玉溪师范学院大学英语课程(综合英语)学期教学大纲 【课程名称】大学英语(I级) 适用于一般专业B教学层次学生 (College English One) 【课程编码】 G061034 【课程类别】通识课程 【课时】32 【学分】2 【课程性质】 《大学英语》课程是我校大学生必修的基础课程.大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容,以外语教学理论为指导,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》课程教学目的是要培养学生英语综合应用能力,特别是听说能力,使他们在今后的工作和社会交往中能用英语有效进行口头和书面的信息交流,同时增强其自主学习能力、提高综合文化素养,以适应我国经济和国际交流的需要. 【教学层次】 根据我校大学外语教学改革方案的有关要求,我校的大学英语课程实行分类、分级教学和考试,一般专业分A、B两个教学级别,艺术体育类专业统一为D教学级别.选择修读大学英语的学生,必须选择所在专业的专业类别下的一个教学级别进行学习.对于一般专业,A教学级别适合具有较好基础(高考英语成绩在90分以上的)的学生学习,B教学级别适合具有一般水平(高考英语成绩在90分以下的)的学生进行学习. 【教学对象】 本大纲的教学对象是我校一般专业具有一般水平(高考英语成绩在90分以下的)的本科生. 【教学目标和要求】 《大学英语》课程根据教育部2007年7月颁布的《大学英语课程教学要求》和我校学生的实际情况,玉溪师院本科生在本阶段应达到我校《大学英语一级B类教学要求》.课程具体要求如下: 1)掌握词汇量:一级B类以1500词为起点,领会式掌握2300单词(其中1300个积极词汇),以及由这些词构成的常用词组,并具有按照基本构词法识别生词的能力. 2)听力理解能力:能听懂英语授课,并能听懂题材熟悉、句子结构比较简单、基本上没有生词、语速为每分钟75词的简短会话、谈话、报道和讲座,掌握其中心大意,抓住要点,领会讲话者的观点和态度. 3)口语表达能力:学会基本的课堂用语,能就教材内容和适当的听力材料进行问答和复述,语音、语调基本正确. 4)阅读理解能力:能读懂语言难度一般普通题材的文章,掌握中心大意以及说明中心大意的事实和细节,学会基本的阅读技能,阅读速度达到每分钟50词.在阅读篇幅较长、难度略低、生词不超过总词数3%的材料时,能掌握中心大意,抓住主要事实和有关细节,阅读速度达到每分钟80词. 5)书面表达能力:能在阅读难度与课文相仿的书面材料时做笔记、回答问题、写提纲,能就一定的话题或提纲在半小时内写出80词左右的短文,内容连贯,语法基本正确. 6)翻译能力:能借助词典将难度低于课文的英语短文译成汉语,理解正确,译文基本达意;能将句子结构比较简单的汉语文字材料译成英语,译文达意,基本无重大语言错误,译速为每小时190汉字. 【教学时间安排】 本课程计 4学分,32学时,学时分配如下: 单元读写课程内容学时 备注 (教学形式) Unit 1 Learning a Foreign Language 4 讲授、讨论,网络自学 Keys to Successful Online Learning 0 Unit 2 Deep Concern 4 讲授、小组讨论、网络自学 Is There a Generation Gap? 0 Unit3 A Good Heart to Lean on 4 讲授、小组讨论、网络自学 The Right Son at the Right Time 0 Unit 4 How to Make a Good Impression 4 讲授、小组讨论、网络自学 Body Language 0 Unit 9 College Success Made Easy 4 讲授、角色扮演、网络自学 A Major Question of Majors 0 Reviewing and tests 8 机动课时 说明:本学期要求至少完成5个单元(1,2,3,4,9)的教学(以上黑体单元),剩余单元为学生自主学习内容.Section B不作为教学内容,但是期末考试阅读部分的选材. 32 【教学内容要点】 一、学习目的要求 1.??? Learn the new language points; 2.??? Understand the main ideas of texts; 3.??? Master the writing skills and structure; 4.??? Practice listening and speaking; 二、主要教学内容 Book 1 Unit 1 Learning a Foreign Language (4课时) Questions for discussion: 1. What problems do you have in trying to learning English in your middle school? 2. Is computer useful in your English learning? And why? 3. What are the advantages and disadvantages of online English learning? 4. What is your plan of English learning at university? Important Language Points: words: powerful offensive disturb instrument disgust upset awful fashion distract identity identify negative influence appointment phrases: blast forth along with turn off burst into over and over reach for turn up turn down as well as as usual turn on that much bolt out in peace and quiet make one's blood boil get rid of the knots in one's stomach go too far drop out of talk over Grammatical structure: 1. Using 'while' to introduce information that contrasts with what is conveyed in the main clause. 2. Using 'not only …but also…' to rewrite the sentences Reading skills: Finding out word meanings Writing Skills: A paragraph of Cause and Effect Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students self-study online) Unit 2 Deep concern (4课时) Questions for discussion: 1. What are the possible reasons for generation gap, and what solutions do you suggest to the problem? 