《基礎(chǔ)英語(yǔ)》是2022年武漢學(xué)院專(zhuān)升本考試科目之一，1.教學(xué)重點(diǎn)：每單元的語(yǔ)法知識(shí)點(diǎn)和句子結(jié)構(gòu)分析；2.教學(xué)難點(diǎn)：如何正確運(yùn)用這些語(yǔ)法知識(shí)和句子結(jié)構(gòu)。3.培養(yǎng)學(xué)生具有較強(qiáng)的創(chuàng)新創(chuàng)業(yè)精神、自尊自信精神、持續(xù)發(fā)展能力及終身學(xué)習(xí)意識(shí)。2022年武漢學(xué)院專(zhuān)升本《基礎(chǔ)英語(yǔ)》課程教學(xué)大綱已經(jīng)公布，教學(xué)大綱明確了教學(xué)目的，教學(xué)要求，教學(xué)重難點(diǎn)等。需要考試該科目的同學(xué)一定要研究教學(xué)大綱，院校會(huì)根據(jù)教學(xué)大綱進(jìn)行出題，具體教學(xué)大綱內(nèi)容請(qǐng)參考下方。

《基礎(chǔ)英語(yǔ)（1）》課程教學(xué)大綱

一、課程教學(xué)目的和要求

本課程是英語(yǔ)專(zhuān)業(yè)本科低年級(jí)（一、二年級(jí)）必修的一門(mén)專(zhuān)業(yè)基礎(chǔ)課,與本課程的相關(guān)課程有語(yǔ)音、聽(tīng)力、泛讀、口語(yǔ)和寫(xiě)作等。它們與本課程都是相輔相成的。因此，在本課程的教學(xué)實(shí)施過(guò)程中，既要處理本課程與相關(guān)課程之間的分工、配合，又要保證其課程體系和機(jī)構(gòu)的科學(xué)與完整性。

本教學(xué)大綱在教學(xué)要求上按級(jí)劃分，每學(xué)期一級(jí)?，F(xiàn)將第一冊(cè)（一級(jí)）的單項(xiàng)教學(xué)要求規(guī)定如下：

(1) 語(yǔ)音

一級(jí)要求：能自覺(jué)地模仿和糾音，正確掌握多音節(jié)單詞、復(fù)合詞和句子的常見(jiàn)重音模式；掌握朗讀和說(shuō)話的節(jié)奏感，并注意輕重變化對(duì)意義表達(dá)的影響；掌握語(yǔ)流中的語(yǔ)音變化規(guī)律、連讀、輔音爆破和語(yǔ)音同化的技巧以及陳述句、疑問(wèn)句和祈使句的語(yǔ)調(diào)。

(2) 語(yǔ)法

一級(jí)要求：掌握主謂一致關(guān)系、表語(yǔ)從句、賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句等句型直接引語(yǔ)和間接引語(yǔ)的用法、動(dòng)詞不定式和分詞的用法、各種時(shí)態(tài)、主動(dòng)語(yǔ)態(tài)、被動(dòng)語(yǔ)態(tài)和構(gòu)詞法。

(3) 詞匯

一級(jí)要求：通過(guò)綜合英語(yǔ)課和其它途徑，認(rèn)知詞匯達(dá)3500-4500個(gè)，正確而熟練地運(yùn)用其中的2000-3000個(gè)及其最基本的搭配。

(4) 聽(tīng)力

一級(jí)要求：聽(tīng)懂英語(yǔ)國(guó)家人士所作的難度不超過(guò)所語(yǔ)言知識(shí)的講座，掌握中心大意，理解主要內(nèi)容，并能辨別說(shuō)話人的態(tài)度和語(yǔ)氣。能在15分鐘內(nèi)聽(tīng)寫(xiě)根據(jù)已學(xué)知識(shí)編寫(xiě)而成或選用的錄音材料（詞數(shù)120個(gè)左右，念四遍，語(yǔ)速為每分鐘80個(gè)單詞），錯(cuò)誤率不超過(guò)12%

(5) 口語(yǔ)

一級(jí)要求：能就聽(tīng)到的語(yǔ)段進(jìn)行問(wèn)答和復(fù)述；能就日常生活話題進(jìn)行交談；做到正確表達(dá)思想，語(yǔ)音、語(yǔ)調(diào)自然，無(wú)重大語(yǔ)法錯(cuò)誤，語(yǔ)言基本得體。

