民族预科英语一年制教学大纲.doc

附件4：普通高等学校少数民族本科预科英语教学大纲（试行）（一年制）一、前言为适应我国普通高等学校少数民族预科（以下简称民族预科）教育发展的新形势，深化教学改革，提高教学质量，满足新时期国家和社会对少数民族地区人才培养的需要，特制订普通高等学校少数民族预科英语课程教学大纲，作为教育部主管部门对民族预科英语教学进行统筹性指导、监督和评估的重要手段。该教学大纲的制定有助于推进民族预科英语教学的科学化和规范化，提升民族预科英语教学质量；同时也是各培养院校实施和组织英语教学的主要依据。鉴于民族预科培养学校的教学资源、学生入学水平以及所面临的社会需求等不尽相同，各培养院校应参照该课程教学大纲，根据本校的实际情况，制订科学、系统、个性化的民族预科英语教学计划，指导本校的民族预科英语教学。1教学性质民族预科英语教学是高等民族预科教育的一个有机组成部分。英语课程是民族预科教育的基础课程。民族预科英语教学是以外语教学理论为指导，以英语语言知识与应用技能、跨文化交际和学习策略为主要内容，并集多种教学模式和教学手段为一体的教学体系。2教学目的民族预科英语教学目的是培养学生的英语综合应用能力，激发学生的学习兴趣，增强学习动机，强化自主学习意识和能力，提高综合文化素养和跨文化意识，同时培养学生良好的学习习惯，为他们顺利进入本科阶段的学习以及终身学习打下良好的基础，以适应社会发展和少数民族地区经济建设的需要。二、课程分级教学目标1制定分级教学目标的指导方针民族预科英语教学目标要体现科学、系统、务实的原则，面向全体少数民族预科学生，贯彻分类指导、因材施教的教育理念，尊重个体差异，对不同学制的少数民族预科英语教学制定不同的英语课程教学目标。2制定分级教学目标的依据我国幅员辽阔，各地区、各高校以及不同生源之间情况差异较大，高校民族预科教育学制分为一年制民族预科教育和两年制民族预科教育。一年制民族预科生为民考汉学生，他们在小学或中学阶段开始学习英语，高考时参加了英语科目的考试；两年制民族预科生为民考民学生，高考时未参加英语科目的考试，他们上民族预科时英语水平几乎是零起点。基于预科学生入学时英语水平的差异，预科英语课程教学目标级别分为A、B两个级别：A级目标针对一年制民考汉预科学生，B级目标针对两年制民考民预科学生。3分级(A级)教学目标根据预科阶段英语学习的特点，对一年制民族预科英语教学在语言知识和技能、学习策略、情感态度以及文化意识等方面作出以下要求：（一）语言知识语言知识是语言能力的有机组成部分，是发展语言技能的重要基础。预科学生应该学习和掌握的英语语言基础知识包括语音、词汇、语法和话题等几个方面的内容。语音1学会运用国际音标，掌握基本读音规则，正确拼读单词，朗读文章时语音语调基本正确；2在交际中逐步做到语音、语调自然、得体和流畅；3根据语音、语调了解和表达隐含的意图和态度；4根据语音辨别和书写不太熟悉的单词或简单语句。词汇1能够理解词汇的不同功能，并运用词汇表达不同意图和态度等；2运用适当词汇，描述事物、行为和特征，说明概念等；3能够辨析基础词汇中近义词的词义；4. 学会3100个左右的单词和400个左右习惯用语或固定搭配。熟练运用约1900个积极词汇，即能够在口头和书面表达两个方面熟练掌握并恰当利用的词汇。语法1熟练掌握描述时间、地点、方位的表达方式；2正确运用表示比较的语言表达方式；3使用正确的时态和语态进行描述以及表达观点、态度、情感等；4掌握基本的、具有修辞作用的语法知识，如倒装结构、强调句式等；5. 了解、掌握各种从句，并能正确运用从句知识表达较复杂的意思；6. 具备在语篇层面上运用语法知识的能力。话题1能够就个人、家庭、学习、生活和社会交往等方面的话题进行书面和口头交流；2能够书面和口头交流文化风俗、社会热点、科学技术等方面的话题；3能够书面和口头交流一般性话题：如职业、节日、环境、教育、旅游、礼仪等。（二）语言技能语言技能是语言运用能力的重要组成部分。语言技能主要包括听、说、读、写几个方面的技能。其中听和读是输入技能，说和写是输出技能；这四种技能在语言学习和交际中相辅相成、相互促进。听力1能听懂日常英语会话、英语授课以及一般性题材的讲座；2能识别不同语气所表达的不同情感；3. 能听懂有关熟悉话题的讨论和谈话，并记住要点；4能基本听懂慢速英语广播或电视新闻的主题和大意；5能灵活运用基本的听力技巧。口语1能运用有效的交际策略，用恰当的语调、语气和节奏表达意愿和情感；2能就日常话题用英语进行交谈；3能就一般话题性进行商讨和辩论；4能经过准备就一般话题作演讲；5能有效运用英语表达情感、态度。例如：发表意见、进行推断、责备或投诉等；6能做一般的生活翻译，例如：带外宾购物或游览等。阅读1能辨别、理解和欣赏不同题材和文体的阅读材料；2能分析句子结构，理解难句和长句；3能抓住文章主旨大意，获取主要信息；4能借助词典阅读欣赏英语文学作品；5能读懂生活中常见指示语、海报、通知、广告、产品说明书等；6. 能正确使用略读和寻读等阅读技巧。写作1使用正确的语言表述观点和表达情感；2根据文字及图表提供的信息撰写短文或报告；3能写出简单的个人简历、邀请信、通知、贺词等；4在写作中做到文体规范、语句通顺、语意连贯；5能就一般性话题在半小时内写出100词左右的短文，内容完整，表达连贯，中心思想明确，用词恰当，语法基本正确；6掌握并运用基本的写作技巧。（三）学习策略学习策略是指学生为了有效地学习语言和使用语言而采取的各种行动和步骤。具体包括认知策略、调控策略、交际策略和资源策略等。认知策略是指学生为了完成具体学习任务而采取的步骤和方法；调控策略指学生计划、实施、评价和调整学习过程或结果的策略；交际策略指学生为了维持交际以及提高交际效果而采取的策略；资源策略指学生合理并有效地利用多种媒体进行英语学习和英语运用的策略。在老师的指导下，预科学生应逐步掌握适合自己学习需要的英语学习策略，自主计划、组织和实施各种语言实践活动，有效利用网络以及各种教育资源扩展英语学习的途径，对所获取的信息进行及时整理、归纳和分析；自觉评价学习效果，并能不断地调整自己的学习策略。