新发展大学英语 学习指南
新时代大学英语教学的新要求大学英语教学指南》修订依据与要点
新时代大学英语教学的新要求大学英语教学指南》修订依据与要点一、本文概述随着全球化进程的加速和科技的飞速发展，英语作为国际交流的通用语言，其重要性日益凸显。
在这样的背景下，我国的高等教育对英语教学的要求也在不断提高。
为了适应新时代的发展需求，培养具有国际视野和跨文化交际能力的高素质人才，我国教育部对《新时代大学英语教学的新要求大学英语教学指南》进行了修订。
本文将对修订的依据与要点进行详细的阐述，以期为我国大学英语教学提供新的指导和参考。
本次修订的主要依据包括国内外英语教学的发展趋势、我国高等教育改革的方向以及社会对英语人才的需求变化等。
修订工作充分借鉴了国内外英语教学的研究成果和实践经验，同时结合我国的实际情况，力求使新的教学要求更加符合时代发展的需要，更加贴近学生的实际需求。
修订的要点主要包括以下几个方面：一是强化英语交际能力的培养，注重学生的口语和听力训练；二是加强跨文化交际能力的培养，提高学生的国际视野和跨文化沟通能力；三是优化英语课程设置，注重课程的多样性和实用性；四是创新教学方法和手段，充分利用现代科技手段提高教学效果；五是完善评价体系，建立多元化、综合性的评价体系，以全面评估学生的英语水平和能力。
通过本次修订，我们希望能够推动大学英语教学在新时代取得更大的发展，为我国培养更多具有国际视野和跨文化交际能力的高素质人才做出贡献。
二、修订依据国家教育政策导向：随着国家对教育改革的不断深化，大学英语教学的定位和要求也在发生变化。
新指南的修订紧密围绕国家教育政策导向，特别是关于高等教育质量提升和国际化人才培养的相关政策，确保大学英语教学与国家教育发展目标相一致。
社会经济发展需求：随着全球化进程的加速和我国社会经济的持续发展，对外语人才的需求也在不断变化。
新指南的修订充分考虑了社会经济发展对大学英语教学的需求，特别是对外语能力、跨文化交流能力等方面的新要求。
国际教育理念与趋势：国际上，外语教育理念不断更新，教学方法和技术也在不断创新。
大学生新学期英语学习计划6篇
大学生新学期英语学习计划6篇大学生新学期英语学习计划 (1) 时光悠悠，一年半载已经流走。
而此时，已经是大二的第二学期了。
即又是一个新的开始。
像一簿画册一般，翻过旧的一页篇章，新的一帧是空白的蓝图等着我去描画。
而在每个画家下笔之前，脑海中都会简单描掕一份初稿。
以便洒笔出一份最完美的作品。
新的学期，我将面临准备三件大事：3月份的党员考试，4月中旬的韩语能力中级考试以及6月中旬的大学英语6级考试。
首先，当务之急，便是眼下即将来到的3月中旬的党员考试。
在上个学期期末，我已经参与了入党前的党课，而3月份，我就将参与此次的入党资格检测，党员考试。
在半个月的时间内，我会熟读并牢记《入党教育及指南》，能有效地渗透作为党员的基本素质要求，并尽全力在三月份的党员考试中取得优异的成绩，之后，在入党观察期间表现优异以取得党员资格。
其次，第二件大事即是在4月中旬的韩国语能力中级考试。
作为专业课的能力测试，可想而知，此次考试的重要性。
也是接触熟知韩国语以来第一次正式并且专业地对于自己韩国语能力的客观评价。
为了能在韩语中级考试中有满意的优异表现，普通的努力是不够的，一定要将自己的潜能化，付出比平时更多的汗水，才有可能在中级考试中出现优异的成绩。
若只是一味地懈怠并自满，及时有天赋运气也不会照顾你。
好运只会眷顾努力并勤恳的孩子。
所以比起之前的日子，新学期必定会更加忙碌与充实，为了有令人欣喜的成绩，会调整新的学习计划及方法，这样才可提高学习效率，在最短时间内有很大的韩语实力进步。
才能以状态迎接4月中旬的韩语中级能力测试。
然后，韩语能力中级测试过后，就将在6月份迎来大学英语6级。
在上个学期一段时间的用工学习下，顺利地过关了大学英语四级。
但6级远没有4级来得轻松。
所以，为了能万无一失地顺利度过英语6级，更多的实力及答题技巧是必不可少的。
而得到这些的不二法则就是勤加练习与高效记忆。
平时的题海战术是逃不了的，苦练苦练再苦练。
并在长期积累的经验中找到英语6级的答题技巧，提高考试效率，让高分离我更近。
《大学英语应用类课程》学习指南
“大学英语应用类课程”学习指南“英语高级口语”课程学习指南“写作与翻译”课程学习指南“中国地方文化英语导读”课程学习指南“影视英语”课程学习指南“跨文化交际”课程学习指“英语高级口语”课程学习指南教育部《大学英语课程教学要求》明确指出“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，使他们今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主能力，提高综合文化素养，以适应社会发展和国际交流的需要”。
“英语高级口语”旨在更科学、更有效地提高大学生英语口语交际能力。
该课程的教学目标、教学内容、教学方式、教材建设、教学评估等已经历多方面跟踪性、实证性的教学改革。
依据国内外前沿的外语教学理念，该课程教学研究小组先后主持完成了多个与英语口语教学相关的教育部、江苏省教育厅、苏州市科研课题，其中包括英语口语话语分析、全球化与区域经济发展对英语口语交际能力的需求、口语输入与输出方式对口语准确度、流利度、复杂度的影响、口语教学法对学生创新性思维的影响、计算机及网络技术在口语教学和评估方面的应用研究等。
该课程贯彻“教师为主导、学生为主体、师生互动”的教学理念，建立集课堂——课外、校内——校外、面授——自主、传统——现代于一体的多维、立体教学模式，课堂/校内学习以获得和发展知识和能力为主。
1、“英语高级口语”课程配套教材的使用该课程主要使用《英语口语交际》教材，以“提高学生英语口语交际能力”为宗旨，学习指南如下：（1）学生可以利用富有现代性和趣味性的话题激发口语交际兴趣并锻炼创新性思维；（2）学生可以利用听力练习、视频导入和配对练习等多模态手段加强口语输入对口语输出的示范、促进作用，以调动学习积极性；（3）学生可以利用Topical Words and Structures等与主题相关的词汇和结构练习, 同时利用对话输入、例句输入和口语交际技巧传授等模拟训练，提高口语交际的语言准确度；（4）该教材的Speaking Tasks是口语任务，充分融合了如任务型教学法、合作型学习法等多种外语教学方法的优势，学生可以通过小组讨论、个人演讲、看图说话、模拟访谈和课堂辩论等多种互动性很强的口语交际活动有效锻炼参与真实交际的能力；（5）该教材的Further Practice Exercises是拓展练习，强调了口语交际能力发展与听、读等其他技能的关联性，学生可以利用课外阅读、名言警句、小幽默和著名演讲等内容，增强英语语感、享受英语学习过程。
大学英语教学指南
《大学英语教学指南》教育部高等学校大学外语教学指导委员会王守仁1.前言2.课程性质与定位3.教学目标和教学要求4.课程设置5.评价与测试6.教学方法与手段7.教学资源8.教学管理9.教师发展确立多元教学目标，提供多种选择1 前言当今世界，经济全球化和科技进步奖不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、碗里经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
高校开设大学英语课程，一方面是满足国家战略需求，为国家级改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，培养人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
3教学目标和教学要求大学英语的教学目标是培养学生的英语应用能力，增强跨文化交际意识和交际能力，同时发展自主学习能力，提高综合文化素养，是他们在学习、生活、社会交往和未来工作中能够有效地使用英语，满足国家、社会、学校和个人发展的需要。
基础目标提高目标发展目标大学英语根据三级教学目标目标提出三个级别的教学要求。
基础目标的教学要求主要针对英语高考成绩合格的学生，是大部分学生本科毕业时应达到的基本要求。
提高目标和发展目标的教学要求分别针对大学入学时应予以达到较好水平的学生，也是对学生英语应用能力要求较高的专业所选择的要求。
对英语高考成绩基本合格的学生学校可适当调整基础目标的部分教学要求。
基础目标能够基本满足日常生活、学习和未来工作中与自身密切相关的信息交流的需要；能够基本正确地运用英语语言、智慧、语法及篇章结构等语言知识，在高中阶段应掌握的词汇基础上增加约2000个单词，其中四百个单词为与专业学习与未来工作相关的词汇；能够基本理解语言难度中等、设计常见的个人和社会交流题材的口头或书面材料；能够就熟悉的主题或话题进行简单的口头和书面交流；能够借助网络资源、工具书或他人的帮助，对中等语言难度的信息进行处理和加工，理解主旨思想和重要细节，表达基本打一份好能够使用有限的学习策略；在与来自不同文化的人交流时，能够观察到彼此之间的文化和价值观差异，并能根据交际需求运用有限的交际策略。
新发展大学英语听力教程第四册教师用书
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 新发展大学英语听力教程第四册教师用书Unit One Urban Life or Rural LifeⅠ. Pre-listening ActivitiesPart 1 略Part 2 There are positive effects and negative effects of living in the suburbs. Positive effects:1. The air might be cleaner. 2. There are more trees and less traffic congestion. 3. You’ll probably have a garden. Negative effects: 1. Most people drive more and walk less. 2. You’ll have little time for cooking and thus rely heavily on junk food有积极影响和消极影响住在郊区。
l 积极作用: 1。
可能是更清洁的空气。
2。
有更多的树和更少的交通堵塞。
3 所示。
你可能会有一个花园。
l 负面影响: 1。
大多数人多走路少开车。
2。
你会没有时间做饭,因此严重依赖于垃圾食品。
■ ScriptIn the suburbs the air might be cleaner, as there are more trees and less traffic congestion. Better still you’1/ 149ll probably have a garden, which most inner-city dwellers don’t. Gardening is a healthy activity for you, and your children have the chance to play outside every day. This is a lot better for them than playing computer games all day because there is nowhere to go.The disadvantages of living in the suburbs are the flip side of the city advantages. Most people living in the suburbs end up driving more and walking less, as nothing is particularly close. This leads to weight gain and general lack of fitness. Those medium sized journeys that suburb dwellers need to do could be done on a bicycle, although this is not always practical or even possible.A less obvious effect of having to commute is little time for cooking. If a considerable portion of your time is spent getting to and from work, it is tempting to rely heavily on junk food, ready meals and takeaways. None of these is very healthy and too many can lead to obesity and the associated health problems. 郊区的空气可能会更干净,有更多的树和更少的交通堵塞。
