neat People vs. Sloppy PeopleOral Work Guided Writing ExercisesText I Gettysburg AddressOral Work Gu

7、ided Writing Review77787877 2三、主要教学内容与教学方法1.教学目的及要求： 学生应该学会英语语音、词汇、语法、句法、修辞、语篇等基本语言知识，逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力，了解英语国家文化背景差异，掌握一些跨文化交际知识与交际策略，打好坚实的语言能力和交际能力基础。语言水平测试能达到英语专业四级水平。 2.教学重点：理解赏析Text I；生词；短语3.教学难点：理解赏析Text I；生词；短语4.教学方法：1）重视从掌握语言知识到对所学知识的综合应用。以学生为主体，以教师为主

8、导，采用多种教学方法和手段，创造课堂英语语言环境，引导学生积极参与学习的全过程。2）用热身听力训练方法，巩固语音教学成果，强调听的习惯的养成和信息捕捉能力的培养。3）对已学词汇和语汇整理、巩固和强化，完成语音、听说、词汇、语法、句法的衔接，培养口语输出能力。4）通过篇章阅读教学，词法教学及写作、翻译等相关技能和知识的扩展性训练，以及融合听说、听写、口译、笔译、读写等于一体的任务型教学活动，逐步提高学生语篇阅读理解能力，了解英语各种文体表达方式和特点，吸收语言和文化背景知识，扩大词汇量，充分锻炼学生的综合语言技能。5）将学生分组，以学生为中心，以小组为单位进行各类合作学习、合作探究与演示等，培养

9、学生的团队意识、探究能力和创新能力。6）小班化教学了解学生个性、能力、知识结构等方面的差别，兼顾每一个体，挖掘学生学能和潜能，调动学习积极性，培养自主学习能力，充分体现因材施教、开发个性的原则。7）课堂讲授及课堂练习、充分利用多媒体、语音室、电子课件、光盘等现代化教学手段，发挥其图、文、声、像并茂的优势提高教学效果。8）利用校园语言教学互动平台，将教师课程教学资源与海量网络资源结合起来，延伸课堂教学内容，增强师生互动，提高课程教学的有效性。5.参考书目：新编英语教程4（第三版）学习指南，新编英语教程4（第三版）拓展阅读，由上海外国语大学的梅德明主编，上海外语教育出版社出版。6.思考题：练习册上

10、的思考题。四、考核方式1、本课程对学生的评价与考核方式为形成性评价与终结性评价相结合。形成性评价就是对学生日常学习过程中的表现、所取得的成绩等做出评价，激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心。终结性评价主要通过闭卷考试获得。形成性评价占总评成绩的30，包括出勤（5%）、课堂表现（5%）、小测验（10%）、作业（10%），终结性评价为期末考试，成绩占70%。总评成绩满分为100分，60分及以上为及格。2、对教师的评价按照学校教学督导与学生评教有关规定执行。五、其他说明本标准应根据地方经济发展的需要，及时调整学习情境。日 期： 2012 年 6 月 日Book

11、IVUnit 1 (8 hours)I. Teaching objectivesHave a basic understanding of the New Years resolution and the text structure.Understand what is the father going to change this year? How does he try to make this year different? Why the results all went contrary to his expectations?Learn language points; app

12、reciate the writing techniques and rhetorical devices.Have a deep understanding of ambition in text 2.Oral speaking practiceII.Teaching emphasisVocabulary: resolution; spontaneous; escape mechanism; swarm around; morality rapportA brief summary of the ways to express futurityAppreciate the narrative

13、 skills demonstrated in the text(the selections of the details, the conversational tone; idiomatic and straightforward writing style; the use of the exaggeration; the frequent use of the verb-preposition and verb-particle combination to make his writing very informal The writer carried out his New Y

14、ears resolution faithfully to improve himself, but the results all went contrary to his expectations. Why?III.Teaching Procedures: TEXT I This Year Its Going to Be DifferentI. Pre-reading QuestionsWhen a person makes New Years resolutions, he makes up his mind to do or not to do certain things in th