2. Do you experience any gap between you and your parents or grandparents? If so, share them with your classmates. Important Language Points: words: concern click burst stuff thoroughly upset appeal phrases: blast forth along with turn off burst into over and over reach for turn up turn down as well as as usual turn on that much bolt out in peace and quiet make one's blood boil get rid of the knots in one's stomach go too far drop out of talk over Grammatical structure: 1. Using 'as' clause to introduce an action happening at the same time as another action. 2. Using 'while + V-ing' to rewrite the sentences Reading skills: Distinguish between facts and opinions Writing Skills: A paragraph of sequenced order of events Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students'self-study online) Unit 3 A Good Heart to Lean on (4课时) Questions for discussion: 1. What is your attitude toward disabled people? 2.What do you think is 'a good heart'? 3. What is the difference how the son felt about his father as a youth and how he feels a few years later? Important Language Points: words: lean balance inward inwardly impatient pace wagon amaze occasion urge reluctance complain phrases: lean on grow up let on start out make it even if on one's way break out on leave see (to it ) that Grammatical structure: 1. Using the conjunction 'even though'. 2. Using –ed or –ing participle as adverbial. Reading skills: Reading for key ideas in sentences Writing Skills: A paragraph of a general point supported by examples Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students' self-study online) Unit 4 How to Make a Good Impression (4课时) Questions for discussion: 1. Discuss the importance of a first good impression. 2. If you were go to an interview, what would you do to make a good impression? Important Language Points: words: impression conscious attitude reaction interview encounter presentation physical appearance gesture depress contact entertainment statement judgment action acquaint behavior estimate obvious account aggressive passive resent aspiration promote conviction achievement phrases: range from... to... focus on drive someone crazy at one's best communicate with lighten up take ...seriously lack of actions speak louder than words in relation to become /be acquainted with pick up in part account for be /feel at home be content with a wealth of Grammatical structure: 1. whether …, … or 2. Sb. will (not) do sth. if / as long as / provided … 3. If / Even if (though) sb. did (even) sth., he / she needs (doesn't need) to do sth. else. Reading skills: Reading for the Main Ideas in Paragraphs Writing Skills: A paragraph of a statement supported by a list of examples Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students' self-study online) Unit 5 The Battle Against AIDS (students self- study ) Unit 6 The Trashman (students self-study) Unit 7 Face to Face with Guns (students self-study) Unit 8 Birth of Bright Ideas (students self-study) Questions for discussion: 1. Are you satisfied with the way your university prepare you for the future? 2. Suppose you were to graduate soon. You were offered two jobs: one matches your interest but does not pay well enough; the other job can bring you a considerable amount of money and nothing else. What is you decision and why? Important Language Points: words: satisfactory reasonable process individual personality intensify dramatic compose occupy recognize contrast surge combine existence exemplify responsible phrases: sleep on sth. a gift from the gods depend on write down be occupied with seek for as though take shape put into at work arrive at search for fill sb. with sth. Grammatical structure: 1. Combing two simple sentences to make one complex sentence that contains an attributive clauses. 