大学_College English Should be Different from Middle School English_362042_10732202
大学英语教学指南CollegeE...
College English Curriculum Requirements With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening:Students should be able to follow classroom instructions, everydayconversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course oflearning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topicsat a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for generalpurposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translateessays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures inEnglish, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English.They should, by and large, be able to express their personal opinions, feelings and views, to state facts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics inpopular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials.When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views ongeneral topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translateon a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary: Students should acquire a total of 6,395 words and1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TVprograms produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with acertain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language.They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understandtheir main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areasof specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic.The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation:With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system,which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the centra l position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listenin g and speakingcourses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’learning and self-assessment, teachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teac hing philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students’ learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous lea rning, and is particularly important in implementing the computer- and classroom-based teaching model. It includesstudents’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of students’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected t o observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, and the effects’ of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested thatthese credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in th e teachers’ teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based College English Teaching Model The new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- andWeb-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessment/Peer Assessment Form for Students’ EnglishCompetencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills acc ording to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessmentat regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Stud ents are expected to assess their own or their classmates’ Englishcompetence in the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
关于学英语重要性的英语作文大学
关于学英语重要性的英语作文大学Learning English is crucial for college students for several reasons. Firstly, English has become the global language of communication, used in business, science, technology, and international relations. Mastering English opens up opportunities for students to connect with people from different cultures, work for multinational companies, and participate in international academic exchange programs.Secondly, English is the key to accessing a wealth of knowledge and information. Many of the world's mostinfluential books, academic papers, and online resources are written in English. By learning the language, students can expand their understanding of the world and stay updated with the latest developments in their field of study.Furthermore, improving English proficiency enhances students' competitiveness in the job market. Employers oftenseek candidates with strong communication skills, and being fluent in English gives students a significant advantage. Additionally, many high-paying jobs in fields like finance, technology, and tourism require employees to be proficient in English.Moreover, studying English can also enhance critical thinking and problem-solving abilities. Learning a new language challenges the brain and provides opportunities to think from different perspectives, which can be valuable in all areas of academic study and professional career.In conclusion, learning English is essential for college students as it opens up doors to global opportunities, grants access to a wealth of knowledge, improves job prospects, and enhances cognitive skills. Therefore, college students should prioritize their English studies and strive to achieve proficiency in the language.。
大学生应该在大学里学什么英语作文
大学生应该在大学里学什么英语作文College education plays a vital role in shaping an individual's future. It serves as a bridge between the academic and professional worlds, providing students with the necessary knowledge and skills to succeed in their chosen fields. Among the various subjects and disciplines, one that holds tremendous importance is English. In this essay, I will discuss what aspects of the English language college students should focus on during their time in college.Firstly, college students should focus on developingtheir language proficiency. English is a global language that connects people from different cultures and backgrounds. Having strong language skills not only improves communication but also opens up opportunities for international collaboration, career advancements, and personal growth. Students should engage in reading a wide variety of texts,ranging from literature to academic articles, to expand their vocabulary and enhance their understanding of written English. Additionally, they should practice writing essays, reports, and other forms of academic writing to strengthen theirwritten communication skills. Moreover, college students should practice speaking English regularly, participating in debates, group discussions, and presentations, which will enhance their fluency and ability to express themselves effectively.Secondly, college students should be familiar withdifferent English accents and dialects. English is spoken in various parts of the world, each with its own distinctaccents and vocabulary. It is essential for college studentsto be exposed to different accents through audio recordings, videos, and interactions with individuals from diverse linguistic backgrounds. This exposure will enable them to adapt their listening skills to understand different accents and improve their overall comprehension of spoken English.Thirdly, an in-depth understanding of grammar is crucial for college students. Building a strong foundation in grammar rules and structures will allow students to communicate accurately and confidently. College courses should include grammar exercises, writing assignments, and tests to help students grasp the complexities of English grammar. Correct grammar usage demonstrates professionalism and earns credibility for college graduates when they enter the job market.Furthermore, college students should acquire critical thinking and analytical skills through the study of English literature and writing. Engaging with literature exposes students to different perspectives, cultures, and historical contexts. Through analysis and interpretation of literary texts, students develop their critical thinking abilities, learn empathy, and enhance their understanding of complex human emotions and experiences. Additionally, college students should be able to produce coherent and well-structured arguments in their writing, supporting their ideas with evidence and logical reasoning. These skills are highly valued in a wide range of professions, such as law, journalism, and public policy.Lastly, college students should be aware of theimportance of cultural competence in English. English is not only a language but also a vehicle for cultural exchange and understanding. College students should be encouraged to study English-speaking countries' histories, traditions, and social norms to develop cultural sensitivity and adaptability. This cultural knowledge will be beneficial for college graduatesin an increasingly globalized world, where intercultural communication skills are highly sought after by employers.In conclusion, college students should focus ondeveloping their language proficiency, cultural understanding, critical thinking, and writing skills during their time in college. A strong foundation in English language andliterature will empower college students in their personal and professional lives, enabling them to communicate effectively, think critically, and navigate an interconnected world.。
英语作文
On Income GapWith society developing, the income gap becom es a moreand more serious problem whichshould besolv ed withoutdelayby the government.As we all know, every country on the earth has th e sameproblem on incomegap.Because of the economicmod el,a man who knows how to run a good businesscan get more income than who only works hard.But differ entpeoplehavedifferent opinions on it. Someone thought that I get the wageswhich Ideserve toget for my work. Other one thoughtthat I amworkingso hard the same as him,why he getsmore incomethan me. The prob lem can't be solved easily.In my opinion ,income gap can make peoplemorewilling to working more perfect.But a toowideincome gap no t onlycan make the people feelnegative,but also can cause manysocial problems. So acountryshould balance the people'shope against the incomegap.Every one sh ould get the wages which hedeservesto get.Water ShortageAs we all know, water is one of the most importantnaturalresourcesin the world. However,withthepopulation oftheearthbecominglargerandlarger,the problem of thewatershor tagebecomemoreand moreserious not only indevelopingcoun try but also indeveloped country. Because of wasting water andpolluting water, the water which we can dr ink isbecoming loss.There are some solutions I want to give to everybo dy inthe world. First, saveyour water. Water belongt o thehuman not only yours. This kind ofresourceis w hich weshouldn't waste. Second, protect yourwater.Don' t throw anyharmful garbage in theriveror ocean.Third, take part inorganization to appealeveryone to join us to protect thewater.To sum up, water is the source of life.Savingwater issaving ourselves.I do hope one day thewater can be clean again.Group buying1This year's China is witnessing a group buyingfever. Asthename indicates, group buying meansalargenumber ofindividualsmake apurchase together so astoreceive ah igher discount on the particularitem.Customers can notonly buy various kindsof goodsinthis way, but alsop urchase tickets, coupons andservices at lower cost.Popular as it is, complaints have been piling u p about it, which reveals the problems occurring du ring the groupbuying process. The first andforemostpr oblem is the fake product, which occurs mostly when buying