《基礎(chǔ)英語(yǔ)4》課程教學(xué)大綱

1、新編英語(yǔ)教程第三版第四冊(cè)教案PAGE PAGE 38基礎(chǔ)英語(yǔ)4課程教學(xué)大綱課程名稱(chēng)(中文)： 基礎(chǔ)英語(yǔ)4 課程名稱(chēng)(英文)： Basic English 課程編號(hào)： 060502014001 課程類(lèi)別： 專(zhuān)業(yè)基礎(chǔ)課程 先修課程： 基礎(chǔ)英語(yǔ)1、基礎(chǔ)英語(yǔ)2基礎(chǔ)英語(yǔ)3一、課程的教學(xué)目標(biāo)和教學(xué)要求1. 課程工作任務(wù)目標(biāo)加強(qiáng)英語(yǔ)各項(xiàng)技能的綜合訓(xùn)練，提高學(xué)生的邏輯思維及判斷能力，培養(yǎng)和強(qiáng)化跨文化意識(shí)，使學(xué)生能夠把握英語(yǔ)篇章主旨、文體修辭、語(yǔ)言技巧，學(xué)會(huì)使用工具書(shū)獲取所需信息，獨(dú)立完成規(guī)定的學(xué)習(xí)任務(wù)，在英語(yǔ)知識(shí)、應(yīng)用技能及文化素質(zhì)方面得到提高，為三、四年級(jí)的進(jìn)一步學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。2. 職業(yè)能力目標(biāo)經(jīng)過(guò)基

2、礎(chǔ)英語(yǔ)課程學(xué)習(xí)，配合英語(yǔ)口語(yǔ)、語(yǔ)音、語(yǔ)法、聽(tīng)力、閱讀、英語(yǔ)國(guó)家概況等課程學(xué)習(xí)，學(xué)生應(yīng)該學(xué)會(huì)英語(yǔ)語(yǔ)音、詞匯、語(yǔ)法、句法、修辭、語(yǔ)篇等基本語(yǔ)言知識(shí)，學(xué)生逐步提高語(yǔ)篇閱讀理解能力，了解英語(yǔ)各種文體的表達(dá)方式和特點(diǎn)，擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型，具備基本的口頭與筆頭表達(dá)能力，了解英語(yǔ)國(guó)家文化背景差異，掌握一些跨文化交際知識(shí)與交際策略，打好堅(jiān)實(shí)的語(yǔ)言能力和交際能力基礎(chǔ)。語(yǔ)言水平測(cè)試能達(dá)到英語(yǔ)專(zhuān)業(yè)四級(jí)水平。 在聽(tīng)力理解方面，能聽(tīng)懂英語(yǔ)國(guó)家人士關(guān)于日常生活、社會(huì)生活和學(xué)習(xí)的演講和會(huì)話。在口語(yǔ)表達(dá)能力方面，能用英語(yǔ)交流，并能就某一主題進(jìn)行討論；能就日常話題與英語(yǔ)國(guó)家的人士進(jìn)行交談；能就所熟悉的話題經(jīng)準(zhǔn)備后作簡(jiǎn)

3、短發(fā)言；能在交談中使用基本的會(huì)話策略。在閱讀理解方面，能讀懂英美國(guó)家出版的中等難度的英語(yǔ)文章和材料，能基本讀懂難度相當(dāng)于美國(guó)Newsweek的國(guó)際新聞報(bào)道，掌握中心意思，理解主要事實(shí)和有關(guān)細(xì)節(jié)；能讀懂工作、生活中常見(jiàn)的應(yīng)用型問(wèn)題的材料；能在閱讀中使用有效的閱讀技巧和方法。在書(shū)面表達(dá)方面，能完成一般性寫(xiě)作任務(wù)，描述個(gè)人經(jīng)歷、觀感、情感和發(fā)生的事件等；能寫(xiě)常見(jiàn)的應(yīng)用文；能就一般性話題或提綱在45分鐘內(nèi)寫(xiě)出200單詞左右的短文，內(nèi)容完整，用詞恰當(dāng)，語(yǔ)意連貫；能掌握基本的寫(xiě)作技能。詞匯量：掌握5000個(gè)單詞和800個(gè)詞組的基本用法，并對(duì)其中2000個(gè)積極詞匯能夠在認(rèn)知的基礎(chǔ)上學(xué)會(huì)熟練運(yùn)用。3.素質(zhì)目標(biāo)