15、e coming year. Of course, different people make different New Years resolutions. For example, a student may decide to work harder at his studies and not go to the cinema so often; a teacher may decide to improve his/her teaching; a heavy smoker may decide to stop smoking altogether. Some people may

16、be able to carry out their New Years resolutions, but some may not. For most People, its often easier to make New Years resolutions than to carry them out.It is suggested that the students should first guess without being given any part of the story.II. The Main IdeaThe statement that best sums up t

17、he main idea is (3): “The writer carried out his New Years resolution faithfully to improve himself, but the results all went contrary to his expectations.”III. Teaching Points for Reference1. A brief summary of the ways to express futurity 1) The neutral future is formed by using the auxiliaries wi

18、ll/ shall and infinitive.Examples:Tomorrow will be his Sunday. (Level 3, Unit 3)Is it possible to make an atomic engine that will be really safe in every circumstance?(Level 3,Unit 6) 2) The construction to be going to is used to express future intention.Examples: This year it is going to be differe

19、nt. I know what the kids are going to do.Note: This construction cannot be used for neutral futurity, which does not depend on any persons will or intention. For Example, both the following sentences are wrong.* Tomorrow is going to be his Sunday.* If you go to the U.S.A., you are going to come acro

20、ss the remarkable, almost legendary hospitality of the American of the West.3) The construction be to do (something) is used to express arrangement or command. Examples:Now let all men know that crops are to be planted as usual. (Level 3, Unit 11)Shaka ordered: “All women who are found with child ar

21、e to be put to death with their husbands.”4) The construction be about to is used to express near future. Examples:Roy and Sammy were about to perform open-heart surgery on Mrs. Robinson with a scout knife.=Roy and Sammy were just going to do an open-heart operation on Mrs. Robinson with a scout kni

22、fe.She was about to tell us the truth when you entered the building.2. The use of over in the text 1) I tiptoed over and kissed her on the back of the neck. Over adv. ：across a distance or open space, either towards or away from someone/something. More examples:We asked Kates two sailor friends over

23、 to help us gain our point indirectly.Go over to your Grandmother, my dear. Shes beckoning to you.2)“What did you do over the holidays?” over prep.during, in the course of (a period or an event) More examples: She likes to listen to some light music over the weekend. Paul has become more mature over

24、 the years.3) To ease the situation, I picked up her brand-new sweater from the floor and put it over a chair. Over prep. resting on top of something and covering something partly or completelyMore examples: John was so tired that he was found sprawling on the floor asleep with his dripping raincoat

25、 over a sofa.4) Take over one of your wifes chores, shell love you for it. Take overtake charge of More examples: The firm became more and more prosperous after the son took it over. We expect Mr. Johnson will take over our class when Mr. Shaw retires.3.“It wasnt my idea to stay out until four a.m.”

26、 The phrase ones idea to do something is used to express what one wishes to do.More examples: It was not my idea to argue with them. What I wanted was only to seek the truth from facts.4. Instead, I got a pencil and drew a sketch of the escapement mechanism.drawmake a picture with a pen, pencil or c

27、halkdraw a sketchmake a rough picture (drawing, diagram) with a pencilMore examples:Fancy him drawing so well at the age of five.She cherished the sketch of the roaring sea not because it was drawn by a famous artist but because it brought back some fond memories.Cf.: By now the kids were in the roo

28、m, drawn by the commotion.be drawn by the commotionbe attracted by the noisy confusion.Here, draw means “attract”.More examples：The film that tells of the unusual faithfulness between a miner and his wife drew large audiences when it was on. Supermarkets, which were unknown to the Chinese people som

29、e years ago, have begun to draw large numbers of customers in many cities in China.5. She was in her pajamas.She was wearing her pajamas. inwearing More examples：Jimmy Wells, the policeman in uniform, with his stalwart form and slight swagger, made a fine picture of a guardian of the peace.Now the f