（四）情感态度情感态度指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素。保持积极的学习态度是英语学习成功的关键。在预科阶段，应注重培养学生的英语学习兴趣，帮助学生逐渐将兴趣转化为稳定、持久的学习动机，这对学生的学业发展至关重要；要引导学生树立自信心和克服困难的坚强意志，培养合作精神和包容意识，树立正确的价值观，并通过英语课程增强学生的爱国意识，拓展国际视野。（五）文化意识语言是文化的载体，语言具有丰富的文化内涵。在预科阶段的英语教学中，文化意识的培养不仅包含对英语国家的历史、地理、风土人情、传统习俗、生活方式、行为规范和价值观念等方面知识的传授和介绍，同时也包含引导学生加深对中国文化和本民族文化的理解与认识，树立跨文化意识，提高跨文化交际能力。教师应根据学生的年龄特点、认知能力以及多元文化背景精心选择文化知识方面的教学内容。教学中涉及的有关英语国家的文化知识应符合学生知识结构和认知水平，有助于学生拓展视野，提高对中外文化差异的敏感性和鉴别能力。三、教学实施建议1教学原则（1）面向全体预科学生，为他们的终身发展奠定基础；（2）关注学生的情感，营造宽松、民主、和谐的教学氛围；（3）加强对学生学习策略的指导，提高自主学习能力；（4）树立现代教学观念，优化教学模式；（5）利用现代教育技术，广泛开发英语教学资源。2教学课时建议 英语教学为一个学年，分为两个学期，总学时192学时。第一学期教学16周，每周6学时，共96学时；第二学期教学16周，每周6学时，共96学时。各培养院校应根据本校学生英语学习的具体情况，设置符合学生需求的教学课时。3课程设置与教学模式各预科教育培养院校应根据实际情况，按照高校民族预科英语教学大纲和本校英语教学目标设计出各自的民族预科英语课程体系，课程的设置都要充分体现以人为本的教育理念，充分考虑不同起点的学生需求，既要照顾起点较低的学生，又要为基础较好的学生创造发展的空间；既要帮助学生打下扎实的语言基础，又要培养他们较强的实际应用能力；既要保证学生在整个预科学习期间的英语语言水平稳步提高，又要有利于学生个性化学习，确保不同层次的学生在英语语言知识和听、说、读、写等语言技能方面得到充分的训练和提高。各预科教育培养院校应探索基于计算机多媒体的英语教学和基于传统课堂的英语教学相结合的英语教学模式，使英语的教与学可以在一定程度上不受时间和地点的限制，朝着个性化和自主学习的方向发展；应调动教师和学生两个方面的积极性，尤其要体现学生在教学过程中的主体地位和教师在教学过程中的主导作用，使学生在一定程度上选择适合自己需要的材料和方法进行学习，并能够获得学习策略方面的指导，逐步提高自主学习的能力。4教学评估教学评估既是相关职能部门检查教学单位的教学管理水平的有效方法，也是教师获取教学反馈信息、保证教学质量的重要途径，同时又是学生调整学习策略、改进学习方法、提高学习效率和取得良好学习效果的有效手段。因此，全面、客观、科学的评估方法对于实现教学目标至关重要。（一）对学生的评估对学生学习的评估分为形成性评估和终结性评估两种。形成性评估:形成性评估是教学过程中进行的过程性和发展性评估，即根据教学目标，采用多种评估手段和形式，跟踪教学过程，反馈教学信息，促进学生全面发展。形成性评估特别有利于对学生自主学习的过程进行有效监控，在实施基于计算机和课堂的教学模式中尤为重要。形成性评估包括学生自我评估、学生间的相互评估、教师对学生的评估、教务部门对学生的评估等。形成性评估可以采用课堂活动和课外活动记录、网上自学记录、学习档案记录、座谈等多种形式，以便对学生学习过程进行观察、评价和监督，促进学生有效地学习。终结性评估:终结性评估是在一个教学阶段结束时进行的总结性评估，是检测学生综合语言运用能力发展程度的重要途径，也是反映教学效果的重要指标之一。终结性考试应以评价学生的英语综合应用能力为主。终结性评估包括期末课程考试和全国民族预科英语会考。在完成普通高校少数民族预科英语教学大纲中各项教学任务后，学校可以通过单独命题组织考试和参加全国民族预科英语统一考试的形式，对教学进行终结性评估。（二）对教师的评估对民族预科英语教师的评估可通过以下方法进行：同行评估：通过同行听课和评课、查阅作业记录、教学研讨等方式进行评估，侧重于评估教学内容的规范性、教学手段的科学性、作业批改和试卷批阅的准确性和认真程度等。院系评估：教学单位成立评估小组，通过听课、检查教案、跟踪教学创新、评价学生考试成绩等途径，检查和监督教师的教学计划执行情况和教学实施效果，从而对教师的教学能力、教学效果和教学态度进行全面评估。学生评估：通过问卷调查、座谈会、师生对话或个别征求意见等调查方式，让学生就教师的职业素质、教学内容、教学方法、教学基本功等方面进行评估。健全和完善的教师评估制度能够达到培养教师、优化师资队伍、提高办学水平和办学效应的目的。各预科教育培养院校应将民族预科英语课程教学评估作为民族预科教学管理工作的一项重要内容来抓。 5教学管理民族预科英语教学管理应贯穿于民族预科英语教学的全过程。通过强化对教学过程的指导、督促和检查，确保民族预科英语教学达到既定的教学目标。教学管理应做好以下几个方面工作：1完善的英语教学文件和教学管理文件。英语教学文件包括：英语教学大纲、教学目标、教学安排、教学内容、教学进度、考核方式等。教学管理文件包括：教学考核、学生成绩和学习记录、考试试卷分析总结、课程要求以及教研活动记录等。2合格的师资队伍。培养单位应确保科学的生师比比例；在教师的年龄、学历和职称结构方面建设合理的师资梯队。除课堂教学之外，师资配备还应考虑面授辅导、网络自主学习指导和第二课堂指导等因素。3健全的教师培训体制。民族预科英语教师的业务素质直接影响民族预科英语教学质量，要加强对一线英语教师的业务培训，鼓励教师开展各种形式的教学研究活动，加强校际间学术交流，促进教师教学水平的不断提高和教学方法的不断创新。