4、通過(guò)本課程的學(xué)習(xí)及語(yǔ)言綜合技能的訓(xùn)練和實(shí)際運(yùn)用，掌握語(yǔ)言知識(shí)和語(yǔ)言交際的基本技能；同時(shí)培養(yǎng)學(xué)生自主學(xué)習(xí)和協(xié)作學(xué)習(xí)的能力，提高學(xué)生的綜合文化素養(yǎng)，最終能夠熟練運(yùn)用語(yǔ)言基礎(chǔ)知識(shí)、語(yǔ)言技巧及跨文化交際能力來(lái)說(shuō)明、處理日常工作中的事情，解決實(shí)際問(wèn)題，滿(mǎn)足工作時(shí)繼續(xù)學(xué)習(xí)英語(yǔ)的需要。 4. 職業(yè)資格證書(shū)考核目標(biāo)全國(guó)高校英語(yǔ)專(zhuān)業(yè)四級(jí)水平考試及格證書(shū)。二、教學(xué)時(shí)數(shù)分配章節(jié)教學(xué)內(nèi)容教學(xué)時(shí)數(shù)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、主要教學(xué)內(nèi)容與教學(xué)方法1.教學(xué)目的及要求： 學(xué)生應(yīng)該學(xué)會(huì)英語(yǔ)語(yǔ)音、詞匯、語(yǔ)法、句法、修辭、語(yǔ)篇等基本語(yǔ)言知識(shí)，逐步提高語(yǔ)篇閱讀理解能力，了解英語(yǔ)各種文體的表達(dá)方式和特點(diǎn)，擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型，具備基本的口頭與筆頭表達(dá)能力，了解英語(yǔ)國(guó)家文化背景差異，掌握一些跨文化交際知識(shí)與交際策略，打好堅(jiān)實(shí)的語(yǔ)言能力和交際能力基礎(chǔ)。語(yǔ)言水平測(cè)試能達(dá)到英語(yǔ)專(zhuān)業(yè)四級(jí)水平。 2.教學(xué)重點(diǎn)：理解賞析Text I；生詞；短語(yǔ)3.教學(xué)難點(diǎn)：理解賞析Text I；生詞；短語(yǔ)4.教學(xué)方法：1）重視從掌握語(yǔ)言知識(shí)到對(duì)所學(xué)知識(shí)的綜合應(yīng)用。以學(xué)生為主體，以教師為主

8、導(dǎo)，采用多種教學(xué)方法和手段，創(chuàng)造課堂英語(yǔ)語(yǔ)言環(huán)境，引導(dǎo)學(xué)生積極參與學(xué)習(xí)的全過(guò)程。2）用熱身聽(tīng)力訓(xùn)練方法，鞏固語(yǔ)音教學(xué)成果，強(qiáng)調(diào)聽(tīng)的習(xí)慣的養(yǎng)成和信息捕捉能力的培養(yǎng)。3）對(duì)已學(xué)詞匯和語(yǔ)匯整理、鞏固和強(qiáng)化，完成語(yǔ)音、聽(tīng)說(shuō)、詞匯、語(yǔ)法、句法的銜接，培養(yǎng)口語(yǔ)輸出能力。4）通過(guò)篇章閱讀教學(xué)，詞法教學(xué)及寫(xiě)作、翻譯等相關(guān)技能和知識(shí)的擴(kuò)展性訓(xùn)練，以及融合聽(tīng)說(shuō)、聽(tīng)寫(xiě)、口譯、筆譯、讀寫(xiě)等于一體的任務(wù)型教學(xué)活動(dòng)，逐步提高學(xué)生語(yǔ)篇閱讀理解能力，了解英語(yǔ)各種文體表達(dá)方式和特點(diǎn)，吸收語(yǔ)言和文化背景知識(shí)，擴(kuò)大詞匯量，充分鍛煉學(xué)生的綜合語(yǔ)言技能。5）將學(xué)生分組，以學(xué)生為中心，以小組為單位進(jìn)行各類(lèi)合作學(xué)習(xí)、合作探究與演示等，培養(yǎng)

