【推荐】四级 - 《复旦大学大学英语教学大纲》

【推荐】四级 - 《复旦大学大学英语教学大纲》《大学英语》,4级,教学大纲

一、课程名称:大学英语 ,4级,

College English ,Band 4,

二、课程编码: 0503019

三、学时与学分: 56/3.5

四、先修课程:大学英语 ,1级,～大学英语 ,2级,～大学英语 ,3

级,

五、课程教学目标

掌握的词汇量应达到4500个单词和700个词组～其中2000个单词为积极词汇～即要求学生能够在认知的基础上学会熟练运用～包括口头和书面表达两个方面。具体要求如下:

听力理解能力:能听懂内容稍长的对话、短文等～并在其结构较为复杂、观点较为隐含时也能理解要点～能基本听懂英语国家的广播电视节目～能听懂所学专业的讲座～掌握其中心大意～抓住要点。

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阅读理解能力: 能读懂有一定难度的文章～理解其意义～能借助词典阅读英语原版教材和英语国家报刊杂志上的文章～能比较顺利地阅读所学专业的综述性文献。

口语表达能力:能就一般或专业性话题较为流利、准确地进行对话或讨论～能用简练的语言概括内容较长、语言稍难的文本或讲话～能在国际会议和专业交流中宣读论文并参加讨论。

书面表达能力:能就一般性主题比较自如地表达个人的观点～做到文章结构清晰、内容丰富、逻辑性强。能用英语撰写所学专业的简短的报告和论文。能在半小时内写出200词的说明文或议论文～内容完整～文理通顺～思想表达清楚。

翻译能力: 能借助词典翻译英语国家报刊上有一定难度的科普、文化、评论等文章～能翻译反映中国国情或文化的介绍性文章。英汉译速为每小时400英语单词～汉英译速为每小时350个汉字～译文内容准确～基本无误译现象～文字通顺、达意～语言错误较少。六、适用学科专业

我校非英语专业的本科生。

七、教学内容与学时安排

大学英语课程分为基础英语课程、中级英语课程、高级英语课程、英语选修课程和公共选修课程五个模块～目的是为了满足不同学生的

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发展需要～保证英语教学四年不断线。各个层次的课程设臵如下:基础英语课程:指传统的兼顾听、说、读、写、译等技能的通用大学英语课程。按学时分为每周4学时,每学期总学时56,及每周2学时两种。

教学计划层次教学对象教学目标课程学分四级

英语基础基础英语(4) 层次一基本要求基础英语 3.5 一般的学生学时:56 基础英语基础英语(4)

英语基础学时: 28 层次二较高要求 3.5 良好的学生中级英语中级英语学时: 28

基础英语(4)

学时: (课外自学) 基础英语英语基础高级英语 (I) 层次三更高要求 3.5 优秀的学生学时: 28 高级英语高级英语 (II)

学时: 28

,1,基础英语课:指传统的兼顾听、说、读、写、译等技能的通用大学英语课程。基础英语课按学时数分为A (56学时)、B (28学时)和 C,课外自学,三类, ,2,中、高级英语:指在基础阶段大学英语课中传授、培养专门语言知识或技能的课程～如:中、高级听说、英美影视、媒体视听、英美文化、西方企业文化、英美文学选读、时文赏析、英语演讲、进阶写作、应用文写作、科技翻译、商务英语等。中级英语为层次二的学生开设,高级英语为层次三的学生开设。

八、教材及参考书

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基础英语:十五国家级规划教材《全新版大学英语》第四册、《大学体验英语》第四册、《新视野大学英语》第四册～并补充一些文本、音频、视频教辅材料。

中高级英语:引进版教材和自编教材

九、考核方式

教学评估是大学英语课程教学的一个重要环节。全面、客观、科学、准确的评估体系对于实现课程目标至关重要。它既是教师获取教学反馈信息、改进教学管理、保证教学质量的重要依据～又是学生调整学习策略、改进学习方法、提高学习效率的有效手段。

我们教学评估分形成性评估和终结性评估部分。

形成性评估包括学生自我评估和教师对学生的评估～通过课堂活动和课外活动的记录、网上自学记录、学习档案记录、访谈和座谈等形式对学生学习过程进行观评估和监督～促进学生有效地学习。形成性评估占整体教学评估的20%至30%。

终结性评估是指期末课程考试和水平考试。这种考试应以评价学生的英语综合应用能力为主～包括学生所获得的读写译考试成绩和听说成绩。

对于目标要求的评估～我们根据《课程要求》中一般要求、较高要求或更高要求单独命题组织考试～充分考核学生实际使用语言进行交际的能力～尤其是口头和书面的表达能力。综合成绩为:书面考核+讨论、作业+实践。

三个层次学生均参加期末参加基础英语考试～层次一报告分数为

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基础英语期末综合评定成绩,层次二报告分数为基础英语,50%,+中级英语,50%,,层次三报告分数为基础英语,20%,+高级级英语,I,,40%,+高级级英语,II,,40%,。成绩特别优秀者,层次三除外,下学期可以进入高层次学习,成绩不及格者须重修～且层次二、三的学生将于第二学期降到低层次学习。

十、教学方法及教学形式建议

采用课堂教学和自主学习相结合的教学模式。在继续沿用传统教学模式中合理有效元素的同时～充分利用多媒体、网络技术发展带来的契机。以网络技术为支撑的新的教学模式使英语教学在时、空二方面得以无限延伸～授予学生更大的自主选择权与运作空间～培养学生的自主学习能力。使英语教学朝着个性化学习、主动式学习的方向发展。从而充分调动教师和学生两个方面的积极性。确立学生在教学过程中的主体地位。具体做法为:教师课堂面授教学+学生上机进入系统自主学习+借助BBS模块学生间互相交流及与教师交流～并积极开展第二课堂活动。

大纲制定时间二00六年六月

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