保定学院大学英语课程设计
课程名称 《新视野大学英语视听说教程2》 先修课程 教程1》 适用专业 总学时：36 制订单位 2013级非英语专业本科生（艺体类除外） 讲课学时：36 实验学时：0 上机学时：0 总学分：4 课程编码 《新视野大学英语视听说课程英文名称 New Horizon College English 外语系大学外语教研室 制订时间：2014.01.16 一、教学性质和目的
《新视野大学英语视听说教程2》是非英语专业本科大学生的一门必修的基础听说课程，主要是为修完《新视野大学英语视听说教程1》的学生开设的。该课程教学旨在提高学生英语听说的交际能力。本课程结合了听力、口语课程的一些基本功能，通过对学生进行听力、口语等英语视听说技能的训练，提高学生的听力理解水平、口语表达能力和对语言运用的分析理解能力。同时增强其自主学习能力、提高综合文化素养，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。 二、课程的教学要求
通过一学期《新视野大学英语-视听说教程2》课程学习后，学生应具备初步的听力理解能力、以及对所听材料的分析、归纳、综合和推断的能力。学生能听懂英语国家人士关于日常生活、社会文化的交谈或演讲，能抓住要点和有关细节，能用英语作简要笔记，能基本听懂比较浅易的电影和电视片段。 学生在通过36课时的学习后能顺利实现90-100词/分钟这一听能目标，顺利通过国家英语四级测试。在说的方面能达到运用英语语言进行日常会话及文化交流的目的。
本大纲的教育宗旨为培养学生的英语综合应用能力为最终目标，培养学生英语听力的能力的同时着重发展学生的英语听说能力。使学生在今后的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和综合文化素养，以适应我国经济发展和国际交流的需要。 三、教材
《新视野大学英语-视听说教程2》外语教学与研究出版社 2005年1月第1版 四、教学进度
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周次 单元 第一周 第二周 第三周 第四周 第五周 第六周 第七周 第八周 第九周 第十周 Unit 1 Unit 1 Unit 2 Unit 2 Unit 3 Unit 3 Unit 3 Unit 4 Unit 4 Unit 4 新视野大学英语视听说教程 Roll over, Beethoven! Roll over, Beethoven! What’s on at the theater? What’s on at the theater? Every Jack has his Jill Every Jack has his Jill Every Jack has his Jill Beware of ads! Beware of ads! Beware of ads! 学时 备注 4 4 4 4 4 2 4 4 4 2 清明节 劳动节 端午节 自学 第十一周 Unit 5 第十二周 Unit 5 第十三周 Unit 6 第十四周 Unit 6 第十五周 Unit 7 第十六周 Unit 7 第十七周 Unit 8 第十八周 Does your best friend have 4 four legs Does your best friend have 4 four legs What’s in fashion? What’s in fashion? Does money talk? Does money talk? Crime does pay! Exam 4 4 4 4
五、教学内容
UNIT 1 Roll over, Beethoven! 1. 教学目标和要求
This unit is to enable Ss to:
1) To improve students’ listening competence by teaching the strategy of making
inferences
2) To familiarize students with expressions of expressing likes and dislikes and making suggestions
3) To help students learn how to talk about music styles and preferences 2．教学内容
第一节
I. Lead-in: share your musical memories Match the music with the occasion
II. Listening Skills: Tell the class to focus on how to make inferences in listening. III. Listening In
Task 1: Encore! Task 2: The Carpenters Task 3: Mozart Culture 第二节
IV. Speaking Out: music styles and preferences
Model 1: Do you like Jazz?
