大学英语教学是高等教育的一个有机组成部分大学.doc

高等教育大学英语教学大纲(最新)高等教育大学英语教学大纲《大学英语课程教学要求》是2007年8月14日由教育部发布的关于大学英语教学的教学基本要求。

本大纲是各高等学校根据教育部《大学英语课程教学要求》和本校的实际情况，制订的适合本校的大学英语教学大纲。

本大纲适用于实施大学英语教学的高等学校。

大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的公共基础课程。

本教学大纲（包括指导思想、课程目标、教学要求、课程设置、教学实施和课程评估）依据《大学英语课程教学要求》而制订。

大学英语初级教学大纲《大学英语》是一门针对文理科大学所有学生开设的综合性英语教育课程。

本课程的教学目标是帮助学生掌握英语的基本知识和基本技能，培养学生在各类环境中的英语应用能力。

具体而言，本课程的教学内容将包括语言知识、语言技能、语言文化等方面的知识，旨在帮助学生掌握基本的英语语法、词汇、听说读写等方面的技能，以及培养学生的英语思维能力、跨文化交际能力、自主学习能力等综合素质。

《大学英语》的教学大纲分为两个学期，每学期16周，每周4学时。

第一学期的教学内容主要包括：精读课文4篇、泛读课文4篇、听力训练10次、口语训练10次、写作训练10次等。

第二学期的教学内容与第一学期类似。

在教学评估方面，本课程将采用形成性评估和终结性评估相结合的方式。

形成性评估包括课堂表现、作业、测验、口语测试等，占总评分的60%；终结性评估包括期末考试和口语测试等，占总评分的40%。

农业类大学英语教学大纲农业类大学英语教学大纲应包括以下内容：1.课程基本信息：包括课程名称、课程代码、授课学期、授课对象、学时安排、学分以及教学目标等。

2.课程性质：说明本课程在专业培养计划中的地位和作用，以及与其他课程的联系。

3.教学内容与要求：根据《大学英语教学指南》的精神，结合专业特点，对农业类专业的英语教学提出具体的教学要求。

4.教学内容与学时安排：根据语言技能、语言知识、文化知识、情感态度、学习策略等方面的目标，结合专业特点，设计每项教学内容，并根据教学内容的需要，合理安排学时。

大学英语（College English）视听说教学大纲本课程与其他课程的联系：属于公共基础课中的必修课，具有较强的理论性和实践性，无前续课程，后续课程为各专业的专业英语。

一、课程的性质大学英语视听说课教学是高等教育的一个有机组成部分，大学英语视听说课程是大学生的一门必修的基础课程。

大学英语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（课堂教学和网络课堂教学）为一体的教学体系。

本课程属于全校公共基础课中的必修课，面向全校各专业学生。

二、课程的地位、作用和任务大学英语视听说课程的教学作用和任务是培养学生英语的听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。

三、课程教学的基本要求我校大学阶段的英语视听说教学要求我校非英语专业的本科生应达到我国高教部颁布的英语教学大纲对非英语专业本科毕业生的听力理解和口语表达能力的基本要求。

基本要求：1. 听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题材的讲座，能听懂语速较慢（每分钟130 ~150词）的英语广播和电视节目，能掌握其中心大意，抓住要点。

能运用基本的听力技巧。

2. 口语表达能力：能在学习过程中用英语交流，并能就某一主题进行讨论，能就日常话题用英语进行交谈，能经准备后就所熟悉的话题作简短发言，表达比较清楚，语音、语调基本正确。

