大学英语课程教学要求(常用口语表达用语)

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《大学英语》课程教学基本要求

《大学英语》课程教学基本要求

《大学英语》课程教学基本要求课程编号062301总学时:126(其中实训学时:)总学分:8.5一、课程定位大学英语课程是高等职业教育的一个有机组成部分,是为培养面向生产、建设、服务和管理第一线需要的高技能人才的目标服务的。

从专业课程体系的角度看,该课程是高职学生必修的基础课程,不仅要帮助学生打好语言基础,更要注重培养学生实际应用语言的技能;从语言的本质和交际的角度看,该课程是一门工具性课程;从学生职业生涯的角度看,该课程特别重视培养学生用英语处理与未来职业相关业务的能力,提升其职业素养,是一门拓展性课程。

二、职业能力要求1、能基本听懂日常生活用语和与职业相关的简单对话;2、能就日常话题和与未来职业相关的话题进行简单的交谈;3、能基本读懂一般题材及与未来职业相关的浅易英文资料;4、能读懂常见的简短应用文,如信函、通知、图表及简单的使用说明,能填写和模拟套写常见的简短英语应用文,如表格、简历、通知、信函等;5、能借助词典将一般性题材的文字材料和与职业相关的一般性业务材料译成汉语;6、能应付英语面试。

三、学习目标本课程以职场交际为目标情境,以实际应用为学习目的,培养学生实际应用英语的能力,特别是听说能力,既使他们能在日常活动和与未来职业相关的业务活动中进行一般的口头交流,又使他们具备一定的读写译能力:能够读懂、翻译与专业有关的文字材料或应用文。

本课程同时关注学生的个性发展,帮助学生掌握有效的学习策略,增强自主学习能力,提高综合文化素养,为他们提升就业竞争力及今后的可持续发展打下良好的基础。

具体如下:1、知识与能力目标(1)词汇:掌握3500个英语单词(含在中学阶段已经掌握的词汇)以及由这些词构成的常用词组,对其中1800个积极词汇能在口头和书面表达时加以运用。

另需掌握400个与行业相关的英语词汇。

(2)语法:掌握基本的英语语法,能较正确地运用所学语法知识。

(3)听力理解:能基本听懂日常生活用语和与职业相关的的一般性对话或陈述, 语速为每分钟120词左右。

英语常用口语表达用语

英语常用口语表达用语

10. Making Appointments 112. What time is convenient for you? 113. What's the best place to meet? 114. What about Saturday evening?
10. Making Appointments • 115. Would tomorrow morning suit you? • 116. May I expect you at five? • 117. I'm wondering if you'd like to go to a movie with me.
英语常用口语表达用语
《大学英语课程教学要求》
College English Curriculum Requirements
附录六
1. Greetings
• • • • 1. How are you? 2. How do you do? 3. How are you doing? 4. How's everything? 5. How's it going?
• 77. Do you have any objection to my doing...? • 78. Am I allowed to make a suggestion? • 79. Would I be in a position to express my opinion on this?
6. Invitation
• 66. I wonder if you two would like to comeቤተ መጻሕፍቲ ባይዱto...? • 67. Let's go and have something. • 68. We should be delighted if you could ...

大学英语口语课教学计划

大学英语口语课教学计划

大学英语口语课教学计划一、引言大学英语口语课程的教学对于学生的语言表达和交际能力的培养具有重要意义。

本教学计划旨在为大学英语口语课程的教学提供一个全面而系统的指导,以帮助学生提高口语水平,增强语言交际能力。

二、教学目标1. 帮助学生掌握基本口语表达技巧,包括正确发音、流利的语音语调和自然的语速。

2. 培养学生的听力理解能力,使其能够理解日常对话和简单演讲。

3. 提高学生的口语表达能力,使其能够就日常话题展开简单对话和进行简短演讲。

4. 培养学生的交际能力,使其能够与他人进行有效的沟通和交流。

5. 培养学生的自信心和应变能力,使其能够应对各种口语交际场景。

三、教学内容与方法1. 教学内容:a. 日常生活用语:包括问候、介绍自己和他人、表达意见等。

b. 话题讨论:选取一些与学生生活相关的话题,如旅行、音乐、体育等。

c. 情景对话:设计一些常见场景,如购物、求职、餐厅订餐等,供学生进行角色扮演练习。

d. 简短演讲:为学生提供一些简单的主题,要求学生进行短暂演讲。

e. 听力训练:提供一些听力材料,如对话、新闻等,让学生进行听力理解练习。

2. 教学方法:a. 教师讲解法:通过教师的讲解,向学生介绍口语表达技巧和相关知识。

b. 角色扮演法:设计一些情景,要求学生在角色扮演中进行对话练习。

c. 分组讨论法:将学生分成小组,进行话题讨论和交流。

d. 演讲训练法:给学生一个主题,让其进行简短演讲。

e. 听力训练法:播放听力材料,让学生进行听力理解和回答问题。

四、教学评估1. 平时表现:包括学生的发音准确性、语音语调流畅性、语言表达能力以及课堂表现等。

2. 课堂作业:布置口语练习题目,要求学生完成并提交。

3. 期末考试:设立口语考试环节,测试学生在口语表达和交际能力方面的综合水平。

五、教学资源1. 教材:选用与口语教学相关的教材,包括课本、练习册等。

2. 录音设备:提供录音设备,用于学生的口语练习和听力训练。

3. 多媒体设备:利用多媒体设备播放听力材料,提供丰富的视听资源。

大学英语课程教学要求(试行)参考词汇表(1-4级)

大学英语课程教学要求(试行)参考词汇表(1-4级)