(6) 閱讀

一級(jí)要求：能閱讀難度相當(dāng)?shù)臏\顯材料, 閱讀速度為每分鐘90-100個(gè)單詞，理解中心大意，抓住主要情節(jié)或論點(diǎn)。

(7) 寫(xiě)作

一級(jí)要求：能在30分鐘內(nèi)寫(xiě)出長(zhǎng)度為120-150個(gè)單詞的短文，內(nèi)容切題，條理清楚，語(yǔ)言正確；能正確書(shū)寫(xiě)出長(zhǎng)度為50-60個(gè)單詞的便條和通知等應(yīng)用文。

(8) 翻譯

一級(jí)要求：能獨(dú)立完成課程中的各種翻譯練習(xí)，要求理解正確，語(yǔ)言通順。

二、課程教學(xué)重點(diǎn)和難點(diǎn)

1.教學(xué)重點(diǎn)：每單元的語(yǔ)法知識(shí)點(diǎn)和句子結(jié)構(gòu)分析

2.教學(xué)難點(diǎn)：如何正確運(yùn)用這些語(yǔ)法知識(shí)和句子結(jié)構(gòu)

三、理論教學(xué)內(nèi)容

Unit 1   A New Life on Campus

【教學(xué)目的】

This unit focuses on the usage of passive voice in different tenses.

【教學(xué)要求】

To help students master the usage of passive voice

1) in the simple present

2) in the present perfect

3) in the simple past

4) in the future

【重點(diǎn)難點(diǎn)】

Grammatical rules of passive voice.

【教學(xué)內(nèi)容】

1.1 Language Structures

1.2 Dialogue: A New Life on Campus; Role-play

1.3 Reading I: My First Day at School

1.4 Guided Writing; workbook

Unit 2   An Interview with an Amateur Actress

【教學(xué)目的】

This unit deals with the adverbial clauses of time.

【教學(xué)要求】

To make students understand the differences between the temporal conjunctions.

【重點(diǎn)難點(diǎn)】

The adverbial clause of time introduced by

1) when

2) before

3) until

4) since

【教學(xué)內(nèi)容】

2.1 Language Structures

2.2 Dialogue: An Interview with an Amateur Actress; Role-play

2.3 Reading I: Women’s Liberation

2.4 Guided Writing

2.5 Workbook

Unit 3   Holiday Planning

【教學(xué)目的】

This unit deals with the features of past tense.

【教學(xué)要求】

To make students understand and master the usage of past tense.

【重點(diǎn)難點(diǎn)】

The grammatical rules of

1) the simple past and the present perfect contrasted

2) the past progressive

3) the past perfect

【教學(xué)內(nèi)容】

3.1 Language Structures

3.2 Dialogue: Holiday Planning; Role-play

3.3 Reading I: What’s Behind Halloween

3.4 Guided Writing

3.5 Workbook

Unit 4   A Trip to China

【教學(xué)目的】

This unit deals with the function of modal auxiliaries.

【教學(xué)要求】

To make students master the usage of some modal auxiliaries.

【重點(diǎn)難點(diǎn)】

The features of

1) modal auxiliaries may/ might used to express possibility

2) modal auxiliaries should/ ought to expressing obligation

3) modal auxiliary would rather expressing preference

4) modal auxiliaries must and can’t used to express strong probability and impossibility

【教學(xué)內(nèi)容】

4.1 Language Structures

4.2 Dialogue: A Trip to China; Role-play

4.3 Reading I: Human Needs

4.4 Guided Writing

4.5 Workbook

Unit 5   Save Our Heritage

【教學(xué)目的】

This unit introduces the sentence of unreal conditions.

【教學(xué)要求】

To help students understand the usage of unreal conditions.

【重點(diǎn)難點(diǎn)】

Sentence of unreal conditions:

1) related to something being done at present

2) with the connective unless

3) with the connective supposing

4) with the connective otherwise

5) in the if it hadn’t been for ... pattern

【教學(xué)內(nèi)容】

5.1 Language Structures

5.2 Dialogue: Save Our Heritage; Role-play

5.3 Reading I: Museums

5.4 Guided Writing

5.5 Workbook

Unit 6   Save Our Pandas

【教學(xué)目的】

This unit deals with the adverbial clauses.