完整版大学英语教学指南教育部2017版
大学英语教学指南(教育部2017最新版)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年）》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。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
(完整版)大学英语教学指南(教育部2017最新版)
大学英语教学指南(教育部2017最新版)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年）》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。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
新指南大学英语自主阅读3电子版
新指南大学英语自主阅读3电子版English:"New Orientations in Reading: University English Autonomous Reading 3" is an electronic version of a textbook that provides extensive reading materials for university students studying English. This book is designed to enhance students' reading skills, expand their vocabulary, and improve their comprehension abilities. It covers a wide range of topics, including science, technology, culture, and society, which allows students to gain knowledge in various fields while practicing their English reading skills.The book consists of multiple units, each focusing on a specific theme or topic. Each unit is further divided into a variety of reading passages, such as articles, essays, and short stories. These passages are carefully selected to cater to the interests and preferences of university students, making the reading experience more engaging and enjoyable. Moreover, the passages are supplemented with comprehension questions and vocabulary exercises, providingstudents with the opportunity to actively interact with the text and deepen their understanding.One notable feature of this book is its incorporation of authentic materials sourced from reputable English publications. By including authentic materials, such as newspaper articles and excerpts from books and magazines, the book exposes students to real-life English language usage and familiarizes them with different writing styles and genres. This exposure to authentic materials not only enhances students' language proficiency but also broadens their understanding of the cultural and social aspects of English-speaking countries.In addition to the extensive reading materials, this book also offers various learning aids and supplementary resources. These include audio recordings of selected passages, which allow students to practice their listening skills and improve their pronunciation. Furthermore, the book provides a glossary at the end of each unit, offering explanations and definitions of key vocabulary, which further supports students' vocabulary acquisition and retention.Overall, "New Orientations in Reading: University English Autonomous Reading 3" is a comprehensive and valuable resourcefor university students studying English. With its diverse range of topics, authentic materials, and interactive exercises, this book effectively promotes autonomous learning and helps students develop their reading skills in English.中文翻译:《新指南大学英语自主阅读3电子版》是一本电子教材，为大学生学习英语提供了大量阅读材料。
大学英语教学指南 2022年版
College English Teaching Guidelines 2022 EditionThe College English Teaching Guidelines 2022 Edition is a comprehensive reference document that outlines the objectives, principles, and strategies for teaching English at the university level. It serves as a valuable resource for teachers, administrators, and policymakers involved in English language education in higher education institutions.The guidelines emphasize the importance of developing students' language proficiency, communication skills, and cultural awareness. They recommend the use of a variety of teaching methods and resources, including technology-enhanced learning tools, to engage students actively in the learning process.The guidelines also focus on the integration of English language teaching with other subjects and disciplines, recognizing the role of English as a medium for academic and professional communication. They encourage teachers to create an inclusive learning environment that caters to the diverse needs and backgrounds of their students.Additionally, the guidelines address the need for continuous professional development of English teachers, highlighting the importance of staying updated with the latest research and practices in language teaching and learning.In summary, the College English Teaching Guidelines 2022 Edition provide a comprehensive framework for effective English language teaching in higher education, emphasizing proficiency, communication skills, cultural awareness, integration with other subjects, inclusive learning, and teacher development.《大学英语教学指南（2022年版）》《大学英语教学指南（2022年版）》是一份全面的参考文件，概述了大学英语教学的目标、原则和策略。
大学英语教学指南(教育部最新版)
《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年）》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。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