大学英语课程教学要求(试行)参考词汇表(1-4级)(4607个)Aa art. 一(个);每一(个)abandon vt. 丢弃;放弃,抛弃ability n. 能力;能耐,本领able a. 有能力的;出色的abnormal a. 不正常的;变态的aboard ad. 在船(车)上;上船about prep. 关于;在…周围above prep.在…上面;高于abroad ad. (在)国外;到处absence n. 缺席,不在场;缺乏absent a. 不在场的;缺乏的absolute a. 绝对的;纯粹的absolutely ad. 完全地;绝对地absorb vt. 吸收;使专心abstract a. 抽象的n.摘要abundant a. 丰富的;大量的abuse vt. 滥用;虐待n. 滥用academic a. 学院的;学术的academy n. 私立中学;专科院校accelerate vt. (使)加快;促进acceleration n. 加速;加速度accent n. 口音,腔调;重音accept vt .vi. 接受;同意acceptable a. 可接受的,合意的acceptance n. 接受,验收;承认access n. 接近;通道,入口accessory n. 同谋,从犯;附件accident n. 意外的;事故accidental a. 偶然的;非本质的accommodate vt. 容纳;供应,供给accommodation n. 招待设备;预定铺位accompany vt. 陪伴,陪同;伴随accomplish vt. 达到(目的);完成accord vt. 使一致;给予accordance n. 一致;和谐;授予accordingly ad. 因此,所以;照着account n. 记述;解释;帐目accumulate vt. 积累vi. 堆积accuracy n. 准确(性);准确度accurate a. 准确的,正确无误的accuse vt. 指责;归咎于accustom vt. 使习惯accustomed a. 惯常的;习惯的ache vi. 痛;想念n. 疼痛achieve vt. 完成,实现;达到achievement n. 完成;成就,成绩acid n. 酸;酸的,酸性的acquaintance n. 认识;了解;熟人acquire vt. 取得;获得;学到acre n. 英亩(=6.07亩)across prep. 横过;在…对面act vi. 行动;见效n. 行为action n. 行动;作用;功能active a. 活跃的;积极的activity n. 活动;活力;行动actor n. 男演员;演剧的人actress n. 女演员actual a. 实际的;现行的actually ad. 实际上;竟然acute a. 尖的,锐的;敏锐的ad n. 广告adapt vt. 使适应;改编add vt. 添加,附加,掺加addition n. 加,加法;附加物additional a. 附加的,追加的address n. 地址;演说;谈吐adequate a. 足够的;可以胜任的adjective n. 形容词 a. 形容词的adjust vt. 调整,调节;校正administration n. 管理;管理部门admire vt. 钦佩,羡慕,赞赏admission n. 允许进入;承认admit vt. 承认;准许…进入adopt vt. 收养;采用;采取adult n. 成年人 a. 成年的advance vi. 前进;提高n. 进展advanced a. 先进的;高级的advantage n. 优点,优势;好处adventure n. 冒险;惊险活动adverb n. 副词advertisement n. 广告;公告;登广告advice n. 劝告;忠告;意见advisable n. 明智的;可取的advise vt. 劝告;建议;通知aeroplane n. 飞机affair n. 事情,事件;事务affect vt. 影响;感动affection n. 慈爱,爱;爱慕afford vt. 担负得起…;提供afraid a. 害怕的;担心的Africa n. 非洲African a. 非洲的n . 非洲人after prep. 在…以后;次于afternoon n. 下午,午后afterward ad. 后来,以后again ad. 又一次;而且against prep. 倚在;逆,对着age n. 年龄;时代vt. 变老agency n. 经办;代理;代理处agent n. 代理人,代理商aggressive a. 侵略的;好斗的ago ad. 以前agony n. 极度痛苦agree vi. 同意;持相同意见agreement n. 协定,协议;同意agriculture n. 农业,农艺;农学ahead ad. 在前;向前;提前aid n. 帮助,救护;助手aim vi. 瞄准,针对;致力air n. 空气;空中;外观aircraft n. 飞机,飞行器airline n. 航空公司;航线airplane n. 飞机airport n. 机场,航空站alarm n. 惊恐,忧虑;警报alcohol n. 酒精,乙醇alike a. 同样的,相同的alive a. 活着的;活跃的all a. 全部的prep. 全部allow vt. 允许,准许;任alloy n. 合金;(金属的)成色almost ad. 几乎,差不多alone a. 单独的ad. 单独地along prep. 沿着ad. 向前aloud ad. 出声地,大声地alphabet n. 字母表,字母系统already ad. 早已,已经also ad. 亦,也;而且,还alter vt. 改变,变更;改做alternative n.替换物;取舍,抉择although conj. 尽管,虽然altitude n. 高,高度;高处altogether ad. 完全;总而言之aluminium n. 铝always ad. 总是,一直;永远a.m (缩) 上午,午前amaze vt. 使惊奇,使惊愕ambition n. 雄心,抱负,野心ambulance n. 救护车;野战医院America n. 美洲;美国American a. 美洲的n. 美国人among prep. 在…之中amongst prep 在…之中(=among) amount n. 总数;数量;和ampere n. 安培amplify vt. 放大,增强;扩大amuse vt. 逗…乐;给…娱乐analyse vt. 分析,分解,解析analysis n. 分析,分解,解析ancestor n. 祖宗,祖先anchor n. 锚vi. 抛锚,停泊ancient a. 古代的,古老的and conj. 和,又,并,则angel n. 天使,神差,安琪儿anger n. 怒,愤怒vt. 使发怒angle n. 角,角度angry a. 愤怒的,生气的animal n. 动物,兽 a. 动物的ankle n. 踝,踝节部announce vt. 宣布,宣告,发表announcer n. 宣告者;播音员annoy vt. 使恼怒;打搅annual a. 每年的n. 年报another a. 再一个的;别的answer vt. 回答;响应;适应ant n. 蚂蚁anticipate vt. 预料,预期,期望anxiety n. 焦虑,忧虑;渴望anxious a. 忧虑的;渴望的any a. 什么,一些;任何的anybody prep. 任何人anyhow ad. 无论如何anyone pron. 任何人anything pron. 任何事物;一切anyway ad. 无论如何anywhere ad. 在什么地方apart ad. 相隔;分开;除去apartment n. 一套公寓房间apologize vi. 道歉,谢罪,认错apology n. 道歉,认错,谢罪apparatus n. 器械,仪器;器官apparent a. 表面上的;明显的appeal vi.& n. 呼吁;申述appear vi. 出现;来到;似乎appearance n. 出现,来到;外观appetite n. 食欲,胃口;欲望apple n. 苹果,苹果树appliance n. 用具,器具,器械applicable a. 能应用的;适当的application n. 请求,申请;施用apply vt. 应用,实施,使用appoint vt. 任命,委任;约定appointment n. 任命;约定,约会appreciate vt. 欣赏;领会;感谢approach vt. 向…靠近n. 靠近appropriate a. 适当的,恰当的approval n. 赞成,同意;批准approve vt. 赞成,称许;批准approximate a. 近似的vt.近似approximately ad. 近似地,大约April n. 四月Arabian a. 阿拉伯的arbitrary a. 随心所欲的;专断的architecture n. 建筑学;建筑式样area n. 面积;地区;领域argue vi. 争论,争辩,辩论argument n. 争论,辩论;理由arise vi. 出现;由…引起arithmetic n. 算术,四则运算arm n. 臂;臂状物;武器army n. 军队;陆军around prep. 在…周围arouse vt. 引起,唤起;唤醒arrange vt. 筹备;整理;调解arrangement n. 整理,排列;安排arrest vt. 逮捕,拘留;阻止arrival n. 到达;到来;到达者arrive vi. 到达;来临;达到arrow n. 箭;箭状物art n. 艺术,美术;技术article n. 文章;条款;物品artificial a. 人工的;娇揉造作的artist n. 艺术家,美术家artistic a. 艺术的;艺术家的as conj. 当…的时候ash n. 灰,灰末;骨灰ashamed a. 惭愧(的);羞耻(的)Asia n. 亚洲Asian a. 亚洲的n. 亚洲人aside ad. 在旁边,到旁边ask vt. 问;要求;邀请asleep a. 睡着的,睡熟的aspect n. 方面;样子,外表assemble vt. 集合,召集;装配assembly n. 集合;集会;装配assess vt. 对(财产等)估价assign vt. 指派;分配;指定assignment n. 任务,指定的作业assist vt. 援助,帮助;搀扶assistant n. 助手,助理;助教associate vi. 交往n. 伙伴,同事association n. 协会,团体;联合assume vt. 假定;承担;呈现assure vt. 使确信;向…保证astonish vt. 使惊讶,使吃惊astronaut n. 宇宙航行员,宇航员at prep. 在…里;在…时athlete n. 运动员;田径运动员Atlantic a. 大西洋的n. 大西洋atmosphere n. 大气;空气;气氛atmospheric a. 大气的;大气层的atom n. 原子;微粒;微量atomic a. 原子的;原子能的attach vt. 缚,系,贴;附加attack vt. & vi. & n. 攻击,进攻attain vt. 达到,获得,完成attempt vt. 尝试,试图n. 企图attend vt. 出席;照顾,护理attention n. 注意,留心;注意力attentive a. 注意的;有礼貌的attitude n. 态度,看法;姿势attract vt. 吸引;引起,诱惑attraction n. 吸引;吸引力;引力attractive a. 有吸引力的attribute vt. 把…归因于n. 属性audience n. 听众,观众,读者August n. 八月aunt n. 伯母,婶母,姑母aural a. 耳的,听觉的Australia n. 澳大利亚Australian a. 澳大利亚的author n. 作者,作家authority n. 当局,官方;权力auto n. (口语)汽车automatic a. 自动的;机械的automation n. 自动,自动化automobile n. 汽车,机动车autumn n. 秋,秋季auxiliary a. 辅助的;附属的available a. 可利用的;通用的avenue n. 林荫道,道路;大街average n. 平均数 a. 平均的aviation n. 航空,航空学avoid vt. 避免,躲开;撤消await vt. 等候,期待awake a. 醒着的vt. 唤醒award n. 奖,奖品;判定aware a. 知道的,意识到的away ad. 离开,远离;…去awful a. 令人不愉快的awfully ad. 令人畏惧的;很awkward a. 笨拙的;尴尬的ax n. 斧子axis n. 轴,轴线;中心线Bbaby n. 婴儿;孩子气的人back ad. 在后;回原处;回background n. 背景,后景,经历backward a. 向后的;倒的ad. 倒bacteria n. 