30、ashion is for girls to be dressed in pure silk in summer and in expensive fur coats in winter.6. Maggie always dreads taking down the Christmas tree, so I thought Id to it for her. 1) dreadfeel worried about. Dread is followed by an-ing participle.Another example：Small children usually dread paying

31、a visit to the dentist.It is also correct to say:Small children usually dread a visit to the dentist.Small children usually dread that they will be taken to the dentist.2) take down the Christmas treetake down the tinsel, coloured lights, etc., from the Christmas tree, and remove the tree itself. Th

32、e antonym for take down is put up.More examples:It often takes a long time to take down a Christmas tree.When they went camping last summer, they had a good time. Every evening they put up their tent and the following morning they took it down.7. I was about two-thirds done when Maggie came in. I ha

33、d finished about two-thirds of the work donefinished Two-thirds serves as an adverbial modifying done. More examples:His new novel is about two-fifths thicker than his previous one.At the end of last year the construction project was already four-fifths finished.Unit 2(7 hours)I. Teaching objectives

34、a. Have a basic understanding of salvation in the text.b. Understand the purpose of the writer in the article.c. Appreciate the writing techniques and rhetorical devices. d. Learn language points.e. Oral speaking practiceII. Teaching emphasisa. Vocabulary: salvation, revival, bring the lamb to the f

35、old, escort b. Appreciate the stylistic features (ironic title; repetitions for creating a tense atmosphere; vivid descriptions).c. Understand how did the writer achieve the ironic effect? II.Teaching Procedures:TEXT I SalvattionI. Pre-reading QuestionsThe purpose of asking the students to look up t

36、he given words is two-fold: to provide them with clues about the religious content of the text and to supply them with adequate background information. Try not to give the students any extra information or they may lose interest in the passage. It is always best for the students to solve their own p

37、roblems by themselves.Definitions of words as used in the Christian religion:salvationthe state of having ones soul saved from sin and its consequences 灵魂的拯救saveset free from the power of or from the eternal punishment for sinsinbreaking of Gods laws, disobedience to Gods commandmentsrevivalseries o

38、f meetings intended to produce an increase in interest in religion, or to stir up the religious faith among those who have been indifferent, usually by preaching and confession of sins（鼓动性的）福音布道会lambyoung members of church flock or Christian congregationfoldbody of believers in the Christian religio

39、nII. The Main IdeasThe statement that best sums up the main ideas is (1)：“After having through a painful process, the child was finally saved from sin, but instead of feeling joyous, he felt miserable because of his disillusionment.”III. VocabularyA. Guessing the meanings of words and phrases 1. spe

40、ak (usually silently) to God, showing love, giving thanks or asking for something 2. was taken 3. low sound of pain or suffering 4. terrible 5. go down and / or remain on the knees 6. very dark / shiny black 7. shook / moved gently 8. calml 9. smil broadly 10. make somebody believe something that is

41、 falseB. Looking up words in a dictionary 1. give a religious talk, usually as part of a service in church 2. very quickly 3. marked by regular succession of weak and strong stresses, accents, sounds or movements (in speech, music, dancing, etc.) 4. a talk usually based on a sentence or “verse” from

42、 the Bible and preached as part of a church service. 5. twisted together into one plait (here, of hair) 6. (of hands and fingers) twisted, with swollen joints and rough skin as from hard work or old age. 7. a person who lives a vicious life; a habitual drunkard8. use Gods name in cursing; speak of G

43、od without respect9. (here) interrupt from time to time with something10. causing great joy and happiness.IV. Teaching Points for Reference1. and the membership of the church had grownmembershipnumber of members; all members More examples: The drama society in our school has a large membership. The

44、membership of our self-taught group has grown by leaps and bounds this summer because of the young peoples thirst for knowledge.2. all moans and shouts and lonely cries and dire pictures of hell, Lonely means “having no companionship” and indicates the “state of mind of one being or feeling alone.”

