《大学英语》（护理、助产、老年服务与管理）课程标准

《大学英语》（护理、助产、老年服务与管理）课程标准一、课程性质与任务本课程是我校护理、助产专业的必修课，是为培养面向生产、建设、服务和管理第一线需要的高素质技能型人才的目标服务的，是培养高职学生综合素质、提升职业可持续发展能力的重要课程。依据教育部《课程教学要求》，结合专业人才培养目标、学生英语基础、毕业生升学、就业竞争和社会需求等实际情况，护理系大学英语课程A级定位在“一般要求”。通过教学，使学生掌握一定的英语基础知识和技能，具有一定的听力理解能力、口语表达能力、阅读理解能力、书面表达能力、翻译能力的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常滑动和业务活动进行简单的口头和书面交流。在提高学生的听、说、读、写、译等语言应用能力的同时，培养学生自主学习能力和跨文化交际意识。本课程是在中等教育的基础上，培养学生的英语综合应用能力，特别是为后续的职场环境下运用英语的基本能力打下基础。同时，提高学生的综合文化素养和跨文化交际意识，培养学生的学习兴趣和自主学习能力，使学生掌握有效的学习方法和学习策略，以达到培养应用型人才的教学目的，为提升学生的就业竞争力及未来的可持续发展打下必要的基础。二、课程教学目标（一）素质目标1.认识到英语学习的重要性，拥有学习英语的兴趣和信心，养成自主学习的能力和学习策略，发挥创造潜能，增强跨文化意识；2.具有良好的心理品质以及以交际能力为核心的英语语言运用素质；3.根据学习环境，具有扩大知识面的意识，建构自己的自主学习模式，最大限度地发展和完善自己，使英语学习为自己的全面发展服务。（二）知识目标1.掌握3，000个英语单词（含在中等教育阶段已经掌握的基本词汇）以及由这些词构成的常用词组，对参考词汇表中列出的2，500个共核词汇能在口头和书面表达时加以运用。另需掌握500个左右与行业相关的常见英语词汇。2.掌握基本的英语语法，并能在职场交际中基本正确地加以运用。（三）能力目标1.能基本听懂日常生活用语和与未来职业相关的简单对话。2.能就日常话题和与未来职业相关的一般性话题进行比较有效的交谈。3.能阅读日常题材和与未来职业相关的一般性英文材料，理解基本正确。4.能就日常话题和与未来职业相关的一般性话题进行简单的书面交流，能填写表格和模拟套写常见的英语应用文，如电子邮件、信函、通知、求职简历等。语句基本正确，表达基本清楚，格式恰当。5.能借助词典将日常题材的文字材料和与未来职业相关的一般性业务材料译成汉语。译文基本达意，语句比较通顺，格式恰当。三、课程学时136学时，必修课。四、课程学分8学分。五、课程内容与教学要求序号教学项目教学内容与教学要求教学活动设计学时1BookIUnit1TextA：College–ATransitionPointinMyLifeTextB：WhatIHopetoGainfromaCollegeEducation1.Tolistthethingsthattheywereexcitedandworriedaboutwhentheyfirstgottocollege.2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching82BookIUnit2TextA：HeHelpedtheBlindTextB：Don'tEattheTomatoes；They'rePoisonous1.Totalkaboutsomeinventionsordiscoveriesthatarethemostimportantinhumanhistory。2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching83BookIUnit3TextA：Thanks，Mom，forAllYouHaveDoneTextB：HisLife'sWork1.Togiveanoralpresentation，explainingtheimportanceofsaying“thankyou。”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit.1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching84BookIUnit4TextA：RunLiketheWindTextB：Exercise：WhatCanItDoforYou1.Tolistthebenefitsofrunningandotherphysicalexercise。2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching85BookIUnit5TextA：TheTreasureintheOrchardTextB：TheGoldenCarambolaTree1.Totalkabout“Whatiswealth？”and“Whatwouldadyingmanleavetohischildren？”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching86BookIUnit6TextA：TrackingDownMyDreamTextB：FromCrutchestoaWorld—classRunner1.Todiscuss“Whydopeopleshoutorcheerforboththewinnerandtheloserwhenwatchingracesorballgames？”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching87BookIUnit7TextA：TheSmileTextB：Blameless1.Togiveanoralpresentationinclass，tellingtheiropinionsontherelationshipbetweenasmileandacomplimentoronthesubject“Asmileisworthathousandwords。”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching88BookIUnit8TextAMaintainingProgressinYourEnglishStudiesTextBSuccessfulLanguageLearners1.TotalkaboutEnglishlearningstrategies。2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching89BookIIUnit1TextA：MisunderstandingTextB：TheMysteriesoftheEnglishLanguage1.Todiscussonthetopicof“Lifewouldbemeaninglesswithoutmisunderstandings。”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching810BookIIUnit2TextA：MistakenIdentityTextB：IfOnly1.Todiscussonthetopicof“Docollegestudentshandlewellsituationsthatneedanapology？”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching811BookIIUnit3TextA：ICan'tAcceptNotTryingTextB：EnthusiasmLeadstoSuccess1.Tohaveagroupdiscussion，tellingeachothertheirpersonalandprofessionalgoalsandhowtheyachieved/willachievethem。2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching812BookIIUnit4TextA：ILikeAnimalsTextB：Horsesense—WilhelmvonOstenTriestoTeachHorsetoCount1.Todiscussonthetopicof“Canwetellstudentsapartbytheircuriosity？”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching813BookIIUnit5TextA：PreciousLegacyTextB：AStringofBlueBeads1.Todiscussonthetopicof“Howimportantismemorytolearning？”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching814BookIIUnit6TextA：BillyTextB：Billy1.Todiscussonthetopicof“Whatorwhoarousesyoursympathy？”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching815BookIIUnit7TextA：“Impossible“or“I’mpossible”TextB：NothingBurProblems1.Todiscussonthetopicof“LookingataProbleminDifferentWays。”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching816BookIIUnit8TextA：TheTop5ScientificBreakthroughsofthe21stCenturyTextB：TheChernobylDisaster1.Todiscussonthetopic“Itismoreimportanttoraisequestionsthantoanswerthem。”2.TobeabletotranslatesomesentencesinTextAintoChinese。3.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotexts。4.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedinthisunit。1.furtherstudents’understandingofthein—classpassagebyanalyzingtheroleofwords，phrases，connectors，sentencesandparagraphsintheroducetheformativeevaluationmethodstoreadingteaching817GeneralReviewNounClauses，AdverbialClauses，SubjectiveMood，AttributiveClauses，Nonfiniteverb1.Students are asked to fill in the blank about grammar tips on their own。2.Check the answers in class and teachershows the correct answer。 8六、教学建议（一）教学方法以学生为中心的启发式教学法。提问是最常用和有效的启发手段。提问在教学过程中的不同阶段可以有不同的目的和作用。另外，课堂讨论也是启发教学的有效方式。通过对所学的有关内容