细菌bad a. 坏的,恶的;严重的badly ad. 坏,差;严重地badminton n. 羽毛球bag n. 袋,包,钱包,背包baggage n. 行李bake vt. 烤,烘,焙;烧硬balance vt. 使平衡;称n. 天平ball n. 球,球状物;舞会balloon n. 气球,玩具气球banana n. 香蕉;芭蕉属植物band n. 乐队;带;波段bang n. 巨响,枪声;猛击bank n. 银行;库;岩,堤banner n. 旗,旗帜,横幅bar n. 酒吧间;条,杆;栅barber n. 理发师bare a. 赤裸的;仅仅的bargain n. 交易vi. 议价;成交bark n. 吠叫声vi. 吠,叫barn n. 谷仓;牲口棚barrel n. 桶;圆筒;枪管barrier n. 栅栏,屏障;障碍base n. 基础,底层;基地basic a. 基本的,基础的basically ad. 基本上basin n. 盆,洗脸盆;盆地basis n. 基础,根据basket n. 篮,篓,筐basketball n. 篮球;篮球运动bat n. 球拍;短棍;蝙蝠bath n. 浴,洗澡;浴缸bathe vt. 给…洗澡;弄湿bathroom n. 浴室;盥洗室battery n. 电池;一套,一组battle n. 战役;斗争vi. 作战bay n. 湾;山脉中的凹处B.C. (缩) 公元前be aux. v. & vi. 是,在,做beach n. 海滩,湖滩,河滩beam n. 梁;横梁;束,柱bean n. 豆,蚕豆bear n. 熊;粗鲁的人bear vt. 容忍;负担;生育beard n. 胡须,络腮胡子beast n. 兽,野兽;牲畜beat vt. & vi. 打,敲;打败beautiful a. 美的,美丽的beauty n. 美,美丽;美人because conj. 由于,因为become vi. 变成;成为,变得bed n. 床,床位;圃;河床bee n. 蜂,密蜂;忙碌的人beef n. 牛肉;菜牛beer n. 啤酒before prep. 在…以前;向…beg vt. & vi. 乞求;请求beggar n. 乞丐,穷人begin vi. 开始vt. 开始beginner n. 初学者,生手beginning n. 开始,开端;起源behalf n. 利益,维护,支持behave vi. 表现,举止;运转behavior n. 行为,举止,态度behind prep. 在…后面being n. 存在;生物;生命belief n. 信任,相信;信念believe vt. 相信;认为bell n. 钟,铃,门铃;钟声belong vi. 属于,附属beloved a. 为…的爱的n. 爱人below prep. 在…下面(以下)belt n. 带,腰带;皮带;区bench n. 长凳,条凳;工作台bend vt. 使弯曲vi. 弯曲beneath prep. 在…下方beneficial a. 有利的,有益的benefit n. 利益;恩惠;津贴berry n. 浆果(如草莓等)beside prep. 在…旁边besides ad. 而且prep. 除…之外best a. 最好的;最大的bet vt. & vi.& n. 打赌betray vt. 背叛;辜负;泄漏better a. 较好的ad. 更好地between prep. 在…中间beyond prep. 在…的那边Bible n. 基督教《圣经》bicycle n. 自行车,脚踏车big a. 大的,巨大的bike n. 自行车vi. 骑自行车bill n. 账单;招贴;票据billion num. 万亿(英)bind vt. 捆绑;包扎;装钉biology n. 生物学;生态学bird n. 鸟,禽birth n. 分娩,出生;出身birthday n. 生日,诞生的日期biscuit n. (英)饼干;(美)软饼bit n. 一点,一些,小片bite vt. 咬,叮,螫;剌穿bitter a. 痛苦的;严寒的bitterly ad. 苦苦地;悲痛地black a. 黑色的;黑暗的blackboard n. 黑板blade n. 刀刃,刀片;叶片blame vt. 责备,把…归咎于blank a. 空白的n. 空白blanket n. 毛毯,毯子,羊毛毯blast n. 爆炸,冲击波vt. 炸blaze n. 火;闪光vi. 燃烧bleed vi. 出血,流血;泌脂blend vt. & vi.& n. 混和bless vt. 为…祝福blind a. 瞎的;盲目的block n. 街区vt. 堵塞,拦阻blood n. 血,血液;血统bloom n. 花;开花,开花期blossom n. 花,开花vi. 开花blow vi. 吹,吹动;吹响blue a. 蓝色的n. 蓝色board n. 板vt. 上(船,车等) boast vi. 自夸vt. 吹嘘boat n. 小船,艇;渔船body n. 身体;主体;尸体boil vi. 沸腾;汽化vt. 煮沸bold a. 大胆的;冒失的bolt n. 螺栓;插销vt. 闩门bomb n. 炸弹vt. 轰炸bond n. 联结,联系;公债bone n. 骨,骨骼book n. 书,书籍vt. 预定boot n. 靴子,长统靴booth n. 货摊;公用电话亭border n. 边,边缘;边界bore vt. 使厌烦;钻,挖born a. 天生的;出生的borrow vt. 借,借用,借人bosom n. 胸,胸部;内心boss n. 老板,上司vt. 指挥both pron. 两者(都)bother vt. 烦扰,迷惑n. 麻烦bottle n. 瓶,酒瓶;一瓶bottom n. 底,底部,根基bough n. 树枝bounce vi. 反跳,弹起;跳起bound a. 一定的;有义务的boundary n. 分界线,办界bow n. 弓;蝴蝶结;鞠躬bowl n. 碗,钵;碗状物box n. 箱,盒;包箱box vi. 拳击,打拳boy n. 男孩,少年;家伙brain n. 脑,脑髓;脑力brake n. 闸,刹车vi. 制动branch n. 树枝;分部;分科brand n. 商品;烙印vt. 铭刻brandy n. 白兰地酒brass n. 黄铜;黄铜器brave a. 勇敢的,华丽的bread n. 面包;食物,粮食breadth n. 宽度,幅度;幅面break vt. 打破;损坏;破坏breakfast n. 早饭,早餐breast n. 乳房;胸脯,胸膛breath n. 气息,呼吸;气味breathe vi. 呼吸vt. 呼吸breed n. 品种vt. 使繁殖breeze n. 微风,和风brick n. 砖,砖块;砖状物bridge n. 桥,桥梁;桥牌brief a. 简短的;短暂的bright a. 明亮的;聪明的brighten vt. 使发光;使快活brilliant a. 光辉的;卓越的brim n. 边,边缘;帽沿bring vt. 带来;引出;促使brisk a. 活泼的;清新的bristle n. 短而硬的毛;鬃毛Britain n. 不列颠,英国British a. 不列颠的,英联邦的brittle a. 脆的;易损坏的broad a. 宽的,阔的;广泛的broadcast n. 广播,播音broken a. 被打碎的,骨折的bronze n. 青铜;青铜制品brood n. 同窝幼鸟vt. 孵(蛋) brook n. 小河,溪流broom n. 扫帚brother n. 兄弟;同事,同胞brow n. 额;眉,眉毛brown n. 褐色,棕色bruise n. 青肿,伤痕;擦伤brush n. 刷子,毛刷;画笔brute n. 禽兽,畜生bubble n. 泡vi. 冒泡,沸腾bucket n. 水桶;吊桶;铲斗bud n. 芽,萌芽;蓓蕾build vt. 建筑;建立;创立building n. 建筑物,大楼;建筑bulb n. 电灯泡;球状物bulk n. 物体,容积,大批bull n. 公牛;雄的象bullet n. 枪弹,子弹,弹丸bunch n. 束,球,串;一群bundle n. 捆,包,束;包袱burden n. 担子,重担;装载量bureau n. 局,司,处;社,所burn vi. 烧,燃烧n. 烧伤burst vt. 使爆裂vi.& n. 爆炸bury vt. 埋葬,葬;埋藏bus n. 公共汽车bush n. 灌木,灌木丛,矮树business n. 商业,生意;事务busy a. 忙的,繁忙的but conj. 但是,可是butcher n. 屠夫;屠杀者butter n. 黄油;奶油butterfly n. 蝴蝶button n. 扣子;按钮vt. 扣紧buy vt. 买,购买vi. 买by prep. 在…旁;被,由Ccabbage n. 洋白菜,卷心菜cabin n. 小屋;船舱,机舱cabinet n. 橱,柜;内阁cable n. 缆,索;电缆;电报cafe n. 咖啡馆;小餐厅cafeteria n. 自助食堂cage n. 笼;鸟笼,囚笼cake n. 饼,糕,蛋糕calculate vt. 计算;估计;计划calculation n. 计算,计算结果calculator n. 计算器,计算者calendar n. 日历,历书;历法call vt. 把…叫做;叫,喊calm a. 静的,平静的camel n. 骆驼camera n. 照相机,摄影机camp n. 野营,营地,兵营campaign n. 战役;运动campus n. 校园,学校场地can aux. v. 能,会,可能can n. 罐头,听头;容器Canada n. 加拿大Canadian a. 加拿大的canal n. 运河;沟渠;管cancel vt. 取消,撤消;删去cancer n. 癌,癌症,肿瘤candidate n. 候选人;投考者candle n. 蜡烛;烛形物;烛光candy n. 糖果;砂糖结晶cannon n. 大炮,火炮;榴弹炮canoe n. 独木舟,皮艇,划子canteen n. 小卖部;临时餐室canvas n. 粗帆布;一块油画布cap n. 帽子,便帽;帽状物capable a. 有能力的,有才能的capacity n. 容量;能力;能量capital n. 资本,资金;首都captain n. 陆军上尉;队长captive n. 俘虏,被监禁的人capture vt. 捕获,俘获;夺得car n. 汽车,小汽车,轿车carbon n. 碳card n. 卡,卡片,名片care vi. 关心,介意n. 小心career n. 生涯,职业,经历careful a. 仔细的;细致的careless a. 粗心的,漫不经心的cargo n. 船货,货物carpenter n. 木工,木匠carpet n. 地毯,毡毯,毛毯carriage n. 客车厢;四轮马车carrier n. 运输工具;运载工具carrot n. 胡罗卜carry vt. 携带;运载;传送cart n. 二轮运货马车carve vt. 刻,雕刻;切开case n. 情况;事实;病例case n. 箱(子),盒(子),套cash n. 现金,现款cassette n. 盒式录音带;盒子cast vt. 投,扔,抛;浇铸castle n. 城堡;巨大建筑物casual a. 偶然的;随便的cat n. 猫,猫科,猫皮catalog n. 目录,目录册catch vt. 捉住;赶上;领会cathedral n. 总教堂;大教堂cattle n. 牛;牲口,家畜cause n. 原因,理由;事业cave n. 山洞,洞穴,窑洞cease vi. & vi.& n. 停止,停息ceiling n. 天花板,顶蓬celebrate vt. 庆祝;歌颂,赞美cell n. 细胞;小房间cellar n. 地窑,地下室cement n. 水泥;胶泥vt. 粘结cent n. 分;分币;百centigrade a. 百分度的centimetre n. 公分,厘米central a. 中心的;主要的centre n. 中心;中枢vt. 集中century n. 世纪,百年ceremony n. 典礼,仪式;礼节certain a. 确实的;肯定的certainly ad. 一定,必定;当然certainty n. 必然;肯定certificate n. 证书,证件,执照chain n. 链,链条,项圈chair n. 椅子;主席chairman n. 主席;议长,会长chalk n. 白垩;粉笔challenge n. 挑战;要求,需要chamber n. 会议室;房间;腔champion n. 冠军,得胜者chance n. 机会,机遇;可能性change n. 改变,变化;零钱channel n. 海峡;渠道;频道chapter n. 章,回,篇character n. 性格;特性;角色characteristic a. 特有的n. 特性charge vt. 索价;控告n. 费用charity n. 施舍;慈善事业charming a. 迷人的,可爱的chart n. 