大学英语教学的指南(教育部最新版)
《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年）》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。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
《指南》(2020版)
第一，课程思政。
《指南》（2020版）在“课程定位与性质”部分明确提出：大学英语教学应主动融入学校课程思政教学体系，使之在高等学校落实立德树人根本任务中发挥重要作用。
“课程设置”部分提出课程设置应该以立德树人为根本任务，以提高课程质量为抓手，对标一流课程建设的要求，体现高阶性创新性和挑战度，将课程思政理念和内容有机融入课程。
第二，教学要求。
（2020版）的教学要求部分有机融入了《中国英语能力等级量表》《指南》的相关内容。
《指南》（2020版）在研制过程当中，充分利用《量表》的研制成果，参照《量表》对相关级别的语言能力描述，结合大规模问卷调查结果，在对大学英语教学基础目标、提高目标、发展目标三个级别教学要求的描述中，提供了总体描述和语言单项技能描述。
第三，教学内容。
《指南》（2020版）明确提出大学英语教材编写的指导思想应体现新时代要求，体现党和国家对教育的基本要求，服务高等教育教学改革和人才培养，反映人类文化知识积累和创新成果。
教材内容选择应自觉融入社会主义核心价值观和中华优秀传统文化，引导学生树立正确的世界观、人生观和价值观，并能及时反映世界科技新进展，吸收人类文明优秀成果，为培养具有前瞻思维、国际眼光的人才提供有力的支撑。
第四，教学方法与手段。
《指南》（2020版）指出，在信息化与智能化时代，多媒体技术以及大数据虚拟现实人工智能技术等现代信息技术已成为外语教育教学的重要手段。
倡导高校充分利用信息技术，积极创建多元的教学与学习环境，建设或使用在线开放课程，线下课程线上线下混合课程虚拟仿真个性化课程等精品课程，实施混合式教学模式，使学生朝着主动学习、自主学习和个性化学习的方向发展。
第五，教师发展。
《指南》（2020版）对高校大学英语教师提出了五个方面的素养提升要求，即育人素养、学科素养、教学素养、科研素养和信息素养，并对高校推动大学英语教师发展提出了指导性意见。
一方面建议高校重视大学英语教师队伍建设，持续优化大学英语教师队伍结构，系统提升大学英语教师队伍的实力和竞争力，建立和完善大学英语教师培训体系，加强对大学英语教师职业生涯的规划与指导；另一方面鼓励大学英语教师主动适应高等教育发展的新形势和大学英语教育教学的新要求，不断提高自身五个方面的素养，努力成为有理想信念，有道德情操，有扎实学识，有仁爱之心的新时代四有好老师。
教育部版大学英语教学指南
《大学英语教学指南》(最新版)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与发展规划纲要(2010-2020年)》与教育部《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与教学改革经验的基础上,特制订本指南。
本指南提出对大学英语教学的指导性意见,就是新时期普通高等学校制订大学英语教学大纲,进行大学英语课程建设,开展大学英语课程评价的依据。
当今世界,经济全球化与科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言,就是国际交往与科技、文化交流的重要工具。
通过学习与使用英语,可以直接了解国外前沿的科技进展、管理经验与思想理念,学习与了解世界优秀的文化与文明,同时也有助于增强国家语言实力,有效传播中华文化,促进与各国人民的广泛交往,提升国家软实力。
《国家中长期教育改革与发展规划纲要(2010-2020年)》指出:“提高质量就是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程,一方面就是满足国家战略需求,为国家改革开放与经济社会发展服务,另一方面,就是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义与长远影响,学习英语有助于学生树立世界眼光,培养国际意识,提高人文素养,同时为知识创新、潜能发挥与全面发展提供一个基本工具,为迎应全球化时代的挑战与机遇做好准备。
2 课程定位与性质2、1 课程定位大学外语教育就是我国高等教育的重要组成部分,对于促进大学生知识、能力与综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容,就是大多数非英语专业学生在本科教育阶段必修的公共基础课程,在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准,参照本指南进行合理定位,服务于学校的办学目标、院系人才培养的目标与学生个性化发展的需求。
大学英语教学指南教育部最新版
大学英语教学指南教育部最新版
大学英语教学指南是教育部出版的教学参考书，主要面
向大学英语教师及教育行政管理人员。
翻开这本教材，我们不仅可以了解大学英语课程的教学内容，还能从中获得教学策略、评估方法等方面的指导。
本指南主要包括两个部分，第一部分是大学英语课程标准，第二部分则是针对不同层次、不同类型的学生的课程设计和实施指南。
大学英语课程标准
大学英语课程标准分为四个等级：B1、B2、C1和C2。
每
个等级都明确了该等级学生应具备的英语能力水平及相应的目标、教学内容和要求。
在大学英语课程中，学生需要逐步提高听、说、读、写、译等方面的综合能力，并能在实际沟通中灵活地运用所学语言知识和技能。
同时，还需培养学生的跨文化交际能力，以更好地应对国际化交流和竞争。
此外，在大学英语课程中，教师还需注重培养学生的学
习策略和学习习惯，帮助学生构建有效的英语学习体系，并通过不同形式的学习和评估来促进学生的学业进步。
针对不同层次、不同类型的学生的课程设计和实施指南
在课程设计和实施方面，指南根据学生的英语水平及需要，提供了不同级别和专业领域的教学建议。
教师可根据自身教学经验和学生需求，灵活应用这些建议，制定个性化的课程设计和评估方案。
此外，指南强调教师需要重视学生的课外阅读、听力和
口语训练，以拓宽学生的视野，提高其英语综合运用能力。
总结
大学英语教学指南在理论与实践上结合，为大学英语教
师提供了全面的教学指导，帮助教师设计更加科学有效的课程、教学和评估方案。
它对英语教学的发展和提高起到了积极的推动作用，为我国大学英语教育的健康发展做出了宝贵的贡献。
大学英语学习指南(2015版)
重庆科技学院大学英语学习指南（2015）教育部高教司《大学英语课程教学要求》摘要大学英语与中学英语的异同怎样适应大学英语的学习教学班学生名单与期末成绩的关系大学英语课程体系大学英语教材体系外语实验教学中心学习要求及调频耳机要求大学英语相关竞赛及活动大学英语系列课程考核方式及学期总评成绩构成方式大学英语系列课程考试指导内容大学英语系列课程免修、成绩认定及奖励分大学英语四六级考试（笔试）及考试流程征求教学意见和建议《大学英语学习指南》须向学生公布，不宜作为大学英语课程导论的直接版本！WYJXPJZX@重庆科技学院外国语学院外语教学评价中心教育部高教司《大学英语课程教学要求》摘要【新的大学英语教学指南尚未公布】•大学英语是以外语教学理论为指导，以英语语言知识与应用技能、跨文化交际和学习策略为主要内容，并集多种教学模式和教学手段为一体的教学体系。
•大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。
•大学英语课程的设计应充分考虑听说能力培养的要求，并给予足够的学时和学分；应大量使用先进的信息技术，开发和建设各种基于计算机和网络的课程，为学生提供良好的语言学习环境与条件。
大学英语课程不仅是一门语言基础课程，也是拓宽知识、了解世界文化的素质教育课程，兼有工具性和人文性。
因此，设计大学英语课程时也应当充分考虑对学生的文化素质培养和国际文化知识的传授。
•各高等学校应充分利用现代信息技术，采用基于计算机和课堂的英语教学模式，改进以教师讲授为主的单一教学模式。
新的教学模式应以现代信息技术，特别是网络技术为支撑，使英语的教与学可以在一定程度上不受时间和地点的限制，朝着个性化和自主学习的方向发展。
新的教学模式应体现英语教学实用性、知识性和趣味性相结合的原则，有利于调动教师和学生两个方面的积极性，尤其要体现学生在教学过程中的主体地位和教师在教学过程中的主导作用。
大学英语 学习指南
Learning GuideComponents and Course OrganizationThere are four levels for New Standard College English to be used over the two years of English language instruction. Each level contains:•An Integrated Course•Word List•Listening and Speaking•Fast Reading•WorkbookEach week we have 3 periods for college English. Of course, it is impossible to cover all these materials. In fact, we will mainly deal with the integrated course. As to the other components, you will have to handle them by yourself after calss. However, they will be tested in our mid-term examination and final examination. For instance, one of the reading passages in the test paper is taken from the Fast Reading. Part of the listening materials is chosen from the textbook Listening and Speaking. I suggest that you should adapt your learning pace to our main pattern. In this semester, we will cover 8 units in the Integrated Course. That is to say, we will finish one unit in two weeks. Since there are 8 units in Fast Reading, you can finish one unit every two weeks. However, there are more than 8 units in Listening and Speaking, so you will have to allocate your time to adapt your self-study to the pace of the integrated course.How to Use the Teaching MaterialsThere are several types of college English, such as New Horizon College English, New Century College English. However,we choose New Standard College English as our major textbook. The main reason lies in the important principles embodied in the textbook.