【教學(xué)要求】

To help students master the usage of adverbial clause introduced by different conjunctions.

【重點(diǎn)難點(diǎn)】

The adverbial clause

1) of place introduced by where

2) of condition introduced by unless

3) of cause introduced by since and because

4) of concession introduced by though

【教學(xué)內(nèi)容】

6.1 Language Structures

6.2 Dialogue: Save Our Pandas; Role-play

6.3 Reading I: The Butterfly

6.4 Guided Writing; workbook

Unit 7   Cycling

【教學(xué)目的】

This unit introduces the usage of infinitive and -ing participle.

【教學(xué)要求】

To help students master the usage of infinitive and -ing participle.

【重點(diǎn)難點(diǎn)】

The features of

1) the infinitive preceded by a wh-word used as the object

2) the infinitive used as a postponed object in the pattern It takes (so much time) to do something

3) the bare infinitive used as the object complement

4) the -ing participle used as the object in the pattern Would you mind…?

【教學(xué)內(nèi)容】

7.1 Language Structures

7.2 Dialogue: Cycling; Role-play

7.3 Reading I: Stuck in the Tube

7.4 Guided Writing

7.5 Workbook

Unit 8   The Young on the Old

【教學(xué)目的】

This unit deals with the nominal clauses.

【教學(xué)要求】

To help students master the feature and usage of nominal clause.

【重點(diǎn)難點(diǎn)】

The nominal clause used as

1) the subject, introduced by It seems that

2) the subject, introduced by It happens that

3) the subject, introduced by It doesn’t + wh-ord

4) the object, in the It all depends on + wh-word pattern

5) the postponed object in the introduction it construction

【教學(xué)內(nèi)容】

8.1 Language Structures

8.2 Dialogue: The Young on the Old; Role-play

8.3 Reading I: Mother’s Day Flowers

8.4 Guided Writing

8.5 Workbook

Unit 9   A Beijing Opera Fan

【教學(xué)目的】

This unit deals with the adverbial clauses.

【教學(xué)要求】

To help students master the usage of adverbial clause introduced by different conjunctions.

【重點(diǎn)難點(diǎn)】

The adverbial clause

1) of time introduced by while / as soon as / the moment / by the time

2) of time and place introduced by whenever and wherever; of concession introduced by however; of time / cause introduced by now that

3) of condition introduced by or else; of purpose introduced by so (that)

4) of manner introduced by as if / as though, indicating an unreal situation; of time / condition introduced by so long as / as long as

5) of degree introduced by so far as; of alternative condition introduced by whether ... or not

【教學(xué)內(nèi)容】

9.1 Language Structures

9.2 Dialogue: A Beijing Opera Fun; Role-play

9.3 Reading I: The Man Who Ate China

9.4 Guided Writing

9.5 Workbook

Unit 10   If I Had the Chance to Travel in Space

【教學(xué)目的】

This unit deals with sentences of real and unreal conditions.

【教學(xué)要求】

To help students understand the sentences of real and unreal conditions.

【重點(diǎn)難點(diǎn)】

The feature of

1) sentences of real conditions

2) sentences of unreal conditions related to the present with be in the conditional clause

3) sentences of unreal conditions related to the present with have in the conditional clause

4) sentences of unreal conditions related to the present with action verbs in the conditional clause

【教學(xué)內(nèi)容】

10.1 Language Structures

10.2 Dialogue: If I Had the Chance to Travel in Space; Role-play

10.3 Reading I: How Far is the Earth from the Sun?

10.4 Guided Writing

10.5 Workbook

《基礎(chǔ)英語(yǔ)（2）》課程教學(xué)大綱

一、課程教學(xué)目的和要求

本課程是英語(yǔ)專(zhuān)業(yè)本科低年級(jí)（一、二年級(jí)）必修的一門(mén)專(zhuān)業(yè)基礎(chǔ)課,與本課程的相關(guān)課程有語(yǔ)音、聽(tīng)力、泛讀、口語(yǔ)和寫(xiě)作等。它們與本課程都是相輔相成的。因此，在本課程的教學(xué)實(shí)施過(guò)程中，既要處理本課程與相關(guān)課程之間的分工、配合，又要保證其課程體系和機(jī)構(gòu)的科學(xué)與完整性。