图,图表;海图chase n. 追逐,追赶,追求cheap a. 廉价的;劣质的cheat vt. 骗取;哄vi. 行骗check vt. 检查;制止n. 检查cheek n. 面颊,脸蛋cheer vt. 使振作;欢呼cheerful a. 快乐的,愉快的cheese n. 乳酪,干酪chemical a. 化学的n. 化学制品chemist n. 化学家;药剂师chemistry n. 化学cheque n. 支票cherry n. 樱桃;樱桃树chess n. 棋;国际象棋chest n. 胸腔,胸膛;箱子chew vt. 咀嚼,嚼碎chicken n. 小鸡,小鸟;鸡肉chief a. 主要的;首席的child n. 小孩,儿童;儿子childhood n. 童年,幼年;早期childish a. 孩子的;幼稚的chill vt. 使变冷n. 寒冷chimney n. 烟囱,烟筒;玻璃罩chin n. 颏,下巴China n. 中国china n. 瓷器,瓷料Chinese a. 中国的n.中国人chocolate n. 巧克力;巧克力糖choice n. 选择,抉择choke vt. 使窒息;塞满choose vt. 选择,挑选;情愿chop vt. 砍,劈;切细vi. 砍Christian n. 基督教徒;信徒Christmas n. 圣诞节church n. 教堂,礼拜堂;教会cigarette n. 香烟,纸烟,卷烟cinema n. 电影院;电影,影片circle n. 圆,圆周;圈子circuit n. 电路;环行;巡行circular a. 圆的;循环的circulate vt. 使循环vi. 循环circumference n. 圆周,周长,圆周线circumstance n. 情况,条件;境遇citizen n. 公民;市民,居民city n. 城市,都市civil a. 公民的;文职的civilization n. 文明,文化;开化civilize vt. 使文明;教育claim vt. 声称,主张;索取clap vi. 拍手vt. 拍,轻拍clarify vt. 澄清,阐明clasp n. 扣子,钩子;别针class n. 班,班级;阶级classical a. 古典的;经典的classification n. 分类;分级;分类法classify vt. 把…分类classmate n. 同班同学classroom n. 教室,课堂claw n. 爪,脚爪,螯clay n. 粘土,泥土;肉体clean a. 清洁的;纯洁的clear a. 清晰的vt. 清除clearly ad. 明白地,清晰地clerk n. 店员;办事员,职员clever a. 聪明的;机敏的cliff n. 悬崖,峭壁climate n. 气候;风土,地带climb vi. 攀登,爬vt. 爬cloak n. 斗篷;覆盖(物)clock n. 钟,仪表close vt. 关,闭;结束closely ad. 紧密地,接近地cloth n. 布;衣料;桌布clothe vt. 给…穿衣服clothes n. 衣服,服装;被褥clothing n. 衣服,被褥cloud n. 云;云状物;阴影cloudy a. 多云的;云一般的club n. 俱乐部,夜总会clue n. 线索,暗示,提示clumsy a. 笨拙的;愚笨的coach n. 长途公共汽车coal n. 煤,煤块coarse a. 粗的,粗糙的coast n. 海岸,海滨(地区)coat n. 外套,上衣;表皮cock n. 公鸡;雄禽;旋塞code n. 准则;法典;代码coffee n. 咖啡,咖啡茶coil n. (一)卷;线圈vt. 卷coin n. 硬币;铸造(硬币)cold a. 冷的;冷淡的n. 冷collapse vi. 倒坍;崩溃,瓦解collar n. 衣领,项圈colleague n. 同事,同僚collect vt. 收集vi. 收款collection n. 搜集,收集;收藏品collective a. 集体的;集合性的college n. 学院;大学collision n. 碰撞;冲突colonel n. 陆军上校;美空军上校colony n. 殖民地;侨居地color n. 颜色,彩色;颜料column n. 柱,支柱,圆柱comb n. 梳子vt. 梳理combination n. 结合,联合;化合combine vt. 使结合;兼有come vi. 来,来到;出现comfort n. 舒适;安慰vt. 安慰comfortable a. 舒适的,安慰的command vt. 命令,指挥;控制commander n. 司令官,指挥员comment n. 评论,意见;注释commerce n. 商业,贸易;社交commercial a. 商业的;商品化的commission n. 委任状;委员会commit vt. 犯(错误);干(坏事) committee n. 委员会;全体委员common a. 普通的;共同的commonly ad. 普通地,一般地communicate vi. 通讯;传达;传播communication n. 通讯;传达;交通communism n. 共产主义communist n. 共产党员community n. 社区;社会;公社companion n. 同伴;共事者;伴侣company n. 公司,商号;同伴comparative a. 比较的,相对的compare vt. 比较,对照;比作comparison n. 比较,对照;比似compass n. 罗盘,指南针;圆规compel vt. 强迫,迫使屈服compete vi. 比赛;竞争;对抗competent a. 有能力的;应该做的competition n. 竞争,比赛compile vt. 编辑,编制,搜集complain vi. 抱怨,拆苦;控告complaint n. 抱怨;怨言;控告complete a. 完整的;完成的completely ad. 十分,完全地complex a. 结合的;复杂的complicate vt. 使复杂;使陷入complicated a. 复杂的,难懂的component n. 组成部分;分;组件compose vt. 组成,构成;创作composition n. 构成;作品;写作compound n. 化合物;复合词comprehension n. 理解,理解力;领悟comprehensive a. 广泛的;理解的compress vt. 压紧,压缩comprise vt. 包含,包括;构成compromise n. 妥协,和解compute vt. 计算,估计,估算computer n. 计算机,电脑comrade n. 同志,亲密的同伴conceal vt. 把…隐藏起来concentrate vt. 集中;聚集;浓缩concentration n. 集中;专注;浓缩concept n. 概念,观念,设想concern n. 关心,挂念;关系concerning prep. 关于concert n. 音乐会,演奏会conclude vt. 推断出;结束conclusion n. 结论,推论;结尾concrete n. 混凝土;具体物condemn vt. 谴责,指责;判刑condense vt. 压缩,使缩短condition n. 状况,状态;环境conduct n. 举止,行为;指导conductor n. 售票员;(乐队)指挥conference n. 会议,讨论会confess vt. 供认,承认;坦白confidence n. 信任;信赖;信心confident n. 确信的,自信的confine vt. 限制;禁闭confirm vt. 证实,肯定;批准conflict n. 争论;冲突;斗争confuse vt. 使混乱,混淆confusion n. 混乱;骚乱;混淆congratulate vt. 祝贺,向…道喜congratulation n. 祝贺;祝贺词congress n. 大会;国会,议会conjunction n. 接合,连接;连接词connect vt. 连接,连结;联系connection n. 连接,联系;连贯性conquer vt. 征服,战胜;破除conquest n. 攻取,征服;克服conscience n. 良心,道德心conscious a. 意识到的;有意的consciousness n. 意识,觉悟;知觉consent n. 同意,赞成vi. 同意consequence n. 结果,后果consequently ad. 因此,因而,所以conservation n. 保存,保护;守恒conservative a. 保守的n. 保守的人consider vt. 认为;考虑;关心considerable a. 相当大的;重要的considerate a. 考虑周到的;体谅的consideration n. 考虑,思考;体贴consist vi. 由…组成;在于consistent a. 坚持的,一贯的constant a. 经常的;永恒的constitution n. 章程;体质;构造construct vt. 建造;建设;构筑construction n. 建造;建筑;建筑物consult vt. 请教,查阅consume vt. 消耗,消费;消灭consumption n. 消耗量;消耗contact vt. 使接触;与…联系contain vt. 包含,容纳;等于container n. 容器;集装箱contemporary a. 当代的,同时代的contempt n. 轻蔑;藐视;受辱content n. 内容,目录;容量content a. 满意的,满足的contest vt. 争夺,争取;辩驳continent n. 大陆;陆地;洲continual a. 不断的;连续的continue vt. 继续,连续;延伸continuous a. 连续不断的,持续的contract n. 契约,合同;婚约contradiction n. 矛盾,不一致;否认contrary a. 相反的n. 相反contrast n. 对比,对照,悬殊contribute vt. 捐献,捐助;投稿control vt. 控制,克制n. 控制convenience n. 便利,方便;厕所convenient a. 便利的;近便的convention n. 习俗,惯例;公约conventional a. 普通的;习惯的conversation n. 会话,非正式会谈conversely ad. 相反地conversion n. 转变,转化;改变convert vt. 使转变;使改变convey vt. 传送;运送;传播convince vt. 使确信,使信服cook vt. 烹调,煮vt. 烧菜cool a. 凉的,冷静的cooperate vi. 合作,协作;配合coordinate vt. 使协调,调节cope vi. 对付,应付copper n. 铜;铜币,铜制器copy n. 抄件vt. 抄写,复制cord n. 细绳,粗线,索cordial a. 真诚的,诚恳的core n. 果实的心,核心corn n. 谷物;(英)小麦corner n. 角;犄角;边远地区corporation n. 公司,企业;社团correct a. 正确的vt. 纠正correction n. 改正,纠正,修改correspond vi. 相符合;相当correspondent n. 通信者;通讯员corresponding a. 相应的;符合的corridor n. 走廊,回廊,通路cost n. 价格,代价;成本costly a. 昂贵的;价值高的cottage n. 村舍,小屋cotton n. 棉;棉线;棉布cough vi. 咳,咳嗽n. 咳嗽could aux.v. (can的过去式) council n. 理事会,委员会count vt. 计算vi. 数,计数counter n. 柜台;计数器country n. 国家,国土;农村countryside n. 乡下,农村county n. 英国的郡,美国的县couple n. 夫妇;(一)对;几个courage n. 勇气,胆量,胆识course n. 课程;过程;一道菜court n. 法院,法庭;庭院cousin n. 堂(或表)兄弟(姐妹) cover vt. 盖,包括n. 盖子cow n. 母牛,奶牛;母兽coward n. 懦夫;胆怯者crack n. 裂缝,裂纹vi. 爆裂craft n. 工艺;手艺,行业crane n. 起重机,摄影升降机crash vi. 碰撞,坠落n. 碰撞crawl vi. 爬,爬行crazy a. 疯狂的,荒唐的cream n. 奶油,乳脂;奶油色create vt. 创造;引起,产生creative a. 创造性的,创作的creature n. 生物,动物,家畜credit n. 信用贷款;信用creep vi. 爬行;缓慢地行进crew n. 全体船员cricket n. 板球;蟋蟀crime n. 罪,罪行;犯罪criminal n. 犯人,罪犯,刑事犯cripple n. 跛子;残废的人crisis n. 