附录一：日常交际用语（一年制英语）附录二：语音项目表（一年制英语）附录三：语法项目表（一年制英语）附录四：英语词汇表（一年制英语）附录一 日常交际用语（一年制英语） 日常交际用语Daily Expressions in Communication1. 问候 Greetings a. Good morning / afternoon / evening. Hello / Hi. How do you do? How do you do? How are you? Fine, thank you, and you? Very well, thank you. How is everything? Fine, thanks. b. Best wishes / regards to your parent. Please give my regards / best wishes to your wife. Say hello to Mr. Lee. Please remember me to your sister. 2. 介绍 Introductions a. Allow me to introduce Mr / Mrs /Miss /Ms Smith. May I introduce you to John, my best friend? Id like you to meet Mrs Carter, our maths teacher. b. Let me introduce myself. Im Jane, a freshman in Class Three My name is Mary. Im a student. Im Chinese. 3. 告别 Farewells a. Im afraid I must be leaving now. I think its time for me to leave now. b. Good-bye! (Bye-bye! Bye!) See you later / tomorrow. See you. So long. Hope to see you again. Good night. 4. 感谢和应答 Thanks and responses a. Thank you (very much). Thanks a lot. Many thanks. Thanks for your timely help. Its very kind of you to lend your book to me. I really appreciate your kindness. b. Not at all. Thats all right. Youre welcome. 5. 祝愿、祝贺和应答 Good wishes, congratulations responses a. Good luck! Best wishes to you! I wish you good luck! Have a nice trip. Have a good time. My congratulations! Id like to congratulate you on your good luck. b. Thank you. The same to you. c. Happy New Year! Merry Christmas! Happy birthday to you. 6. 道歉、遗憾和应答 Apologies, regrets, sympathies responses a. Sorry / Pardon. Im sorry. Im sorry for being late. Im sorry to hear that you are not in good condition. b. Excuse me. Im afraid that I cannot do it. What a pity / shame! Its a pity that I am too busy to go with you. c. Thats all right. It doesnt matter. Thats nothing. 7. 邀请和应答 Invitations and responses a. Will you come to my birthday party? Would you like to join us? Id like to invite you to the dinner party. b. Yes, Id love to. Yes, its very kind / nice of you. Id love to, but I have to work. 8. 提供(帮助等)和应答 Offers and responses a. Can / Could / Shall I help you? Would you like me to carry the box? Is there anything I can do for you? Do you want me to close the window? What can I do for you? Let me do it for you. Would you like some more ? b. Thanks. That would be nice / fine. Thats very kind of you. Thank you for your help. Yes, please. No, thanks / thank you. No, thanks / thank you. I can manage it myself. Thank you all the same. Thats very kind of you, but I can do it by myself. 9. 