本教學(xué)大綱在教學(xué)要求上按級(jí)劃分，每學(xué)期一級(jí)?，F(xiàn)將第二冊(cè)（二級(jí)）的單項(xiàng)教學(xué)要求規(guī)定如下：

(1) 語(yǔ)音

二級(jí)要求：能自覺(jué)地模仿和糾音，正確掌握多音節(jié)單詞、復(fù)合詞和句子的常見(jiàn)重音模式；掌握朗讀和說(shuō)話的節(jié)奏感，并注意輕重變化對(duì)意義表達(dá)的影響；掌握語(yǔ)流中的語(yǔ)飲變化規(guī)律、連讀、輔音爆破和語(yǔ)音同化的技巧以及陳述句、疑問(wèn)句和祈使句的語(yǔ)調(diào)。

(2) 語(yǔ)法

二級(jí)要求：掌握主謂一致關(guān)系、表語(yǔ)從句、賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句等句形、直接引語(yǔ)和間接引語(yǔ)的用法、動(dòng)詞不定式和分詞的用法、各種時(shí)態(tài)、主動(dòng)語(yǔ)態(tài)、被動(dòng)語(yǔ)態(tài)和構(gòu)詞法。

(3) 詞匯

二級(jí)要求：通過(guò)綜合英語(yǔ)課和其它途徑，認(rèn)知詞匯達(dá)4500-5500個(gè)，正確而熟練地運(yùn)用其中的2500-3500個(gè)及其最基本的搭配。

(4) 聽(tīng)力

二級(jí)要求：聽(tīng)懂英語(yǔ)國(guó)家人士所作的難度不超過(guò)所語(yǔ)言知識(shí)的講座，掌握中心大意，理解主要內(nèi)容，并能辨別說(shuō)話人的態(tài)度和語(yǔ)氣。能在15分鐘內(nèi)聽(tīng)寫(xiě)根據(jù)已學(xué)知識(shí)編寫(xiě)而成或選用的錄音材料（詞數(shù)150個(gè)左右，念四遍，語(yǔ)速為每分鐘100個(gè)單詞），錯(cuò)誤率不超過(guò)10%

(5) 口語(yǔ)

二級(jí)要求：能就聽(tīng)到的語(yǔ)段進(jìn)行問(wèn)答和復(fù)述；能就日常生活話題進(jìn)行交談；做到正確表達(dá)思想，語(yǔ)音、語(yǔ)調(diào)自然，無(wú)重大語(yǔ)法錯(cuò)誤，語(yǔ)言基本得體。

(6) 閱讀

二級(jí)要求：能閱讀難度相當(dāng)?shù)臏\顯材料, 閱讀速度為每分鐘90-120個(gè)單詞，理解中心大意，抓住主要情節(jié)或論點(diǎn)。

(7) 寫(xiě)作

二級(jí)要求：能在30分鐘內(nèi)寫(xiě)出長(zhǎng)度為120-150個(gè)單詞的短文，內(nèi)容切題，條理清楚，語(yǔ)言正確；能改寫(xiě)或縮寫(xiě)課文內(nèi)容；能正確書(shū)寫(xiě)出長(zhǎng)度為50-60個(gè)單詞的便條和通知等應(yīng)用文。

(8) 翻譯

二級(jí)要求：能獨(dú)立完成課程中的各種翻譯練習(xí)，要求理解正確，語(yǔ)言通順。

二、課程教學(xué)重點(diǎn)和難點(diǎn)

1.教學(xué)重點(diǎn)：每單元的語(yǔ)法知識(shí)點(diǎn)和句子結(jié)構(gòu)分析

2.教學(xué)難點(diǎn)：如何正確運(yùn)用這些語(yǔ)法知識(shí)和句子結(jié)構(gòu)

三、理論教學(xué)內(nèi)容

Unit 1   The Olympic Games

【教學(xué)目的】

This unit focuses on the usage of passive voice with different structures.

【教學(xué)要求】

To help students master the formation of passive voice.

【重點(diǎn)難點(diǎn)】

The passive sentence

1) involving the modal auxiliary have to

2) converted from the active sentence with a direct and an indirect object

3) involving the verb phrase / phrasal verb

4) formed by the They say / It is said ... patterns

【教學(xué)內(nèi)容】

1.1 Language Structures;

1.2 Dialogue: The Olympic Games; Role-play; Listening in & speaking out: Popular sports in  Britain

1.3 Reading I: Two Kinds of Football

1.4 Guided Writing; workbook

Unit 2   A Trip to Huangshan

【教學(xué)目的】

This unit deals with relative clauses.