2. Using " the more …the more.." structure. Reading skills: The text discusses the meaning of life Writing Skills: Write a paragraph of facts and reasons Additional work: 1. Reviewing: reading aloud; 2. Doing exercise: vocabulary; translation; structure; 3. Discussion: How do bright ideas come, consciously or unconsciously? Unit 9 College Success Made Easy (4课时) Questions for discussion: 1. What do you think is the most important thing in college? 2. What do you think is the standard to judge whether a student is successful or not? 3. Discuss why some students may have angry feelings toward the top student. Important Language Points: words: demonstrate integrity convenience apply consist ensure assure protest external inevitable preserve enrich fashionable tempt attraction phrases: stand out no matter how/where/what turn in with ease sit back get behind get sth. out of the way strike sb as sth. have to do with plow through adapt to Grammatical structure: 1. using inversion structure to rewrite sentences. 2. using 'instead of ' to combine the two sentences. Reading skills: Previewing Writing Skills: A paragraph of a topic supported by details Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students' self-study online) Unit 10 Being Honest and Open (students self-study) 三.主要教学方法 以学生为主体,课内外相结合,课堂讲习与学生网络自主学习相结合;以完成任务(Task-oriented)为主要手段,组织课堂教学,根据学生具体情况,适当增加文化内容和背景知识的介绍;适当采用各类有针对性的教学方法,如:句型操练、背诵与默写、翻译法、小组讨论、读书笔记、赏析等. 四.课程教学阅读材料安排 使用本课程的指定教材和指定教学参考书目中的阅读材料. 五. 课后辅导、答疑 课前和课后都可以作为教师辅导答疑的时间.如果学生需要在晚上请老师进行辅导和答疑,一般要提前和教师进行联系和安排. 六、作业、课程测验要求 1. 根据授课计划的安排,每单元布置学生口头和书面作业一次.书面作业(汉译英、写作等)全收全改.口头作业可在课堂或辅导答疑时检查或抽查. 2.每学完一个单元后,要求学生完成一套网络自测试题,教师对学生进行自测学习的情况进行监督和检查. 3.教师通过网络教学平台对学生网络自主学习情况进行严格有效的监控和检查.结合网络自主学习内容,学生应完成相应的网络在线作业. 4.学生必须按时完成作业,教师对学生作业进行认真登记、记录.学生作业情况作业评定平时成绩的重要组成部分. 七. 对学生学习该门课程知识准备、态度、纪律等的要求 1. 参加《大学英语》(I)学习的B类学生是入学时高考英语成绩低于90分 的学生. 2. 参加本门课程学习的B类学生必须有端正的学习态度,按时上课,不迟到、 不早退,教师和班委对学生的学习情况进行认真考勤. 3. 参加《大学英语》(I)学习的B类学生必须认真完成本课程提纲规定的 各项任务. 八.成绩考核方式 1. 成绩评定总则 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,提高学习效果的有效手段. 为在记载学生成绩时体现学生成绩内涵的相对公平性,规定一般专业中A教学级别学生的成绩按1.2的权重系数记载, B教学级别学生的成绩按1.0的权重系数记载,期末考试卷面成绩乘以权重系数后,达到99分以上的学生的成绩均按99分记载,总成绩达不到60分的学生需参加补考. (一) 总成绩(100%)=平时成绩(40%)+期末卷面成绩(60%),总成绩60分即获得该课程2学分. * 平时成绩评定 平时成绩主要包括三个部分:考勤(10%)、作业及课堂表现(15%)、网络课程表现(包括单元测试、在线练习及在线学习时间)(15%)共占总成绩(40%) * 期末考核评定 期末考试为笔试,闭卷考,占总成绩(60%),课堂教学内容所占比列不低于60%. 读写卷面考,单独命题且制卷,和听力同一时段进行: 序号 考试项目 题号 考试内容 题型 分值 I 词汇和结构 1—30 词汇、语法结构 多项选择或填空 30分II 阅读理解 31—45 理解语篇,包括一般性和应用性文字材料 多项选择、简答、填空 30分III 完形填空 46-65 理解语篇 完形填空 20分IV 英汉互译或写作 66—70 句子和段落 句子、段落翻译或命题作文 20分 合计 100分 (二)《大学英语》课程成绩的认定 根据目前的教务系统状况,经与教务处领导协商决定:从2011级起则将两大模块的成绩进行单独计算,单独录入,单独认定. (三)《大学英语》课程学分的获得 从2011级起实行两大模块单独计算,视听说模块总评成绩达到60分者方能获得2个学分,读写模块总评成绩达到60分者方能获得2个学分;若其中一个模块未能达到60分,则要补考或重修相应的模块. 九.指定教材及参考教材 (一)指定教材 1.《新视野大学英语》读写1,郑树棠主编,外语教学与研究出版社,2008 2. 《新视野大学英语》综合训练1,郑树棠主编,外语教学与研究出版社,2008 (二)参考书目 《大学英语分级考题新编》1,大学外语部集体编,云南大学出版社,2003出版. 《大学英语综合训练I》 十.有关说明 1. 本课程以讲授为主,自主学习为辅,任课教师必须能指导和监控学生自学. 2. 教学手段结合传统教学与多媒体教学. 3. 课堂教学要有效组织实施,充分体现学生自主性.
