《大学英语二(视听说)》教学大纲.doc

大学英语二（视听说）教学大纲（College English II: Viewing, Listening and Speaking）制定单位：外国语学院大外部制 定 人：大学英语视听说课程组审 核 人：王恂（课程组长）编写时间：2011年7月5日修改时间：2013年2月25日第一部分 课程概述一、基本信息（一）课程代码：09110010（二）课程属性、学分、学时大学英语二（视听说）是针对我校非英语专业本科学生的一门语言实践课程，也是一门必修课程。学分1，周学时2，总学时36。（三）适用对象大学英语二级班（非英语专业本科一年级）（四）先修课程与知识准备本课程授课班级为大学英语二级班， 先修课程为大学英语一（视听说）， 后续课程为大学英语三（视听说）。二、课程简介大学英语二（视听说）是针对我校非英语专业本科学生的一门语言实践课程，也是一门必修课程。本课程适用于大学英语分级教学一级班第二学期视听说技能训练。本课程旨在培养学生听说技巧和能力。通过了解和熟悉大量英语视听材料，使学生掌握一定的听说策略；了解视听材料内容知识，基本结构和情景语境，逐步掌握获取有效信息的听辨能力，提高他们对所听、所看材料的分析、归纳、判断和理解能力；全面培养学生听的能力和口头表达能力。College English II: Viewing, Listening and Speaking is a compulsory course for freshmen, non-English majors at Nanjing Audit University. It aims at the training and improvement of college students basic listening, speaking and interactive skills. Through using a great variety of listening materials covering different genres and topics, and with the aid of multimedia facilities, this course will not only help students master such important listening strategies as making inferences, identifying signal words, making summary, listening for details etc., provide them with rich language input, but also will familiarize students with diverse cultural backgrounds and enhance their cultural awareness.三、教学目标根据我校大学英语分级教学方案及一级班学生的特点，大学英语二（视听说）课程具体教学目标如下： 培养学生具有较强的“听”、“说”能力。 培养学生形成较好的自主学习习惯，熟练运用自主学习策略。 培养学生语言应用能力和掌握一定的会话及交际策略。通过一学期的学习后，学生在听说方面应达到如下要求： 听的能力：能听懂英语授课，能运用基本的听力技巧，能听懂题材熟悉、句子结构比较简单、基本上没有生词、语速为每分钟130150词的简短会话、谈话、报道和讲座，掌握其中心思想，抓住要点和有关细节，领会讲话者的观点和态度。 说的能力：能就教材内容和适当的听力材料进行问答和复述，能在学习过程中用英语交流，并能就某一主题进行讨论，能就所熟悉的话题经准备后作简短发言，表达思想比较清楚，语音、语调基本正确；能就日常话题用英语进行交谈，能在交谈中使用基本的会话策略；逐步培养跨文化交际意识，掌握一定量的有关欧美日常生活、社交礼仪、职业等领域的习俗和习惯表达。四、师资团队姓名学位职称E-mail联系电话备注梁君硕士讲师tlwawa1978126.co员 王子云硕士助理研究员.c员唐雯琬硕士讲师50473065qq.co员唐晓磊硕士讲师leilei2255126.co员五、教学资源教材和教学参考书：1. 郑树棠, 新视野大学英语（第二版）视听说教程 2（学生用书），外语教学与研究出版社，2011年5月。2. 郑树棠,新视野大学英语（第二版）视听说教程 2（教师用书），外语教学与研究出版社，2011年5月。3李霄翔，大学英语泛听2，外语教学与研究出版社，2008年9月。网络资源：充分利用我校的Blackboard课程平台、“大学英语教学网”及“新视野大学英语在线系统”开展教与学，同时以普特英语听力网、可可听力网、21世纪英语学习网站等课外网络资源辅助教学。六、教学要求1. 理论教学要求：本课程课堂教学采用讲授、讨论、练习并行的方式实施教学。以各单元话题为主线，以任务为途径、动力、刺激、目标、手段、内容，培养学生在英语学习中积极主动的态度。广泛开展课堂讨论，结合各单元的话题，联系现实社会中真实的、具有挑战性的相关事情为任务，让学生在有趣味的讨论中，领会掌握各单元的知识要点，同时学生也在实践中学会如何应用相关的知识。积极引导学生开展各项课堂及课外活动，并借用英语这个有效的工具来完成，利用多渠道，让学生在知识输入的过程中，主动地进行知识输出。2本课程实践教学主要包括两部分：一是学生的课外语言实践，将每个班分成若干小组，每组选择一个教师推荐的口语课题、或自拟主题开展研究性学习，并在课堂上进行口语汇报。此外，为了提高学生口语水平，我们为大一新生提供英文电影、演讲、朗读、会话、讨论等材料，鼓励学生在课外结成对子加强口语练习，并作为期末口语测试考查的内容。二是网络课程。本课程积极探索网络课程建设，鼓励学生充分利用我校的Blackboard课程平台、“大学英语教学网”及“新视野大学英语在线系统” 进行英语自主学习和师生网络互动。七、学习要求本课程要求学生课前完成教师布置的预习作业，包括熟悉本单元话题及相关背景知识，掌握相关词汇以及重要语言点。课上积极参与各种形式的课堂活动，比如对话练习、分组讨论、问卷调查、短剧表演、辩论等。课后认真按时完成作业，如课后听力练习和口语练习，同时利用我校Blackboard课程平台、“大学英语教学网”及“新视野大学英语在线系统”开展网络英语自主学习。整个学期中以小组为单位，每位学生参与研究性学习课题一项，课题题目以及开展方式的选定以学生自愿和老师指导相结合。八、考核方案本课程的学期考核评价分为平时成绩、期中考试成绩和期末考试成绩。平时成绩占学期成绩的50；期中考试为口语考试,占学期成绩的20%,口试于第17、18周由课程组统一组织随堂进行;期末考试为听力考试，占学期成绩的30。构成平时成绩的主要评价项目是：学生出勤和课堂表现（10%），自主学习检测(三次小测验)（30%），研究性学习课题（10%）。研究性学习课题由学生按小组完成，每个学生参与研究性课题不少于一次。平时成绩的评定采用学生自我评估、学生相互间的评估、教师对学生的评估三者相结合的方法。第二部分 教学进度表周别授课次数授课章节与内容摘要教学时数备注11A Lead-in & Unit 1 Roll over, Beethoven!I. Lead-in: Musical memoriesII. Listening-inIII. Speaking out: Music styles and preferences2Oral Assignment: Talk ShowInterviewing21Unit 1 Roll over, Beethoven!III. Speaking out: Music styles and preferencesIV. Watching and Discussing2Assignment: Listening Skills, Lets Talk, Further Listening and Speaking31Unit 2 Whats on at the theater?I. Lead-inII. Listening inIII. Speaking out: making comments2Oral Assignment:Situational Dialogue : At the Ticket Office41Unit 2 Whats on at the theater?III. Speaking out: making commentsIV. Watching and Discussing2Assignment: Listening Skills, Lets Talk, Further Listening and Speaking51Quiz 1 & Project261Video 1271Unit 3 Every Jack has his