1、新視界大學英語綜合教程課程大綱課程名稱：新視界大學英語綜合教程英文名稱：New Vision College English課程類型：公共基礎必修課講課學時：72學分：16適用對象：非英語專業普通本科類注：音體美本科類和師范專科類參照本大綱和教學大綱。第一冊一、教學目的和要求：適用對象：非英語專業普通一年級本科類教學重點：1 .理解課文內容及課文使用的寫作方法。2 .重點句子的翻譯。教學難點：1 .掌握760個詞匯及相關短語的用法。2 .掌握每個單元出現的重點句式和語法現象。3 . 了解與單元主題相關的文化背景知識。教學方法：充分利用多媒體教學手段，運用交際教學法和任務教學法調動學生的學習積極

2、性，鼓勵學生多參與課堂活動，學用結合。、教學內容與要求:單元內容學 時備注Unit 1A new start4Unit 2Food for thought4Unit 3Face to face4Unit 4Love, actually4Unit 5Shopping around4Unit 6It runs in the family4Unit 7Travelers tales4Unit 8Thegreenrevolution4Unit 1 A new start1. Teaching aims and requirements:Through learning of this unit, st

3、udents should learn the target words and phrases in the texts, be familiar with the structure of the texts, learn to solve the problems which new college-level students meet and try talking about their own experiences and feelings.2. Teaching contents:Part 1 Active reading 1) passage: Five things I

4、wish I d known when I started college2) Phrases: I bet, go ahead, hand in, hold on, stay up, try out, fall in love (with), on offer, in the first place, if only because, to be honest, on the edge of sth., dry off,3) Reading skill: Predicting relating to the reader4) Language in useWord formation: un

5、- and inStructure: I wish + past perfectParticiples as adverbialsIt wasnt until thatEllipsisPart 2 Future reading passage: Diary of a fresherVocabulary: artificial, barely, breathe, extreme, ignorant, rent, spill, gap, impress, intelligent, sip, surround, swearPhrases: burst into tears, sign up, che

6、ck in, run out of, go along, for some reason, Part 3 Reading across cultures Passage: settling down at college around the world Vocabulary: dorm, bother, complicate, complicated, unfriendly, guidance, allowance, afford, responsibility, responsiblePhrases: miss out on, end upType of article: narrativ

7、ePart 4 Guided writing: Writing a narrativePart 5 Unit task: Writing a letter to students at your senior high schoolUseful words and expressions to write a narrative3. Teaching focuses and hard points1) Vocabulary: ambitious, calculate, crucial, decent, detect, enjoyable, miserable, realistic, basic

8、, brilliant, confidence, horizon, inadequate, pursue, relieve, assure, confess, frustrate, ideal, neglect, rhythm, shiver,2) Grammar in use: Word formation: un- and in-; Structure: I wish + past perfect; Participles as adverbials; It wasnt until that ；Ellipsis3) Understanding of the passage: Underst

9、anding the text and the humorous writing style and exaggeration; learning how to have a good start in college; making sure that students can grasp the studying habits of different cultures.4. Teaching methodsActive reading: intensive reading;Further reading + Reading across cultures: Extensive readi

10、ng or fast reading Multi-media and office PowerPoint; Task-based learning; Communicative approach and translation method.Unit Two Food for thought1. Teaching aims:In the course of the unit, students should learn to create lively writing, talk about their eating habit sand describe food they enjoy. S

11、tudents should also master language points including the target words and phrasesin the texts and be familiar with the structure of the texts.2. Teaching contents:Part 1 Active reading : 1) passage:Eating hotpot 2) Reading skill: Reading with ones own feeling and experience; Predicting relating to t

12、he reader 3) Language in use: Word formation: words which are both nouns and verbs; -ed ancHng form; Structure: with+noun for causal connectionPart 2 Further reading : passage: ChocolatePart 3 Reading across cultures : passage: Street food around the worldPart 4 Guided writing : Presenting an argume

13、ntPart 5 Unit task: Preparing a menu for visitors3. Teaching focuses and hard points1) Active words: typically, energetic, exhaust, raw, identify, stock, plunge, chew, norm, handle, ingredient, doubtful, takeout, host, rib, greedy, homesick.2) Grammars in use:Word formation: words which are both nou

14、ns and verbs; -ed andi ng form Structure: with+noun for causal connectionSee/ hear/ feel someone doing somethingShould have doneEllipsis3) Understanding of the passages:students are taught to createlively writing, talk about their eating habit sand describe food they enjoy. They should also master l

15、anguage points including the target words and phrasesin the texts and be familiar with the structure of the texts.4. Teaching MethodsGrammar and translation methodDiscussing in groupMulti-media and office PowerPoint; Task-based learning; Communicative approach Imagination methodUnit 3 Face to Face1