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玉溪师范学院大学英语课程(综合英语)学期教学大纲 【课程名称】大学英语(I级) 适用于一般专业B教学层次学生 (College English One) 【课程编码】 G061034 【课程类别】通识课程 【课时】32 【学分】2 【课程性质】 《大学英语》课程是我校大学生必修的基础课程.大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容,以外语教学理论为指导,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》课程教学目的是要培养学生英语综合应用能力,特别是听说能力,使他们在今后的工作和社会交往中能用英语有效进行口头和书面的信息交流,同时增强其自主学习能力、提高综合文化素养,以适应我国经济和国际交流的需要. 【教学层次】 根据我校大学外语教学改革方案的有关要求,我校的大学英语课程实行分类、分级教学和考试,一般专业分A、B两个教学级别,艺术体育类专业统一为D教学级别.选择修读大学英语的学生,必须选择所在专业的专业类别下的一个教学级别进行学习.对于一般专业,A教学级别适合具有较好基础(高考英语成绩在90分以上的)的学生学习,B教学级别适合具有一般水平(高考英语成绩在90分以下的)的学生进行学习. 【教学对象】 本大纲的教学对象是我校一般专业具有一般水平(高考英语成绩在90分以下的)的本科生. 【教学目标和要求】 《大学英语》课程根据教育部2007年7月颁布的《大学英语课程教学要求》和我校学生的实际情况,玉溪师院本科生在本阶段应达到我校《大学英语一级B类教学要求》.课程具体要求如下: 1)掌握词汇量:一级B类以1500词为起点,领会式掌握2300单词(其中1300个积极词汇),以及由这些词构成的常用词组,并具有按照基本构词法识别生词的能力. 2)听力理解能力:能听懂英语授课,并能听懂题材熟悉、句子结构比较简单、基本上没有生词、语速为每分钟75词的简短会话、谈话、报道和讲座,掌握其中心大意,抓住要点,领会讲话者的观点和态度. 3)口语表达能力:学会基本的课堂用语,能就教材内容和适当的听力材料进行问答和复述,语音、语调基本正确. 4)阅读理解能力:能读懂语言难度一般普通题材的文章,掌握中心大意以及说明中心大意的事实和细节,学会基本的阅读技能,阅读速度达到每分钟50词.在阅读篇幅较长、难度略低、生词不超过总词数3%的材料时,能掌握中心大意,抓住主要事实和有关细节,阅读速度达到每分钟80词. 5)书面表达能力:能在阅读难度与课文相仿的书面材料时做笔记、回答问题、写提纲,能就一定的话题或提纲在半小时内写出80词左右的短文,内容连贯,语法基本正确. 6)翻译能力:能借助词典将难度低于课文的英语短文译成汉语,理解正确,译文基本达意;能将句子结构比较简单的汉语文字材料译成英语,译文达意,基本无重大语言错误,译速为每小时190汉字. 【教学时间安排】 本课程计 4学分,32学时,学时分配如下: 单元读写课程内容学时 备注 (教学形式) Unit 1 Learning a Foreign Language 4 讲授、讨论,网络自学 Keys to Successful Online Learning 0 Unit 2 Deep Concern 4 讲授、小组讨论、网络自学 Is There a Generation Gap? 0 Unit3 A Good Heart to Lean on 4 讲授、小组讨论、网络自学 The Right Son at the Right Time 0 Unit 4 How to Make a Good Impression 4 讲授、小组讨论、网络自学 Body Language 0 Unit 9 College Success Made Easy 4 讲授、角色扮演、网络自学 A Major Question of Majors 0 Reviewing and tests 8 机动课时 说明:本学期要求至少完成5个单元(1,2,3,4,9)的教学(以上黑体单元),剩余单元为学生自主学习内容.Section B不作为教学内容,但是期末考试阅读部分的选材. 32 【教学内容要点】 一、学习目的要求 1.??? Learn the new language points; 2.??? Understand the main ideas of texts; 3.??? Master the writing skills and structure; 4.??? Practice listening and speaking; 二、主要教学内容 Book 1 Unit 1 Learning a Foreign Language (4课时) Questions for discussion: 1. What problems do you have in trying to learning English in your middle school? 2. Is computer useful in your English learning? And why? 3. What are the advantages and disadvantages of online English learning? 4. What is your plan of English learning at university? Important Language Points: words: powerful offensive disturb instrument disgust upset awful fashion distract identity identify negative influence appointment phrases: blast forth along with turn off burst into over and over reach for turn up turn down as well as as usual turn on that much bolt out in peace and quiet make one's blood boil get rid of the knots in one's stomach go too far drop out of talk over Grammatical structure: 1. Using 'while' to introduce information that contrasts with what is conveyed in the main clause. 2. Using 'not only …but also…' to rewrite the sentences Reading skills: Finding out word meanings Writing Skills: A paragraph of Cause and Effect Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students self-study online) Unit 2 Deep concern (4课时) Questions for discussion: 1. What are the possible reasons for generation gap, and what solutions do you suggest to the problem? 