课程名：大学英语四级(College English Integrated Course 4) 学分：4 学时：64
课程类别：综合教育必修课
开课学院：外国语学院 所属基层教学组织：
曾任课教师：赵玲(不详) 黄斐(副教授) 李红时(副教授) 涂艳蓉(副教授) 徐太平(副教授) 陈晓莉(讲师（高校）) 丁黎丽(讲师（高校）) 黄小燕(讲师（高校）) 李春硕(讲师（高校）) 林华(讲师（高校）) 邱若云(讲师（高校）) 赵玲(讲师（高校）) 郑双涛(讲师（高校）) 张薇(助教（高校）)
课程大纲：
一、课程性质与目的
大学英语教学是高等教育的一个有机组成部分，大学英语课程是非英语专业大学生的必修的基础课程。大学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。大学英语四级处在这一教学体系中的高级阶段，是不可或缺的组成部分。
大学英语四级的教学目标在大学英语三级的教学基础上，使学生的英语综合应用能力起码达到最新《大学英语课程教学要求》中的一般要求，特别是听说能力，使他们能顺利通过大学英语四级考试，并且在今后学习，工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素质，以适应我国社会发展和国际交流的需要。
二、课程简介
本课程主要讲授全新版《大学英语•综合教程4》，辅以《大学英语•听说教程4》，和部分写译材料，通过充分利用现代信息技术，采用立体的多媒体教学和传统的面授教学相结合的方式，实践以学生为中心的教学理念，体现英语教学的实用性、知识性和趣味性相结合的原则，使学生了解英语国家的文化，进一步丰富英语知识和提高英语应用技能，掌握跨文化交际的技巧，形成符合自己学习风格的学习策略，朝着个性化学习和自主学习的方向发展，为保证大学英语学习四年不断线打下扎实的基础。
本课程不仅向学生提供接触与练习使用英语的机会，而且起到引导、指导、检查、督促学生课外自主学习的作用。其中对学生的跨文化和学习策略的培训是采用分散训练的方法，即和平时的语言教学活动有机结合在一起的。
三、教学内容
（说明：每一单元的标题即本教程所使用的《大学英语•综合教程4》对应单元的主题，本课程的每一单元是围绕着某个特定的主题开展教学活动，培养学生的英语语言能力和综合应用能力。）
Unit One Fighting with the Forces of Nature (8学时)
Teaching Contents: Text A The Icy Defender
Teaching Objectives:
Students will be able to
1. grasp the main idea and structure of the text;
2. do a comparison and contrast between Napoleon’s invasion of Russia and Hitler’s invasion of the Soviet Union;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking, writing and translating activities related to the theme of the unit.
Time Allotment:
Home Reading: Text B The Normandy Landings
Classroom Activity: Mock Debate (Students are invited to join in a debate concerning the validity of a popular saying between two groups of people. Group A feels justified in holding the belief that man can conquer nature. Group B argues that forces of nature are irresistible.)
Assignment: Students will be able to master the writing strategy of providing evidence or proof.
Unit Two Smart Cars (8学时)
Teaching Contents： Text A Smart Cars
Teaching Objectives:
Students will be able to
1. grasp the main idea and structure of the text;
2. learn some techniques in expository writing (definition, quotes, a mixture of facts and opinions, etc.) ;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking ,writing and translating activities related to the theme of the unit.
Time Allotment:
Home Reading: Text B Intelligent Vehicles
Classroom Activity: Acting out a Play ( Students are required to play the following three characters: John, a college graduate, eager to work as a designer of smart cars; Ruth, a college student, John’s friend, fond of smart cars; Jack, a senior engineer of an auto company, Ruth’s cousin).
Assignment: Students will be able to compose a resume setting forth pertinent facts of themselves.
Unit Three Job Interview (8学时)
Teaching Contents: Text A Get the Job You Want
Teaching Objectives：
Students will be able to
1. grasp the main idea and structure of the text;
2. realize the importance of examples in illustrating one’s points;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking, writing and translating activities related to the theme of the unit.