能在交谈中使用基本的会话策略。

四、课程教学内容第一学期新视野大学英语视听说教程IUnit One How’s your college life?Learn some expressions about greeting & introducing.. Practice listening for names.Listening Skills: Listening for NamesFunctions: Greeting and IntrducingAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by teacher related tounit one.Unit Two Do you work out?Asking for and giving directions are quite useful in our daily life. What kind of expressions, then, do you use when you ask for and give directions? If you aren’t quite sure of such expressions, never mind. The activities in this unit will be helpful.Listening Skills: Identifying NumbersFunctions: Asking for and Giving DirectionsAutonomous Learning: First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by teacher related tounit two.Unit Three Telling me about your friendsLearn some expressions about congratulating & sympathizing. Practice listening for understanding times and dates.Listening Skills: Understaning Times and DatesFunctions: Congratulating and SympathizingAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by teacher related tounit three.Unit Four How’s the weather today?Learn some expressions about making complaints and giving warnings. Practice listening for telephone numbers.Listening Skills: Listening for Telephone NumbersFunctions: Making Complaints and Giving WarningsAutonomous Learning: First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by teacher related tounit four.Unit Five What’s your favorite food?Learn some expressions about asking for and offering suggestions. Practice listening for people’s food preferences.Listening Skills: Listening For People’s Food PreferencesFunctions: Asking for and Offering SuggestionsAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by teacher related tounit five.Unit six Talking about HealthWhat kind of expressions, then, do we use when we talk about health? If students aren’t sure of such expressions, never mind. The activities in this unit will be helpful. .Listening Skills: Listening to People TalkFunctions: Expressing Worries and ReassuranceAutonomous Learning:First, students are required to do some listening, do somespeaking and discussion, then do some exercises assigned byteacher related to unit six.Unit seven How much does it cost?Some of the expressions for making and responding to requests will be learned in this unit.After listening, the students will know how to identify prices.Listening Skills: Identifying PricesFunctions: Making and Responding to RequestsAutonomous Learning: First, students are required to do some listening, do somespeaking and discussion, then do some exercises assigned byteacher related to unit seven.Unit Eight On or off campus?The expressions for making denying & admitting will be learned. Students practice listening for rents or charges.Listening Skills: Listening for Rents or ChargesFunctions: Denying and AdmittingAutonomous Learning:First, students are required to do some listening, do somespeaking and discussion, then do some exercises assigned byteacher related to unit eightUnit Nine Do you surf the Net?The expressions for focusing attention will be learned. Students practice listening for making calculations.Listening Skills: Making CalculationFunctions: Focusing AttentionAutonomous Learning:First, students are required to do some listening, do somespeaking and discussion, then do some exercises assigned byteacher related to unit nineUnit ten Have a nice holiday!Making a plan and invitations are quite common in our daily life. What kind of expressions,then, do you use when you tell someone your plan, or express invitation? If you aren’t quite sure of such expressions, never mind. The activities in this unit will be helpful.Listening Skills: Identifying the Main InformationFunctions: Giving InvitationsAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit ten.第二学期新视野大学英语视听说教程IIUnit One Roll over, Beethoven!Expressing likes and dislikes; making suggestions.Listening Skills: Making InferencesFunctions: Expressing Likes and Dislikes; Making SuggestionsAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit one.Unit Two What’s on at the theater?Making comments; giving and accepting invitation.Listening Skills: Making InferencesFunctions: Making Comments; Giving and AcceptingAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit two.Unit Three Every Jack has his Jill!Comforting people; expressing worries; conceding a point.Listening Skills: Identifying People’s ProfessionFunctions: Comforting People; Expressing Worries; Conceding a PointAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit three.Unit Four Beware of ads!Asking for clarification and clarifying.Listening Skills: Identifying the Associative Meaning of AdsFunctions: Asking for Clarification and ClarifyingAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit four.Unit Five Does your best friend have four legs?Giving short responses; praising; making recommendations.Listening Skills: Identifying Special QuantitiesFunctions: Giving Short Responses; Praising; Making recommendationAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit five.Unit Six What’s in Fashion?Listening Skills: Identifying the Relationship Between the SpeakersFunctions: Asking for and giving opinions.Autonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit six.Unit Seven Does money talk?.Listening Skills: Identifying Larger NumbersFunctions: Expressing real and unreal conditionsAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit seven.Unit Eight Crime does pay!Listening Skills: Identifying Signal WordsFunctions: Bringing up sensitive topics; asking for details.Autonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit eight.Unit Nine Are you safe today?Elaborating; Speaking Hypothetically.Listening Skills: Listening for DetailsFunctions: Elaborating; Speaking HypotheticallyAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit nine.Unit Ten Want freedom from fear?Expressing fear and desperation; offering sympathy and encouragement.Listening Skills: Identifying Main EventsFunctions: Expressing fear and desperation; offering sympathy and encouragement.Autonomous Learning: First, students are required to do some listening, do some speaking androle-play, then do some exercises assigned by the teacher related to unit ten.第三学期新视野大学英语视听说教程IIIUnit one With Alzheimer’s, you meet a lot of new peopleWhat kind of expressions, then, do we use when we express negative attitudes? If students aren’t sure of such expressions, never mind. The activities in this unit will be helpful. .Functions: Describing Good and Poor Memory; Expressing Sympathy; Interrupted SpeedchAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit one.Unit two This is going to be a great semester?Blame and complaint are two means of showing our dissatisfaction and criticism. What kind of expressions, then, do we use when we say that someone is responsible for things done (badly or wrongly) or not done or when we want to make complaints? If students are not sure of such expressions, never mind. The activities in this unit will be helpful.Functions: T aling About V arious Aspects of School Life; Making and Replying toSuggestions; Using ExaggerationsAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit two.Unit three Single parent, double trouble?In daily communication, we may like to express our requests, suggestions, commands and warnings. What kind of expressions, then do we use when we talk about our requests, suggestions, commands and warnings? If you aren’t sure of such expressions, never mind. The activities in this unit will be helpful.Functions: Talking About Marriage and Family Life; Making Comparison; ExpressingdisagreementAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit three.Unit four The devil finds work for idle handsNo one is totally certain about what is to happen to us next. In our daily life, we feel certain, uncertain or likely and unlikely when we try to predict events. What kind of expressions, then, do we use when we want to express our feelings of certainty, uncertainty, possibility and impossibility. If