45、Lonely may also be applied to places which are unfrequented or remote from human habitation.More examples:With the development of the travel business, swarms of tourists now visit the newly discovered cave in the once lonely mountainous area.The retired worker is not living a lonely life since she h

46、as so much work to do in the neighborhood and since there is so much warmth and care at home.3. Finally all the young people had gone to the altar and were saved, but one boy and me. butexceptMore examples:He is talking about everything but the most important thing.I have been to all the important s

47、cenic spots in Hangzhou but the Yellow Dragon Cave.4. Then I was left all alone on the mourners bench. Alone means “by oneself”. More examples:He lives entirely alone and is very lonely.In this war of liberation we shall not be alone.Better be alone than in bad company. Lonely differs from alone in

48、that it usually means experiencing or producing a feeling of isolation and sadness whereas alone does not. Moreover, lonely is used both attributively and predicatively, alone only predicatively.5.“Langston,” my aunt sobbed. sobdraw in the breath sharply and irregularly from sorrow or pain while cry

49、ing 啜泣，呜咽 More examples:“Oh, dont leave me, dont leave me!” She began to sob passionately.A feeling of infinite regret came over him, as he saw her lying in bed sobbing like a child. She wouldnt have failed in the experiment if he had given her timely support. Cf.: And the little girls cried.To cry

50、is to express grief or pain or sorrow by making mournful sounds and shedding tears.哭泣 More examples:So he cried quite alone for a long time till he at last cried himself to sleep.It is no use crying over spilt milk. Cf.: Tom allowed himself to weep tears, they were tears of anger. Weep stresses the

51、shedding of tears. The difference between weep and cry is that crying is audible and accompanied with tears, but to weep usually refers to the silent shedding of tears. More examples:She didnt weep over the death of her son who died a heroic death but devoted herself to the noble work that her son h

52、ad been doing.Taking the boy to her breast, she rocked him in her arms, and wept silently over him.6. So I decided that maybe to save further trouble, Id better lie, too, and say that Jesus had come, and get up and be saved. savemake unnecessary; relieve (somebody) from the need of using 免得，节省 More

53、examples:She went to the food shop to buy some cooked meat to save her time and energy / to save her cooking.Labor-saving gadgets such as potato peelers and nut-crackers save us a lot of time. Cf.: savefree (a person) from the power or effect of evil (sin) in Christianity and some other religions拯救7

54、. Suddenly the whole room broke into a sea of shouting, as they saw me rise. break intobegin suddenly to give voice to More examples:When the crowd saw the prize-fighter stretched out on the canvas, they broke into shouts and cheers.They broke into laughter when they saw my clownish dress.Unit 3(8 h

55、ours)Teaching objectivesHave a basic understanding of “read between the lines” and “write between the lines”.Understand the writers logic of writing: how did the writer persuade the reader to write down in the book he is reading.Appreciate the writing techniques: Comparison, Simile and Metaphor Lear

56、n language points.Oral speaking practice Teaching emphasisVocabulary: Mutilation; dilapidated; integral ;unblemished; receptacle:Sentence: And marking a book is literally an expression of .Writing techniques: comparison and metaphorTeaching procedures:TEXT Writing Between the LinesI. Pre-reading Que

57、stionsThe dictionary definition of read between the lines is：“find more meaning than the words appear to express; gather more meanings from a text that are not actually stated, but implied”. Write between the lines is not a set phrase. The writer has invented this phrase by following the pattern of

58、the set phrase read between the lines and replacing read with write to stress the importance of writing notes and comments in the book one is reading. In spite of the word “writing” in the title, this essay is actually a piece of good advice on how to “read” efficiently.II. The Main IdeasAnswer for

59、reference:The writer is trying to persuade the reader to write down in the book he is reading his reactions to the text. The readers reactions may include his questions, his agreements or differences of opinion with the author, his doubts and so on. In this way the reader will be doing the most effi

60、cient kind of reading.III. VocabularyA. Guessing the meanings of words1. argue, claim2. destruction3. buying4. ownership5. move from one place to another6. (of books and papers) having the corners of the pages turned up or down with use so that they look like a dogs ears7. whole because no part has