Jill!I. Lead-in: love and marriageII. Listening inIII. Speaking out: comforting people2Oral Assignment: match-maker81Unit 3 Every Jack has his Jill!III. Speaking out: comforting peopleIV. Watching and Discussing2Assignment: Listening Skills, Lets Talk, Further Listening and Speaking91Quiz 2 & Project2101Video 22111Unit 4 Beware of ads!I. Lead-in: identifying slogonsII. Listening inIII. Speaking out: clarifying2Oral Assignment: Design an ad121Unit 4 Beware of ads!III. Speaking out: clarifyingIV. Watching and Discussing2Assignment: Listening Skills, Lets Talk, Further Listening and Speaking131Unit 6 Whats in fashion?I. Lead-in: brainstormingII. Listening inIII. Speaking out: asking for and giving opinions2Oral Assignment: interview141Unit 6 Whats in fashion?III. Speaking out: asking for and giving opinionsIV. Watching and Discussing2Assignment: Listening Skills, Lets Talk, Further Listening and Speaking151Quiz 3 & Project2161Video 32171Oral Test21812第三部分 教学要点Unit 1 Roll over, Beethoven!1. Teaching Objectives:1) To improve students listening competence by teaching the strategy of making inferences2) To familiarize students with expressions of expressing likes and dislikes and making suggestions3) To help students learn how to talk about music styles and preferences2. Teaching Procedure:1) Lead-in: share your musical memoriesMatch the music with the occasion2) Listening in: Brainstorming : Work in groups, choose one of the following categories and come up with music-related words. Task 1: Encore! Task 2: The CarpentersTask 3: MozartCulture Tips: introduce related background information about Beatles, the Carpenters, and Mozart3) Speaking out: music styles and preferencesLanguage Tips: how to express likes and dislikes, and make suggestionsModel 1: Do you like Jazz?Model 2: Do you like punk rock?4) Watching and discussing: watch a video clip from the Sound of Music and talk about the importance of music talents5) Oral assignments：Interviewing: Work in groups. Roles: the host/hostess of the talk show a well-known musician/singer who is going to give a concert guests: family, friends, classmates, teachersUnit 2 Whats on at the theater?1. Teaching Objectives:1) To improve students listening competence by teaching the strategy of making inferences2) To familiarize students with expressions of making comments, giving and accepting invitations3) To help students learn how to talk about movie genres and make movie reviews2. Teaching Procedure:1) Lead-in: preference about moviesGame I Work in pairs, look at the flashing movie posters and try to figure out the movie stars in them. Write down their names as many as you can. Game II Work in pairs, match the following movies together with their directors and the leading actor/actress. Discussion questions: Which of the 4 ways of seeing a movie do you like best? Why? What types of film do you like best? Which one do you prefer, Chinese movies or foreign movies? Why? Who is your favorite film star? Can you describe him/her to us?2) Listening in: Task 1: Waiting for the New Harry Potter Movie Task 2: A Great Actor Task 3: Movie Reviews3) Speaking out: Model 1: Will you come with me? Model 2: What did you think about the movie? Model 3: The plot is first-class.Culture tips: movie awards and ceremonies4) Watching and discussingWatch the movie trailers and discuss the plot of each movie.Can you find something in common of the so-called “blockbusters”?5) Oral assignmentsSituational dialogue : At the Ticket OfficeLearn to sing two songs from two movies.Unit 3 Eevey Jack has his Jill!1. Teaching Objectives:1) To improve students listening competence by teaching the strategy of identifying peoples professions2) To familiarize students with expressions of comforting people, expressing