cosmetics. Manyatime did customers feeldismay ed at one obviously fakecosmetic which theyhad expec ted so much. What's worse, the after-sale service i s far from completion and satisfaction. On many occ asions, customers are denied access to filingtheir c omplaints, let alone asking for a refund.My suggestions to deal with these problems are asfollows. To begin with, it is urgentto createa national certification system so that only thequalifi ed sellers can engage in the commercialactivities. S econdly, all those who sell fakeproducts and make f alse advertisements shouldbepunishedseverely. It is no t until thesetwo methodsare put into practice that group buying will develop on theright track.2As we all know, group buying is one of the most popularways to buy fever. Just like itsname,g roup buying meansthat some familiar or unfamiliarpeop le consume together sothat they can get morediscount . It's an effect way to buy some expensive goods.N ow group buying was already replacing the place whi ch belong to common buying.To group buying, I hold the view thatgroupbuying is agood way for consumers to enjoyshopping.From the ancienttimes to now, consumers are alwaysat a disadv antage. Theseller can make consumers'moneyinan easy w ay.But whenconsumers get togetherto against the selle r, they can getbenefit togetherwith a square deal. Group buying not only can make the business become fairer but also can make theeconomy become more h ealthy.To sum up , group buying is beneficialtoconsumers a ndsellers.0nline EducationAs we all know, online education is one of the most popular ways to learn in recent time. J ust like its name, online education means that youcan use the internet tolearn some lessons youcanle arn in school. With thedeveloping of theinternet,onli ne education can be usednot onlybystudentsand also b y someone not students.Therearemany reasons which lead to the onlineeducatio nbecame so popular within such a shortperiod of tim e. First,internet becomes a commonthing so that onli ne education canbe existingeasily.Second, the price o f the onlineeducationis low evenfree so that many p eople use theirpersonalcomputerto get it.To me, I hold the view that onlineeducationis a go odway for people to learn. Online educationmakes som e peoplewho are deformity can finish theireducation so that theycan live with a job。
大学英语教学指南(2020 版)
大学英语教学指南(2020 版)全文共3篇示例，供读者参考篇1Title: A Guide to College English Teaching (2020 Edition)IntroductionCollege English teaching plays a crucial role in students' overall education and career development. As we enter the year 2020, it is essential to update the teaching methods and materials to meet the changing needs of students. This guide aims to provide college English teachers with the latest strategies and resources to enhance their teaching effectiveness and help students achieve academic success.1. Setting Learning ObjectivesIt is essential to establish clear learning objectives for each lesson or course. These objectives should be specific, measurable, achievable, relevant, and time-bound. By clearly defining what students are expected to learn, teachers can guide their instruction effectively and help students stay focused on their learning goals.2. Incorporating TechnologyIn the digital age, technology has become an integral part of teaching and learning. College English teachers should explore various technological tools and resources to enhance their teaching, such as online learning platforms, interactive whiteboards, and multimedia resources. These tools can help engage students, increase their motivation, and provide personalized learning experiences.3. Implementing Active Learning StrategiesActive learning encourages students to learn through hands-on activities, group discussions, and collaborative projects. College English teachers should incorporate active learning strategies into their lessons to promote critical thinking, problem-solving skills, and communication abilities. Some effective active learning techniques include debates, role-playing exercises, and case studies.4. Assessing Student LearningAssessment is an integral part of the teaching and learning process. College English teachers should use a variety of assessment methods, such as quizzes, exams, essays, and projects, to evaluate students' understanding of the material. It isessential to provide timely feedback to students to help them improve their learning and performance.5. Promoting Cultural AwarenessIn a globalized world, it is crucial for students to develop cultural awareness and communication skills. College English teachers should incorporate diverse cultural perspectives into their curriculum and create opportunities for students to learn about different cultures and traditions. By promoting cultural awareness, teachers can help students become moreopen-minded and empathetic individuals.6. Providing Language SupportMany college English students may face challenges with language proficiency, especially those who are non-native speakers. College English teachers should provide language support to help students improve their reading, writing, speaking, and listening skills. This support can include vocabulary-building exercises, grammar drills, pronunciation practice, and language immersion activities.7. Encouraging Lifelong LearningCollege English teaching should not only focus on academic achievement but also on fostering a love for learning andintellectual curiosity. Teachers should inspire students to continue learning beyond the classroom and pursue lifelong learning opportunities. By encouraging a growth mindset and a passion for knowledge, teachers can help students become lifelong learners and successful individuals.ConclusionIn conclusion, the field of college English teaching is continually evolving, and it is essential for teachers to adapt to these changes to meet students' needs effectively. By following the guidelines outlined in this guide, college English teachers can enhance their teaching effectiveness, promote student success, and create a positive learning environment. Through continuous professional development and a commitment to excellence, teachers can inspire students to achieve their academic goals and prepare them for success in their future careers.篇2Title: A Guide to College English Teaching (2020 Edition)I. IntroductionThe college English teaching guide for 2020 aims to provide educators with comprehensive strategies and techniques to enhance the teaching and learning of English in higher education.This guide covers various aspects of English teaching, including curriculum design, teaching methodologies, assessment, and technology integration.II. Curriculum DesignThe curriculum design section of the guide emphasizes the importance of aligning learning objectives with students' needs and goals. Educators are encouraged to create engaging and relevant content that promotes language acquisition and cultural understanding. In addition, the guide suggests incorporating current events, real-world scenarios, and multimedia resources into the curriculum to enhance students' language skills and critical thinking abilities.III. Teaching MethodologiesEffective teaching methodologies are essential for engaging students and fostering language development. The guide encourages educators to use a variety of teaching strategies, such as communicative language teaching, project-based learning, and flipped classroom models. By incorporating interactive activities, group work, and multimedia resources into their lessons, educators can create a dynamic and engaging learning environment that promotes language acquisition and retention.IV. AssessmentAssessment plays a crucial role in measuring students' progress and understanding of course material. The guide recommends using a combination of formative and summative assessments to evaluate students' language proficiency. In addition, educators are encouraged to provide timely and constructive feedback to help students improve their language skills and reach their full potential.V. Technology IntegrationTechnology integration has transformed the way English is taught and learned in higher education. The guide highlights the importance of using digital tools, online resources, and multimedia platforms to enhance language instruction. Educators are encouraged to leverage technology to create interactive lessons, facilitate communication and collaboration, and provide personalized learning experiences for students.VI. ConclusionThe 2020 college English teaching guide provides educators with a comprehensive roadmap for enhancing the teaching and learning of English in higher education. By following the strategies and techniques outlined in this guide, educators cancreate dynamic and engaging learning experiences that promote language acquisition, critical thinking, and cultural understanding among students.篇3Title: A Guide to College English Teaching (2020 Edition)Introduction:College English teaching has always been a complex and dynamic field, constantly evolving to meet the changing needs of students and society. The 2020 edition of the College English Teaching Guide aims to provide instructors with updated strategies and resources to enhance the learning experience for students.1. Setting Learning ObjectivesOne of the key aspects of effective English teaching is setting clear and achievable learning objectives. Instructors should consider the level of proficiency of their students and tailor their objectives accordingly. For example, beginner students may focus on basic vocabulary and grammar, while advanced students may be challenged with more complex reading and writing tasks.2. Incorporating TechnologyIn today's digital age, technology can be a valuable tool for teaching English. Instructors can use online resources, such as language learning apps and websites, to supplement classroom instruction. Additionally, video conferencing platforms can be used to facilitate remote learning, allowing students to participate in English classes from anywhere in the world.3. Promoting Active LearningActive learning is essential for student engagement and retention of information. Instructors should incorporate a variety of teaching methods, such as group discussions, role-playing exercises, and project-based learning, to keep students actively involved in the learning process. Providing opportunities for students to apply their English language skills in real-world contexts can also enhance their learning experience.4. Providing FeedbackFeedback is an important aspect of the learning process, as it helps students understand their strengths and weaknesses. Instructors should provide timely and constructive feedback on students' assignments and activities, highlighting areas for improvement and offering guidance on how to strengthen theirEnglish language skills. Encouraging students to reflect on their own learning and set goals for improvement can also be beneficial.5. Cultivating Language SkillsIn addition to teaching grammar and vocabulary, instructors should focus on developing students' language skills, including speaking, listening, reading, and writing. Providing opportunities for students to practice their English language skills in a variety of contexts, such as debates, presentations, and creative writing exercises, can help them become more confident and proficient English speakers.Conclusion:The 2020 edition of the College English Teaching Guide provides instructors with updated strategies and resources to enhance the learning experience for students. By setting clear learning objectives, incorporating technology, promoting active learning, providing feedback, and cultivating language skills, instructors can create a dynamic and engaging learning environment that fosters student success in English language learning.。
