英语视听说课程标准

英语视听说课程标准

课程编码：050205课程类别：专业基础课

适用专业：商务英语和国际商务开课部门：经贸系

学时：52 编写：芮红

1．课程定位和设计思路

1.1课程性质与作用

课程的性质：英语视听说课程是一门语言技能训练课程，也是商务英语和国际商务专业的一门主要的专业必修课程，在整个专业课程体系中居于基础地位，在商务英语和国际商务专业人才培养方案中占有重要位置。

课程的作用：商务英语和国际商务专业的学生就业岗位是外贸，需要学生们能用流利的英语进行商务活动等，所以英语的听说能力是学生们就业的保障。英语视听说课的后续课程是商务英语口语、商务英语翻译等。

1.2课程基本理念

视听说课程以培养学生们的英语交际和沟通能力为重点，教学内容是是基于学生的外贸工作流程开发与设计的，并通过课堂工作坊来实施。教学模式是以行动为导向，通过课堂具体和仿真的项目教学任务，培养学生的终身学习的理念，和终身学习的能力，其次，通过本课程的训练，提高学生的职业能力，能使学生与外商流利沟通和交流。

1.3课程设计思路

视听说课程设计的思路是“培养学生的语言应用能力，在涉外交际的日常活动和外贸活动中进行流利的口头和书面交流”。语言应用能力是焦点，策略意识、创新思维、与人合作和跨文化交际都成为能力发展的重要构件。因为语言知识和语言技能是语言运用能力的基础，文化意识是得体运用语言的保证，情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的前提条件。主要表现在：自信流畅地说、能够组织整理信息、语言准确不给听者带来迷惑与压力、对别人话语能快速反应、清晰地发音和传递信息、在不同的文化背景中有意识地运用恰当的语言及举止、能够有策略地从快速复杂的话语中把握主旨或理清核查有用信息等等。他们特别强调互动技能：接待或拜访客户、参观客户公司或带领客户参观、出席宴请招待、参加会议或讨论、主持会议、面试访谈、商务谈判、电话沟通等等。这些要求反映出，商务英语和国际商务的职业能力不仅需要专业能力，即运用英语完成商

务活动的技巧与知识，还需要学会学习、学会工作、解决问题的方法能力，学会共处、善于交流、勇于创新的社会能力，以及由思想道德品质、身体心理素质等构成的个性特征，是职业技能、职业知识和职业素养的集成。职业能力的培养依赖于工作任务的变化，依赖于工作过程这一载体。基于工作过程的学习领域课程标准以“立德树人、培养职业能力”为己任，把商务英语和国际商务学习从“应试”引向“应用”、从“学业”引向“就业”，促进学生的全面发展，为末来职业发展及可持续发展服务。

2．课程目标和要求

1）每学期初制定授课计划，授课内容应严格按照教学计划执行，每月由教研室集中检查一次；

2）实践教学应占总课时的70%，重点锻炼学生对英语语音、单词、句子结构等的辨认能力，对数字、时间等的辨别能力，以及在商务环境中运用所学基本听力技巧进行有效交际的能力。

3）通过专门系统的商务英语听力训练，为提高学生商务英语的听说水平奠定扎实的基础，并进一步培养其商务英语的实际应用能力，为学生通过全国商务英语认证考试做准备。

3．课程内容与要求

本课程主要按照商务英语和国际商务专业人才培养的能力要求，将与商务有关的日常生活情境和工作过程分解为就餐、购物、电话、等若干主题，课堂教学内容均围绕这些主题展开。在教学过程中贯彻“语言+技能”的培养理念，着重加强听力基本技能在商务环境中的具体应用，提高学生的商务语言运用功能；在实践训练时遵循由浅入深、由易至难的渐进式原则，符合学生学习认知的特点。

4.1教学条件

1）校内实训条件

2）校外实习基地

4.1.2师资条件

基本要求：讲师或硕士以上；

职业能力要求：从事过一年以上高校商务英语教学经验，或通过学院组织的实践教学能力考核，获得全国商务英语证书或者剑桥商务英语证书等相关证书，能够熟练操作商务英语听力教学软件，具备指导学生实践操作的能力；每年寒暑假教师应到外贸部门或外资企业进行顶岗实践，全年不得少于30天，并撰写相关的实践日志或总结。

5．课程实施建议

5.1教学方法建议

针对语言教学的特点和对高职院校英语听力课教学改革的需求，建议在教学过程中，以调动学生的积极性为核心，主张教师精讲，学生多练；学生主导，教师指导；构建交互式、参与式课堂教学体系，将教师讲授法、学生中心法、启发式教学法贯穿在课堂教学中。