【教學(xué)要求】

To make students understand the structure of relative clause.

【重點(diǎn)難點(diǎn)】

The relative clause introduced by

1) that (as the subject)

2) that (as the object of a verb)

3) who

【教學(xué)內(nèi)容】

2.1 Language Structures

2.2 Dialogue: A Trip to Huangshan; Role-play; Listening in & speaking out: Natural Resources

2.3 Reading I: America’s National Parks (Part I)

2.4 Guided Writing

2.5 Workbook

Unit 3   Pollution Control

【教學(xué)目的】

This unit deals with the function of modal auxiliaries.

【教學(xué)要求】

To make students master the usage of some modal auxiliaries.

【重點(diǎn)難點(diǎn)】

Modal auxiliaries

1) would + perfect infinitive used to express “unfulfilled wish”

2) should /ought to + perfect infinitive used to express “unfulfilled obligation”

  needn’t + perfect infinitive expressing “unnecessary past actions”

3) may / might + perfect infinitive used to express “speculations about past actions”

can/ could not + perfect infinitive used to express “negative deduction about past actions”

4) must + perfect infinitive used to express “affirmative deduction about past action”

  may / might as well used with the second person pronoun expressing “suggestions”

【教學(xué)內(nèi)容】

3.1 Language Structures

3.2 Dialogue: Pollution Control; Role-play; Listening in & speaking out: Global warming

3.3 Reading I: Environmental Pollution

3.4 Guided Writing

3.5 Workbook

Unit 4   Dreams

【教學(xué)目的】

This unit discusses the relative clauses introduced by wh- words.

【教學(xué)要求】

To help students master the usage of relative clauses.

【重點(diǎn)難點(diǎn)】

The feature of

1) The relative clause introduced by when

2) The relative clause introduced by where

3) The relative clause preceded by the way (in which)

4) The relative clause introduced by why

【教學(xué)內(nèi)容】

4.1 Language Structures

4.2 Dialogue: Dreams; Role-play; Listening in & speaking out: Fantasy Fiction – Harry Potter

4.3 Reading I: Daydreaming

4.4 Guided Writing; workbook

Unit 5   Music

【教學(xué)目的】

This unit introduces passive voice used in some sentence patterns.

【教學(xué)要求】

To make students understand and master the usage of passive voiced used in some sentence patterns.

【重點(diǎn)難點(diǎn)】

The passive voice

1) converted from an active sentence containing the make somebody do something pattern

2) formed by get + -ed participle

3) with a past perfect modal auxiliary

4) converted from an active sentence containing the know / think somebody to be pattern

5) converted from an active sentence containing the want somebody to do something pattern

【教學(xué)內(nèi)容】

5.1 Language Structures

5.2 Dialogue: Music; Role-play; Listening in & speaking out: Gala Affairs for Entertainers

5.3 Reading I: Stuns in the Cinema

5.4 Guided Writing

5.5 Workbook

Unit 6   Coping with Old Age

【教學(xué)目的】

This unit deals with the indirect speech introduced by some reporting verbs.

【教學(xué)要求】

To help students understand the meaning of indirect speech introduced by certain reporting verbs. 

【重點(diǎn)難點(diǎn)】

Indirect speech introduced by

1) a simple past verb reporting a command

2) a simple past verb reporting advice

3) a simple present verb reporting a request

4) a simple present verb reporting a reminder

5) a simple present verb reporting a question

【教學(xué)內(nèi)容】

6.1 Language Structures

6.2 Dialogue: Coping with Old Age; Listening in & speaking out: What We Know About Old People

6.3 Reading I: The Virtue Called Devotion

6.4 Guided Writing

6.5 Workbook

Unit 7   Three American Writers

【教學(xué)目的】

This unit deals with the features of nominal clauses.

【教學(xué)要求】

To make students understand the function of nominal clause.