9、學(xué)生的團(tuán)隊(duì)意識(shí)、探究能力和創(chuàng)新能力。6）小班化教學(xué)了解學(xué)生個(gè)性、能力、知識(shí)結(jié)構(gòu)等方面的差別，兼顧每一個(gè)體，挖掘?qū)W生學(xué)能和潛能，調(diào)動(dòng)學(xué)習(xí)積極性，培養(yǎng)自主學(xué)習(xí)能力，充分體現(xiàn)因材施教、開(kāi)發(fā)個(gè)性的原則。7）課堂講授及課堂練習(xí)、充分利用多媒體、語(yǔ)音室、電子課件、光盤(pán)等現(xiàn)代化教學(xué)手段，發(fā)揮其圖、文、聲、像并茂的優(yōu)勢(shì)提高教學(xué)效果。8）利用校園語(yǔ)言教學(xué)互動(dòng)平臺(tái)，將教師課程教學(xué)資源與海量網(wǎng)絡(luò)資源結(jié)合起來(lái)，延伸課堂教學(xué)內(nèi)容，增強(qiáng)師生互動(dòng)，提高課程教學(xué)的有效性。5.參考書(shū)目：新編英語(yǔ)教程4（第三版）學(xué)習(xí)指南，新編英語(yǔ)教程4（第三版）拓展閱讀，由上海外國(guó)語(yǔ)大學(xué)的梅德明主編，上海外語(yǔ)教育出版社出版。6.思考題：練習(xí)冊(cè)上

10、的思考題。四、考核方式1、本課程對(duì)學(xué)生的評(píng)價(jià)與考核方式為形成性評(píng)價(jià)與終結(jié)性評(píng)價(jià)相結(jié)合。形成性評(píng)價(jià)就是對(duì)學(xué)生日常學(xué)習(xí)過(guò)程中的表現(xiàn)、所取得的成績(jī)等做出評(píng)價(jià)，激勵(lì)學(xué)生學(xué)習(xí)，幫助學(xué)生有效調(diào)控自己的學(xué)習(xí)過(guò)程，使學(xué)生獲得成就感，增強(qiáng)自信心。終結(jié)性評(píng)價(jià)主要通過(guò)閉卷考試獲得。形成性評(píng)價(jià)占總評(píng)成績(jī)的30，包括出勤（5%）、課堂表現(xiàn)（5%）、小測(cè)驗(yàn)（10%）、作業(yè)（10%），終結(jié)性評(píng)價(jià)為期末考試，成績(jī)占70%。總評(píng)成績(jī)滿(mǎn)分為100分，60分及以上為及格。2、對(duì)教師的評(píng)價(jià)按照學(xué)校教學(xué)督導(dǎo)與學(xué)生評(píng)教有關(guān)規(guī)定執(zhí)行。五、其他說(shuō)明本標(biāo)準(zhǔn)應(yīng)根據(jù)地方經(jīng)濟(jì)發(fā)展的需要，及時(shí)調(diào)整學(xué)習(xí)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 靈魂的拯救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（鼓動(dòng)性的）福音布道會(huì)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，嗚咽 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，節(jié)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