课程名：大学英语（5）(College English integrated Course 5) 学分：3 学时：48
课程类别：学科教育选修课
开课学院：外国语学院 所属基层教学组织：
曾任课教师：
课程大纲：
一、课程性质与目的
大学英语五级是上海水产大学的一门公共选修课，在全校范围内面向已通过大学英语四级的非英语专业学生开设。作为提高学生综合素质的重要途径之一，该课程以语言应用技能为先，融语言知识、学习策略和跨文化交际为一体，采用多种教学模式和教学手段，立足实际，旨在帮助学生掌握英语这一语言交际工具，培养学生的语言实际应用能力，特别是听说能力，使他们在日后工作学习和社会交往，特别是国际交流中能用英语有效地进行口头和书面的信息沟通，同时增强其自主学习能力，提高综合文化素养。
二、课程简介
本课程主要讲授全新版《大学英语•综合教程5》，辅以视听说和写译材料，借助现代信息技术，采用计算机辅助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、知识性和拓展性，使学生了解英语国家文化，提高英语应用技能，掌握跨文化交际技巧，培养个性化的自主学习策略，为更高阶段的英语学习奠定扎实的基础。
本课程不仅向学生提供接触与练习使用英语的机会，而且起到引导和督促学生课外自主学习的作用。该课程延续基础阶段对学生的跨文化交际和学习策略的培训，并继续指导学生在深入学习课文的基础上，从词、句、语篇等角度进行读、听、说、写、译多方面的语言操练，着重培养学生的英语语言能力和综合运用能力，尤其是英语读和写的能力。
三、教学内容
Unit 1 Love of Reading （6学时）
1．Objectives
Students will be able to:
1. grasp the main idea and structure of the text;
2. learn a few useful writing techniques such as using a mixture of long and short sentences, simple and complex structures, various openers, as well as the proper deployment of details;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Time Allotment
1st period：Pre-reading;While-reading(title, structure)
2nd period：While-reading;(Part I, Part II)
3rd period：While-reading ost-reading(writing techniques)
4th period：Post-reading;Check on Ss’Home reading(Text B)
5th period：Theme-Related Language Learning Tasks
3. Pre-reading Tasks
1. Answer questions after listening to the recording twice.
2. Free writing: My First Favorite Book.
4. While-reading Tasks
1. T explores the title “One Writer’s Beginnings” with the class.
2. T explains to Ss the three-part structure of the text and dictates to them the key to Text Analysis Exercise 1.
3. T explains the language points of the text and has Ss practice them.
5. Post-reading Tasks
1. Learning about writing strategy: Sentence variety
2. T guides Ss through some after-text exercises.
3. Ss do Part IV: Theme-related Language Learning Tasks.
6. Cultural Exploration and Listening
1. Background information of Noah Webster, Charles Dickens, Walter Scott, Robert Louis Stevenson, Jane Eyre, Trilby, The Woman in White, Green Mansions, King Solomon’s Mines, Mark Twain, Ring Lardner, Thomas Day, Grimm, Hans Christian Andersen, Ali Baba, Aesop, Robin Hood, King Arthur, St. George, Joan of Arc, The Pilgrim’s Progress, Gulliver’s Travels and Walter Crane.
2. Listening to the lines extracting from the movie Jane Eyre and fill in the gaps.
Unit 2 Diet （5学时）
1．Objectives
Students will be able to:
1. grasp the main idea and structure of the text;
2. learn to quote authorities and statistics, and to use cause-and-effect analysis in presenting an argument;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Time Allotment
1st period：Pre-reading;While-reading(structure, Part I)
2nd period：While-reading;(Part I, Part II)
3rd period：While-readingost-reading(quotations)
4th period：Post-reading;Check on Ss’Home reading(Text B)
5th period：Theme-Related Language Learning Tasks
3. Pre-reading Tasks
1. Answer questions after listening to the recording twice.
2. Discussion: Who are those dieters?
4. While-reading Tasks
1. T explains to Ss the three-part structure of the text and dictates to them the key to Text Analysis Exercise 1.
2. T explains the language points of the text and has Ss practice them.
5. Post-reading Tasks
3. Quoting authorities and statistics.
4. T guides Ss through some after-text exercises.
5. Ss do Part IV: Theme-related Language Learning Tasks.
6. Cultural Exploration and free-writing
1. Background information of Human Nutrition and vegetarianism and health.
2. Free writing: Ways to a healthy life.
Unit 3 Lying （6学时）
1．Objectives
Students will be able to:
1. grasp the main idea and structure of the text;
2. learn to use division, classification and definition in expository writing;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Time Allotment
1st period：Pre-reading;While-reading(structure, Part I)
2nd period：While-reading;( Part II)
3rd period：While-readingost-reading(What about you?)