大学英语课程教学要求（中英双语版）CollegeEnglishCurriculumRequi
College English Curriculum RequirementsWith With a a a view view view to to to keeping keeping keeping up up up with with with the the the new new new developments developments developments of of of higher higher higher education education education in in China, deepening teaching reform, improving teaching quality, and meeting the needs of of the the the country country country and and and society society society for for for qualified qualified qualified personnel personnel personnel in in in the the the new new new era, era, era, College College College English English Curriculum Curriculum Requirements Requirements Requirements (Requirements (Requirements (Requirements hereafter) hereafter) hereafter) has has has been been been drawn drawn drawn up up up to to to provide provide colleges colleges and and and universities universities universities with with with the the the guidelines guidelines guidelines for for for English English English instruction instruction instruction to to to non-English non-English major students.Because Because institutions institutions institutions of of of higher higher higher learning learning learning differ differ differ from from from each each each other other other in in in terms terms terms of of teaching teaching resources, resources, resources, students’ students’ students’ level level level of of of English English English upon upon upon entering entering entering college, college, college, and and and the the the social social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and and individualized individualized individualized College College College English English English syllabus syllabus syllabus to to to guide guide guide their their their own own own College College College English English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College College English English English has has has as as as its its its main main main components components components knowledge knowledge knowledge and and and practical practical practical skills skills skills of of of the the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance accordance with with with their their their aptitude aptitude aptitude so so so as as as to to to meet meet meet the the the specific specific specific needs needs needs of of of individualized individualized teaching.The The requirements requirements requirements for for for undergraduate undergraduate undergraduate College College College English English English teaching teaching teaching are are are set set set at at at three three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after after studying studying studying and and and practicing practicing practicing English English English at at at school. school. school. The The The basic basic basic requirements requirements requirements are are are the the minimum level that all non-English majors have to reach before graduation. Intermediate Intermediate and and and advanced advanced advanced requirements requirements requirements are are are recommended recommended recommended for for for those those those colleges colleges colleges and and universities universities which which which have have have more more more favorable favorable favorable conditions; conditions; conditions; they they they should should should select select select their their their levels levels according to the school’s status, types and education goals.Institutions Institutions of of of higher higher higher learning learning learning should should should set set set their their their own own own objectives objectives objectives in in in the the the light light light of of their their specific specific specific circumstances, circumstances, circumstances, strive strive strive to to to create create create favorable favorable favorable conditions, conditions, conditions, and and and enable enable enable those those students students who have who have a relatively higher English proficiency proficiency and stronger and stronger capacity capacity for for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening: Students should be able to follow classroom instructions, everyday conversations, and lectures on general topics conducted in English. They should be be able able able to to to understand understand understand English English English radio radio radio and and and TV TV TV programs programs programs spoken spoken spoken at at at a a a speed speed speed of of about about 130 to 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. points. They They They are are are expected expected expected to to to be be be able able able to to to employ employ employ basic basic basic listening listening listening strategies strategies strategies to to facilitate comprehension.2. Speaking: S tudents should be able to communicate in English in the course of Students should be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics topics in in in English. English. English. They They They should should should be be be able able able to to to give, give, give, after after after some some some preparation, preparation, preparation, short short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are are expected expected to to be be able able to to use use basic basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topics topics at at at a a a speed speed speed of of of 70 70 70 wpm. wpm. wpm. With With With longer longer longer yet yet yet less less less difficult difficult difficult texts, texts, texts, the the the reading reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of of specialty, specialty, specialty, and and and newspaper newspaper newspaper and and and magazine magazine magazine articles articles articles on on on familiar familiar familiar topics, topics, topics, grasping grasping the main ideas and understanding major facts and relevant details. They should be be able able able to to to understand understand understand texts texts texts of of of practical practical practical styles styles styles commonly commonly commonly used used used in in work work and and daily daily life. life. life. They They They are are are expected expected expected to to to be be be able able able to to to employ employ employ effective effective effective reading reading reading strategies strategies while reading.4. Writing: Students Students should should should be be be able able able to to to complete complete complete writing writing writing tasks tasks tasks for for for general general purposes, purposes, e.g., e.g., e.g., describing describing describing personal personal personal experiences, experiences, experiences, impressions, impressions, impressions, feelings, feelings, feelings, or or or some some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies. 5. Translation: With the help of dictionaries, students should be able to translate essays on familiar topics from English into Chinese and vice versa. The speed of translation translation from from from English English English into into into Chinese Chinese Chinese should should should be be be about about about 300 300 300 English English English words words words per per hour whereas the speed of translation from Chinese into English should be around 250 250 Chinese Chinese Chinese characters characters characters per per per hour. hour. hour. The The The translation translation translation should should should be be be basically basically basically accurate, accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary:S tudents should acquire a total of 4,795 words Students should acquire a total of 4,795 words and 700 phrases (including those that are covered in high school English courses), among among which which which 2,000 2,000 2,000 are are are active active active words. words. words. (See (See (See Appendix Appendix Appendix III: III: III: College College College English English Vocabulary.) Students should not only be able to comprehend the active words but but be be be proficient proficient proficient in in in using using using them them them when when when expressing expressing expressing themselves themselves themselves in in in speaking speaking speaking or or writing.Intermediate Requirements:1. Listening: Students Students should should should generally generally generally be be be able able able to to to follow follow follow talks talks talks and and and lectures lectures lectures in in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, views, to to to state state facts facts and and and reasons, reasons, reasons, and and and to to to describe describe describe events events events with with with clear clear clear articulation articulation and basically correct pronunciation and intonation.3. Reading: S tudents should generally be able to read essays on general topics in Students should generally be able to read essays on general topics in popular popular newspapers newspapers newspapers and and and magazines magazines magazines published published published in in in English-speaking English-speaking English-speaking countries countries countries at at at a a speed speed of of of 70 70 70 to to to 90 90 90 wpm. wpm. wpm. With With With longer longer longer texts texts texts for for for fast fast fast reading, reading, reading, the the the reading reading reading speed speed should should be be be 120 120 120 wpm. wpm. wpm. Students Students Students should should should be be be able able able to to to skim skim skim or or or scan scan scan reading reading reading materials. materials. When When reading reading reading summary summary summary literature literature literature in in in their their their areas areas areas of of of specialty, specialty, specialty, students students students should should should be be able able to to to get get get a a a correct correct correct understanding understanding understanding of of of the the the main main main ideas, ideas, ideas, major major major facts facts facts and and and relevant relevant details.4. Writing: Students should be able to express, by and large, personal views on general general topics, topics, topics, compose compose compose English English English abstracts abstracts abstracts for for for theses theses theses in in in their their their own own own specialization, specialization, and and write write write short short short English English English papers papers papers on on on topics topics topics in in in their their their field. field. field. They They They should should should be be be able able able to to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: W ith the help of dictionaries, students should be able to translate With the help of dictionaries, students should be able to translate on on a a a selective selective selective basis basis basis English English English literature literature literature in in in their their their field, field, field, and and and to to to translate translate translate texts texts texts on on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into into English English English should should should be be be around around around 300 300 300 Chinese Chinese Chinese characters characters characters per per per hour. hour. hour. The The The translation translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary: Students Students should should should acquire acquire acquire a a a total total total of of of 6,395 6,395 6,395 words words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English V ocabulary.) Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs programs produced produced produced in in in English-speaking English-speaking English-speaking countries countries countries and and and grasp grasp grasp the the the gist gist gist and and and key key points. points. They They They should should should be be be able able able to to to follow follow follow talks talks talks by by by people people people from from from English-speaking English-speaking countries countries given given given at at at normal normal normal speed, speed, speed, and and and to to to understand understand understand courses courses courses in in in their their their areas areas areas of of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with a certain certain degree degree degree of of of fluency fluency fluency and and and accuracy accuracy accuracy on on on general general general or or or specialized specialized specialized topics, topics, topics, and and and to to make concise summaries of extended texts or speeches in fairly difficult language. They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understand their their main main main ideas ideas ideas and and and details. details. details. They They They should should should be be be able able able to to to read read read English English English articles articles articles in in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areas of of specialty, specialty, specialty, to to to express express express their their their opinions opinions opinions freely, freely, freely, and and and to to to write write write within within within 30 30 30 minutes minutes expository expository or or or argumentative argumentative argumentative essays essays essays of of of no no no less less less than than than 200 200 200 words words words on on on a a a given given given topic. topic. The The text text text should should should be be be characterized characterized characterized by by by clear clear clear expression expression expression of of of ideas, ideas, ideas, rich rich rich content, content, content, neat neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into into Chinese Chinese Chinese fairly fairly fairly difficult difficult difficult English English English texts texts texts in in in literature literature literature related related related to to to their their their areas areas areas of of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese Chinese should should should be be be about about about 400 400 400 English English English words words words per per per hour hour whereas whereas the the the speed speed speed of of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English V ocabulary.)The The above-mentioned above-mentioned three three requirements requirements serve serve as as as reference reference reference standards standards standards for for colleges and universities in preparing their own College English teaching documents. They They could, could, could, in in in the light the light of their respective c ircumstances, make due adjustments circumstances, make due adjustments to the the specific specific specific requirements requirements requirements for for for listening, listening, listening, speaking, speaking, speaking, reading, reading, reading, writing writing writing and and and translation translation translation at at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account account the the the school’s school’s circumstances, colleges colleges and and and universities universities should should follow follow follow the the the guidelines guidelines guidelines of of of the the the Requirements Requirements Requirements and and and the the the goals goals goals of of of their their their College College English teaching in designing their College English course systems. A course system, which which is is is a a a combination combination combination of of of required required required and and and elective elective elective courses courses courses in in in comprehensive comprehensive comprehensive English, English, language language skills, skills, skills, English English English for for for practical practical practical uses, uses, uses, language language language and and and culture, culture, culture, and and and English English English of of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in in listening listening listening and and and speaking speaking speaking should should should be be be fully fully fully considered, considered, considered, and and and corresponding corresponding corresponding teaching teaching hours hours and and and credits credits credits should should should be be be adequately adequately adequately allocated. allocated. allocated. Moreover, Moreover, Moreover, the the the extensive extensive extensive use use use of of advanced advanced information information information technology technology technology should should should be be be encouraged, encouraged, encouraged, computer- computer- computer- and and and Web-based Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College College English English English is is is not not not only only only a a a language language language course course course that that that provides provides provides basic basic basic knowledge knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, tool, but but but also also also has has has humanistic humanistic humanistic values. values. values. When When When designing designing designing College College College English English English courses, courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All All the the the courses, courses, courses, whether whether whether computer-based computer-based computer-based or or or classroom-based, classroom-based, classroom-based, should should should be be be fully fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English English is is is better better better will will will find find find room room room for for for further further further development. development. development. College College College English English English course course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. English. It It It should should should ensure ensure ensure that that that students students students make make make steady steady steady progress progress progress in in in English English English proficiency proficiency throughout their undergraduate studies, and it should encourage students’ individualized individualized learning learning learning so so so as as as to to to meet meet meet the the the needs needs needs of of of their their their development development development in in in different different specialties.IV. Teaching Model In view of the marked increase in student enrolments and the relatively limited resources, resources, colleges colleges colleges and and and universities universities universities should should should remold remold remold the the the existing existing existing unitary unitary unitary teacher- teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ students’ individualized individualized individualized and and and autonomous autonomous autonomous learning. learning. learning. The The The new new new model model model should should should combine combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position position of of of students students students and and and the the the leading leading leading role role role of of of teachers teachers teachers in in in the the the teaching teaching teaching and and and learning learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges Colleges and and and universities universities universities should should should explore explore explore and and and establish establish establish a a a Web-based Web-based Web-based listening listening and and speaking speaking speaking teaching teaching teaching model model model that that that suits suits suits their their their own own own needs needs needs in in in line line line with with with their their their own own conditions conditions and and and students’ students’ students’ English English English proficiency, proficiency, and and deliver deliver deliver listening listening listening and and and speaking speaking courses courses via via via the the the intranet intranet intranet or or or campus campus campus network. network. network. The The The teaching teaching teaching of of of reading, reading, reading, writing writing writing and and translation translation can can can be be be conducted conducted conducted either either either in in in the the the classroom classroom classroom or or or online. online. online. With With With regard regard regard to to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’ learning and self-assessment, t e achers’ lectures, and online coaching, as well as the monitoring and eachers’ lectures, and online coaching, as well as the monitoring and management management of of of learning learning learning and and and coaching. coaching. coaching. It It It should should should be be be able able able to to to track track track down, down, down, record record record and and check the progress o f learning in of learning in a ddition addition addition to to teaching and coaching, and attain t o to to a a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One One of of of the the the objectives objectives objectives of of of the the the reform reform reform of of of the the the teaching teaching teaching model model model is is is to to to promote promote promote the the development of individualized study methods and the autonomous learning ability on the the part part part of of of students. students. students. The The The new new new model model model should should should enable enable enable students students students to to to select select select materials materials materials and and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes Changes in in in the the the teaching teaching teaching model model model by by by no no no means means means call call call for for for changes changes changes in in in teaching teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy philosophy and and and practice, practice, practice, and and and in in in a a a shift shift shift from from from a a a teacher-centered teacher-centered teacher-centered pattern, pattern, pattern, in in in which which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered student-centered pattern, pattern, pattern, in in in which which which the the the ability ability ability to to to use use use the the the language language language and and and the the the ability ability ability to to learn independently are cultivated in addition to language knowledge and skills, and also also to to to lifelong lifelong lifelong education, education, education, geared geared geared towards towards towards cultivating cultivating cultivating students’ students’ students’ lifelong lifelong lifelong learning learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation Evaluation is is is a key component in a key component in College English teaching. A comprehensive, objective, objective, scientific scientific scientific and and and accurate accurate accurate evaluation evaluation evaluation system system system is is is of of of vital vital vital importance importance importance to to to the the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an an effective effective effective means means means to to to adjust adjust adjust their their their learning learning learning strategies strategies strategies and and and methods, methods, methods, improve improve improve their their learning efficiency and achieve the desired learning effects.The The evaluation evaluation evaluation of of of students’ students’ students’ learning learning learning consists consists consists of of of formative formative formative assessment assessment assessment and and summative assessmentFormative assessment refers to procedural and developmental assessment conducted conducted in in in the the the teaching teaching teaching process, process, process, i.e., i.e., i.e., tracking tracking tracking the the the teaching teaching teaching process, process, process, providing providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous learning, and is particularly impor tant in in implementing implementing implementing the the the computer- computer- computer- and and and classroom-based classroom-based classroom-based teaching teaching teaching model. model. model. It It It includes includes 。
大学应该开放吗英语作文
大学应该开放吗英语作文English: Yes, universities should be open. Opening up universities brings various benefits to both students and society as a whole. Firstly, opening universities allows more individuals to access higher education. Education is a fundamental right and should be accessible to everyone, regardless of their socioeconomic background. By opening universities, we provide opportunities for individuals who may not have had the chance to attend college otherwise. This promotes social mobility and enables individuals to pursue their academic interests and dreams. Secondly, opening universities fosters diversity and inclusivity. When universities are open to a wide range of students, there is a greater diversity of perspectives, experiences, and ideas, which enriches the learning environment. Students from different backgrounds can learn from one another and develop critical thinking skills through exposure to different opinions and worldviews. Thirdly, opening universities contributes to the advancement of knowledge and innovation. By welcoming diverse students, universities create an environment that nurtures creativity and encourages collaboration. Different perspectives and ideas foster innovation and breakthroughs in various fields.Additionally, an open university fosters global cooperation and understanding. Foreign students can study and bring their unique cultural perspectives, which can lead to a more interconnected and peaceful world. In summary, opening universities promotes equal access to education, fosters diversity and inclusivity, advances knowledge and innovation, and encourages global cooperation and understanding.中文翻译: 是的，大学应该开放。
英语四级作文 Learning English at College-在大学里学英语_2000字
[键入文字]英语四级作文Learning English at College-在大学里学英语_2000 字Learning English at College1. 在大学里学习英语不同于在中学里学英语。
2. 通过两年的学习，我有了一些学好英语的体会。
3. 然而，要想学好英语，道路还很漫长。
Learning English at a college is different from learning English at a middle school. In amiddle school, we learn English mainly for entrance examination for college, while thepurpose of learning English at a college is quite different. We study foreign languages now toimprove our ability to work well in the future and especially to commnicate with foreigners. Having been studying here for nearly 2 years, I have come to some conclusions about howto learn Enlgish well. Firstly, you should try your best to enlarge your vocabulary, only in thisway can you read more and understand others ms well. Secondly, listening and speaking playimportant roles in learning English. While talking with foreigners, if you can't understand them, how can you express your ideas? And the last point is that you shouldimprove your English level whenever you can.However, there is still a long way to go to learn English well. As people usually say, Thereis no end to learning. There are .so many methods to learn English. So long as you keepstudying, you will surely improve.在大学里学英语在大学里学习英语不同于在中学里学英语。
在大学英语学习的英语作文
在大学英语学习的英语作文College English Learning。
In today's globalized world, English has become a universal language, and it plays an increasingly important role in our daily lives. As a college student, learning English is an essential and valuable skill that can open up many opportunities for personal and professional growth. In this essay, I will discuss the importance of collegeEnglish learning and some effective ways to improve English proficiency.Firstly, college English learning is essential becauseit enables us to communicate with people from different countries and cultures. English is the language of international communication, and it is used in variousfields such as business, science, and technology. Therefore, being proficient in English can enhance our chances of success in these areas. Moreover, English is the primary language of the internet, and it provides us with access toa vast amount of information and knowledge. By learning English, we can expand our horizons and broaden our perspectives.Secondly, there are many effective ways to improve English proficiency. Firstly, we can attend English classes and engage in active learning. English classes provide us with a structured learning environment and opportunities to practice our speaking, listening, reading, and writing skills. We can also participate in group discussions, debates, and presentations, which can improve our communication skills and boost our confidence. Additionally, we can use various online resources such as languagelearning apps, podcasts, and videos to practice English in our daily lives. These resources are convenient, accessible, and can help us learn English at our own pace.Furthermore, we can immerse ourselves in English-speaking environments to improve our language skills. For example, we can travel to English-speaking countries, participate in language exchange programs, or interact with native speakers online. Immersion in English-speakingenvironments can help us learn the language naturally and improve our pronunciation, vocabulary, and grammar. It can also expose us to different cultures and broaden our understanding of the world.In conclusion, college English learning is essential for personal and professional growth. It enables us to communicate with people from different countries and cultures, access information and knowledge, and expand our horizons. There are many effective ways to improve English proficiency, including attending English classes, using online resources, and immersing ourselves in English-speaking environments. By continuously learning and practicing English, we can enhance our language skills and achieve our goals.。
大学英语ppt优秀课件
The Learning Objectives of College English
• Fluent English speaking: Students learning English at college should aim to achieve fluency in speaking, including promotion, grammar, and vocabulary They should be able to express their ideas clearly and fluently in English and engage in effective communication
Excellent PowerPoint courseware for college English
contents
目录
• Introduction to College English • College English Vocabulary Lea • College English Listening Trail • College English Oral Expressio
02
Make a note
Read books, newspapers, and other materials in English to enroll new words and phrases and understand their usage
When you enroll a new word or phrase, write it down in a notebook or use an app to create a digital flashcard for easy review
作为学长对新生分享大学英语学习经验500字英语作文
作为学长对新生分享大学英语学习经验500字英语作文Dear students, College English is different from the knowledge points and ways we learn in junior and senior high schools. Here, I would like to share my own learning experience:One is that college English mainly depends on yourself to learn, rather than simply rely on the teacher, the teacher is mainly to guide us, rather than what will take us. In English class, the teacher is not like high school fine interpretation of each knowledge point, but is focused on, in this case, we will have to do preparation before class, or you just don't understand the content of the teacher speak in class, then there is the teacher in class is all in English, though sometimes, because of the students and reduce the requirement, bilingual teaching, However, most of the time is also based on English, so to enter the college English class, we must first do a good job of English preparation, or the later learning will be difficult.Be sure to increase your vocabularyOne way is to buy some English reading books andnewspapers. Read all the new words and circle them. For the second time, read the upper and lower parts of the circled new words carefully and think carefully, so as to infer the meaning of the new words according to the context; If you still can't find some words, use your dictionary (always use your dictionary).Don't rely on your sense of languageLanguage sense is not unimportant, but can not be used as the first choice to do the problem. It is necessary to have a basis to do the questions, which is the basis of grammar. Grammar has some systematic and small grammar points, which should be summarized and accumulated slowly in reading. Language sense is used when there is no grammatical basis and can help us understand long and difficult sentences. It is also very useful. To develop a sense of language, you need to read more. Read sentences aloud as you read. To be used in life, English is a language, so we must practice and use It, try to communicate in English at home and school. Seize the opportunity of oral English class, actively interact with foreign teachers, express ideas in English. You can also have a conversation with your partner (in English ofcourse), and of course you study English better together. You can help each other out and solve puzzles.Keep an interest in EnglishWatch English movies and learn English songs when you have time. It is recommended to find at least 10 to 15 good words and sentences after watching the movie. Try not to have Chinese subtitles or no subtitles, because subtitles make it easier for you to understand the movie. Otherwise, the pronunciation in the movie may be difficult to understand in common linkingBelieve that you can learn it well, come on!。