危机;存亡之际critic n. 批评家,爱挑剔的人critical a. 决定性的;批评的criticism n. 批评;批判;评论criticize vt. 批评;评论;非难crop n. 农作物,庄稼;一熟cross vt. 穿过;使交叉crow n. 鸦,乌鸦vi. 啼crowd n. 群;大众;一伙人crown n. 王冠,冕;花冠crude a. 简陋的;天然的cruel a. 残忍的,残酷的crush vt. 压碎,碾碎;镇压crust n. 面包皮;硬外皮cry vi. 哭,哭泣;叫喊crystal n. 水晶,结晶体;晶粒cube n. 立方形;立方cubic a. 立方形的;立方的cucumber n. 黄瓜cultivate vt. 耕;种植;培养culture n. 文化,文明;教养cunning a. 狡猾的,狡诈的cup n. 杯子;(一)杯;奖杯cupboard n. 碗柜,碗碟橱;食橱cure vt. 医治;消除n. 治愈curiosity n. 好奇,好奇心;珍品curious a. 好奇的;稀奇古怪的curl n. 卷毛;螺旋vi. 卷曲current a. 当前的;通用的curse n. 诅咒,咒骂;天谴curtain n. 帘,窗帘;幕(布)curve n. 曲线;弯vt. 弄弯cushion n. 垫子,坐垫,靠垫custom n. 习惯,风俗;海关customer n. 顾客,主顾cut vt. 切,割,剪;减少cycle n 自行车,循环Ddaily a. 每日的n. 日报dairy n. 牛奶场;乳制品dam n. 水坝,水堤;障碍物damage vt. 损害,毁坏n. 损害damp a. 潮湿的,有湿气的dance vi. 跳舞;摇晃n. 舞danger n. 危险;危险事物dangerous a. 危险的,不安全的dare vt.& aux.v. 敢;竟敢daring a. 大胆的,勇敢的dark a. 暗的;黑色的darling n. 亲爱的人;宠儿dash vt. 使猛撞;溅n. 猛冲data n. 数据; 资料date n. 日期vt. 注…日期daughter n. 女儿dawn n. 黎明;开端vi. 破晓day n (一)天,白昼,白天daylight n. 白昼,日光;黎明dead a. 死的,无生命的deadly a. 致命的,死一般的deaf a. 聋的;不愿听的deal n. 买卖;待遇vt. 给予dear a. 亲爱的int. 啊death n. 死,死亡;灭亡debate n.& vi. 争论,辩论debt n. 债,债务,欠债decade n. 十年,十年期decay vi. 腐烂;衰败n. 腐烂deceit n. 欺骗,欺诈deceive vt. 欺骗,蒙蔽,行骗December n. 十二月decent a. 正派的;体面的decide vt. 决定,决心;解决decision n. 决定,决心;果断deck n. 甲板;舱面;层面declare vt. 断言;声明;表明decorate vt. 装饰,装璜,修饰decrease vi.& n. 减少,减少deduce vt. 演绎,推论,推断deed n. 行为;功绩;契约deep a. 深的;纵深的deepen vt. 加深vi. 深化deer n. 鹿defeat vt. 战胜,击败;挫败defect n. 缺点,缺陷,欠缺defence n. 防御;防务;辩护defend vt. 保卫,防守define vt. 给…下定义;限定definite a. 明确的;肯定的definitely ad. 一定地,明确地definition n. 定义,释义;定界degree n. 程度;度;学位delay vt. 推迟;耽搁;延误delete vt. 删除;擦掉delegation n. 代表团delicate a. 纤细的;易碎的delicious a. 美味的,怡人的delight n. 快乐vt. 使高兴deliver vt. 投递,送交;发表delivery n. 投递;交付;分娩demand vt. 要求;需要;询问democracy n. 民主,民主制democratic a. 民主的,民主政体的demonstrate vt. 说明;论证;表露dense a. 密集的;浓厚的density n. 密集,稠密;密度deny vt. 否定;拒绝相信depart vi. 离开,起程;出发department n. 部,司,局,处,系departure n. 离开,出发,起程depend vi. 依靠,依赖;相信dependent a. 依靠的,依赖的deposit vt. 使沉淀;存放depress vt. 使沮丧;按下depth n. 深度;深厚;深处derive vt. 取得vi. 起源descend vi. 下来,下降;下倾describe vt. 形容;描写,描绘description n. 描写,形容;种类desert n. 沙漠vt. 离弃;擅离deserve vt. 应受,值得design vt. 设计n. 设计;图样desirable a. 值得相望的;可取的desire vt. 相望;要求n. 愿望desk n. 书桌,办公桌despair n. 绝望vi.绝望desperate a. 拼死的;绝望的despise vt. 鄙视,蔑视despite prep. 不管,不顾destination n. 目的地,终点;目标destroy vt. 破坏;消灭;打破destruction n. 破坏,毁灭,消灭detail n. 细节;枝节;零件detect vt. 察觉,发觉;侦察detection n. 察觉,发觉;侦察determination n. 决心;决定;确定determine vt. 决定;查明;决心develop vt. 发展;形成;开发development n. 发展;开发;生长device n. 器械,装置;设计devil n. 魔鬼,恶魔devise vt. 设计,发明devote vt. 将…奉献,致力于dew n. 露,露水diagram n. 图解,图表,简图dial n. 钟面;拨号盘vt. 拨dialect n. 方言,土语,地方话dialog n. 对话,对白diameter n. 直径diamond n. 金钢石,钻石;菱形diary n. 日记,日记簿dictate vt.& vi. 口授;命令dictation n. 口授笔录,听写dictionary n. 词典,字典die vi. 死,死亡;灭亡differ vi. 不同,相异difference n. 差别;差;分歧different a. 差异的;各种的difficult a. 困难的;难对付的difficulty a. 困难;难事;困境dig vt. 掘,挖;采掘digest vt. 消化;领会n. 文摘digital a. 数字的,计数的diligent a. 勤勉的,勤奋的dim a. 昏暗的;朦胧的dimension n. 尺寸,尺度;面积dinner n. 正餐,主餐;宴会dip vt. 浸,蘸vi. 浸一浸direct a. 直接的;直率的direction n. 方向,方位;指导directly ad. 直接地;立即director n. 指导者;理事;导演dirt n. 尘,土;污物,污垢dirty a. 脏的;下流的disable vt. 使无能,使伤残disadvantage n. 不利,不利地位disagree vi. 有分歧;不一致disappear vi. 不见,失踪;消失disappoint vt. 使失望,使受挫折disaster n. 灾难,灾祸;天灾disk n. 圆盘,唱片;磁盘discard vt. 丢弃,抛弃,遗弃discharge vt. 释放;排出n. 释放discipline n. 纪律;训练vt. 训练disclose vt. 揭开,揭发;透露discourage vt. 使泄气,使灰心discover vt. 发现;暴露,显示discovery n. 发现;被发现的事物discuss vt. 讨论,谈论;论述discussion n. 讨论,谈论;论述disease n. 病,疾病;病害disguise vi. 隐瞒,掩埋n. 假装disgust n. 厌恶,憎恶dish n. 碟,盘子;菜肴dishonour n. 不光彩;丢脸的人dislike vt.& n. 不喜爱,厌恶dismiss vt. 不再考虑;解雇disorder n. 混乱,杂乱;骚乱display vt. 陈列,展览;显示disposal n. 丢掉,处理,销毁dispose vi. 去掉,丢掉;销毁displease vt. 使不愉快,使生气dispute vi. 争论,争执n. 争论dissatisfy vi. 使不满,使不平dissolve vt. 使溶解;解散distance n. 距离,间距;远处distant a. 在远处的,疏远的distinct a. 与其他不同的distinction n. 差别,不同,区分distinguish vt. 区别,辨别,认别distress n. 忧虑,悲伤;不幸distribute vt. 分发,分送;分布distribution n. 分发,分配;分布district n. 区;地区,区域disturb vt. 打扰,扰乱;弄乱ditch n. 沟,沟渠,渠道dive vi. 跳水;潜水;俯冲diverse a. 不一样的,相异的divide vt. 分;分配;分开division n. 分,分配;除法divorce n. 离婚,离异vi. 离婚do aux.v. vt. 做,干,办dock n. 船坞;码头;船厂doctor n. 医生,医师;博士document n. 公文,文件;证件dog n. 狗,犬,犬科动物dollar n. 元(货币单位)domestic a. 本国的;家庭的donkey n. 驴;笨蛋door n. 门,通道;一家dorm n. 宿舍dormitory n. 集体寝室;宿舍dose n. 剂量,用量;一剂dot n. 点,圆点vt. 打点于double a. 两倍的;双的doubt n. 怀疑;疑虑vt. 怀疑doubtful a. 难以预测的;怀疑的doubtless ad. 无疑地;很可能down ad. 向下,在下面downstairs ad. 在楼下 a. 楼下的downward a. 向下的ad. 向下地dozen n. 一打,十二个draft n. 草稿;汇票vt. 起草drag vt. 拖,拉;拖曳dragon n. 龙;凶暴的人drain vt. 排去;放水n. 耗竭drama n. 一出戏剧,剧本dramatic a. 引人注目的,戏剧的draw vt. 画,划;拖;拨出drawer n. 抽屉drawing n. 图画,素描;绘图dread n. 畏惧;恐怖vt. 惧怕dream n. 梦;梦想vi. 做梦dress n. 女服,童装;服装drift vi. 漂流,漂泊n. 漂流drill n. 钻头;操练vi. 钻孔drink vt. 饮vi. 喝n. 饮料drip vi. 滴下;漏水n. 水滴drive vt. 驾驶;打入;驱driver n. 驾驶员,司机drop vt. 使落下;降低drought n. 旱灾,干旱drown vi. 淹死,溺死drug n. 药,药物,药材drum n. 鼓;鼓状物,圆桶drunk a. 醉的;陶醉的dry a. 干的,干燥的duck n. 鸭,雌鸭;鸭肉due a. 预期的;应给的dull a. 枯燥的;不鲜明的dumb a. 哑的;无言的dump vt. 倾卸,倾倒;倾销durable a .耐久的,耐用的duration n. 持续,持久during prep. 在…期间dusk n. 薄暮,黄昏,幽暗dust n. 尘土,灰尘duty n. 职责;责任;税dwelling n. 住处,寓所dye vt. 染n. 染料;染色dying a. 垂死的;临终的dynamic a. 有活力的;动力的Eeach pron. 各,各自 a. 各eager a. 渴望的,热切的eagle n. 鹰ear n. 耳朵;听力,听觉early ad. 早 a. 早的,早期的earn vt. 赚得,挣得;获得earnest a. 认真的,诚恳的earth n. 地球;陆地,地面earthquake n. 地震;大震荡ease n. 容易,舒适vt. 缓和easily ad. 容易地;舒适的east n. 东;东部ad. 在东方eastern a. 东方的;朝东的easy a. 容易的;安逸的eat vt. 吃,喝vi. 吃饭echo n. 回声,反响vi. 重复economic a. 经济的,经济学的economical a. 节约的;经济学的economy n. 经济;节约,节省edge n. 边缘,边;刀口edition n. 版,版本,版次editor n. 编辑,编者,校订者educate vt. 教育;培养;训练education n. 教育;训导;教育学effect n. 结果;效果,效力effective a. 有效的;有影响的。