4th period：Post-reading;Check on Ss’Home reading(Text B)
5th period：Theme-Related Language Learning Tasks
3. Pre-reading Tasks
1. Answer questions after listening to the recording twice.
2. True or false: Listening to the recorded passage, would you doubt the truth of other’s praise? Let’s experiment. Take out a sheet of paper, and write down ten praises of your partner. Some of them are true, while others are white lies. Ss exchange what they have written down with their respective partner. The latter will mark whether the ten statements are true or false. Partners exchange what they have written down again and think about the experiment. Teacher summarizes the experiment.
4. While-reading Tasks
1. Ss divide the text into three parts and sum up the main ideas on their own.
2. T explains to Ss the three-part structure of the text and dictates to them the key to Text Analysis Exercise 3.
3. T explains the language points of the text and has Ss practice them.
5. Post-reading Tasks
1. What about you?---Role play/interview: opinions of the 4types of white lies.
2. T guides Ss through some after-text exercises.
3. Ss do Part IV: Theme-related Language Learning Tasks.
6. Cultural Exploration and writing
1. Background information of Watergate.
2. Writing: It pays to be honest.
Unit 4 Unforgettable Teachers （5学时）
1．Objectives
Students will be able to:
1. grasp the main idea and structure of the text;
2. learn to use a combination of methods in developing an essay (chronological order along with comparison and contrast in this text);
3. master the key language points and usage;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Time Allotment
1st period：Pre-reading;While-reading(structure, language points)
2nd period：While-reading;(language points, main ideas)
3rd period：While-readingost-reading(qualities of a teacher)
4th period：Post-reading;Check on Ss’Home reading(Text B)
5th period：Theme-Related Language Learning Tasks
3. Pre-reading Tasks
1. Answer questions after listening to the recording twice.
2. The Portrait of a Fish: Ss form groups to write in English a description of a type of fish common in the area where they live, with illustrations if possible. T has some Scotch tape ready for use so that groups can stick their descriptions and illustrations on the walls of the classroom. Ss walk around to read what others have achieved. T sums up the activity and give introductory remarks on the text..
4. While-reading Tasks
1. Skimming and scanning, and divide the text into five sections.
2. T explains the language points of the text and has Ss practice them.
5. Post-reading Tasks
1. Ss work in pairs to find out the qualities Professor Agassiz has as a good teacher. They must backup each quality with one or more examples. Afterwards some pairs report to class.
2. T guides Ss through some after-text exercises.
3. Ss do Part IV: Theme-related Language Learning Tasks.
6. Cultural Exploration and survey
1. Background information of Samuel Scudder and natural history.
2. Ss carry out a survey among their fellow students as to what qualities they expect a good teacher to possess and write a report .
Unit 5 The American Civil War （6学时）
1．Objectives
Students will be able to:
5. grasp the main idea and structure of the text;
6. learn how to use comparison and contrast in expository writing as well as transitional devices in the text;
7. master the key language points and grammatical structures in the text;
8. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Time Allotment
1st period：Pre-reading;While-reading(three-part division of the text)
2nd period：While-reading;(Part I, Part II)
3rd period：While-readingost-reading(discussion)
4th period：Post-reading;Check on Ss’Home reading(Text B)
5th period：Theme-Related Language Learning Tasks
3. Pre-reading Tasks
1. Answer questions after listening to the recording twice.
2. Ss do Cloze B and Translation in after-text exercises to learn more about different backgrounds of Grant and Lee.
3. Based on the above two activities, Ss come up with several descriptive nouns or adjectives to summarize the characteristics of Lee and Grant.