Model 2: Do you like punk rock? V. Let’s Talk
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VI. Assignment: Interviewing:
Work in groups. Roles:
① the host/hostess of the talk show
② a well-known musician/singer who is going to give a concert 1. Further Listening and Speaking 2. Speaking 3. 重点:
重点单词及短语：rehearse pirate/ encore / anorexia / starve / Mozart / compose /
symphony / jazz/ punk rock
功能句型：How to make inferences
The way to express likes and dislikes
4. 教学方法与手段
Task-based approach; Audio-video visual approach; Student-centered learning; Out-put driven learning
Unit 2 What’s on at the theater? 1．教学目标和要求
This unit is to enable Ss to:
1) To improve students’ listening competence by teaching the strategy of making
inferences
2) To familiarize students with expressions of making comments, giving and
accepting invitations
3) To help students learn how to talk about movie genres and make movie reviews 2．教学内容
第一节
I. Lead-in: preference about movies II. Listening Skills: III. Listening in:
Task 1: Waiting for the New Harry Potter Movie Task 2: A Great Actor Task 3: Movie Reviews 第二节
IV. Speaking out:
Model 1: Will you come with me?
Model 2: What did you think about the movie?
Model 3: The plot is first-class. Culture tips: movie awards and ceremonies V. Let’s Talk
VI. Assignment: 1)Do the listening-in part on-line
2) Do the let’s talk online activities and get yourself ready for a task----who is Hitchcock?
3) Review the patterns of making comments 3. 重点:
重点单词及短语：rehearse / explode / blink / premiere / sponsor / theme song / plot /
suspense / tension / gooseflesh:
功能句型：How to make invitations? How to accept invitations? How to make comments? 4. 教学方法与手段
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Task-based approach; Audio-video visual approach; Student-centered learning; Out-put driven learning
Unit 3 Eevey Jack has his Jill! 1．教学目标和要求
1) To improve students’ listening competence by teaching the strategy of identifying
people’s professions
2) To familiarize students with expressions of comforting people, expressing worries,
conceding a point
3) To help students learn how to talk about love and marriage 2．教学内容 第一节
I. Lead-in: talk about your ideal life partner II. Listening Skills: III. Listening in:
Task 1: Don’t be a chicken! Task 2: Wedding Vows Task 3: An American wedding 第二节
IV．Speaking out:
Model 1: I just broke up with Alice! Model 2: Leo proposed to me.
Model 3: There’s something about him. Ask students to perform each dialogue. V. Let’s Talk VI. Assignment:
1.Further Listening and Speaking 2.Speaking 3. 重点:
重点单词及短语：propose / cradle / come in the way / steady/ match / engage/bouquet/
champagne
功能句型：How to comfort people? How to express worries? How to concede a point? 4. 教学方法与手段
Task-based approach; Audio-video visual approach; Student-centered learning; Out-put driven learning Unit 4 Beware of ads! 1．教学目标和要求
1) To improve students’ listening competence by teaching the strategy of identifying the associative meaning of ads
2) To familiarize students with expressions of asking for clarification and clarifying 3) To help students learn how to talk about advantages and disadvantages of advertisements 2．教学内容 第一节
I. Lead-in: the importance of ads
Show some clips of ads, and ask students to guess the products. Encourage students to design a creative advertisement.
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II. Listening Skills III. Listening in:
Task 1: The Influence of Advertising Task 2: I’ll get a camera. Task 3: Don’t even think about it! 第二节
IV. Speaking out:
Model 1: Who pays? Model 2: Beware of ads! Model 3: Are the free magazines free? V. Let’s Talk
Work in groups and discuss the pros and cons of product placements. Brainstorm at least three examples of product placements, and students can refer to the tips on Page 52. VI. Assignment:
1.Further Listening and Speaking 2.Speaking 3. 重点:
重点单词及短语：spring / bonus / commercial / emphatically / admirer / souvenir /
contradictory / discriminate / ridiculous / specify
功能句型：How to ask for clarification and clarifying? 4. 教学方法与手段
Task-based approach; Audio-video visual approach; Student-centered learning; Out-put driven learning
UNIT 5 : Does you best friend have four legs? 1．教学目标和要求
This unit is to enable Ss to:
1). Identifying Special Quantities
2). Giving Short Responses; Praising; Making Recommendations 2．教学内容 第一节 I. Lead-in
Ask students to work in pairs or in groups, discuss these questions and then share their answers with the whole class. II. Listening Skills
Tell the class to focus on how to identify special quantities and explain Word Tips. III. Listening In
Tell the students to listen to some passages about pets. Task 1: Dogs aren’t allowed here! Task 2: Put the cat out!