大学英语课程教学要求(最新)

大学英语课程教学要求(最新)

大学英语课程教学要求为适应我国高等教育发展的新形势,深化教学改革,提高教学质量,满足新时期国家和社会对人才培养的需要,特制订《大学英语课程教学要求》(以下简称《课程要求》),作为各高等学校组织非英语专业本科生英语教学的主要依据。

鉴于全国高等学校的教学资源、学生入学水平以及所面临的社会需求等不尽相同,各高等学校应参照《课程要求》,根据本校的实际情况,制订科学、系统、个性化的大学英语教学大纲,指导本校的大学英语教学。

一、教学性质和目标大学英语教学是高等教育的一个有机组成部分,大学英语课程是大学生的一门必修的基础课程。

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。

二、教学要求我国幅员辽阔,各地区、各高校之间情况差异较大,大学英语教学应贯彻分类指导、因材施教的原则,以适应个性化教学的实际需要。

大学阶段的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。

这是我国高等学校非英语专业本科生经过大学阶段的英语学习与实践应当选择达到的标准。

一般要求是高等学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有条件的学校根据自己的办学定位、类型和人才培养目标所选择的标准而推荐的。

各高等学校应根据本校实际情况确定教学目标,并创造条件,使那些英语起点水平较高、学有余力的学生能够达到较高要求或更高要求。

三个层次的英语能力要求如下:一般要求:1. 听力理解能力:能听懂英语授课,能听懂日常英语谈话和一般性题材的讲座,能听懂语速较慢(每分钟130 ~150词)的英语广播和电视节目,能掌握其中心大意,抓住要点。

能运用基本的听力技巧。

《大学英语》课程标准

《大学英语》课程标准

《大学英语》课程标准开设学期:第1-2学期总学时:116(8学分)编制人:审核人:一、课程定位(一)课程性质《大学英语》是公共必修课程之一。

本课程是以职业需求为导向,融行业需求与英语学习为一体,以“工学结合、能力为本”的职业教育理念为指导的高职英语课程。

通过两个学期的学习和实践,培养学生扎实的英语语言知识和实际使用语言的技能,特别是使用英语处理日常和涉外业务活动的能力,使不同专业学生具备进入未来职业要求及职业发展需要的基本专业英语技能,提高学生对社会、对职业的适应能力,使学生能够在学习、工作的真实场景中能够看得懂、说得出、写得了有关涉外的业务资料,特别是能结合专业和岗位得体地进行日常会话和专业交流,使学生成为适应生产、建设、服务和管理一线的,具有良好的职业素养、职业道德和爱岗敬业精神的高素质技能型专门人才。

(二)课程作用《大学英语》通过对学生听、说能力的培养,以服务为宗旨,以就业为导向,采用“工学结合”的模式培养高素质技术技能人才,使学生在打好语言基本功、能用英语交流信息的同时,也能掌握实际应用英语的能力,从而帮助学生提高就业竞争力。

二、课程理念与设计思路(一)课程理念《大学英语》是为培养合格的高等职业艺术人才的一门课程,始终贯彻理论教育与实践教学相结合的原则,以职场交际为目标,以应用为目的,培养学生实际应用英语的能力;学生在日常活动中能够进行一般的口头交流;同时掌握有效的学习方法,增强自主学习能力,提高综合文化素养;形成健康的人生观;为他们提升就业竞争力及今后的可持续发展打下良好的基础。

(二)设计思路1、《大学英语》遵循“工学结合、能力为本”的原则,在内容选择上不仅关注高职学生的语言水平,还突出对其职业技能的培养。

强调打好语言基础和培养语言应用能力并重;强调语言基本技能的训练,在提升职业素养的同时,将语言应用于职业场景,从而提高学生的综合就业能力。

2、《大学英语》充分关注高职学生的知识结构与思维特性,尊重语言学习的规律,按照“实用为主、够用为度”的原则,选取鲜活生动、地道时尚的文章以及涵盖生活、学习、工作等日常话题的职场语言素材,充分体现英语语言的时代特色与魅力。

大一英语口语知识点总结

大一英语口语知识点总结

大一英语口语知识点总结在大一的英语学习中,口语是一项重要的能力。

下面是一些大一英语口语知识点的总结,以帮助学生提高他们的口语表达能力。

一、日常交流用语1.问候与回应- 问候:Hello! Hi! How are you? How are you doing? What's up?- 回应:I'm fine, thank you. I'm good. Not bad. I'm great.2.自我介绍- 表示自己的名字:My name is…- 描述自己的年龄和国籍:I'm … years old. I'm from…- 指出个人特征:I'm tall/short, thin/fat, etc.- 描述个人兴趣爱好:I like/love/enjoy playing sports, music, etc.3.问路和指路- 问路:Excuse me, can you tell me how to get to…?- 指路:Sure! Go straight and turn left/right. It's on the left/right.4.借用物品- 借用:Can I borrow your pen, book, etc.?- 归还:Here you are. Thank you.二、日常生活话题1.购物- 需要帮助:Excuse me, could you help me find…?- 尺寸和颜色:Do you have this in size small/large? Can I try it on?- 付款:How much does it cost? Can I pay by cash/card?2.餐厅- 订餐:I'd like to make a reservation for… people at… o'clock.- 点菜:I'll have the beef/pasta/soup, please.- 付款:Could I have the bill, please? Can I pay with a credit card?3.旅行- 订票:I'd like to book a flight/train ticket to…三、日常活动和爱好1.运动- 询问是否爱好运动:Do you play any sports?- 描述自己的喜好:I love playing soccer/basketball/tennis.- 询问他人的观点:What do you think of…?2.音乐- 询问是否喜欢音乐:Do you like music?- 描述自己的喜好:I enjoy listening to pop/rock/classical music.- 提出建议:You should listen to this band/singer. They're really good.3.电影- 询问是否喜欢电影:Do you like movies?- 推荐电影:You should watch this movie. It's reallyfunny/interesting.四、学习和工作1.询问关于学习或工作的问题- 询问学习专业:What is your major?2.描述自己的学习或工作情况- 描述工作内容:I work as a waiter/teacher/programmer, etc.3.询问建议- 询问学习建议:Can you give me some study tips?- 询问职业建议:What advice do you have for someone who wants to work in your field?五、社交和交友1.结交新朋友- 打招呼并自我介绍:Hi, I'm… Nice to meet you.- 问候对方并问问题:How are you? Where are you from?2.舒适地交流- 共同兴趣:I see that we both like… What's your favorite…?- 提出活动建议:Would you like to…? Let's… How about…?3.道别- 道别:Goodbye. See you later/soon. Take care. Have a nice day.以上是大一英语口语知识点的总结,涵盖了日常交流、日常生活话题、日常活动和爱好、学习和工作以及社交和交友等方面,希望对大一学生提高口语表达能力有所帮助。

大学英语口语课教案怎么写

大学英语口语课教案怎么写

一、教案基本信息课程名称:大学英语口语课课时安排:2课时(90分钟)教学对象:大一学生教学目标:1. 让学生掌握自我介绍的基本句型和表达方式。

2. 培养学生运用英语进行自我介绍的能力,提高学生的英语口语表达能力。

3. 增强学生的自信心,提高他们用英语进行日常交流的能力。

教学内容:1. 自我介绍的基本句型和表达方式。

2. 常用的介绍自己的个人信息的词汇和短语。

3. 练习和应用:学生分组进行自我介绍练习,教师给予评价和指导。

教学步骤:第一课时1. 导入(5分钟)教师以提问的方式引导学生谈论自己的姓名、年龄、籍贯等基本信息,激发学生的学习兴趣。

2. 新课内容(20分钟)教师讲解自我介绍的基本句型和表达方式,如:My name is..., I come from..., I am 18 years old...等。

同时,教师展示一些常用的介绍自己的个人信息的词汇和短语,如:hobby, family, education等。

3. 练习(20分钟)学生分组进行自我介绍练习,教师巡回指导。

鼓励学生大胆开口,用英语表达自己的信息。

第二课时1. 复习(5分钟)教师通过提问方式复习上节课的内容,检查学生掌握情况。

2. 实践(20分钟)学生分组进行自我介绍练习,教师给予评价和指导。

鼓励学生互相纠正发音和表达方式,提高口语表达能力。

3. 总结与作业(15分钟)教师总结本节课的主要内容和收获,布置作业:让学生写一篇关于自己的人物介绍短文,要求使用本节课学到的句型和词汇。

教学评价:1. 教师通过课堂观察、练习点评等方式评价学生的口语表达能力。

2. 学生互相评价,提高自我纠正能力。

3. 作业完成情况:检查学生对课堂内容的掌握程度。

通过本的教案设计,教师可以有效地帮助学生掌握自我介绍的基本句型和表达方式,提高学生的英语口语表达能力。

同时,学生能够在实践中增强自信心,为今后的英语学习打下坚实基础。

英语教师上课用语

英语教师上课用语

英语教师上课用语上课,对于英语教师来说是日常工作的一部分。

通过合适的上课用语,教师能够有效地传达信息,激发学生的学习热情,并提高课堂效果。

本文将介绍一些常用的英语教师上课用语,帮助教师在课堂上更好地与学生进行交流。

1. 问候与介绍在课堂开始时,教师可以用以下用语向学生问候和进行自我介绍:- Good morning/afternoon class!(早上好/下午好,同学们!)- My name is [教师姓名], and I will be your English teacher.(我叫[教师姓名],我将担任你们的英语老师。

)- How are you today?(你们今天好吗?)2. 课程目标为了让学生知道本堂课的目标,教师可以使用如下用语:- Today, we are going to learn about...(今天我们将学习关于……的知识。