大学英语课程中英文简介
《大学英语》课程中英文简介College English课程代码：130014A/130044A Course Code：130014A/130044A课程名称：大学英语Course Name：College English学时：64 Periods：64学分：4 Credits：4考核方式：考试Assessment：Examination先修课程：无Preparatory Courses：None大学英语课程是一门基础课程,内容包括听、说、读、写、译五个部分。
本课程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。
大学阶段的具体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。
一般要求是我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快班和实验班学生根据自己的能力、自己所在院系的类型和人才培养目标所选择的标准而推荐的。
大学英语课程分为综合课和视听说两种课型。
综合课使用大学英语综合教程，听说课使用新视野大学英语视听说课本。
每周两节综合课，两节视听说课程。
在两年的学习中，普通班学生应完成四级的学习并通过大学英语四级考试；快班和实验班学生应完成大学英语六级内容并通过大学英语六级考试。
COLLEGE ENGLISH is divided into INTEGRATED COURSE and VIEWING, LISTENING & SPEAKING, with four periods of class each week. It includes listening, speaking, reading, writing and translation. Within two years of college English study, students should be able to pass CET 4 and students in Advanced Class should pass CET 6.《高级阅读Ⅰ》课程中英文简介Advanced Reading Ⅰ课程代码：130092A Course Code：130092A课程名称：高级阅读ⅠCourse Name：Advanced ReadingⅠ学时：32 Periods：32学分：2 Credits：2考核方式：考试Assessment：Examination先修课程：英语阅读Preparatory Courses：English Reading《高级阅读Ⅰ》在进一步介绍阅读技巧和方法的基础上，重点分析这些技巧和方法如何应用到实际的阅读中，如何分析不同题材的特点，如何针对不同阅读目的运用不同的阅读方法，提高阅读的质量和数量,提高阅读理解能力。
《大学英语3》课程期末考试试题(参考)
《大学英语3》课程期末考试试题（A卷)专业、班级：姓名：学号：注意：在答题过程中，考生必须在机读卡和试卷二上作答，在试卷一上作答一律无效.交卷时请监考老师分开收取试卷一、机读卡和试卷二。
重考生必须把自己的班级和学号写在机试卷一Part I Listening Comprehension （20％)Section ADirections: In this section you will hear 10 short conversations. At the end of each conversation，a question will be asked about what was said。
The conversationand the question will be read only once. After each question there will be apause。
During the pause you must read the four choices marked （A., (B., (C.and (D., and decide which is the best answer。
Then mark the correspondingletter on the Answer Sheet One with a single line through the center. Example：You will hear:You will read：A。
At the office。
B。
In the waiting room.C。
At the airport。
D。
In a restaurant.From the conversation we know that the two were talking about some work theyhave to finish in the evening。
为大学生活做准备MakingPreparationsForCollegeLife(大学英语作文)
为大学生活做准备MakingPreparations For College Life大学英语作文With the end of another college entranceexamination, many students are going to enter the colleges after the summerholiday. There are some suggestions for them to make some preparation for theircollege lives.跟着又一年高考的结束，很多大学生暑期以后就将要进入大学校门了。
这里有一些为他们准备大学生活的建议。
First, the most importantthing they should learn is to learnability of think independently isquite important in collegelife because no one will tell them what to do and how to do at all time incollege. Therefore, toown a meaningful college time, students need to practicetheirability of think independently so that they can deal with various mattersby their own.第一，他们应当学会的最重要的就是学会独立思虑。
独立思虑能力在大学生活中是特别重要的，由于在大学里没有人会时辰告诉他们要做什么，该怎么做。
所以，想要拥有一段存心义的大学光阴，学生们需要锻炼他们独立思虑的能力，这样他们才能独立办理各样事情。
Second, another thing they should learn isto be independent. In addition to learn to think independently, theyalso needto be independent in their ordinary lives. They should develop an awareness ofindependence. They should aware the differences between high school life andcollege life.In life, they should try to cope with their own matters bythemselves; in study, they need to make their arrangementsand supervisethemselves. In a word, they need to practice their ability of solving problemsby themselves instead of asking others for help at first.其次，此外他们要学会的是独立。
大学校园是否应该禁止方言英语作文
大学校园是否应该禁止方言英语作文全文共5篇示例，供读者参考篇1Can You Understand My Words? Should Uni-vers-i-ties Ban Funky Englishes?Hi there! My name is Jamie and I'm 10 years old. I really love learning about different languages and the many ways people talk. My parents always remind me that language is amazing because there are so many fun ways to express yourself.At my school, we have kids from all over who speak in colorful ways. Some of my friends say "y'all" instead of "you all." Others drop letters like the "g" at the end of words. And then there are the merengue speakers who make everything sound sing-songy. I think it's totally awesome sauce how we all use English a little differently!But I recently heard some grown-ups talking about banning "non-standard" Englishes from university campuses. That made me feel really confused. Why would they want to get rid of the cool language varieties that make people unique? Doesn't that seem kind of mean?From what I understand, the argument is that students need to learn "proper" English to prepare for future job interviews and careers. The grown-ups say that regional dialects and accents could make someone sound uneducated or unprofessional.I can kind of see their point, I guess. Maybe an employer would think it's weird if someone started dropping g's or saying "finna" in a big meeting. Though to be honest, I'd probably just think it was funny and no big deal!On the other hand, trying to ban accents and dialects on campuses seems very strict and unfair. We live in a super diverse world with people from all kinds of awesome backgrounds. Isn't that something to celebrate, not punish?Imagine if we all had to talk in these monotone, robotic voices without any regional flair. Conversating with friends would be as dry as unbuttered toast! Where's the fun and personality in that?Not only that, but doesn't accent-shaming kind of promote discrimination? It's like telling huge groups of people that their natural way of speaking is wrong or bad. If I had a cool Southern drawl, I wouldn't want some university telling me I sound uneducated or unprofessional. That's just rude!Maybe instead of banning, we could teach kids about code-switching - using different language styles for different social situations. That way, students would know when a casual dialect fits or when to dial things up for a job interview. No oppressive rules needed, just guidelines!Because at the end of the day, having good communication skills matters way more than suppressing accents. There are brilliant scientists, authors, politicians, and more who speak with all types of fun dialects. As long as you can clearly express your thoughts and understand others, that's what's most important.So in my humble 10-year-old opinion, universities shouldn't ban regional Englishes from their campuses. Diversity in language is what makes our world so vibrant and groovy. Why would we ever want to silence all those awesome, unique voices? That just sounds awful sauce to me!What universities should focus on is helping students master clear communication, public speaking, and writing skills using whichever dialect feels natural. That way, everyone feels comfortable expressing themselves while also learning how to shift gears for different social situations.Because whether you say "y'all," "youse guys," or "you plurals," we're all human beings just trying to connect throughlanguage. And that's one of the coolest things about our world - the rich tapestry of sounds, accents, and ways of quirkyself-expression. Let's celebrate it, not stigmatize it!Those are just my two cents as a rambunctious fifth grader though. Maybe someday when I'm a fancy university student myself, I'll have wiser and more sophisticated thoughts on this debate. But for now...can I get a "hey y'all" from my dialectically diverse peeps out there? Let's keep things funky!篇2Sure, I'll write an essay of around 2000 words in English, in the voice of an elementary school student, on the topic of whether college campuses should ban dialects of English.Title: Should We Ban Dialects on College Campuses?Hi there! My name is Timmy, and I'm a 4th grader at Sunny Valley Elementary School. Today, I want to talk about something that's been on my mind lately: dialects of English on college campuses.You see, my big sister just started college last fall, and she's been telling me all about her experiences. One thing that really caught my attention was when she mentioned that some peopleon campus look down on students who speak with a dialect or accent.Now, I know what you're thinking – "Timmy, what's a dialect?" Well, a dialect is a way of speaking that's a little different from the "standard" way of speaking a language. For example, some people might say "y'all" instead of "you all," or they might pronounce certain words differently.I think it's really cool that we have so many different dialects in English! It shows how diverse and interesting our language is. But some people think that dialects are "improper" or "uneducated," and they want to ban them from college campuses.Personally, I think that's just plain wrong. Here's why:Dialects are a part of our culture and identity. When someone speaks with a dialect, it's because that's how they were raised, and it's a part of who they are. Banning dialects would be like saying that people can't express their culture or heritage.Everyone deserves to feel comfortable and accepted. Imagine how scary it must be for a student to come to college and be told that the way they speak is "wrong" or"unacceptable." That would make me feel really sad and discouraged.Dialects don't make someone less smart or capable. Just because someone speaks with a dialect doesn't mean they're not as good at their studies or can't communicate effectively. That's just not fair!Diversity is awesome! College campuses should be places where people from all different backgrounds can come together and learn from each other. Banning dialects would make campuses less diverse and less interesting.Of course, I understand that there might be times when it's important to use "standard" English, like in a professional setting or a formal presentation. But that doesn't mean we should completely get rid of dialects!Instead, colleges should celebrate and embrace the diversity of languages and dialects on their campuses. They could offer workshops or classes to help students learn about different dialects and how to communicate effectively with people from different backgrounds.Overall, I think banning dialects on college campuses would be a big mistake. It would make lots of students feel left out anddiscouraged, and it would make campuses less diverse and less fun.So let's keep our dialects alive and celebrate the amazing variety of ways we can speak English! That's what I think, anyway. What do you guys think?