•It presents a balanced approach between language knowledge and language skills, so that you not only learn about English but also learn how to use the knowledge in interactive situations.•It develops effective communication strategies by integrating all the language skills of reading, writing, speaking and listening in a holistic way, which reflects real-life language use.•It encourages the development of intercultural awareness, to allow you to use your language knowledge and skills with speakers from differnt cultures.•It promotes a learner-centered approach, where you are encouraged to personalize the process of language acquisition, to make best use of the resources within your classroom as well as on line, and to develop learning strategies which are most appropriate to your personal requirements and circumstances.•It exposes you to the variety of language which is spoken and written in everyday situations today.•It develops critical thinking, which encourages you to look beyond the passages and consider the broader implications of what you have read or listened to.Course Design and SyllabusesThe course design adopts a multi-syllabus approach appropriate to you university students.The Syllabuses Include:•Themes, chosen for your interest and relevance. You are studying in China, but you havea desire to learn about countries and cultures around the world•Lexis, guided by the wordlist in the College English Curriculum Requirements(CECR) and supported by the Masmillian English Dictionary for Advanced Learners (2nd edition,2007) •Grammar and sentence patterns, presented in the context of the passage•Skills: reading, listening, speaking, writing and translating•Pronounciation, focusing on particular areas of difficulty for Chinese speakers of English •Intercultural awareness, through exposure to a wide variety of international issues as well as the linguisitc and non-linguisitc conventions, customs, traditions, attitudes and beliefs of cultures from all round the worldUnit Organization in the Integrated CourseThe unit follows a basic pattern: (let’s take Unit 1 as an example)•Starting point introduces the unit theme by a variety of speaking activities, including questionaires, discussion points and famous quotations.•Active reading (1)contains the first main reading passage and focuses on the words which should be learned either for receptive or productive use. There is preparation for reading and prediction work, a while-reading activity, and a Language and Culture box with information about cultural references in the passage which may be unfamiliar to you.Then there is a series of stages which focus on:Reading and understanding, in which the main ideas and detailed meaning of the passage is exploredDealing with unfamilair words, where there are three types of words and activities.The words in the tinted vocabulary box are words which are prescribed by the CECR wordlist, and the activities which accompany them are designed to explore their meaning and form. There are also lexical sets in the vocabulary box which are related to the topic. The final type of words are those which are beyond the required level, but which need to be understood in order to be able to understand the main idea of the passage. The accompanying activity encourages you to develop skills to deal with unfamilair words, both within and beyond the passage.Reading and interpreting, in which aspects of inference, style, and writer’s purpose are examined.Developing critical thinking, a series of questions which develop the ideas presented in the passage, and encourage independent thinking.Talking point is a short section where the unit theme is further explored by an oppertunity for less intensive discussion and interaction.Active reading (2) contains the second main reading passage, and covers the same stages as in Active Reading (1). The passage explores the unit theme from a different perspective and is written in a different genre from the passgae in Active reading (1). This ensures that you are exposed to a variety of viewpoints and genres.Talking point occurs again, and serves a similar function to the first Talking point.Language in use is designed to explore aspects of grammar and complex sentencepatterns which are presented in the two reading passages. There may also be extra information about particular words or expressions, or some work on collocations. The section finishes with translation from and into Chinese.Reading across cultures contains a passage which shows an aspect of cultral life, customs or behaviour in a country or culture other than China, and with which you may not be familair. There are comprehension questions and questions which provide an oppertunity for you to compare the cultrue shown in the passage with Chinese culture.Guided writing uses the passage in Reading across cultures as a model for writing practice. Aspects of language which are commonly found in written English, especially academic writing, are explored, and the section finishes with an activity designed to help you perform a new and unique piece of writing which