【重點(diǎn)難點(diǎn)】

The nominal clause used as

1) the subject complement introduced by that

2) the subject complement introduced by a wh-word

3) the appositive

4) the subject introduced by what

【教學(xué)內(nèi)容】

7.1 Language Structures

7.2 Dialogue: Three American Writers; Role-play; Listening in & speaking out: The Autobiography of Mark Twain

7.3 Reading I: I Write, Therefore I am

7.4 Guided Writing

7.5 Workbook

Unit 8   Stage Fright

【教學(xué)目的】

This unit deals with the adverbial clauses. 

【教學(xué)要求】

To help students master the usage of adverbial clause introduced by different conjunctions.

【重點(diǎn)難點(diǎn)】

The adverbial clause

1) of purpose introduced by so that

2) of result introduced by so ... that

3) of concession introduced by no matter + wh-word / even if

4) of comparison introduced by than

5) of comparison in the the more ... the more ... pattern

【教學(xué)內(nèi)容】

8.1 Language Structures

8.2 Dialogue: Stage Fright; Role-play; Listening in & speaking out: The Best Years of My Life

8.3 Reading I: Stress and Health

8.4 Guided Writing

8.5 Workbook

Unit 9   Animal Protection

【教學(xué)目的】

This unit deals with relative clause and cleft sentence.

【教學(xué)要求】

To help students understand the structure of relative clause and cleft sentence.

【重點(diǎn)難點(diǎn)】

The features of

1) the relative clause introduced by whose

2) the relative clause introduced by who(m) (as the object of a preposition)

3) the cleft sentence with attention focused on various sentence elements

4) the relative clause preceded by a noun which is modified by a superlative

【教學(xué)內(nèi)容】

9.1 Language Structures

9.2 Dialogue: Animal Protection; Role-play; Listening in & speaking out: Disney’s Animal Kingdom

9.3 Reading I: Intelligence in Animals

9.4 Guided Writing

9.5 Workbook

Unit 10   Changes to Family Life

【教學(xué)目的】

This unit introduces the sentence of unreal conditions.

【教學(xué)要求】

To help students understand the usage of unreal conditions with different purpose.

【重點(diǎn)難點(diǎn)】

The features of

1) sentences of unreal conditions making a supposition about the future

2) sentences of unreal conditions with past non-facts and present imaginary consequences

3) sentences of unreal conditions with past non-facts and past imaginary consequences

【教學(xué)內(nèi)容】

10.1 Language Structures;

10.2 Dialogue: Changes to Family Life; Role-play; Listening in & speaking out: Investing in Your Marriage

10.3 Reading I: On Splitting

10.4 Guided Writing

10.5 Workbook

《基礎(chǔ)英語(yǔ)（3）》課程教學(xué)大綱

一、課程教學(xué)目的和要求

本課程是英語(yǔ)專(zhuān)業(yè)本科低年級(jí)（一、二年級(jí)）必修的一門(mén)專(zhuān)業(yè)基礎(chǔ)課,與本課程的相關(guān)課程有語(yǔ)音、聽(tīng)力、泛讀、口語(yǔ)和寫(xiě)作等。它們與本課程都是相輔相成的。因此，在本課程的教學(xué)實(shí)施過(guò)程中，既要處理本課程與相關(guān)課程之間的分工、配合，又要保證其課程體系和機(jī)構(gòu)的科學(xué)與完整性。

本教學(xué)大綱在教學(xué)要求上按級(jí)劃分，每學(xué)期一級(jí)。現(xiàn)將第三冊(cè)（三級(jí)）的單項(xiàng)教學(xué)要求規(guī)定如下：

（1） 語(yǔ)音

三級(jí)要求： 能自覺(jué)地模仿和糾音，發(fā)音正確；較好地掌握朗讀和說(shuō)話的節(jié)奏感；較好掌握語(yǔ)流中的語(yǔ)音變化規(guī)律；較好掌握語(yǔ)段中語(yǔ)音輕重和新舊信息傳遞之間的關(guān)系。

（2） 語(yǔ)法

三級(jí)要求： 掌握主謂一致關(guān)系、表語(yǔ)從句、賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句等句形、直接引語(yǔ)和間接引語(yǔ)的用法、動(dòng)詞不定式和分詞的用法、各種時(shí)態(tài)、主動(dòng)語(yǔ)態(tài)、被動(dòng)語(yǔ)態(tài)和構(gòu)詞法。掌握主語(yǔ)從句、同位語(yǔ)從句、倒裝句和各種條件句。