4. While-reading Tasks
1. Ss do Text Analysis Exercise 1 and T dictates to them the main ideas of the three parts..
2. T explains the language points of the text and has Ss practice them.
3. Ss finishes Text Analysis Exercise 3.
5. Post-reading Task
1. Discussion and out-of-class research: Ss discuss and do an out-of-class research project to find out what actually happened to Grant and Lee after the Civil War.
2. T guides Ss through some after-text exercises.
3. Ss do Part IV: Theme-related Language Learning Tasks.
6. Cultural Exploration and movie watching
1. Background information of Ulysses S. Grant, Robert E. Lee, Confederacy, Appomattox Court House, the Battle of Chancellorsille and VIcksburg.
2. Watching the movie clip from Gone with the Wind and free discussion.
Unit 6 Marriage （5学时）
1．Objectives
Students will be able to:
1. grasp the main idea and structure of the text;
2. appreciate the use of interior monologue in portraying a character’s inner world;
3. master the key language points and usage in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Time Allotment
1st period：Pre-reading;While-reading(title prediction)
2nd period：While-reading;(Part I, Part II)
3rd period：While-readingost-reading(pair discussion)
4th period：Post-reading;Check on Ss’Home reading(Text B)
5th period：Theme-Related Language Learning Tasks
3. Pre-reading Tasks
1. Answer questions after listening to the recording twice.
2. Why marriages fail? Ss form groups to discuss what cause the high divorce rate and why marriages fail. Then T guides the Ss to the text: how a tragedy happened.
4. While-reading Tasks
1. Title prediction: Ss use their own words to explain the word “legacy”. After reading the first two paragraphs of the text, Ss predict what the remaining text will be about.
2. T explains to Ss the four-part structure of the text and dictates to them the key to Text Analysis Exercise 1.
3. T explains the language points of the text and has Ss practice them.
5. Post-reading Tasks
1. Ss form pairs to answer content questions
2. T guides Ss through some after-text exercises.
3. Ss do Part IV: Theme-related Language Learning Tasks.
6. Cultural Exploration and Listening
1. Background information of Virginia Woolf, weddings in the west, Marriage tips, Piccadilly, House of Commons, The East End, White Chapel, Tower of London and Mansion House.
2. Listening to the passage about western marriage and fill in the gaps.
Unit 7 Machine Translation （6学时）
1．Objectives
Students will be able to:
1. grasp the main idea and structure of the text;
2. learn to locate definitions in exposition and to formulate definitions on their own;
3. master the key language points and usage;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Time Allotment
1st period：Pre-reading;While-reading(title, structure)
2nd period：While-reading;(Part I, Part II)
3rd period：While-readingost-reading(the art of definition)
4th period：Post-reading;Check on Ss’Home reading(Text B)
5th period：Theme-Related Language Learning Tasks
3. Pre-reading Tasks
1. Answer questions after listening to the recording twice.
2. Discussion: Ss form groups of three or four to discuss the three questions in Points for Discussion. Afterwards, some groups report to class.
4. While-reading Tasks
1. Interpretation of the title: T invites several Ss to paraphrase the title---Tongues of the Web, placing emphasis on the word “tongues”.
2. T explains to Ss the three-part structure of the text and dictates to them the key to Text Analysis Exercise 1.
3. T explains the language points of the text and has Ss practice them.
5. Post-reading Tasks
4. The art of definition: Ss discuss and write their own definitions for the following terms: intermediate language, statistical-translation systems, dictionary-based MT systems, on-the-fly translation, and customization.
5. T guides Ss through some after-text exercises.
6. Ss do Part IV: Theme-related Language Learning Tasks.
6. Cultural Exploration and translating
1. Rockefeller Foundation, Shannon, Claude Elwood, IBM, Georgetown University, Atlantic Monthly, European Commission, University of East Anglia, Babel And IDC (International Data Corporation).
2. Translate a Chinese passage into English and compare the two versions to understand some of the differences between the two languages.