约会 Making appointments a. Are you / Will you be free this afternoon? How / What about tomorrow morning? Shall we meet at 8:30 at the front gate? Whats the best time / place to meet? b. Yes, thats all right. Yes, Ill be free then. All right. See you then. No, I wont be free then. But Ill be free on Friday Monday would be fine for me.10. 意愿和希望Intentions and wishes a. Im going to the library this afternoon. I plan to take English courses this term. I will give a birthday gift to your brother. I feel like going for a walk. Id like to have a walk. I (do not) want to drink coffee in the evening. Im ready to go for a trip. I would rather not tell you. b. I hope / wish to live in a quiet place. I wish that I could speak three languages 11. 请求、允许和应答Asking for permission and responses a. May I sit here? Can / Could I smoke here? I wonder if I could borrow two book this time? Would / Do you mind if I close the door? b. Yes / Sure / Certainly. Yes, please. Of course. Go ahead, please. Thats OK / all right. Not at all. Im sorry, but you cant. Youd better not. 12. 同意和不同意Agreement and disagreement a. Certainly / Sure / Of course. No problem. Yes, please. Yes, I think so. Thats true. All right/ OK. Thats a good idea. Its a good idea to go for a picnic. I agree (with you). I agree to your suggestion. b. No, I dont think so. Im afraid not. Im afraid I cant agree with you. 13. 喜好和厌恶 Likes and dislikes a. I like / love the dish very much. I like / love swimming in the lake. b. I dont like to work with him. I hate to have classes in the evening. 14. 判断和意见Judgement and opinion a. Its right / wrong to refuse his offer. Well done! Good Job! b. In my opinion, this painting is not good. It seems that he will win the prize. He seemed to feel uncomfortable.15. 义务Obligation You must / have to /should / ought to support your family. It is necessary for us to learn a new skill.16. 能力Ability I can speak three languages. He is able to raise this heavy box. 17. 偏爱Preference I prefer tea to coffee. Hed prefer to stay rather than leave. Hed rather begin at once. 18. 责备和抱怨Blame and complaint a. He is to blame for the accident. She blamed him for missing the train. He shouldnt have done it. b. Im sorry to say so, but you were too rude yesterday. Why cant you do something about it? 19. 肯定和不肯定Certainty and uncertainty a. Im sure (that) our team will win. b. Im not sure of his honesty. Im not sure whether / if I can have another chance. I doubt if she is able to help you. c. Perhaps / Maybe. 20. 