（3） 詞匯

三級(jí)要求： 通過(guò)綜合英語(yǔ)課和其它途徑，認(rèn)知詞匯達(dá)5500-6500個(gè)（含二級(jí)要求的詞匯），正確而熟練地運(yùn)用其中的2500-3500個(gè)及其最基本的搭配。

（4） 聽(tīng)力

三級(jí)要求： 聽(tīng)懂英語(yǔ)國(guó)家人士關(guān)于日常生活和社會(huì)生活的談話；聽(tīng)懂中等難度的聽(tīng)力材料，掌握中心大意，理解主要內(nèi)容，領(lǐng)會(huì)作者的態(tài)度、感情和真實(shí)意圖；能在15分鐘內(nèi)聽(tīng)寫(xiě)根據(jù)已學(xué)知識(shí)編寫(xiě)而成或選用的錄音材料（詞數(shù)180個(gè)左右，念四遍，語(yǔ)速為每分鐘110個(gè)單詞），錯(cuò)誤率不超過(guò)9%

（5） 口語(yǔ)

三級(jí)要求： 能就聽(tīng)到的語(yǔ)段進(jìn)行問(wèn)答和復(fù)述；能在一般社交場(chǎng)合與英語(yǔ)國(guó)家人士交談，做到正確表達(dá)思想，語(yǔ)音、語(yǔ)調(diào)自然，無(wú)重大語(yǔ)法錯(cuò)誤，語(yǔ)言基本得體。

（6） 閱讀

三級(jí)要求： 能讀懂難度相當(dāng)于美國(guó)《新聞周刊》的國(guó)際新聞報(bào)道；能讀懂英文文學(xué)原著。要求在理解的基礎(chǔ)上抓住要點(diǎn)，并能運(yùn)用正確觀點(diǎn)評(píng)價(jià)思想內(nèi)容。閱讀速度為每分鐘110-130個(gè)單詞，理解準(zhǔn)確率不低于70%，能在5分鐘內(nèi)速讀800詞左右、中等難度的文章，理解中心大意。

（7） 寫(xiě)作

三級(jí)要求： 能根據(jù)作文題目、提綱或圖表、數(shù)據(jù)等，在30分鐘4內(nèi)寫(xiě)出長(zhǎng)度為150-200個(gè)單詞左右的短文，內(nèi)容切題，條理清楚，語(yǔ)法正確，語(yǔ)言通順；能正確書(shū)寫(xiě)出長(zhǎng)度為50-60個(gè)單詞的便條和通知等應(yīng)用文。

（8） 翻譯

三級(jí)要求： 能獨(dú)立完成課程中的各種翻譯練習(xí)，要求譯文忠實(shí)于原文、語(yǔ)言通順。

二、課程教學(xué)重點(diǎn)和難點(diǎn)

1.教學(xué)重點(diǎn)：每單元的語(yǔ)法結(jié)構(gòu)分析，語(yǔ)篇層次上的分析理解

2.教學(xué)難點(diǎn)：段落寫(xiě)作技巧

三、理論教學(xué)內(nèi)容

Unit 1  My First Job

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles— narration and description. 

【重點(diǎn)難點(diǎn)】

1. -ing participle

2. Narration and description

【教學(xué)內(nèi)容】

1.1 Listening in& Speaking out: Evaluating a Job Offer

1.2 Text I: My First Job; -ing participle

1.3 Role-play

1.4 Guided writing: narration and description

1.5 Workbook 

Unit 2  The Wedding Letter

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles— third-person narration. 

【重點(diǎn)難點(diǎn)】

1. Adverbial clauses of manner

2. Third-person narration

【教學(xué)內(nèi)容】

2.1 Listening in& Speaking out: Compromise on Details, Not Principles

2.2 Text I: The Wedding Letter

2.3 Adverbial clauses of manner; Role-play

2.4 Guided writing: third-person narration

2.5 Workbook

Unit 3  A Man from Stratford — William Shakespeare

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles— narration in chronological order.

【重點(diǎn)難點(diǎn)】

1. Sentence structure: such…that; clause in apposition to a noun

2. Narration in chronological order

【教學(xué)內(nèi)容】

3.1 Listening in& Speaking out: Shakespeare’s Tragedy

3.2 Text I: A Man from Stratford — William Shakespeare

3.3 Sentence structure: such…that; clause in apposition to a noun

3.4 Guided writing: narration in chronological order

3.5 Workbook

Unit 4  The Light at the End of the Chunnel

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles— narration in informal tone.