16、.教學目標和要求在語言的基礎知識教授方面，學會根據文章內容引申出結論的閱讀技巧，掌 握課文的主要思想和寫作技巧；掌握表達對比的基本句型和寫作方法； 通過本單 元的學習，使學生掌握文中的目標詞匯和短語， 熟悉本單元課文的篇章結構，深 刻意識到正確恰當的人際交流溝通是成功地解決人際關系問題的關鍵。在技能培養方面，本單元的教學應緊密結合學生的語言學習和日常實際應用，兼顧語言交際和非語言（身體語言）的特點，使學生了解一些西方社交的文化，并會使用簡 單的人際交流技巧。2 .教學內容Part I Active readingPart II Language in use詞?匚：insert, emerge

17、, combination, accent, character, hesitate, urgent, resemble, conscious, accompany, appeal, somehow, impression, complain, ready cash incline, commit, suicide, approach, continual, appointment,語法結構：Present participles in adverbial phrases, as,as, prep.whom/which, It + be ,who/that詞組：pick up, come ac

18、ross, as to, short of, in any case, catch sight of,Part III Further reading詞?匚：confident, present, restrict, distress詞組：in privatePart IV Reading across cultureBody languages in different cultures.Part V Guided writingContrasting: describing differences3 .重點與難點教學重點(1)掌握課文的重點詞匯和語法。(2)課文結構和寫作手段(3)與溝通交

19、流相關的聽、說、讀、寫訓練(4)重點語法結構:Present participles in adverbial phrases, as,as, prep.whom/which, It + be ,who/that4 .教學方法與手段利用多媒體輔助教學，基本教學法涉及講解法、練習法、閱讀法、演示法，綜合教學法使用自學輔導教學、情景教學法等。Unit 4 Love , actually1. Teaching aims:Aim: to make a strong emphasis on the ability of thinking critically and creatively.First,

20、make students assess the mixed marriage objectively and understand it is love that helps deal with mix marriage to face all the challenges and seize all the opportunities.Second, in the further reading, it takes more on this topic as well as offering a moving story on such matter.Third, the students

21、 should have the awareness of comparing difference and similarities between different cultures, such as mixed marriage and single-culture marriage2. Teaching contents:Part 1 Active reading:1) passage: Mixed Marriage2) reading skills:Predicting and understanding writer s attitude tomixed marriage, kn

22、owing about the usage of rhetorical questions.3) Language in use:A: verb + doing / to doB： It s believed / claimed / said / thought thatC: in order (for someone) to do somethingD： expressions with prepositions and adverbsPart 2 Further reading: passage: A Walk to Romance!Part 3 Reading across cultur

23、es: passage: Love makes the world go roundPart 4 Guided writing Writing a description a customPart 5 Unit task: designing a date for a magazine.3. Teaching focuses and hard points1) Active words:Justice, resign, quit, civil, conflict, view, global, social, influential, challenge, opportunity, claim,

24、 financial, mutual, community, furthermore, benefit, attitude, approve, adjust, prejudice, conquer, outstanding, propose, reject, reluctant, reveal, trick, intend,Phrases: step down, put sb through it, in order(for sb) to do sth., feel/be at home, rise to the challenge2) Grammars in use:A: verb + do

25、ing / to doB： It s believed / claimed / said / thought that3) Understanding of the passages :Understanding that love is one the interest to all and perhapsespecially to people of the age of university students, and learning some skills on writing such as rhetorical questions and description of cultu

26、ral customs, making sure that students can grasp the key to mixed marriageand the essence of love.4. Teaching MethodsTask-based Language Teaching; Communicative Approach and Translation method, group workUnit 5 Shopping around1. Teaching aims:Aim: to cultivate the students ecological shopping view.

27、First, make a skimming of the whole text. Second, write down the design skills of the shop and the shopping skills of the customers. Third, the students make dialogues between the customers and the shop assistants freely and fluently.2. Teaching contents:Part 1 Active reading: 1)passage: Thinking fo

28、r oneself 2) readingskills:Predicting and understanding writer s attitude 3)Language in use: master the words and expressions in the vocabulary.Part 2 Further reading: learn how to overcome the long difficult sentences and improve the students reading skills!Part 3 Reading across cultures: passage:

29、Thinking across culturesPart 4 Guided writing How to structure a passagePart 5 Unit task: Go shopping and make a diary about it.3. Teaching focuses and hard points1) Active words: guarantee, issue, loyal, promote, refresh, reserve, target and the structure of be/get used to (doing) something and use

30、d to do something2) Grammarsin use: get the students familiar with the clause: the idea that + clause3) Understanding of the passages: we should go shopping smartly and gain the ecological shopping view.4. Teaching MethodsGrammar and translation method, task-based teaching method,teamwork, Computer

31、aided teachingUnit 61 .教學目標和要求To introduce new words and word-formation to students in order toenlarge their vocabulary.To help students master the grammatical rules and reading skills.To acquaint the students with cultural tips.To help students understand mother s love and nurture their awareness o

32、f filial duty.2 .教學內容(按照課文的部分active reading ,language in use, Further reading,reading across culture, guided writing部分，具體至U詞匯、語法、語篇、寫作等內容。)Discussing the questions in active reading part.Teaching the new words and sentences in the text.Discussing the exercises in order to improve the students abilit