practices the aspects of language explored earlier.Unit task provides a task which allows you to review all the language skills you have encountered in the whole unit.Unit file is a summary of the language points and skills presented in the unit.It can be found from the unit orgnization that all aspects of English learning are integrated into each unit, including listening and speaking. However, it is impossible to address all the aspects within class. Now you are college students, you have mastered the fundamental skills to deal with most of the content after class. In class we will mainly focus on Active Reading (1) or Active Reading (2). Even in that case we will concentrate on reading and interpreting, developing critical thinking instead of all stages. We hope this Integrated Course can enlarge your vocabulary, enhance your reading comprehension, broaden your vision, and above all, develop your critical thinking.附录1：教材特色一. 选材内涵丰富，语言鲜活地道，体现社会发展与时代特色在选材上结合新一代大学生的知识结构与思维特点，主题内容以人与人、人与自然、人与社会的关系为主线，涵盖生活、学习、情感等日常话题及政治、经济、历史、文化、科技等深层问题。
大学教学指南
!!!《⼤大学英语教学指南》!Guidelines on College English Teaching!（讨论稿）!!!!1 前⾔言!为了全⾯面贯彻党的教育⽅方针，进⼀一步深化⼤大学英语教学改⾰革，提⾼高教学质量，根据《国家中⻓长期教育改⾰革和发展规划纲要（2010—2020）和教育部《关于全⾯面提⾼高⾼高等教育质量的若干意⻅见》等⽂文件的精神，在总结⼤大学英语课程建设和教学改⾰革经验的基础性上，特制定本指南。
!本指南提出对⼤大学英语教学的指导性意⻅见，是新时期普通⾼高等学校制定⼤大学英语教学⼤大纲，进⾏行⼤大学英语课程建设、开展⼤大学英语课程评价与测试、加强师资队伍建设与教学管理的依据。
!当今世界，经济全球化和科技进步将不同国家与地区的⼈人们紧密联系在⼀一起。
维护⼈人类共同利益、应对共同挑战需要各国⼈人民携⼿手努⼒力，紧密合作。
语⾔言是⼈人与⼈人之间互相沟通的⼯工具，在和平、发展、合作成为时代潮流的今天，掌握不同语⾔言有利于增进国与国之间的互相了解和理解，促进世界⽂文明彼此包容、和谐共⽣生。
改⾰革开放以来，中国综合国⼒力不断增强，国际地位⽇日益提⾼高。
作为⼀一个和平发展的⼤大国，中国承担着重要的历史使命和国际责任与义务。
英语作为全球⺫⽬目前使⽤用最⼲⼴广泛的国际性语⾔言，是国际交往和科技、⽂文化交流的重要⼯工具。
学习和使⽤用英语，增加了⼀一种观察世界、表达⾃自⼰己的⽅方式，可以直接了解国外前沿的科技进展、前沿的管理经验、前沿的思想理念，同事也能增强国家语⾔言能⼒力，有效传播中华⽂文化，促进与各国⼈人民的⼲⼴广泛交往，提升国家软实⼒力。
!《国家中⻓长期教育改⾰革和发展规划纲要（2010—2020）》提出：“提⾼高质量是⾼高等教育发展的核⼼心任务。
”提⾼高⾼高等教育教学质量要求我们为⾼高校⼤大学⽣生提供优质外语教育。
从国家层⾯面出发，在⾼高校开设⼤大学英语，是为了应对世界的发展变化，为国家战略和经济反社会发展服务；从个⼈人层⾯面出发，学习⼤大学英语，对⼤大学⽣生的未来发展具有重要的现实意义和⻓长远影响。
新一代大学英语综合教程1发展篇
新一代大学英语综合教程1发展篇简介《新一代大学英语综合教程1发展篇》是一本针对大学生的英语教材，旨在提高学生的英语综合能力。
本书主要涵盖了英语发展的各个方面，包括听、说、读、写和翻译等。
通过系统的学习和练习，学生能够提高英语水平，更好地应对大学英语考试。
内容概要第一单元：背景介绍本单元主要通过介绍英语语言的背景和发展，让学生了解英语的起源和发展历程。
通过学习背景知识，学生可以更好地理解英语的特点和规则。
第二单元：听力训练本单元旨在提高学生的听力能力。
通过精选的听力材料和练习，学生能够提高听力理解能力，并掌握一些常用的听力策略和技巧。
第三单元：口语训练本单元主要通过口语练习来提高学生的口语表达能力。
通过对话练习、口语模仿和角色扮演等活动，学生可以提高自己的口语流利度和准确度。
第四单元：阅读训练本单元旨在提高学生的阅读理解能力。
通过选择性阅读和综合阅读材料，学生可以提高阅读速度和理解能力，并学会运用一些阅读技巧。
第五单元：写作训练本单元主要通过写作练习来培养学生的写作能力。
通过介绍写作技巧和范文，学生可以提高写作水平，并学会写作不同类型的文章。
第六单元：翻译训练本单元旨在提高学生的翻译能力。
通过翻译练习和案例分析，学生可以提高翻译准确度和翻译速度，并掌握一些翻译技巧。
教学方法教师在教学过程中可以采用多种教学方法，如听力练习、口语交流、阅读讨论、写作练习和小组合作等。
通过多样化的教学方法，教师可以提高学生的学习兴趣和参与度，激发他们的学习潜力。
学习目标通过学习《新一代大学英语综合教程1发展篇》，学生应具备以下能力和技能：1.提高听力理解能力，能够听懂常见英语口语和标准英语；2.提高口语表达能力，能够流利地进行英语对话和演讲；3.提高阅读理解能力，能够熟练阅读英语文章和理解其内容；4.提高写作能力，能够写出符合英语写作规范的文章；5.提高翻译能力，能够准确地进行英汉互译。
使用指南学生在使用本教材时，可以按照以下步骤进行学习：1.预习：在学习每个单元之前，先预习相关的背景知识和课文内容；2.学习：认真阅读教材，并完成每个单元的各项练习和任务；3.练习：通过多次的听力练习、口语练习、阅读练习、写作练习和翻译练习，巩固所学内容；4.复习：定期复习已学过的内容，巩固知识点和技能。
大学英语教学指南 新形态教材
大学英语教学指南新形态教材English:In the modern era, with the advancement of technology and the changing needs of students, there is a growing demand for new teaching materials in college English education. These new materials should be tailored to the needs and learning styles of the current generation of students, integrating multimedia resources, interactive content, and real-world applications. They should also be adaptable to different teaching approaches, such as flipped classrooms, project-based learning, and blended learning. In addition, the new teaching materials should reflect the diverse cultural and linguistic backgrounds of students, and promote critical thinking, creativity, and communication skills. Overall, the goal is to create a dynamic and interactive learning environment that engages students and prepares them for the challenges of the 21st century.中文翻译:在现代时代，随着科技的进步和学生需求的变化，大学英语教育对于新的教学材料的需求不断增加。
新一代大学英语发展篇教案
课时：2课时教学对象：大学英语基础较好的学生教学目标：1. 培养学生对英语口语表达的自信心，提高实际交流能力。
2. 通过学习生活中的英语，拓宽学生的词汇量和语法知识。
3. 培养学生运用英语进行跨文化交流的能力。
教学内容：1. 问候与介绍2. 日常对话3. 购物用语4. 餐饮用语5. 旅行用语教学过程：第一课时一、导入1. 教师简要介绍本节课的教学目标。
2. 通过互动游戏，让学生用英语进行自我介绍，激发学生学习兴趣。
二、教学内容1. 问候与介绍- 教师带领学生复习常见的问候用语。
- 学生分组练习，用英语进行自我介绍。
2. 日常对话- 教师展示日常对话场景，如问路、询问时间等。
- 学生分组练习，模拟对话场景。
三、课堂活动1. 教师展示购物、餐饮、旅行等场景的图片，让学生用英语描述。
2. 学生分组进行角色扮演，模拟购物、餐饮、旅行等场景。
第二课时一、复习1. 教师带领学生复习上一节课所学内容。
2. 学生分组进行自我介绍，展示所学问候用语。
二、教学内容1. 购物用语- 教师展示购物场景，讲解购物用语。
- 学生分组练习，模拟购物场景。
2. 餐饮用语- 教师展示餐饮场景，讲解餐饮用语。
- 学生分组练习，模拟餐饮场景。
3. 旅行用语- 教师展示旅行场景，讲解旅行用语。
- 学生分组练习，模拟旅行场景。
三、课堂活动1. 教师组织学生进行“英语角”活动，让学生运用所学英语进行交流。
2. 学生分组进行角色扮演，模拟购物、餐饮、旅行等场景。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如积极性、参与度等。
2. 英语口语表达：评估学生在实际交流中的英语口语水平。
3. 课后作业：检查学生对本节课所学内容的掌握情况。
教学反思：1. 关注学生的实际需求，调整教学内容和方法。
2. 鼓励学生积极参与课堂活动，提高学生的英语口语表达能力。
3. 注重培养学生的跨文化交流能力，为学生的未来发展奠定基础。