)- By the end of this lesson, you should be able to...(在本课结束时,你们应该能够……)- Our goal for today is to...(我们今天的目标是……)3. 回顾/预习在开始新的学习内容之前,可以先进行回顾或预习,以帮助学生复习已学知识或引入新的话题。

以下是一些相关的用语:- Let's review what we learned last class.(让我们复习一下上节课学过的内容。

)- Can anyone remember...?(有人能记得……吗?)- Now, let's move on to the next topic.(现在我们来继续下一个主题。

)4. 提问与回答提问是教师引导学生思考和参与互动的重要方式。

以下是一些教师常用的提问用语:- Who can answer this question?(谁能回答这个问题?)- What do you think?(你认为呢?)- Can you give me an example?(你能给我一个例子吗?)- Do you understand?(你们明白吗?)5. 解释与讲解在教学过程中,教师需要向学生解释和讲解知识点。

大学英语课程标准

大学英语课程标准

大学英语课程标准一、适用对象本教学大纲适用于我校B层次班级的学生。

学生入学时一般应掌握基本的英语语言和语法知识,认知英语单词1000个,在听、说、读、写、译等方面受过初步的训练。

二、教学目的高职高专教育英语课程的教学目的是:经过254学时的教学,使学生掌握一定的英语基础知识和技能,具有一定的听、说、读、写、译的能力,从而能借助词典阅读和翻译有关英语业务资料,在涉外交往的日常活动和业务活动中进行简单的口头和书面交流,并为今后进一步提高英语的交际能力打下基础。

三、教学要求本课程在加强英语语言基础知识和基本技能训练的同时,重视培养学生实际使用英语进行交际的能力。

通过本课程的学习,学生应达到下列要求:1、词汇认知2500个英语单词(包括入学时要求掌握的1000个词)以及由这些词构成的常用词组,对其中1500个左右的单词能正确拼写,英汉互译。

2、语法掌握基本的英语语法规则,在听、说、读、写、译中能正确运用所学语法知识。

3、听力能听懂涉及日常交际的结构简单、发音清楚、语速较慢(每分钟100个词左右)的英语简短对话和陈述,理解基本正确。

4、口语掌握一般的课堂用语,并能在日常涉外活动中进行简单的交流。

5、阅读能阅读中等难度的一般题材的简短英文资料,理解正确。

在阅读生词不超过总词数3%的英文资料时,阅读速度不低于每分钟50词。

能读懂通用的简短实用文字材料,如信函、技术说明书、合同等,理解基本正确。

6、写作能运用所学词汇和语法写出简单的短文;能用英语填写表格,套写简历、信函等,词句基本正确,无重大语法错误,格式恰当,表达清楚。

7、翻译(英译汉)能借助词典将中等难度的一般题材的文字材料译成汉语。

理解正确,译文达意。

四、教学模块五、模块教学目标和重点句型六、课时分配七、教学实施采用“任务引领型教学+语言实践”的教学模式,即“ 3+1”教学模式,以“提高学生语言实践能力”为核心,重视“产出性语言技能”的训练,以“学一点,练一点,会一点,用一点”作为教学理念。

大学英语课程教学要求(3级)-2011-2

大学英语课程教学要求(3级)-2011-2

四、课程设置
1)综合教程教学安排(每单元 课时) )综合教程教学安排(每单元6课时 课时) A) 教学计划 • 综合教程共8单元,本学期完成6个单元。 B) 课前预习 • a. 阅读综合教程相应单元的Passage A & B。 可以通过学生用书附带的光盘,边听边阅读。 • b. 通过预习,对课文所涉及的话题和课文内 容有大致了解,对课文中所要掌握词汇初步 接触。
C) 课堂教学 (Passage A& B)
四、课程设置
D) 课后复习 • a. 通过阅读课文注释,逐步了解和领会关键词语 和句型的处理,培养自己对语言的感觉,其目的 在于培养学生的自学能力。 • b. 通过练习,巩固刚刚学习的语言知识。通过补 充练习,学会自我检测和自我评估,检查自己在 不同阶段的学习情况。
WarmWarm-up activities
• 1.tongue twister • An imagining manager is imaginging managing an imaginary menagerie • When a doctor doctors a doctor, the doctor doctors wants to doctor the doctor in the way he wants to doctor while the doctor being doctored wants to be doctored in the way he wants to be doctored
6、国际文化能力: 国际文化能力: • 能较好掌握各单元的文化沙龙提供的文化背景 及文化差异知识,并在课外进行适当的延伸阅 读,以更为全面、系统地了解英语国家的重要 文化特征。
二、课程内容的教学要求

(2023年整理)大学英语课程标准(全国版)

(2023年整理)大学英语课程标准(全国版)

(2023年整理)大学英语课程标准(全国版)1. 引言本文档为2023年度大学英语课程标准(全国版)的整理,请各教育机构和相关教职人员按照本标准进行教学活动。

本标准旨在提高学生英语综合能力,培养学生听、说、读、写、译等英语运用能力,以满足社会对英语人才的需求。

2. 课程目标大学英语课程的主要目标是培养学生的英语综合能力,包括听力、口语、阅读、写作和翻译等方面的能力。

具体目标如下:- 提高学生的英语听力能力,使其能够听懂日常交际和学术讲座;- 培养学生的口语表达能力,使其能够进行日常对话和学术演讲;- 提升学生的英语阅读理解能力,使其能够理解各类英文资料;- 培养学生的写作能力,使其能够撰写各类英文作文和学术论文;- 培养学生的英语翻译能力,使其能够进行中英互译。

3. 课程内容大学英语课程的内容应包括以下几个方面:3.1 听力- 进行听力训练,要求学生能听懂各类日常对话、新闻报道和学术讲座;- 提供多样化的听力材料,包括录音和视频等形式;- 引导学生进行听力练,提高他们的听力技巧。

3.2 口语- 进行口语训练,要求学生能进行日常对话和学术演讲;- 提供各种交际情境,让学生在实际对话中练口语表达;- 引导学生掌握各类口语技巧,如发音、语调等。

3.3 阅读- 提供丰富的阅读材料,包括各类文章、报刊和学术论文等;- 教授阅读技巧,如快速阅读、理解大意和提取关键信息等;- 引导学生进行阅读训练,提高他们的阅读理解能力。

3.4 写作- 教授各类写作技巧,如写作结构、段落组织和表达准确性等;- 提供写作训练题目,要求学生撰写各类英文作文和学术论文;- 对学生的写作进行评估和指导,帮助他们提升写作能力。

3.5 翻译- 教授中英翻译的基本规则和技巧;- 提供中英互译的练材料,包括句子、段落和文章等;- 引导学生进行翻译练,提高他们的翻译能力。

4. 评估方法为了评估学生的英语综合能力,大学英语课程应采用多种评估方法,包括但不限于:- 平时成绩:根据学生的课堂表现、作业完成情况和参与度等来给予评估;- 考试成绩:进行定期的听力、口语、阅读、写作和翻译等考试;- 综合评估:综合各项评估结果,给予学生一个综合成绩。

《大学英语》课程标准

《大学英语》课程标准

《大学英语》课程标准(一)课程性质与任务大学公共英语课程是我校学生必修的一门公共基础课程,为培养高素质技能型人才的目标服务,是培养高职学生综合素质、提升职业可持续发展能力的重要课程。

本课程的教学任务是在中等教育的基础上,培养学生的英语综合应用能力,特别是在职场环境下运用英语的基本能力。

同时,提高学生的综合文化素养和跨文化交际意识,培养学生的学习兴趣和自主学习能力,使学生掌握有效的学习方法和学习策略,为提升学生的就业竞争力及未来的可持续发展打下必要的基础。

(二)课程教学目标1.知识目标认知3400个英语单词(包括入学时要求掌握的1600个词)以及由这些词构成的常用词组,对其中2000个左右的单词能正确拼写,英汉互译。

掌握基本的英语语法规则,在听、说、读、写、译中能正确运用所学语法知识。

能听懂日常和涉外业务活动中使用的结构简单、发音清楚、语速较慢的英语对话和不太复杂的陈述,理解基本正确。

能用英语进行一般的课堂交际,并能在日常和涉外业务活动中进行简单的交流。

能阅读中等难度的一般题材的简短英文资料,理解正确。

能就一般性题材,在30分钟内写出80-100词的命题作文,词句基本正确,无重大语法错误,格式恰当,表达清楚。

能借助词典将中等难度的一般题材的文字材料,理解正确,译文达意,格式恰当。

2.能力目标1)听力理解能力:能听懂内容稍长的对话、短文等,并在其结构较为复杂、观点较为隐含时也能理解要点。

能基本听懂英语国家的广播电视节目。

能听懂自己专业方面的讲座,并掌握其中心大意,抓住要点。

2)口语表达能力:能就一般或专业性的话题较为流利、准确地进行对话或讨论,能用简练的语言概括较长、语言稍难的文本或讲话,能在国际会议和专业交流中宣读论文并参加讨论。

3)阅读理解能力:能读懂有一定难度的文章,理解其意义,借助词典能阅读英语原版书籍和英语国家报刊杂志上的文章。

能比较顺利地阅读自己专业有关的综述性文献。

4)书面表达能力:能就一般性主题比较自如地表达个人的观点,做到文章结构清晰、内容丰富、逻辑性强。

大学英语课程教学要求(英文版)

大学英语课程教学要求(英文版)