篇3Should College Campuses Ban Dialects of English?Hi there! My name is Timmy and I'm in 5th grade. My teacher, Mrs. Johnson, assigned us a really interesting essay topic - whether college campuses should allow students to speak different dialects of English or if they should only allow "standard" English. It's a tough question with arguments on both sides, so let me share my thoughts!First off, what even are dialects? Well, a dialect is a version of a language that has different words, pronunciations, or grammar than the "standard" form. In the United States, some examples are Southern English with y'all and fixin' to, African American Vernacular English with dropping the "to be" verb like "she going to the store", or Appalachian English with "It's torn plumb up." Standard English is the form typically taught in schools and used in broadcasting, publishing, and other formal settings.So should colleges only allow standard English on campus? One argument is that standard English is easier for everyone to understand, no matter where they're from. If everyone speaks it, then there's less chance for miscommunication between students from different regions or language backgrounds. It could help international students who are still learning English to not get confused by all the different dialects. Standard English is also seen as more professional and may help prepare students for the working world after college.However, banning dialects seems really unfair to me. Our dialects are a huge part of our culture and identity. Telling someone they can't speak how they naturally speak would be like telling them to change their entire way of life when they get to college. That's just wrong! We should be proud of our dialects and where we come from. Banning them could make students feel ashamed or disconnected from their communities back home.Not only that, but dialects are the beautiful result of how languages naturally evolve and diversify over time. Getting rid of them would be getting rid of centuries of linguistic history and evolution. That's just disrespecting the amazing way that English and other languages change and develop uniquely in differentparts of the world. We should appreciate that diversity, not stamp it out!Plus, being able to speak multiple dialects in addition to standard English is a really cool skill that helps with understanding different cultures. I have relatives down South who say things like "y'all" and when I visit them, being able to understand their dialect makes me feel closer to my family. Same goes for when I meet kids from other places who speak different dialects. Learning about how they talk helps me learn about their lives and backgrounds.I also don't think banning dialects on campuses would even be possible to enforce. Imagine trying to get every single student to never say "ain't" or use whatever speech patterns they grew up with their whole lives. We'd slip up constantly without even meaning to! Unless the college literally polices every conversation x-ing out certain words or sentencing you to dialect detention, there's no way to stop it. Maybe they could try fining students for using dialects, but that seems awfully unfair to me. We shouldn't get in trouble just for speaking naturally.What do you think the point of college is? I was taught that it's a place to learn about the world, be exposed to new ideas and perspectives, and become more educated. Well, differentdialects are the perfect way to experience the diversity of cultures and backgrounds that students come from. By shutting them out, colleges would be failing at their mission of exposing students to that wonderful diversity of human experiences. If we can't even share our languages and dialects, how are we supposed to share our unique cultures, histories, and identities?At the end of the day, I just don't see why we should have to give up our dialects on college campuses. We're not little kids anymore - we can learn standard English for professional and educational settings while still naturally speaking our own dialects. I'm proud of my way of speaking and I'd never want that banned anywhere, college or not. Dialects make the world richer and more interesting. Why would we ever want to get rid of that?Those are just my thoughts as a 5th grader, but I feel pretty strongly about this. College should be a place that brings all different kinds of people together to share their perspectives and backgrounds - and for many of us, the way we speak is core to who we are. Forcing everyone into one bland, "standard" way of speaking would go against everything that higher education is supposed to be about. Let's celebrate all the richness of human diversity in our languages and dialects, not outlaw them!What do you all think about this? I tried to consider both sides, but I personally believe that not only should dialects be allowed, they should be embraced as part of the wondrous diversity of experiences that make college campuses so special. Banning them just doesn't make much sense to me. But I'd love to hear other perspectives too!篇4Banning Dialects on College Campuses? No Way!Hi there! My name is Timmy and I'm in 5th grade. My teacher Mrs. Rodriguez asked us to write about whether we think college campuses should be allowed to ban dialects of English like African American Vernacular English (AAVE). At first, I was like "What's a dialect?" But then she explained that it's kind of like an accent or way of speaking that different groups of people use.Since this is such a big deal, I asked my parents and some other adults their opinions before writing my essay. My dad said he doesn't think banning dialects is a good idea because everyone should be free to speak however they want, as long as they can communicate clearly. But my mom disagreed - she thinks college is about preparing for the professional world, so students should practice using "standard" English.After hearing from the grown-ups, I've made up my mind: I don't think college campuses should ban any dialects of English. Here are my three biggest reasons why:Reason #1: Dialects Are Part of People's IdentityOne of the main arguments I've heard for banning dialects is that it will help students be better prepared for getting jobs after graduating. The thinking is that bosses will expect employees to use "proper" English. But here's the thing - the way someone speaks is tied to their culture, their family, their community. It's part of who they are.When I think about some of the Black kids at my school, their dialect sounds so cool and intelligent to me. It's got a whole rhythm and style to it. If colleges banned AAVE, it would be like telling those students they can't fully express themselves or be their authentic selves on campus. That doesn't seem right or fair to me.Reason #2: Code-Switching Is Already a ThingAnother argument is that students need to just learn "standard" English because that's what's expected in the professional world. But plenty of people, including lots of teachers and professionals I know, already practice"code-switching." That means they speak one way with their family or community, and then switch to a more formal style of English when the situation calls for it, like at work or school.Code-switching shows how smart and skilled someone is with language. It means they can adapt their communication style depending on the context. If students can already do that, then there's no need to outright ban their dialects on campus. They'll naturally code-switch when needed for certain classes or situations.Reason #3: Diversity Makes Colleges BetterThe last main reason I'm against banning dialects is that diversity makes colleges way more vibrant, interesting places. With students from all over the country and world, why would you want to make everyone speak and sound exactly the same? To me, that takes away some of the fun, creativity, and richness of being around people from all walks of life.At my school, I love hearing all the different accents and ways of speaking English in the halls and cafeteria. It exposes me to cultures I might not have learned about otherwise. College should be the same - a total mix of backgrounds coming together to exchange ideas and experiences. Banning dialects would make campuses way more boring in my opinion.In conclusion, while I can understand some of the arguments for wanting college students to use "standard" English, I still think banning entire dialects goes too far. It disrespects students' identities, ignores how code-switching already happens naturally, and makes campuses much less diverse and dynamic places. College is all about learning from different people and perspectives - why limit that by making everyone speak the same?Just my two cents as a 5th grader! I may be just a kid, but I feel pretty strongly that diversity in communication styles should be embraced, not banned. Let me know what you think - I'm always open to changing my mind if someone makes a really persuasive argument! Thanks for reading.篇5Should Dialects Be Banned on College Campuses?Hi there! My name is Jamie and I'm in 5th grade. My teacher, Mrs. Robinson, asked us to write about whether we think dialects and different versions of English should be allowed on college campuses or not. It's a really interesting question!First off, what even is a dialect? Well, it's kind of like a version of a language that's a little different from the "standard" way it'sspoken. So in English, there are dialects like Southern American English with y'all and fixin' to, or African American Vernacular English with dropping some verb endings. Lots of languages have dialects.My friend Jorge speaks a dialect of English mixed with Spanish at home with his family. My neighbor Mrs. Patel speaks one of the Indian English dialects. Even here in our town, some people speak a bit of a local dialect. We all kind of have our own way of talking!So should colleges make rules against using these dialects on campus? Should they make everyone speak super formally and only use "standard" English? I can see arguments on both sides.On one hand, dialects are a really cool part of different cultures and backgrounds. They show how languages evolve and reflect the diversity of the people who speak them. Having everyone use the same version of English all the time could make the campus feel less welcoming for students from different places.But on the other hand, colleges teach all kinds of important skills for the real world, like writing professional emails, making presentations, networking at career fairs and all that. Usingstandard English is often expected in those higher education and career settings. So maybe it makes sense to get that practice on campus.There's also the question of understanding each other clearly. Some dialects have bigger differences that could lead to miscommunications in the classroom or dorm rooms if people use really different versions of English. Clear communication is important, especially when learning complex topics.My personal opinion is that colleges shouldn't completely ban dialects, but they could encourage using standard English in certain situations like lectures, essays, speeches and job interviews. But they should still allow students to use their dialects when just casually talking with friends or expressing themselves.Like, my friend Jorge code-switches between his dialect and standard English already depending on the context. It would be weird to make rules that he can never use his dialect at all on campus. That's a part of his identity and culture.But maybe the science lecture or engineering group meeting is a better place to stick to standard English so everyone understands the technical terms and explanations properly. Youwant to avoid confusion when learning that kind of complex stuff.Overall, I think having some flexibility to use dialects in social situations but also getting practice with standard English for professional skills is a good balance. College is a place to appreciate diversity while also preparing for the real world after graduation.Those are just my thoughts as a 5th grader though! Maybe older students and professors have different perspectives. It's a fascinating topic about language and culture. Let me know what you all think too! Thanks for reading my essay.。