you aren’t quite sure of such expressions, never mind. The activities in this unit will be helpful.Functions: Handling resumes and preparing for job interviews; Giving advice;Describing requirementsAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit four.Unit five These are businesses for the brave.In daily communication, we may express our belief in or doubt about some people, ideas, or happenings. What kind of expressions, then, do we use when we want to express our belief or doubt? If you aren’t sure of such expressions, never mind. The activities in this unit will be helpful.Functions: T alking about business activities; Expressing certainty; ExpressingreservationAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit five.Unit six Here is a darker side of society.Nothing is totally certain about the future. In our daily life, we may try to predict events, make plans and state our intentions, or help others remember future actions. Predicting, promising and reminding are three means of talking, planning or helping in relation to future events or actions. What kind of expressions, then, do we use when we want to talk about future events or actions? If you aren’t quite sure about such expressions, never mind. The activities in this unit can be helpful.Functions: E iscussing different kinds of social problems; Providing solutions andsuggestions; Making concessionsAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit six.Unit seven Our globe is in danger!It is quite useful to know how to show surprise and interest, and how to express emphasis in our daily life. What kind of expressions, then, do you usually use when you show surprise and interest and express emphasis?Functions: D iscussing environmental problems; Resuming serious talk; Asking in retortAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit seven.Unit eight Flying there is not half the fun.It is quite useful to know how to express satisfaction and disappointment in our daily life.What kind of expressions, then, do you usually use when you express satisfaction anddisappointment? If you aren’t quite sure of such expressions, never mind. The activities in this unit will be helpful.Functions: Booking a flight or a hotel room; Describing a process; ComplainingAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit eight.Unit nine Here are the seasons to be jolly.Annoyance, fear and desire are three major means of expressing emotion. What kind of expressions, then, do we use when we talk about annoyance, fear and desire ? If you aren’t sureabout such expressions, never mind. The activities in this unit will be helpful.Functions: Describing holidays and festivals in different countries; Describing details;Asking for clarificationAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit nine.Unit ten Buy low and sell high on the stock market.Point of time, duration, and time relation are three major means of showing time. What kind of expressions, then, do we use when we talk about point of time, duration, and time relation? If you aren’t sure of such expressions, never mind. The activities in this unit will be helpful.Functions: Describing the rise and fall of stocks; Analyzing a difficult situation; Askingfor the giving opinionsAutonomous Learning:First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit ten.第四学期新视野大学英语视听说教程IVUnit one Enjoy your feeling!Frequency is a rate at which things happen or are repeated. Sequence refers to the order in which things or especially events follow one another. What kind of expressions, then, do we usewhen we talk about frequency and sequence? If you aren’t quite sure of such expressions, nevermind. The activities in this unit will be helpful.Functions: Describing anger, sadness and happiness; Making and accepting suggestions;Promising and refusing to helpAutonomous Learning: First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit one.Unit Two Beauty can be bought.Talking about position, direction and movement is very common in our daily life. What kind of expressions, then, do we use when we describe position, give directions and expressmovement? If you aren’t quite sure of such expressions, never mind. The activities in this unitwill be helpful.Functions: Describing plastic surgery; Expressing surprise, annoyance and determination;Declining and accepting an invitationAutonomous Learning: First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit two.Unit Three Watch out when nature strikes backIt is quite useful to know how to express length, width, height and depth. What kind of expressions, then, do you usually use when you express length, width, height and depth ? If you aren’t quite sure of such expressions, never mind. The activities in this unit will be helpful.Functions: Describing natural disasters; Describing fear; Inverting for emphasis;Speaking with uncertaintyAutonomous Learning: First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit three.Unit Four Is work just another four-letter word?Leaving and taking messages; making and postponing an appointment; expressing thanks Functions: Leaving and taking messages; Making and postponing an appointment;Expressing thanksAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit four.Unit Five Distant pastures are always greener.Describing job-hopping; asking for and giving reasons; expressing regretFunctions: D ismissing an employee; Describing job-hopping; Asking for and givingreasons; Expressing regretAutonomous Learning: First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit five.Unit Six The truth can be stranger than fiction.Describing superstitions; arguing for a possibility; adding informationFunctions: D escribing superstitions; arguing for a possibility; adding informationAutonomous Learning:First, students are required to do some listening, do some speakingand role-play, then do some exercises assigned by the teacher relatedto unit six.Unit Seven What shall we do when there’s nothing to do?It is quite useful to know how to make a generalization and conclusion in our daily life.What kind of expressions, then, do you usually use when you make these statements? If you aren’t quite sure of such expressions, never mind. The activities in this unit will be helpful.Functions: M aking suggestions; Expressing likes and dislikes; Expressing agreementAutonomous Learning: First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit seven.Unit Eight Is biotechnology our friend or enemyIt is quite useful to know how to express cause and effect, aim and purpose in our daily life.What kind of expressions, then, do you usually use when you make these statements? If youaren’t quite sure of such expressions, never mind. The activities in this unit will be helpful.Functions: Talking about Gmfood, cloning and the Genetic Map; Expressing Doubts andunderstanding; Conceding a pointAutonomous Learning: First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit eight.Unit Nine You can learn how to ride the business cycleConcession, real condition, unreal condition, supposition, and hypothesis are five major means of showing relationships. What kind of expressions, then, do we use when we make thesestatements? If you aren’t quite sure of such expressions, never mind. The activities in this unitwill be helpful.Functions: Asking for confirmation; Describing increases and decreases; Offering adifferent opinionAutonomous Learning: First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit nine.Unit Ten Culture makes me what I amException, restriction, part and whole, and connection between parts are four major means of showing relations. What kind of expressions, then, do we use when we make these statements?If you aren’t quite sure of such expressions, never mind. The activities in this unit will behelpful.Functions: I nviting questions; Asking for reasons; Describing hard workAutonomous Learning: First, students are required to do some listening, do somespeaking and role-play, then do some exercises assigned by theteacher related to unit ten.五、课内实践教学要求1 课堂上进行英语听说练习，培养学生综合运用英语能力，布置作业要求学生完成每单元课文后练习题，进一步巩固每单元所学知识。