1）教师讲授法：

教师紧紧围绕该课的商务主题，讲授必要的商务背景知识，提示学生重点句型和表达法，使之有意识地把相关句型、表达法及词语与主题所反映的情景相联系，逐渐学会自己归类与总结。

2）学生中心法：

坚持以学生为中心的教学理念，在教师的必要指导和宽松学习环境条件下，由学生能动地利用多条获取知识的渠道，自主地、创造性地去主动获取知识。培养学生掌握科学的学习方法，教会学生获取知识，培养获取、分析、处理信息的能力。

3）启发法：

启发式提问是检查学生听的情况的常用手段。教师在熟练掌握各种提问技巧基础上，灵活地在听音过程中的就不同层面适时设问，则可以作为引导学生思维的有效手段。

5.2教材编写与选用建议

1）视听说课程的教材选用体现了以下原则：充分体现任务引领、实践导向的课程设计思想；突出实用性和前瞻性，教学内容紧密结合行业前沿信息，将商务活动的真实内容引入课堂教学，让学生体验真实的商务世界；教材以学生为本，设计严谨、突出重点，重在提高学生学习的参与性和积极性，能有效激发学生的学习兴趣；教材中配套练习的设计具有可操作性。

建议选用《商务英语视听说》外语教学和研究出版社高等职业教育规划教材，此教材是高职高专院校与行业企业合作开发的教材。

2）推荐教材和参考资料：

《体验商务英语听说教程》，李俊儒主编，高等教育出版社

《商务英语听力》，狄文霞主编，中国对外经济贸易大学出版社

《新视野英语听说教程》，吴晓民主编，外语教学与研究出版社

《新视野大学英语》视听说教程，郑树棠主编，外语教学与研究出版社

5.3课程资源开发与利用

（1）基本教学资源：视听说的教学资源包括教材、试题库、视频资料、授课计划、图书资料等。

（2）网络教学资源：

普特英语听力论坛http://

蝙蝠英语学习网http://

英语学习方法和资源

旺旺英语学习网http://

听力特快

英语点津

6．教学评价、考核要求

6.1．评价内容

评价应关注学生综合语言运用能力的发展过程以及学习的效果，采用形成性评价与终结性评价相结合的方式，一方面关注结果，另一方面关注过程，使对学习过程和对学习结果的评价达到和谐统一。

6.2．评价主体

针对目前的考核评价单一、学生被动被评价、不能很好体现学生实际情况的问题，将学生自我评价、学生相互评价、教师评价三者结合，建立起以自我学习评价等为特征的多元化考试模式与新的本课程考核评价方案，充分发挥学生学习主体的作用。

6.3．评价形式

教师注意根据学生的年龄特征和学习风格的差异采取适当的评价方式。在日常的形成性评价中，允许学生根据自己的特长或优势选择适合自己的评价。评价方式除了常规的测验如笔试、口试之外，还可根据学生在课堂的表现（如课堂活动参与程度、小组活动参与情况）、作业情况、出勤情况等评估学生的学习情况。

（一）考核具体内容及评分标准（见下表）

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M: You should air your view more emphatically and demand that your vice be heard. Q: What is the woman complaining about? Keys: 1.C 2.B 3. D 4.A 5.D III. Listening In Task 1: Soft answers turn away wrath. Mary: Da m! You’re spilled red wine on me. My new dress is ruined. John: I’ m terrible sorry! What can I do to help? Here’s some water to wash it off. Mary: Stop splashing water on me! Oh, this is so embarrassing! I’m a mess. John: Well, you do look a little upset. Please don’t blow up. Don’t lose your cool. Mary: Hmm, you’ve got the nerve talking like that! Who shouldn’t fly off the handle? This dress cost a fortune. John: You look really cute when you’re mad. I kid you not. Some people do look attractive when they are in a rage. Mary: This is very expensive dress. I saved for months to buy it, and now it’s ruined. Look at this stain! John: Accidents do happen. Give me your dress, and I’ll take it to the cleaners. Mary: Sure! 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Unit6Culture Part 1 listening Ⅰ 1： 1-5：FFTTT 6-8:FFF 2： 1、cold open outgoing 2、overpowering friendly 3、long time for life 4、accent country loud behavior language 5、closer distance Listening Ⅱ1： 1-5：CADCC 2： 1、lost 2、India 3、settle/stay 4、compare

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