【重點(diǎn)難點(diǎn)】

1. Subject+ be + (not) likely +infinitive; nor, not or never at the beginning of the sentence

2. Narration in informal tone

【教學(xué)內(nèi)容】

4.1 Listening in& Speaking out: French and British Etiquette

4.2 Text I: The Light at the End of the Chunnel

4.3 Subject+ be + (not) likely +infinitive; nor, not or never at the beginning of the sentence

4.4 Guided writing: narration in informal tone

4.5 Workbook

Unit 5  On Not Answering the Telephone

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles— argument.

【重點(diǎn)難點(diǎn)】

1. The use of infinitive in the past form; the use of have (something) + -ed participle

2. Argument

【教學(xué)內(nèi)容】

5.1 Listening in& Speaking out: Martin Cooper and the Cell Phone

5.2 Text I: On Not Answering the Telephone

5.3 The use of infinitive in the past form; the use of have (something) + -ed participle

5.4 Guided writing: argument; workbook

Unit 6  On Buying Books

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles— persuasive writing.

【重點(diǎn)難點(diǎn)】

1. Sentence structure: to one’s surprise; the use of whatever, however, wherever, whenever or whoever

2. Persuasive writing

【教學(xué)內(nèi)容】

6.1 Listening in& Speaking out: The Benefits of Buying Books Online

6.2 Text I: On Buying Books

6.3 Sentence structure: to one’s surprise; the use of whatever, however, wherever, whenever or whoever

6.4 Guided writing: persuasive writing; workbook

Unit 7  Who Killed Benny Paret

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles— argument.

【重點(diǎn)難點(diǎn)】

1. The use of must/ should (not)/ could not + have +-ed participle; a nominal clause introduced by when or where

2. Argument

【教學(xué)內(nèi)容】

7.1 Listening in& Speaking out: The Function of Sport in Life

7.2 Text I: Who Killed Benny Paret

7.3 The use of must/ should (not)/ could not + have +-ed participle; a nominal clause introduced by when or where

7.4 Role-play

7.5 Guided writing: argument

7.6 Workbook

Unit 8  Keep Class 2 Under Your Thumb

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles— narration.

【重點(diǎn)難點(diǎn)】

1. Sentence structure: ever since; the use of only + infinitive to express result

2. Organizing the ideas

【教學(xué)內(nèi)容】

8.1 Listening in& Speaking out: Cyber Charter Schools: Public School at Home?

8.2 Text I: Keep Class 2 Under Your Thumb

8.3 Sentence structure: ever since; the use of only + infinitive to express result

8.4 Guided writing: organizing the ideas; workbook

Unit 9  A Winter to Remember

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles—argumentation.

【重點(diǎn)難點(diǎn)】

1. The use of must/ should (not)/ could not + have +-ed participle; a nominal clause introduced by when or where

2. Argumentation

【教學(xué)內(nèi)容】

9.1 Listening in& Speaking out: Light up Your Life: How the Weather Affects Our Moods

9.2 Text I: A Winter to Remember

9.3 The use of must/ should (not)/ could not + have +-ed participle; a nominal clause introduced by when or where

9.4 Role-play

9.5 Guided writing: argumentation; workbook

Unit 10  A Fable for Tomorrow

【教學(xué)目的】

This unit enables students to master the target words, understand the structure of the text, improve reading ability, retell the story and carry out language communication.

【教學(xué)要求】

To help students use the important words and expressions, master the grammar points, understand the writing characteristics of selected articles—transitional devices.

【重點(diǎn)難點(diǎn)】

1. The use of -ed participle to replace a relative clause; the use of an -ed participle as an adverbial of accompanying circumstances; the use of -ed participle in an elliptical sentence

2. Transitional devices

【教學(xué)內(nèi)容】

10.1 Listening in& Speaking out: Water Pollution

10.2 Text I: A Fable for Tomorrow

10.3 The use of -ed participle to replace a relative clause; the use of an -ed participle as an adverbial of accompanying circumstances; the use of -ed participle in an elliptical sentence

10.4 Role-play

10.5 Guided writing: transitional devices; workbook

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