高等职业技术学校大学英语A 教学大纲课程编号：0300010适用专业：高职非英语专业制（修）订年月：XXXX年XX月XXXXXXX 学院2007.07XXXXXX学院大学英语A课程教学大纲课程编号：0300010适用专业：高职非英语专业修订年月：XXXX年XX月修订人：XXXX 外语教研室 XXXX执笔一、课程的性质、任务、在专业中的地位与作用大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的基础课程。

大学英语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。

本课程是高职三年制大专非英语专业开设的一门公共必修课。

本课程专门供入学时英语基础较好的学生选择。

旨在夯实学生的英语语言基础，培养英语的自学能力和听、说、读、写和译的能力，扩大词汇量，同时为学生在校期间或者毕业后参加更高级别的英语等级考试打下坚实的语言基础。

通过本课程的学习，使学生达到四川省大学英语三级考试要求：认知3800－4000个英语单词（包括入学时要求掌握的1600个词）以及由这些词构成的常用词组，对其中2500个左右的单词能正确拼写，英汉互译。

系统掌握大学英语基本语法和交际用语。

同时，提高学生综合素质，着力打造学生就业的竞争力。

二、课程教学目标与基本教学要求课程教学目标：经过两学期共128课时的教学，使学生掌握一定的语言基础知识和技能，具有一定的听、说、读、写、译的能力，能借助工具书阅读和翻译相关业务资料，在日常交际与业务活动中进行简单的口头与书面交流，并为今后进一步提高英语交际能力打下基础。