worries, conceding a point3) To help students learn how to talk about love and marriage2. Teaching Procedure:1) Lead-in: talk about your ideal life partner 2) Decide on the most important factors in love. Work in groups and find out the three most important factors of your group Discuss the possible reasons. Report your groups choices to the whole class and give the reasons.3) Listening in: Task 1: Dont be a chicken! Task 2: Wedding VowsWatch the video of Liang Jingrus wedding ceremony, and try to write down the wedding vows. Task 3: An American weddingAsk students to introduce a typical American wedding to the class, and talk about the similarities and differences between Chinese weddings and American weddings.Culture Tips: the customs and traditions of wedding ceremonies in China and western countries4) Speaking out: Model 1: I just broke up with Alice! Model 2: Leo proposed to me. Model 3: Theres something about him.Ask students to perform each dialogue.5) Group discussion: match-makers What is online dating?If you want to register an account on dating sites, what information do you have to fill in?Do you trust information on dating sites?What are the advantages and disadvantages of online dating?6) Watching and discussingUnit 4 Beware of ads!1. Teaching Objectives:1) To improve students listening competence by teaching the strategy of identifying the associative meaning of ads2) To familiarize students with expressions of asking for clarification and clarifying3) To help students learn how to talk about advantages and disadvantages of advertisements2. Teaching Procedure:1) Lead-in: the importance of adsShow some clips of ads, and ask students to guess the products. Why are these ads successful? What are the purposes of ads?What elements does a successful advertisement require?Encourage students to design a creative advertisement.2) Listening in: Task 1: The Influence of Advertising Task 2: Ill get a camera. Task 3: Dont even think about it!3) Speaking out: Model 1: Who pays? Model 2: Beware of ads! Model 3: Are the free magazines free?4) Work in groups and discuss the pros and cons of product placements. Brainstorm at least three examples of product placements, and students can refer to the tips on Page 52.Unit 6 Whats in fashion?1. Teaching Objectives:1) To improve students listening competence by teaching the strategy of identifying the relationship between the speakers2) To familiarize students with expressions of asking for and giving opinions3) To help students learn how to talk about fashion2. Teaching Procedure:1) Lead-in: whats fashion? Discussion: Fashion in your mind? What is the most fashionable game? What is the most fashionable words? What is the most fashionable books? What is the most fashionable music?2) Listening in: Task 1: A Womans Funny Dress Task 2: How is fashion decided? Task 3: Dreaming of Being a Fashion ModelCulture Tips: fashion week, fashion show, fashion house3) Speaking out: Model 1: How did you like the fashion show? Model 2: Im looking for a light jacket. Model 3: Could you show me a pair of running shoes?Role play: Situation 1: Daughter and Mother / Father Situation 2: Customer and Shop Assistant Discussion: Do you own any brand name products? Why do you think certain brand names are so successful?4) Watching and discussing: Watch the video clip and discussion the following questions: Whats the crazy idea of fashion in the video? What materials did the Taiwan college student Yang Bowei use to make his cute hats? What function do the hats have? What does the famous actress Gao Yuanyuan try to advocate?5) Assignment: InterviewInterview some students and find out: Why do many young people today go after famous name brands in everything they buy? What do the