2. Do you experience any gap between you and your parents or grandparents? If so, share them with your classmates. Important Language Points: words: concern click burst stuff thoroughly upset appeal phrases: blast forth along with turn off burst into over and over reach for turn up turn down as well as as usual turn on that much bolt out in peace and quiet make one's blood boil get rid of the knots in one's stomach go too far drop out of talk over Grammatical structure: 1. Using 'as' clause to introduce an action happening at the same time as another action. 2. Using 'while + V-ing' to rewrite the sentences Reading skills: Distinguish between facts and opinions Writing Skills: A paragraph of sequenced order of events Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students'self-study online) Unit 3 A Good Heart to Lean on (4课时) Questions for discussion: 1. What is your attitude toward disabled people? 2.What do you think is 'a good heart'? 3. What is the difference how the son felt about his father as a youth and how he feels a few years later? Important Language Points: words: lean balance inward inwardly impatient pace wagon amaze occasion urge reluctance complain phrases: lean on grow up let on start out make it even if on one's way break out on leave see (to it ) that Grammatical structure: 1. Using the conjunction 'even though'. 2. Using –ed or –ing participle as adverbial. Reading skills: Reading for key ideas in sentences Writing Skills: A paragraph of a general point supported by examples Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students' self-study online) Unit 4 How to Make a Good Impression (4课时) Questions for discussion: 1. Discuss the importance of a first good impression. 2. If you were go to an interview, what would you do to make a good impression? Important Language Points: words: impression conscious attitude reaction interview encounter presentation physical appearance gesture depress contact entertainment statement judgment action acquaint behavior estimate obvious account aggressive passive resent aspiration promote conviction achievement phrases: range from... to... focus on drive someone crazy at one's best communicate with lighten up take ...seriously lack of actions speak louder than words in relation to become /be acquainted with pick up in part account for be /feel at home be content with a wealth of Grammatical structure: 1. whether …, … or 2. Sb. will (not) do sth. if / as long as / provided … 3. If / Even if (though) sb. did (even) sth., he / she needs (doesn't need) to do sth. else. Reading skills: Reading for the Main Ideas in Paragraphs Writing Skills: A paragraph of a statement supported by a list of examples Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students' self-study online) Unit 5 The Battle Against AIDS (students self- study ) Unit 6 The Trashman (students self-study) Unit 7 Face to Face with Guns (students self-study) Unit 8 Birth of Bright Ideas (students self-study) Questions for discussion: 1. Are you satisfied with the way your university prepare you for the future? 2. Suppose you were to graduate soon. You were offered two jobs: one matches your interest but does not pay well enough; the other job can bring you a considerable amount of money and nothing else. What is you decision and why? Important Language Points: words: satisfactory reasonable process individual personality intensify dramatic compose occupy recognize contrast surge combine existence exemplify responsible phrases: sleep on sth. a gift from the gods depend on write down be occupied with seek for as though take shape put into at work arrive at search for fill sb. with sth. Grammatical structure: 1. Combing two simple sentences to make one complex sentence that contains an attributive clauses. 