基本教学要求：通过本课程的学习，使学生达到四川省大学英语三级考试要求：认知3800－4000个英语单词（包括入学时要求掌握的1600个词）以及由这些词构成的常用词组，对其中2500个左右的单词能正确拼写，英汉互译。

系统掌握大学英语基本语法和交际用语。

大学英语
课程代码：92001012，92001022，92001032，92001042
课程名称：大学英语
英文名称：College English
学分：11 开课学期：第1、2、4、5学期
授课对象：全校本、专科学生先修课程：高中英语
课程主任：孙翠兰，教授，博研在读
课程简介：
大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的基础课程。

大学英语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。

大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、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，提高综合文化素养，以适应我国社会发展和国际交流的需要。

实践教学环节：
实践教学活动形式多样，如开播校园英语广播电台，举办国际文化节、英语讲座、全国大学生英语竞赛、“外研社杯”全国英语辩论赛、CCTV杯全国英语演讲大赛等活动。

课程考核：
课程最终成绩=平时成绩*30%+期末考试成绩*70%；
平时成绩由出勤率、期末口语测试、平时课堂表现和作业完成情况决定；
期末成绩指闭卷考试的成绩。

指定教材：
[1]李荫华.《大学英语（全新版）》.上海:上海外语教育出版社,2002年7月,第1版.
[2]郑树棠.《新视野大学英语》.北京:外语教学与研究出版社,2001年12月,第1版.
[3]姜欣, 姜怡.《大学体验英语》.北京:高等教育出版社,2002年9月, 第1版.
参考书目：
[1]教育部高等教育司.《大学英语课程教学要求》.北京:外语教学与研究出版社,2007年9月，第1版.。

；艺：黧．：!叁。

飘三本院校大学英语教学现状浅析韩阿维(延安大学西安创新学院外语系，陕西西安710100)喃要]目前，大学英语教学sL4Jt．t c容乐观。

尤其是三本院校，这是由各方面因素综合导致而成的。

大学英语教学是高等教育的一个有机组成部分，其教学目标是培养学生的英语综合应用能力。

鉴于此，笔者从教师、教材、院校相关制度及学生自身等方面对此问题进行简单分析，v；t gl起重视弗麦一步致善。

供键词]三本院校；大学英语；教学现状大学英语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。

大学英语教学是高等教育的一个有机组成部分，大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、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，提高综合文化素养，以适应我国社会发展和国际交流的需要。

然而与之相反的是，现在绝大多数大学生英语综合应用能力差，特别是三本院校学生，大部分人有基本的读写能力，但听说能力却不敢恭维，我1门—般称这类现象为“聋哑”英语。

大学英语课程设置不够合理。

大学英语课程的设置应充分考虑听说读写译能力的培养，并给予足够的学时。

但是很多三本院校只是一味注重学生的读写能力以完成教学量，读写课程所占比例较大，听说课程和读写课程课时量相同的学校为数不多，甚至有些学校每学期只有几个课时的听说课。

大学英语课程是一门语言基础课程，同时也是拓宽知识、了解世界文化的课程，应融语言技能、语言应用、语言文化等于一体。

因此，设置大学英语课程时也应当充分考虑对学生听说读写译综合能力的培养。

没有合适的教材可采纳。

就现状而言，没有真正适合三本院校非英语专业学生的大学英语{然才。

各个高校_般都采用外研社或上外的本科类大学英语教材，但是外研社的教材对三本院校学生而言确实有一定难度，上外教材第一、二册程度还比较适合三本院校生，而第三、四册对他们而言就略显吃力。

大学英语课程教学要求为适应我国高等教育发展的新形势，深化教学改革，提高教学质量，满足新时期国家和社会对人才培养的需要，特制订《大学英语课程教学要求》（以下简称《课程要求》），作为各高等学校组织非英语专业本科生英语教学的主要依据。

鉴于全国高等学校的教学资源、学生入学水平以及所面临的社会需求等不尽相同，各高等学校应参照《课程要求》，根据本校的实际情况，制订科学、系统、个性化的大学英语教学大纲，指导本校的大学英语教学。

一、教学性质和目标大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的基础课程。

大学英语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。

大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、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，提高综合文化素养，以适应我国社会发展和国际交流的需要。