Task 3: A Sudden Change in the Parrot’s Attitude 第二节
IV. Speaking out:
Tell the students to learn how to giving short responses, praising, and make recommendations.
Model 1 The dog will be company for her. Model 2 Where to walk dogs?
Model 3 What does having a few fish do for you? V. Let’s Talk
Tell the students they are going to listen to a passage about a clever dog and they are
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supposed to practice retelling a passage. VI. Assignment:
1.Further Listening and Speaking 2.Speaking 3. 重点:
重点单词及短语：ticket /skyrocket/ A baker’s dozen / exceptional / behave oneself /
chase / desperation / offend
功能句型：How to give short responses ? How to make recommendations? 4. 教学方法与手段
Task-based approach; Audio-video visual approach; Student-centered learning; Out-put driven learning
Unit 6 What’s in fashion? 1．教学目标和要求
This unit is to enable Ss to:
1) To improve students’ listening competence by teaching the strategy of identifying the relationship between the speakers
2) To familiarize students with expressions of asking for and giving opinions 3) To help students learn how to talk about fashion 2．教学内容
第一节
I Lead-in: what’s fashion? Discussion: Fashion in your mind? II. Listening Skills: III. Listening in:
Task 1: A Woman’s Funny Dress Task 2: How is fashion decided?
Task 3: Dreaming of Being a Fashion
Model Culture Tips: fashion week, fashion show, fashion house 第二节
IV. Speaking out:
Model 1: How did you like the fashion show? Model 2: I’m looking for a light jacket. Model 3: Could you show me a pair of running shoes? Role play:
Situation 1: Daughter and Mother / Father
Situation 2: Customer and Shop Assistant Discussion: Do you own any brand name products? Why do you think certain brand names are so successful? V. Let’s Talk
Watch the video clip and discuss some questions about fashion. VI. Assignment: 3. 重点:
重点单词及短语：supermodel / hot stuff / catwalk / revealing / behind the times / go
out / plot / kid / adapt / stimulator/ massage
功能句型：How to ask for and give opinions? 4. 教学方法与手段
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Task-based approach; Audio-video visual approach; Student-centered learning; Out-put driven learning
Unit 7 Does money talk? (Optional) 1．教学目标和要求
This unit is to enable Ss to:
1) To improve students’ listening competence by teaching the strategy of identifying larger numbers
2) To familiarize students with expressions of expressing real and unreal conditions 3) To help students learn how to talk about spending habits 2. Teaching Procedure: 第一节
I. Lead-in Warm-up questions
① What would you say if someone wants to borrow money from you?
② If you lend your friend a small amount of money and he forgets to pay it back, what would you do?
③ If you were a millionaire, how would you spend your money? II. Listening Skills III. Listening in:
Task 1: It’s time to buy.
Task 2: Can I have my change please? Task 3: Why not just print money? 第二节
IV. Speaking out: Tell the students to learn how to express real and unreal conditions. Model 1 I want to blow it all.
Model 2 Can money buy everything?
Model 3 I wonder if you could give me a loan. V. Let’s Talk
Discussion: If you want to purchase a house and you do not have enough money, what will you do then? Cultural knowledge: Get to know something about the coins of the American and English money. Compare them with the Chinese coins that you know VI. Assignment:
1.Further Listening and Speaking 2.Speaking 3. 重点:
重点单词及短语：digital / discount / mileage / mortgage/ recession / inflation /
allowance / suicide / dream on / a bundle of
功能句型：How to express real and unreal conditions?
4. 教学方法与手段
Task-based approach; Audio-video visual approach; Student-centered learning; Out-put driven learning 六、成绩测评
1. 形成性评估和终成性评估相结合
2. 平时成绩的构成记录整个一学期学生的学习情况，包含课堂学习表现情况，作业质量情况，平时小测等。
3. 期末考成成绩构成：期末笔试（百分）+期末口试（百分）
4.综合成绩构成：综合成绩=平时成绩*20%+期末笔试成绩*65%+期末口试*15%
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