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新发展大学英语学习指南Unit 1Reading comprehension1.The reason why the son was not happy is thatD__A.He didn’t feel good because of the cold air in the room where the birthday party washeld.B.He could not eat ice-cream at the birthday party.C.He was not allowed to eat the birthday cake.D.His mother did not agree to buy him some ice-cream.2.Sometimes when the author is with one of her children without doing anything, she feelsA__A.HappyB.RelaxedC.EmptyD.Nervous3.The author writes about her childhood story in order to tell the readers_A_A.What happiness really meansB.Her parents’ intentions in buying her the pianoC.Her thankfulness for what her parents did for her at that time.D.Her great regret for giving up learning to play the piano4.Another possible title for this passage is _B_A.Happiness is having a peaceful mind.B.Happiness is a matter of feelingC.Happiness is being together with the people you loveD.Happiness is being useful to othersUNIT 25.The word burden in the article means all of the following except_B_A.AshesB.Heating systemC.Negative feelingD.The painful past6.According to the author, what prevented Jean from attending her grandmother’s birthdaycelebration was _C_A.Her former husbandB.Her children’s perception of the relationship with their parentsC.Her false prideD.Her children’ behavior after the divorce7.The 104-year-old woman wanted to convert her heating system to gas because_D__A.Gas is cheaper and safer than coalB.She had to carry the coal home by herselfC.Coal causes pollutionD.She had to lug 拉the ashes out of the basement8.Which of the following is true of John? (C)A.He was the author’s patientB.He was not on Medicare because he was not 104 years old.C.He was with a government agency and in charge of loan application approval.D.He undertook an investigation into the 104- year-old woman’s age claim.9.The tone of the article is _C_A.IndifferentB.ObjectiveC.PersuasiveD.PessimisticUnit 410.From the passage, we see that _C_A.The author tries to persuade us to give and receive highly –valued complimentsB.The author tells us how to give and receive highly-valued complimentsC.The author thinks it is greatly significant to give and receive highly-valued complimentsD.The author offers us some different ways to give and receive highly-valued compliments.11.If you compliment others sincerely and quickly, __A_A.It’s likely that you are welcomeB.You are possibly considered having everything planned beforehandC.You are probably thought to be manipulativeD.You are possibly considered being pure hearted12.According to the author, which of the following statements is true? (A)pliments are supposed to be conveyed in simple termspliments should be made in privatepliments must be in a written formpliments have to be original13.According to the passage, which of the following is not true?(C)A.Sincere compliments are profitable to the persons who give themB.Sincere compliments are advantageous to the persons who receive them.C.Sincere compliments are beneficial to the persons who give and receive themD.Sincere compliments are instructive to the persons who give and receive them14.The tone of this passage is_ B__A.NeutralB.InstructiveC.CriticalD.IronicalUnit 515.If you are a typical Chinese and go to any airport or train station, you will see scenes ofgreeting and good-bye with all the feelings expressed__B_A.By exchanging hugs in publicB.In the face and the eyesC.By saying “ I love you”D.Through mobile phones16.Why don’t you hug a foreigner according to the text? (C)A.Because a foreigner is a dangerous personB.Because a foreigner has some infectious diseaseC.Because a foreigner is a wai guo ren, a person outside the wallD.Because we Chinese don’t like foreigners17.In the West, people of different social statuses communicate in a way that__B_A.The high-ranking person will convey the message”I am superior to you”B.Tries to reduce the status differencesC.The lower ranking person will communicate in a way that sends the message”I am inferior toyou”D.Tries to reduce the gender differences18.In China it is considered polite to __C_A . stress your high position and other person’s lower statusB. Hug in publicC. Stress your low position and other person’s higher status, greater accomplishments or finer virtueD. exchange greeting loudly in public19. Which of the following is the reason why we should hug a foreigner?(A)A. it will reduce the social distance between you and the WesternersB. it will bring us financial benefitsC. it will narrow the gap of social statuses between you and the WesternersD. it will show our dignityUnit 720.What is the author’s attitude toward Western fast food?(D)A.AngryB.IndifferentC.PositiveD.Negative21.The word “patronize “ in paragraph 6, means__B_A.VisitB.Be a customerC.LikeD.Refuse to come22.What relative merits does Chinese food have?(D)A.Nutritional valueB.Delicious tasteC.Artistic presentationD.All of the above23.What should we not learn from the western restaurants according to the text?(B)A.Good service and inviting atmosphereB.Quality of the foodC.ManagementD.Decoration24.What food is beneficial to our health according to the text?