二、教学要求我国幅员辽阔，各地区、各高校之间情况差异较大，大学英语教学应贯彻分类指导、因材施教的原则，以适应个性化教学的实际需要。

大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。

这是我国高等学校非英语专业本科生经过大学阶段的英语学习与实践应当选择达到的标准。

一般要求是高等学校非英语专业本科毕业生应达到的基本要求。

较高要求或更高要求是为有条件的学校根据自己的办学定位、类型和人才培养目标所选择的标准而推荐的。

各高等学校应根据本校实际情况确定教学目标，并创造条件，使那些英语起点水平较高、学有余力的学生能够达到较高要求或更高要求。

三个层次的英语能力要求如下：一般要求：1. 听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题材的讲座，能听懂语速较慢（每分钟130 ~150词）的英语广播和电视节目，能掌握其中心大意，抓住要点。

能运用基本的听力技巧。

《新视野大学英语读写译一》课程教学大纲New horizon college english reading and writing课程性质及类型：必修课，公共基础课学时数：72 ；其中，课堂学时：72；实验学时：0学分数： 6适用专业：山东财经大学东方学院非英语专业专科生一、课程的地位、作用与任务1、大学英语教学是高等教育的一个有机组成部分，21世纪大学英语（读写教程）是大学生必修的一门基础课程。

它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。

2、21世纪大学英语（读写教程）的教学目标是培养学生的英语读写译综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行信息交流，同时增强其自主学习能力，提高综合文化素养，以便更好地适应我国社会经济发展和国际交流的需要。

二、课程教学内容及要求Unit One Learning a Foreign Language第一单元（8学时）（一）内容提要Text A Learning a Foreign Language1. Pre-reading Activities2. Intensive Study of the Text3. ExercisesText B Key to Successful Online Learning1. Extensive Reading2. Exercises（二）要求与说明1、掌握单元新单词。

2、透彻理解所讲精读课文内容以及其深层涵义。

3、熟悉掌握精读课文中的短语、词组及涉及的语法知识。

4、掌握一种所讲的阅读和写作技巧。

5、了解英语国家的一般概况和常识。

（三）重点精读课文的理解与掌握（四）难点课文语法写作、阅读技巧Unit Two Deep Concern 第二单元（8学时）（一）内容提要Text A Deep Concern1.Pre-reading Activities2.Intensive Study of the Text3. ExercisesText B Is There a Generation Gap?1. Extensive Reading2. Exercises（二）要求与说明1、掌握单元新单词。

《大学英语C1》教学大纲一、课程说明课程编号：111122学时学分：80学时 4学分先修课程：高中英语、适合专业：非外语专业普通班大一学生开课学院：外国语学院二、课程性质和任务大学英语教学是高等教育的一个有机组成部分。

大学英语一级课程是一年级第一学期B类班大学生的一门必修公共课，关系到学生是否能够顺利进行大学英语二级的学习以及学校的人才培养规格和学生的人才质量标准。

大学英语一级课程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，集多种教学方法和手段为一体的教学体系。

大学英语一级课程需要培养学生的英语综合应用能力，特别是听说能力，使他们能够顺利进行大学英语二级的学习，在今后的工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力，提高综合文化修养，以适应我国社会发展和国际交流的需要。

三、主要教学内容通过读写教程第一册的学习，学生词汇量增至2500左右，掌握词汇的用法和句型结构；能阅读与本册难度相当的文章；能够就所学内容在半小时内写出80词左右的文章，内容连贯，语法基本正确；能译出句子结构比较简单的汉语，译文达意。

阅读速度达到每分钟约50词。

快速阅读速度达到每分钟约100词，基本读懂国内英文报刊，掌握中心意思。

读懂工作、生活中常见的材料。

在阅读中使用有效的阅读技巧。

完成一般性写作任务，描述个人经历、情感和发生的事件等，就一般性话题或提纲在半小时内写出120词的短文，内容基本完整，用词恰当，语意连贯。

能借助词典对题材熟悉的文章进行英汉互译，译文基本流畅，在翻译时使用适当的翻译技巧。

通过第一册听说教程的学习，能听懂日常英语谈话和一般性题材讲座，能基本听懂英语节目，语速为每分钟80-100词左右；能在学习过程中用英语交流，并能就某一主题进行讨论，就日常话题和英语国家人士进行简单交谈，能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。