禁止和警告 Prohibition and warnings You cant / mustnt climb the tree. If you are absent, youll not be given the opportunity. Youd better not do it. Dont smoke! Dont be late! Look out! Take care! Be careful! 21. 可能和不可能 Possibility and impossibility He may be tired now. It is possible that he is angry with you. He may not agree with you. He is not likely to lend you the money. It is likely that he will work as a teacher.22. 请求 Requests Can / Will / Could / Would you please help me? May I sit here? Please give / pass me some sugar. Please wait a moment. Please wait for me. Make sure that all the lights are turned off. Dont make noise. No noise, please. No smoking, please. 23. 劝告和建议 Advice and suggestions Youd better (not) smoke. You should / ought to study hard. You need to drink a lot of water. Shall we leave? Lets go. What / How about going to the cinema? Why not have a hot tea? Why dont you rest for five minutes? 24. 许诺 Promises I promise that I will never be late.I will surely give the book to you. 25. 提醒Reminding Dont forget to bring me the ticket. Dont you remember the time when we played soccer together? 26. 表示焦虑 Expressing anxiety Whats wrong? Whats the matter with you? Is there anything wrong? Im / Hes / Shes worried. 27. 表示惊奇 Expressing surprise Really? Oh dear! My goodness! Good heavens! 28. 表示喜悦Expressing pleasure Im glad / pleased / happy to see you. Thats wonderful / great. Fantastic! 29. 谈论天气 Talking about the weather a. Whats the weather like today? Hows the weather in Beijing? b. Its fine / cloudy / windy / rainy. Its getting cold/warm. Its rather warm / cold / hot, isnt it? Its a beautiful day today. 30. 购物Shopping a. What can I do for you? May / Can I help you? How many / much do you want? What colour / size do you want? b. I want / Id like a pair of shoes. How much is it? Do you have any other colour / size ? Thats too expensive, Im afraid. Ill take it. Let me have a try.31. 问路和应答Asking the way and responses a. Excuse me. Wheres the library? Excuse me. Can you tell me the way to the supermarket? b. Go down this street. Turn right / left at the first / second crossing. Its about 100metres from here. Go straight ahead till you see the traffic lights. 32. 问时间、日期和应答Asking the time, date and responses a. What day is (it) today? Whats the date today? Excuse me. What time is it by your watch? Whats the time, please? b. Its Monday / Tuesday. Its January 10th. Its five oclock / five thirty / a quarter past (to) six. Its time for lunch. Its time to go to bed. 33. 