Unit 8 Gambling Addiction （5学时）
1．Objectives
Students will be able to:
1. grasp the main idea and structure of the text;
2. appreciate the use of coherence, examples and cause-and-effect analysis in exposition;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Time Allotment
1st period：Pre-reading;While-reading(title)
2nd period：While-reading;(Part I, Part II)
3rd period：While-readingost-reading
4th period：Post-reading;Check on Ss’Home reading(Text B)
5th period：Theme-Related Language Learning Tasks
3. Pre-reading Tasks
1. Answer questions after listening to the recording twice.
2. Out-of-class research project: Gambling in the U.S. Ss form groups to do research through resources such as the library and the Internet and report to the class.
4. While-reading Tasks
1. Title: going broke or going for broke? Ss find out what each phrase means and then make sentences using phrasal verbs containing the word “break” to describe possible consequences of gambling.
2. T explains to Ss the three-part structure of the text and dictates to them the key to Text Analysis Exercise 1.
3. T explains the language points of the text and has Ss practice them.
5. Post-reading Tasks
1. Ss complete Text Analysis Exercise 3 to find out the four examples in the text.
2. T guides Ss through some after-text exercises.
3. Ss do Part IV: Theme-related Language Learning Tasks.
6. Cultural Exploration and movie watching
1. Background information of Gambling, Cadillac, Albert Camus, Jean-Paul Sartre, Random House, Les Vegas, theme park, FBI and Atlantic City.
2. Watch a movie clip and carry out discussions.
四、教学基本要求
参照《大学英语课程教学要求》和上海水产大学大学英语教学的实际情况,大学英语五级的具体教学要求如下：
学习目标：掌握新词700， 累计达到4900。
听：能听懂词汇量在2500个单词左右，语速为每分钟130个单词的词、句、短篇、对话和慢速时事新闻广播，听两遍后回答问题的正确率要达到70％。
说：1、背诵大学英语精读课文后的Read Aloud 部分
2、能用英语自如地就熟悉的话题进行讨论
3、能在有准备的情况下就给定的话题发表看法
读： 继续语言基础知识的训练；加强阅读技巧如快速阅读、归纳文章大意、快速查找信息的培训；阅读速度达到100wpm, 准确率为70%， 完成总阅读量3万；
写：注重英语语篇的写作，要求能在30分钟内写出150字左右的短文，并做到语句连贯，结构紧凑，主题明确，内容完整。
译：翻译一定难度的英语文章段落，速度为200wph; 翻译题材熟悉的汉语文章，速度为150wph
五、教学方法
本课程实行按单元、技能分项的教学模式，即将整个课程按照上述的8个单元、结合不同的语言点，通过教师讲授、学生练习、并辅以计算机辅助教学，指导学生在深入学习课文的基础上，从词、句、语篇等角度进行听、说、读、写、译等多方面的语言操练，从而完成该课程的教学任务。
本课程采用的教学媒体有：文字教材（包括主教材和学习指导手册）、音像教材（磁带、光盘）、课件（教师讲义、光盘、幻灯片等）、网络（E-mail、 BBS等形式的课外辅导和资源共享）。
在评估系统和考试办法上，本课程采用形成性评估和终结性评估相结合的办法。形成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、期末考试。考试采用闭卷形式，考试内容涵盖该课程的语言点、语言技能，主要测试学生对该课程所涉及内容的掌握程度以及英语语言综合运用能力。
学生成绩=平时作业（20%）+出勤、课堂参与（10%）+期中（20%）+期末考试（50%）
如下图：
总评成绩构成 比例 获得途径
期末笔试成绩 50% 参加期末统一考试。
期中笔试成绩 20% 在规定时间内测试听力、阅读、写作。
平时作业 20% 由写、译、说三方面的作业表现组成。
出勤、课堂参与 10% 同学互评占5%，教师评价5%
六、参考教材和阅读书目
1．李荫华、王德明等主编：《大学英语综合教程》5，上海外语教育出版社，2003年7月第1版
2．《大学英语课程教学大纲》
3.21世纪报
4.期刊“英语学习”、“英语沙龙”、“英语知识”、“英语世界”等
5.全国大学英语六级水平考试全真试题
七、本课程与其它课程的联系与分工
本课程是大学英语基础课（1到4级）的后续课，各单元有侧重点、有针对性，使学生的英语语言能力和应试能力同时提高。
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