Time Allotment:
Home Reading: Text B A Mortal Flower
Classroom Activity：Role Play (Ask students to work in pair and carry on a dialogue between an employer and an applicant).
Assignment: Students will be familiar with the way to write job application letters.
Unit Four The Multicultural Society (8学时)
Teaching Contents: Text A America as a Collage
Teaching Objectives：
Students will be able to
1. summarize the text and the organizational steps of the text;
2. improve their abilities of critical thinking through some discussions on topics mentioned in the text;
3. grasp the major language points and grammatical usage in the text;
4. carry out some reading, listening, speaking, writing and translating activities
related to the theme of the unit.
Time Allotment:
Home Reading: Text B What is American about America
Classroom Activity: Group Discussion (Question: What are some of the differences you may notice between Chinese and Western cultures in terms of values, ways of thinking and so forth?)
Assignment: Make students acquainted with the ways to begin an essay (For example, using a quotation, asking a question, providing relevant background information and so on) and ask them to work out an introduction using one of them.
Unit Five Cruelty (8学时)
Teaching Contents: Text A A Friend in Need
Teaching Objectives：
Students will be able to
1. summarize the text and the organizational steps of the text;
2. give reasons when they do the ranking activities and make predictions;
3. grasp the major language points and grammatical usage in the text;
4. carry out some reading, listening, speaking, writing and translating activities
related to the theme of the unit.
Time Allotment:
Home Reading: Text B A Man of the World
Classroom Activity: Mock Debate (Students are invited to join in a debate concerning the molding of character between two groups of people. Group A argues that internal causes play a major part in shaping a person’s character. Group B holds that external causes perform a key role in forming a person’s character.)
Assignment: Make students acquainted with the ways to conclude an essay (For example, restating the main points, referring back to the information, suggesting a solution and so on) and ask them to work out a conclusion using one of them.
Unit Six The Pace of Life (8学时)
Teaching Contents: Text A Old Father Time Becomes a Terror
Teaching Objectives：
Students will be able to
1. grasp the main idea and structure of the text;
2. learn to distinguish supporting facts from opinions, and to use both in their own writings;
3. master the key language points and grammatical structures in the text;
5. conduct a series of reading, listening, speaking, writing and translating activities
related to the theme of the unit.
Time Allotment:
Home Reading: Text B Life in the Fast Lane
Classroom Activity: Group Discussion (Question: How do some people try to slow down their pace of life?)
Assignment: By conducting peer review, students will understand the writing strategy of eliminating wordiness (For example, eliminate redundant words, simplify sentence structures; use adjectives, minimize the number of prepositional phrases per sentence).
Unit Seven Terrorism (8学时)
Teaching Contents: Text A The Nightmare and the Dreams
Teaching Objectives：
Students will be able to
1. grasp the main idea of the text;
2. appreciate the characteristics of a familiar essay;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking, writing and translating activities related to the theme of the unit.
Time Allotment:
Home Reading: Text B Journey into the Shadows
Classroom Activity: Mock Debate (Two groups of students are divided as to how we should fight international terrorism. Group A maintains all we have to do is resort to arms, to meet violence with violence. Group B holds that before we put a stop to terrorism we must try to discover its causes.)
Assignment: Ask students to prepare a 3-minute speech concerning an argument and run a random check in class.
Unit Eight Travel (8学时)
Teaching Contents：Text A In the Jungle
Teaching Objectives：
Students will be able to
1. grasp the main idea and structure of the text;
2. appreciate the fluid and sensual writing style;
3. master the key language points and grammatical structures in the text;
5. conduct a series of reading, listening, speaking, writing and translating activities
related to the theme of the unit.
Time Allotment:
Home Reading: Text B Illinois Journey
Classroom Activity: Group Discussion (Question: Do you love traveling? Why or why not? )
Assignment: After students have acquainted themselves with the way to write reservations, ask them to compose a reservation letter to book a double room as a tourist.