(C)A.Diary productsB.Animal foodC.Fresh vegetablesD.Refined foodUnit 825.According to the article, a great number of people prefer__C_A.Walking in the park to talking to each otherB.Talking on their mobile phones to sending emailsC.Talking on their mobile phones to having a face- to – face conversationD.Human contact to an electronic voice26.The reason why the more modern communication devices there are the lonelier the authorfeels is that__D_A.People can communicate on their mobile phones without seeing one anotherB.People can carry on entire conversations without ever reaching anyoneC.People can leave messages on an answering machineD.Every advance in communications technology has a negative effect on the intimacy of humaninteraction27.The phone number of another person can be got__B_A.By calling a person to ask for itB.With the help of automated directory assistanceC.By sending an emailD.By writing a letter28.All the following statements are not true except_A_A.The communications industry is meant to contribute to convenient communicationB.The author doubts about the benefits brought about by the communications industryC.The communications industry is meant to make people disconnectedD.The author always communicates with others by email or mobile phone29.The author writes the article mainly to tell the readers__C_A.The benefits brought about by communications technologyB.The introduction of modern technological and communication devicesC.The negative effects brought about by communications technologyD.Both the positive and negative effects brought about by communications technologyUnit 1030.What did Picasso mean by saying “Bad artists copy. Great artists steal.”?(C)A.To be great, an artist should not only copy but also steal some masterpieces.B.To be great, an artist should steal masterpieces instead of copying them.C.An artist should try to learn from others before achieving success.D.Great artists, good or bad, should neither copy nor steal.31.According to the author, all the following factors except__D_ have contributed to thepopularity of cheating and plagiarism in higher education.A.College studentsB.College professorsC.The authorities concernedD.Parents32.The word”around” in line 4, paragraph 1 means_B_A.NearbyB.PresentC.NoticeableD.Severe33.The author writes about plagiarism in order to_A_A.Remind students of the real meaning of educationB.Accuse cheating and plagiarizing studentsC.Criticize the university authorities and facultyplain about the poor quality of higher education34.Another possible title for this passage is _C_A.Say no to declining quality of higher educationB.Say no to university authorities and teachersC.Say no to campus cheatsD.Say no to hiking tuitionUnit 1135.Homo Sapiens are _A_A.Human beingsB. robotsC. computersD. the Earth36.In this passage, robots and computers are described _A_A.In a negative wayB. As geniusesC. as world leadersD. as inconvenient37.According to the letter, in the future_A_A.Some people will become poorerB.Everyone will have free timeC.Everyone will be saferD.People can enjoy a comfortable life38.Which of the following is not an interest of the computer research?(D)A.Artificial intelligenceB.Robots recreating themselvesC.Parallel processingD.Turning men into robots39.Which of the following statements is not true according to the passage?(C)A.Robots will control the worldputers will one day be smarter than humanputers can think independentlyD.Robots may make people their slaves.Vocabulary studyUNIT 11.When I was 5, I was seized by a desire for a baby grand piano. (D)A.ArrestedB. caughtC. heldD. taken2.I wanted one so badly; my parents cane to believe I must be some kind of piano prodigy.(C)A.So moreB. not so wellC. so muchD. so seriously3.I know that parents who try to make their children happy with toys and ice-cream cones andgrand pianos have the best intentions, but they are somehow missing the point . (B)A.In some wayB. for some reasonC. somewhatD. somewhere4.Happiness doesn’t come from desires being fulfilled; it comes from emotional needs beingmet. (D)A.encounteredB. agreedC. experiencedD. satisfied5.it’s not the acquisition of the new book or a Lego set that makes him happy; it’s theknowledge that he will be allowed to pursue the interests embodied in those things. (A)A. carry outB. run afterC. chase afterD. search out6.I make him happy by honoring his passions, not by gratifying them. (B)A.praisingB. respectingC. lovingD. celebratingUNIT 27.John was responsible for imporving loan applications for major home improvements. (B)A.favoringB. authorizingC. appreciatingD. denying8.Happily, we don’t have to shoulder this emotional load until we are 104, or even for anotherday, or even for another moment. (C)A.packB. goodsC. burdenD. freight9.that must have done the trick because when Saturday arrived, Jean appeared at herdaughter ‘s home bearing her famous chocolate-chip cookies and a beautiful birthday cake.