就餐Taking meals a. What would you like to have? Would you like something to eat / drink? Id like a hamburger, please. Would you like some more? Help yourself to some salad. b. Thank you. Ive had enough. Im full, thank you. Just a little, please. 34. 打电话 Making phone calls Hello! Is Tom in? May / Could I speak to Jane? Is that Jim speaking? Hold on, please. Hello, who is it? She isnt here right now. Can I take a message for you? Hello, this is Susan speaking. 35. 看病 Seeing the doctor a. Theres something wrong with my back. Ive got a headache and a cough. I feel terrible. I dont feel well. Ive got a pain here. My leg hurts. b. Take this medicine three times a day. Drink plenty of water and have a good rest. Its nothing serious. Youll be all right / well soon. 36. 求救 Calling for help Help! Thief! 37. 常见的标志和说明 Some common signs and instructions BUSINESS HOURS 开业时间 OFFICE HOURS 办公时间MENU 菜单NO SMOKING 禁止吸烟NO PARKING 禁止停车NO PHOTOS 禁止拍照NO SPITTING 禁止吐痰OPEN / CLOSED 开/关ENTRANCE / EXIT 入口/出口INSTRUCTIONS 说明MADE IN CHINA 中国制造 ON / OFF 开/关 DANGER 危险PLAY STOP PAUSE 播放/ 停止播放 / 暂停LOOK OUT! 小心！KEEP OFF THE LAWN. 请勿践踏草坪！MIND YOUR HEAD! 小心碰头！附录二 语音项目表（一年制英语）语音项目表 Phonetic Items一、国际音标英语的元音音标和辅音音标 二、基本的拼读规则 1. 元音字母a,e,i(y),o,u在重读开音节和重读闭音节中的读音 2. 辅音字母在单词中的基本读音 3. -r音节在重读节中的读音 4. 常见的元音字母组合在重读音节中的读音 5. 常见的元音字母和辅音字母组合在重读音节中的读音 6. 常见的辅音字母组合在单词中的基本读音 三、辅音连缀和成音节 1. 辅音连缀 bl-, kl-, fl-, pl-, sl-, br-, kr-, sk-, sm-, sp-, st-, tw-, sw-2. 成音节 -bl,-pl,-dl,-tl,-sl, -fl,-vl,-sn,-zn,-fn, -vn,-tn,-dn 四、单词重音 1.双音节词的重音 2.多音节词的重音和次重音 五、语调 1.句子重音 2.连读 3.不完全爆破 4.意群和停顿 5.升调和降调 附录三 语法项目表（一年制英语）语法项目表Grammar Items一、词类 名词形容词副词动词代词冠词数词介词连词感叹词 1. 名词 (1) 可数名词和不可数名词 (2) 名词的复数形式 (3) 专有名词 (4) 名词所有格 2. 代词 (1) 人称代词 (2) 物主代词 (3) 反身代词 (4) 指示代词 (5) 不定代词 (6) 疑问代词3. 数词 (1) 基数词 (2) 序数词 4. 介词 掌握词汇表中所列介词和介词短语的用法 5. 连词 掌握词汇表中所列连词的用法 6. 形容词 1) 作定语、表语和宾语补足语的用法 2) 比较等级原级、比较级、最高级 (1)构成-er; -est; more; the most (2)基本句型 比较级形式than. (the)最高级形式in/of. as原级形式as. not as(so)原级形式as. 7. 副词 1) 时间、地点、方式、程度、疑问、连接、关系等副词的用法 2) 比较等级原级、比较级、最高级 (1)构成 -er; -est; more; the most (2) 基本句型 比较级形式than. (the)最高级形式in / of. as原级形式as. not as (so)原级形式as. 8. 冠词 掌握冠词的一般用法。9. 动词 1) 动词的基本形式 (1) 现在时(原形，第三人称 -s/-es形式) (2) 过去时(-ed形式) (3) 过去分词(-ed形式) (4) -ing形式 2) 实义动词的及物性与不及物性 3) 连系动词be, get, look, seem, turn, grow, become, etc. 4) 助动词do, have, shall, will, etc. 5) 情态动词can, may, must, should, ought to, need, dare, etc. 6) 动词的时态 (1) 一般现在时 (2) 一般过去时 (3) 一般将来时 (4) 现在进行时 (5) 过去进行时 (6) 现在完成时 (7) 过去完成时 (8) 过去将来时 7) 动词的被动语态 (1) 一般现在时的被动语态 (2) 一般过去时的被动语态 (3) 一般将来时的被动语态 (4) 现在进行时的被动语态 (5) 过去进行时的被动语态 (6) 现在完成时的被动语态 (7) 过去完成时的被动语 (8) 过去将来时的被动语 (9) 带情态动词的被动语态 8) 动词的不定式 (1) 作主语 (2) 作宾语 (3)