四、 教学基本要求
教师在教授本课程时，应参照教育部最新公布的《大学英语课程教学要求》（教高厅〔2007〕3号），以及注重对学生的需求分析（即是对学生客观信息和主观信息的收集和整理），实施以“学生为中心”的教学理念，鼓励学生立足于《大学英语课程教学要求》中的一般要求，使那些英语起点较高、学有余力的学生能够向较高要求或更高要求看齐。基于语言学习的特点，在课堂教学中应避免“填鸭式”的传统教学方法。除了必要的语言知识点讲授，还需要形式生动，内容丰富的课堂活动激发学生参与课堂的教与学，同时引导学生形成有效的学习策略并开发学生自主学习的潜能。在课堂活动前，教师应精心设计；在课堂活动时，教师主要扮演课堂管理者的角色，确保学生认真地开展该活动；在课堂活动后，教师应有必要的反馈。在课后，应布置适量的作业，包括阅读、听力、写作等，或书面上交或口头形式检查，旨在加深学生对所学知识的理解、运用，并且在课后加大语言的输入与输出。学生在学的过程中, 积极转变学习观念, 从“要我学”变成 “我要学”。
学分：4， 周课时：4
选修要求：通过大学英语三级。
学习目标：掌握新词750， 累计达到4550。 具体为：
听：能听懂语速为130wpm的短会话、故事、长会话、新闻报道等；
说：能就一主题或图片或课文内容展开连续3分钟左右的陈述或复述，语言完整，表达清晰、语言地道；
读：阅读速度达到75wpm, 准确率为70%， 完成总阅读量3.5万；
写：能在30分钟内写出150字左右的各种题材的短文和应用文，内容完整，语法正确， 条理清晰、表达地道；
译：翻译一定难度的英语文章段落，速度为300wph; 翻译题材熟悉的汉语文章，速度为250wph
五、 教学方法
从纵向看，本课程实行主题式的教学方法，即每一单元设一个主题，在指导学生深入学习课文的基础上，从词、句、语篇等角度进行听、说、读、写、译多反面的语言操练。从横向看，本课程具有“三位一体”模块式教学的特点，即教学兼顾阅读、听说与写译三部分但各部分之间相辅相成。在教学模式上，以计算机、网络、教学软件和课堂综合应用为主的教学模式。在评价系统和考试办法上，采用形成性评估和终结性评估相结合的办法。过程性评估主要考查学生的出勤、作业完成、课堂参与等情况。终结性评估主要为期中、期末卷面考试。考试采用闭卷形式。
学生成绩=平时（出勤、作业、期中、课堂参与）（20%）+多媒体自主学习（20%）+口语（10%）+期末考试（50%）如下图：
六、参考教材和阅读书目
参考教材：
1.李荫华.王得明主编：《大学英语综合教程》第4册，上海外语教育出版社，2004年版
2.李宵翔.莫锦国主编：《大学英语综合教程CD-ROM》第4册，上海外语教育出版社，2004年版
3.虞苏美.李慧琴主编：《大学英语听说教程》第4册，上海外语教育出版社，2004年版
4.郭杰克主编：《大学英语快速阅读教程》第4册，上海外语教育出版社，2004年版
5.柯彦玢主编：《大学英语阅读教程》第4册，上海外语教育出版社，2004年版
阅读书目：
《21世纪报》、《上海星报》等
《英语学习》、《英语沙龙》、《英语知识》、《英语世界》等
自编读物（或布置寒暑假作业）
七、本课程和其它课程的联系与分工
本课程是整个大学英语教学体系中的有机组成部分，并且处在整个体系的高级阶段，应起到承上启下的作用，即延续大学英语三级的教学成果，向大学英语教学的总体目标迈进，同时为学生今后的自主学习打下扎实的基础。
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