2024五下英语作文第二单元
2024五下英语作文第二单元英文回答：College or University, Which should I Choose?College and university are two very different types of institutions of higher education. Each one has its own advantages and disadvantages, so it's important to do your research before making a decision about which one is right for you.Colleges.Colleges are typically smaller than universities, and they offer a more intimate learning environment. Classesare often smaller, which means that you'll have more opportunities to get to know your professors and classmates. Colleges also tend to have a stronger focus on undergraduate education, which means that you'll get more personalized attention from your professors.Universities.Universities are typically larger than colleges, and they offer a wider range of academic programs. This means that you'll have more options to choose from, and you'll be able to find a program that's a good fit for your interests. Universities also tend to have more research opportunities, which can be a great way to get involved in cutting-edge research and develop your critical thinking skills.Which One is Right for You?The decision of whether to attend college or university is a personal one. There is no right or wrong answer, and the best decision for you will depend on your individual needs and preferences.Here are some things to consider when making your decision:Your academic interests. What do you want to study?Colleges and universities offer a wide range of academic programs, so it's important to find one that's a good fit for your interests.Your career goals. What do you want to do after you graduate? Some careers require a college degree, while others require a university degree. It's important to do your research and find out what the requirements are for your desired career.Your learning style. Do you prefer a small, intimate learning environment or a large, research-intensive environment? Colleges and universities offer different learning experiences, so it's important to find one that's a good fit for your learning style.Your financial situation. How much can you afford to spend on your education? Colleges and universities can vary significantly in cost, so it's important to factor in the cost when making your decision.Once you've considered all of these factors, you'll bebetter equipped to make the decision that's right for you.中文回答：学院或大学，我该选择哪一个？学院和大学是两种截然不同的高等教育机构。
大学生英语教材的英文
大学生英语教材的英文English for College StudentsEnglish plays a crucial role in today's globalized world, and for college students, mastering the language is essential for academic and professional success. Therefore, it is essential to have effective English textbooks designed specifically for college students. In this article, we will explore the importance of English textbooks for college students and discuss their characteristics.1. Purpose of College-Level English TextbooksCollege-level English textbooks serve several purposes. Firstly, they aim to improve students' language skills, including reading, writing, listening, and speaking. Secondly, they provide authentic materials that expose students to various cultural and academic contexts. Lastly, they assist in preparing students for academic and professional settings where English proficiency is required.2. Structure and ContentCollege-level English textbooks should have a well-organized structure that enables progressive learning. The content should be divided into units or chapters, covering different topics and language skills. Each unit should include clear objectives, vocabulary lists, grammar explanations, and authentic reading passages. Additionally, exercises and activities should be provided to reinforce understanding and promote active engagement.3. Authenticity and RelevanceAuthenticity is a crucial aspect of college-level English textbooks. The texts should reflect real-life situations and expose students to various registers and genres of English. This ensures that students develop the necessary language skills for academic and professional contexts. Moreover, the content should be relevant to college students' interests and needs, making the learning experience engaging and meaningful.4. Multimodal ApproachIn today's digital era, it is crucial for English textbooks to integrate a multimodal approach. This means incorporating different media such as videos, audio recordings, and interactive online activities alongside traditional printed materials. By embracing a multimodal approach, textbooks can cater to diverse learning styles and enhance students' comprehension and language production abilities.5. Cultural SensitivityEnglish textbooks for college students should strive for cultural sensitivity and inclusiveness. They should present a wide range of cultural perspectives, representing different regions, ethnicities, and backgrounds. By doing so, textbooks promote intercultural understanding and respect, preparing students for an increasingly interconnected world.6. Opportunities for Autonomous LearningTo foster independent learning, English textbooks should provide opportunities for self-study and autonomous learning. This can include self-assessment exercises, suggested further reading, and online resources for additional practice. Encouraging self-directed learning empowers collegestudents to take ownership of their language development and progress at their own pace.7. Cross-Curricular IntegrationEnglish textbooks should integrate with other college courses and disciplines whenever possible. This cross-curricular integration enhances students' ability to apply English language skills in various academic contexts. It also gives them the opportunity to explore subject-specific terminology and content, further enriching their language proficiency.In conclusion, English textbooks for college students are essential tools for language learning and skill development. They should be well-structured, authentic, relevant, and multimodal. Additionally, cultural sensitivity, opportunities for autonomous learning, and cross-curricular integration are important considerations. With the right textbooks, college students can effectively enhance their English language proficiency and succeed in their academic and professional pursuits.。
【大学英语作文】大学英语的学习(University English learning)
【关键字】大学英语作文大学英语的学习（University Englishlearning）收集整理大学英语的学习（university english learning）learning english at college is different from learning english at middle school. in middle school， we learn english mainly for the entrance examination for college， while the purpose of learning english at college is quite different. we study foreign languages now to improve our ability to work in the future and especially to communicate with foreiguers.how can we learn english well at college？ firstly， you should try your best to enlarge your vocabulary. only in this way can you read more smoothly and understand others well. secondly， you should pay more attention to the listening and speaking ability in learning english. while talking with foreigners， if you can\'t understand them， and do not know how to express yourself， the talking will be very difficult. and the last point is that you should improve your english whenever and wherever you can.obviously， there is still a long way for us to go to learn english well. as a proverb says， never too old to learn.\' there are so many methods to learn english. so long as you keep on studying， your english will surely be improved.收集整理文档从互联网中收集，已重新整理排版，word版本支持修改！。
大学英语ppt课件
Strategies and Methods for Grammar Learning
Active participation in classroom activities
Classroom activities are an important way for students to learn grammar Students should actively participate in classroom activities and try to use English as much as possible
Importance
College English is an essential course for students to master English skills and prepare for future careers It can also help students understand Western culture and improve their cross cultural communication abilities
Differences
College English reading comprehension has its own differences It requires students to have a certain level of vocabulary, grammar, and cultural knowledge, and also requires them to integrate these knowledge and skills to understand the content of the article
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题目要求：
题目：
College English Should be Different from Middle School English
要求：
You are required to write an 200-word essay to illustrate your opinion on the difference between College English and Middle School English.
In a word, I'm looking forward to learning college English. I believe that I can master and make full use of it.
教师评语：
文章切题，英语语法错较少。
As far as I'm concerned, the middle school English is the basis of college English learning and the textbook data are derived from the basic necessities of life. At the same time, the college English is closer to the society and the content of the textbook is taken from the much-talked-about topics. Not only can we learn about the existing problems of various social aspects, we can also express our ideas and try our best to contribute to the society.
First of all, to my way of thinking, the middle school English pays more attention to the textbook knowledge, grammar and some other inflexible things, while the college English concentrates on the practical applicability and oral communication. At the university, there are more opportunities for us to chat with foreigners, so we are supposed to improve our speaking English as well as possible.
College English Should be Different from Middle School English
After I had finished my courses in middle school as a result of my work hard, I was admitted by the NUST. I'm really anxious as it is the first time that I have been independent. But what makes me more nervous is that I even don't know how to learn the college courses especially the college English. Actually, I think the college English should be much more different from middle school English. The following content will prove why I can be confident of saying this.
Last but not least, the middle school English is confined and it just taught us what the English is and it is a passive process to accept. Nevertheless, it is unlimited to learn college English, because it always teaches us how to learn English and it is the process of taking the initiative to explore.