2. Using " the more …the more.." structure. Reading skills: The text discusses the meaning of life Writing Skills: Write a paragraph of facts and reasons Additional work: 1. Reviewing: reading aloud; 2. Doing exercise: vocabulary; translation; structure; 3. Discussion: How do bright ideas come, consciously or unconsciously? Unit 9 College Success Made Easy (4课时) Questions for discussion: 1. What do you think is the most important thing in college? 2. What do you think is the standard to judge whether a student is successful or not? 3. Discuss why some students may have angry feelings toward the top student. Important Language Points: words: demonstrate integrity convenience apply consist ensure assure protest external inevitable preserve enrich fashionable tempt attraction phrases: stand out no matter how/where/what turn in with ease sit back get behind get sth. out of the way strike sb as sth. have to do with plow through adapt to Grammatical structure: 1. using inversion structure to rewrite sentences. 2. using 'instead of ' to combine the two sentences. Reading skills: Previewing Writing Skills: A paragraph of a topic supported by details Additional work: 1. Retelling the main idea of Section A 2. Fast reading: read section B in 10 minutes and answer questions (students' self-study online) Unit 10 Being Honest and Open (students self-study) 三.主要教学方法 以学生为主体,课内外相结合,课堂讲习与学生网络自主学习相结合;以完成任务(Task-oriented)为主要手段,组织课堂教学,根据学生具体情况,适当增加文化内容和背景知识的介绍;适当采用各类有针对性的教学方法,如:句型操练、背诵与默写、翻译法、小组讨论、读书笔记、赏析等. 四.课程教学阅读材料安排 使用本课程的指定教材和指定教学参考书目中的阅读材料. 五. 课后辅导、答疑 课前和课后都可以作为教师辅导答疑的时间.如果学生需要在晚上请老师进行辅导和答疑,一般要提前和教师进行联系和安排. 六、作业、课程测验要求 1. 根据授课计划的安排,每单元布置学生口头和书面作业一次.书面作业(汉译英、写作等)全收全改.口头作业可在课堂或辅导答疑时检查或抽查. 2.每学完一个单元后,要求学生完成一套网络自测试题,教师对学生进行自测学习的情况进行监督和检查. 3.教师通过网络教学平台对学生网络自主学习情况进行严格有效的监控和检查.结合网络自主学习内容,学生应完成相应的网络在线作业. 4.学生必须按时完成作业,教师对学生作业进行认真登记、记录.学生作业情况作业评定平时成绩的重要组成部分. 七. 对学生学习该门课程知识准备、态度、纪律等的要求 1. 参加《大学英语》(I)学习的B类学生是入学时高考英语成绩低于90分 的学生. 2. 参加本门课程学习的B类学生必须有端正的学习态度,按时上课,不迟到、 不早退,教师和班委对学生的学习情况进行认真考勤. 3. 参加《大学英语》(I)学习的B类学生必须认真完成本课程提纲规定的 各项任务. 八.成绩考核方式 1. 成绩评定总则 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,提高学习效果的有效手段. 为在记载学生成绩时体现学生成绩内涵的相对公平性,规定一般专业中A教学级别学生的成绩按1.2的权重系数记载, B教学级别学生的成绩按1.0的权重系数记载,期末考试卷面成绩乘以权重系数后,达到99分以上的学生的成绩均按99分记载,总成绩达不到60分的学生需参加补考. (一) 总成绩(100%)=平时成绩(40%)+期末卷面成绩(60%),总成绩60分即获得该课程2学分. * 平时成绩评定 平时成绩主要包括三个部分:考勤(10%)、作业及课堂表现(15%)、网络课程表现(包括单元测试、在线练习及在线学习时间)(15%)共占总成绩(40%) * 期末考核评定 期末考试为笔试,闭卷考,占总成绩(60%),课堂教学内容所占比列不低于60%. 读写卷面考,单独命题且制卷,和听力同一时段进行: 序号 考试项目 题号 考试内容 题型 分值 I 词汇和结构 1—30 词汇、语法结构 多项选择或填空 30分II 阅读理解 31—45 理解语篇,包括一般性和应用性文字材料 多项选择、简答、填空 30分III 完形填空 46-65 理解语篇 完形填空 20分IV 英汉互译或写作 66—70 句子和段落 句子、段落翻译或命题作文 20分 合计 100分 (二)《大学英语》课程成绩的认定 根据目前的教务系统状况,经与教务处领导协商决定:从2011级起则将两大模块的成绩进行单独计算,单独录入,单独认定. (三)《大学英语》课程学分的获得 从2011级起实行两大模块单独计算,视听说模块总评成绩达到60分者方能获得2个学分,读写模块总评成绩达到60分者方能获得2个学分;若其中一个模块未能达到60分,则要补考或重修相应的模块. 九.指定教材及参考教材 (一)指定教材 1.《新视野大学英语》读写1,郑树棠主编,外语教学与研究出版社,2008 2. 《新视野大学英语》综合训练1,郑树棠主编,外语教学与研究出版社,2008 (二)参考书目 《大学英语分级考题新编》1,大学外语部集体编,云南大学出版社,2003出版. 《大学英语综合训练I》 十.有关说明 1. 本课程以讲授为主,自主学习为辅,任课教师必须能指导和监控学生自学. 2. 教学手段结合传统教学与多媒体教学. 3. 课堂教学要有效组织实施,充分体现学生自主性.