(A)A.achieved the desired effectB. cheated fateC. made a jokeD. played a trick10.because she had literally raised them single-handedly, Jean was hurt and angry that thechildren didn’t take her part after the divorce. (A)A.support herB. live with herC. do her share of the houseworkD. get involved in herdivorce11.By choosing to let go of the past, we can sweep out all the ashes that weigh us down andsubtly affect every aspect of our health, our friendships, and our peace of mind. (D)A.ruinsB. bodily remainsC. gray or black powderD. emotional burden12.Picture the ashes as any heavy burden that one might carry inside for years, unwilling orunable to release feelings of anger, resentment, envy, or any other negtive connection to the past. (A)A.unpleasantB. pessimisticC. hostileD. contraryUnit 413.By consciously focusing on the good in the other person, I was able to give a sincere andhighly-valued compliments by finding a positive quality and backing it up with evidence in their talk. (A)A.goodB. usefulC. confidentD. sureIf the compliment is too over-the-top, then the receiver may feel uncomfortable with the compliment and doubt its authenticity or suspect your motive. (A)A.incentiveB. motionC. objectiveD. object14.Find the unique compliment.(D)A.familiarB. soleC. similarD. particular15.By being specific and giving details, you can give the gift of a subtle sincere compliment evenif you’re not the original source.(B)A.considerateB. delicateC. moderateD. dedicated16.When another person takes the time to compliment you, don’t toss it back in their face.Instead , be gracious acceptor of the gift by simply making eye contact, smiling, and saying”thank you”. (C)A.roughB. distinctC. politeD. genuine17.It is also one of the most powerful mental and emotional shifts that any person can make forthemselves in order to change their lives for the better. (B)A.approachesB. changesC. solutionsD. suspiciousunit 518.It is unlikely that someone will put their arms around the returning or departing dear oneand squeeze. (D)A.PressB. shakeC. kissD. hug19.Sure, you might welcome a guest to your home or office and that guest would be given thebest hospitality you can offer. (A)A.welcomeB. likenessC. careD. treatment20.That was never meant to be a question but a reminder to parents to physically demonstratetheir affection for their children every day. (B)A.determineB. showC. designD. illustrate21.I am not suggesting that you put your arms around the Westerners you know, but I amsuggesting that you put aside your home culture rules of politeness that say you should show your sincerity by being humble and deferential. (A)A.Pay no attention toB. put backC. set upD. pay back22.In the West people of different social statuses communicate in a way that tries to reduce thestatus differences. (A)A.Exchange informationB. respect womenC. love childrenD. celebrate holidaysUnit723.The Chinese are being introduced to a diet that markedly increases the death rate fromcertain diseases in any population. (A)A.noticeablyB. clearlyC. largelyD. attractively24.This causes diseases in almost every organ, but in particular it damages two of the most invital ones, the heart and the brain. (B)A.Specially/greatB. especially/ importantC. particularly/convenientD.typically/attractivelypare these problems with the excellent health one may enjoy if one consumes goodChinese food. (A)B.Eats B. swallowsC. buysD. uses26.The white flour used in hamburger buns and pizza dough has had most of the vitamins andminerals removed. (C)A.Cleaned upB. cleared upC. taken awayD. taken off27.However, Chinese food chains could do likewise if they would organize themselves as theWestern chains do. (A)A.SimilarlyB. likelyC. otherwiseD. certainlyUnit 828.I was walking in the park with a friend recently, and his mobile phone rang, interrupting ourconversation. (B)A.InterferingB. breakingC. involvingD. entering29.Every advance in communications technology is a setback to the intimacy of humaninteraction. (A)A.ReversalB. limitationC. restrictionD. defeat30.With voice mail, you can conduct entire conversations without ever reaching anyone.(C)A.DirectB. guideC. carry onD. carry out31.As almost every conceivable contact between human beings gets automated, the alienationindex goes up.(D)A.ConvincedB. workableC. believableD. imaginable32.Giving them up isn’t an option ---they ‘re great for what they’re intended to do.(A)A. A choiceB. an objectC. an aimD. an offer33.It’s their unintended consequences that make me cringe.(C)A.RequestsB. chainsC. resultsD. checksUnit 1034.The current wave of student cheating and plagiarism is brand new to higher education.(A)A.presentB. fashionableC. popularD. serious35.Picasso may have been a jerk in his personal life, but he was a smart guy when it came tobeing a student of his art.(A)A.cleverB. well-dressedC. cuteD. quick36.But beyond that, grades don’t mean very much.(D)A.Out ofB. prior toC. besidesD. except37.Their behavior cheapens college degrees in general and tarnishes the reputation of anyinstitution that gives them a degree. (A)A.StainsB. polishesC. diminishesD. strengthens38.They miss out on an opportunity to learn how to deal with a tough situation.(D)A.ViolentB. strongC. determinedD. difficultUnit 1139.People installed security systems in their homes and businesses.(A)A.Set upB. foundedC. establishedD. mounted40.When security deteriorated, people started thinking about having robot guards.(C)A.Became betterB. cameC. became worseD. declined41.But when robot guards started being destroyed, people insisted that the robots be armed.(B)A.Supported by usB. supplied with weaponsC. lent a handD. defeated by us42.Eventually, of course, the robots ruled the world.(D)A.UndoubtedlyB. inevitablyC. equallyD. at last。