33、y.Teaching the rules of word formation(ajectives)Discussing the structure: could have done/despite the fact that/without so much as.Giving the students guidence to the study of the Furthur reading and Reanding across cultures part.Introducing a concession: however/nevertheless, although/though/while

34、,Despite/inspite of .Showing the students a family tree and asking them to draw one.3 .重點與難點Keypoints: the usage of reatain/significant/advocate/acknowlege/giveuptoDifficult points:the usage of could have done/withou so much asThe translation of the sentences in the text4 .教學方法與手段Grammar and transla

35、tion method, task-based teaching method,teamwork, Computer aided teaching第七單元 Travelers s tales1 .教學目標和要求通過本單元學習使學生學會使用目標詞匯和短語，了解文章的篇章結構，能 夠運用所學語言知識討論與旅游相關的話題，包括旅游景點介紹、旅游前的準備、 現代旅游的發展所帶來的社會問題等。2 .教學內容及步驟ACTIVE READINGTask One:Warming upWork in pair and discuss the following questions:What are the di

36、fferences between real travelling and armchair travelling? Which one do you prefer?Why?Task Two: Skimming Browse the passage within 8 minutes to get a rough idea about it.O Answer the questions of Activity 2 and 3 on page 136.Task Three: DiggingExplain and exemplify the following important words and

37、 expressions in the text:Armchair; overwhelm; ignorance; surroundings; elderly; annoy; modest; circumstance; cynical;pessimistic; classic; browse; vision; inspire; dramatic; rural; conservative; instinct; vivid; curiosity;agency; departure; comparison; nuisance; on ones own; by choice; remind sb of

38、sb/sth; money/time/ room to spare; the like of; push one s way through; in comparison with, etc.Task Four: explanation of difficult sentences1 . As we all know,(Line 5, Para 1)The story takes the point of view of George, and the narrator seems to think like him.2 . For George, the city was like an o

39、ver-familiar elderly lady, who in the right light reminded himof her past beauty, but who had lately begun to annoy him. (Line 7, Para 1)George thought London had been beautiful in the past but now it had no mystery left and had many faults. It is typical of a conservative outlook to think things we

40、re better in the past.3 . His way of life was modest and his financial circumstances allowed him to spend his days in an old and comfortable armchair, wearing a dressing gown and reading great works of literature. (Line 1, Para 2)He did not spend much, and he spent his days in an old and comfortable

41、 armchair reading in a relaxed way. The old and comfortable armchair reflects his character again. George does not like new things.4 . To Pagnol, it was a rural and conservative region, with an instinct not to trust strangers. (Line 8, Para 3)In Pagnol s book, Provence was a rural region and its peo

42、ple were conservative. Newcomers were not welcome, even after living there for some years one could be thought of as an outsider by the true locals.5 .Unable to contain his curiosity, (Line 2, Para 5) He couldn t control his desire to see it.6 .He was astonished that a journey, so rich in ideas, col

43、ours and impressions, could be made with such little effort,(Line 1, Para 6)He had imagined the journey so many times, full of colours, and he had different impressions and feelings every time he thought about it. He couldn t even believe that such a wonderful journey could be made so easily.7 . fru

44、it and vegetables coloured with the sun. (Line 5, Para 7)Provence is particularly noted for its tomatoes, red, yellow and green bell peppers and purple aubergines.8 .He sensed that he would have to hurry along the platform, (Line 5, Para 8)Of course, these are very simple and not really tiring thing

45、s to do, but we are being asked to see things from George s point of view.9 . if his vision was not matched by the reality, (Line 17, Para 8)If what he was going to see with his own eyes was not as good as what he had imagined Provence to be like.10 .George was suddenly struck by the realization (Li

46、ne 1, Para 9)George had a sudden thought which seemed important thatTask Five: Introduction of culture pointsMarcel Pagnol (馬塞爾帕尼奧爾 )(1895 - 1974) was a French writer and filmmaker, whose work was set in Provence, France. He explored the relationships between people in small country villages, and th

47、e difficulties of their lives there.Provence (普羅旺斯)is a region in the south-east of France, famous for its countryside, its food and the cities of Aix, Marseille, Avignon, St Tropez, Cannes and Nice.The Alps (阿爾卑斯山脈)are a range of mountains in Central Europe which pass through south-eastern France,

48、Switzerland, Germany, Austria and Italy.LANGUAGE IN USETask One: word formationO Adjectives with -lyO Adjectives +alExplain and examplify the usages of the above word formation.Task Two: Structure Of which vs. Whom Remind sb of sth.Finish the exercises on SB P140-141.Task Three: Translation E-C translation C-E translationFinish the exercises on SB P140-141.HOMEWORKO Reading of the texts in Further reading and Reading across cultures in this unit.OWrite a short passageabout a place you know which could be an ecotourist destination.3 .重點與難點1) Task Three and Task Four in ACTIVE READING2) Task Tw