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 careersas 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 collegeto 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 soas 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 haveto 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 topics at 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 general purposes, 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 noless 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 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 words and 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English V ocabulary.) Students should not only be able to comprehend the active words but 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 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, to statefacts 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 in popular 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 on general 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 translate on 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, whereasthe speed of translation from Chinese into English should be around 300 Chinese charactersper 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 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 produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speaking countries 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 a certain 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 understand their 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 areas of 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 Chinesefairly 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 1,870phrases (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 above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the lightof 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 listeningand 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 considerationthe 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 willfind 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, especiallytheir ability to listen and speak in English. It should ensure that students make steady progress inEnglish 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 central 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 listening and speaking courses 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 teaching 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 knowledgeand 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 learning, and is particularly important in implementing the computer- and classroom-based teaching model.It includes students' 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 processesto be subjected to observation, evaluation and supervision, thus contributing to the enhancementof their learning efficiency. (See the recommended Self'-Assessment/ Peer Assessment Forms for Students' English Competence in Appendix Il.)Summative assessment i s 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 n ot 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 organizationof 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 ofthe 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 that these 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 the 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 CollegeEnglish Teaching ModelThe 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- and Web-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' English Competencespecifies 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 according to the school's College English syllabus.2. Teachers can introduce to students the skills listed in the Self-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 assessment atregular 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. Students are expected to assess their own or their classmates' English competencein the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results of self-assessment or peer assessment, and with reference to the directions given below, students can arrange for learning at the next stage.。

大学英语口语课教案设计

大学英语口语课教案设计

教案设计:大学英语口语课课程名称:大学英语口语课课时:2课时年级:大一教学目标:1. 提高学生的英语口语表达能力;2. 培养学生的交际能力和团队合作精神;3. 增强学生的自信心,提高他们用英语进行日常交流的能力。

教学内容:1. 日常交流话题;2. 口语表达技巧;3. 交际策略。

教学资源:多媒体教学设备、教材、录音机、磁带或光盘。

教学过程:第一课时:一、导入(5分钟)1. 教师与学生进行简单的英语问候,了解学生的情况;2. 引导学生进行自我介绍,介绍自己的姓名、年龄、兴趣爱好等;3. 引导学生进行相互介绍,介绍自己的同学。

二、口语练习(15分钟)1. 教师给出一个日常交流话题,如“我最喜欢的电影”;2. 学生分小组进行讨论,用自己的语言表达自己的观点和感受;3. 教师选取小组进行展示,其他学生进行评价和反馈。

三、口语表达技巧讲解(10分钟)1. 教师讲解口语表达技巧,如如何表达自己的观点、如何进行转折等;2. 学生进行口语练习,运用所学的表达技巧;3. 教师进行评价和指导。

四、课堂小结(5分钟)1. 教师总结本节课的主要内容和口语表达技巧;2. 学生进行自我评价,反思自己的口语表达情况;3. 教师布置课后作业,要求学生进行口语练习。

第二课时:一、复习导入(5分钟)1. 教师与学生进行简单的英语问候,了解学生的情况;2. 复习上节课的口语表达技巧;3. 引导学生进行自我介绍,介绍自己的姓名、年龄、兴趣爱好等。

二、口语练习(15分钟)1. 教师给出一个日常交流话题,如“我最喜欢的食物”;2. 学生分小组进行讨论,用自己的语言表达自己的观点和感受;3. 教师选取小组进行展示,其他学生进行评价和反馈。

三、交际策略讲解(10分钟)1. 教师讲解交际策略,如如何提问、如何进行回应等;2. 学生进行口语练习,运用所学的交际策略;3. 教师进行评价和指导。

四、课堂小结(5分钟)1. 教师总结本节课的主要内容和交际策略;2. 学生进行自我评价,反思自己的口语表达和交际情况;3. 教师布置课后作业,要求学生进行口语练习。

教育部《大学英语课程教学要求》

教育部《大学英语课程教学要求》

教育部公布《大学英语课程教学要求》(摘要)教育部网站26日公布《大学英语课程教学要求》(以下简称“教学要求”) 。

教学要求建议,大学英语课程要融入学校的学分制体系,尽量保证在本科总学分中占10%(16学分左右)。

教学要求指出,大学阶段的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。

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。

教学要求提出,高校应对英语教学开展形成性评估和终结性评估。

形成性评估可以采用课堂活动和课外活动记录、网上自学记录、学习档案记录、访谈和座谈等多种形式,以便对学生学习过程进行观察、评价和监督,促进学生有效地学习。

终结性评估主要包括期末课程考试和水平考试。

根据教学要求,大学英语教学评估还应包括对教师的评估。

应全面考核教师的教学态度、教学手段、教学方法、教学内容、教学组织和教学效果等。

教学要求建议,高校应建立完善的教学文件和教学管理文件;大学英语课程要融入学校的学分制体系,尽量保证在本科总学分中占10%(16学分左右);完善教师的聘任管理,确保师生比合理;建设年龄、学历和职称结构合理的师资队伍。

教育部办公厅关于印发《大学英语课程教学要求》的通知教高厅〔2007〕3号各省、自治区、直辖市教育厅(教委),新疆生产建设兵团教育局,有关部门(单位)教育司(局),部属各高等学校:《大学英语课程教学要求(试行)》发布三年以来,推动了大学英语教学改革,提高了大学英语教学质量。

为全面实施大学英语教学改革,满足新时期国家和社会对人才培养的需要,我部组织有关专家,根据大学英语教学改革目标要求,结合大学英语教学改革实践,对《大学英语课程教学要求(试行)》进行了修订和完善。

现将修订后的《大学英语课程教学要求》印发给你们,请参照执行。

教育部办公厅二○○七年七月二十七日大学英语课程教学要求为适应我国高等教育发展的新形势,深化教学改革,提高教学质量,满足新时期国家和社会对人才培养的需要,特制订《大学英语课程教学要求》(以下简称《课程要求》),作为各高等学校组织非英语专业本科生英语教学的主要依据。

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大学英语课程教学要求附录六:常用口语表达用语1.Greetings1.How are you?2.How do you do?3.How are you doing?4.How’s everything?5.How’s it going?6.I’ve been looking forward to meeting you.7.I have heard so much/a lot about you.8.Glad/Nice to meet/see you!9.Fancy meeting you here!10.Long time no see.11.Y ou look great today.12.Give me a hug.2. Introduction13.I would like to introduce myself. I’m…14.Mary, let me introduce…15.Allow me to introduce…16.May I have your name?17.John, may I introduce Mary to you?18.I’d like you to meet Mary.19.This is my friend John.20.Can I have your business card?21.Here is my business card.22.Melinda, this is Roger. Roger, this is Melinda.23.Sorry I didn’t catch your name.3. Farewells24.See you (later).25.See you soon.26.See you tomorrow/next year!27.So long.28.Hope to see you again.29.I am afraid that I must be leaving.30.I am sorry but I have to go now.31.I’ve got to go now.32.Have a pleasant journey.33.Have a good journey, and all the best.34.Take care of yourself and don’t forget to keep intouch.35.I am looking forward to seeing you again.36.Remember the good times we shared!4. Thanks37.Many thanks.38.I’m much obliged to you.39.Thanks a lot.40.Thanks ever so much.41.I can never thank you enough.42.Thank you for all you’ve done for me.43.Thanks for the trouble you have taken for me.44.I appreciate your help.45.I’m truly grateful for your help.46.I couldn’t have done it without you.47.Y ou saved my life.48.Y ou’re one in a million.5. Apologies49.I’m really sorry.50.I apologize for…51.Please accept my heartfelt apology.52.I beg your forgiveness.53.I feel really bad/sorry about…54.I’m really sorry for not keeping my promise.55.I’m not sure how to put it, but I’m sorry that Ihave done something wrong to you .56.It must have been very embarrassing to…57.I’ll never forgive myself.58.Will you ever forgive me?59.How could I be so thoughtless?60.It’s all my fault.61.I didn’t mean it.6. Invitation62.Would you like to join…?63.I was wondering if you’d like to go to the…64.I’ll be happy if you can come to the…65.I’d like to have dinner with you next Tuesday.66.I wonder if you two would like to come to…?67.Let’s go and have something.68.We should be delighted if you could…69.Would you be free to a concert on Sunday?70.What about going to…?71.Why not join…?72.Why don’t you come on a holiday with us?7. Asking for Permission73.Is it all right if I…?74.Do you mind my doing…?75.Would you mind my doing…?76.Can I possibly have the book for a moment?77.Do you have any objection to my doing…?78.Am I allowed to make a suggestion?79.Would I be in a position to express my opinionon this?80.Would it be possible for me to put off the worktill a later day?81.I wonder whether I could take it away?82.I’d like to make a phone call here, if you permitme.8. Wishes and Congratulations83.Wish you every success!84.Good luck to you.85.Wishing you good luck(forever).86.Wish you peace and happiness(during theholidays).87.Let me wish you the best of everything.88.May you succeed at whatever you try.89.May all your wishes come true.90.I wish you every fortune and every success.91.May you Christmas be filled with joy andwarmth!92.Hope the holidays find you happy and healthy.93.If only I had more time, I could do it.94.Keep my fingers crossed that I’ll win the firstprize.95.I’m sure you’ll be happy together.96.Y ou make a great couple.97.Congratulation! I knew you’d pass it with flyingcolors.98.I want to congratulate you with all my heart.99.I think no one deserves it more than you! 100.Please send him my congratulations.101.What marvelous news! 9. Offering or Asking for Help102.What can I do for you?103.Is there anything I can do for you?104.Let me help you with…105.Let me give you a hand.106.Don’t worry. I’ll do it for you.107.Why don’t you use my…?108.I’ll give you a lift if you like.109.I’d like to help if I can.110.Would you please…?111.Could you do me a favor?10. Making Appointments112.What time is convenient for you?113.What’s the best place to meet?114.What about Saturday evening?115.Would tomorrow morning suit you?116.May I expect you at five?117.I was wondering if you’d like to go to a movie with me.118.I’m going to see the film with a group of my friends. Would you like to join us?119.I’m afraid I won’t be able to see you today. 120.I’m awfully sorry that I have to postpone my appointment with the dentist on Saturday. 121.Something urgent happened. I’d like to change our appointment to the day aftertomorrow.122.I really want to, but I have got hundreds of things to do.123.Count me in if you are to meet on Sunday. 124.Glad you could make it.11. Making T elephone Calls125.May I speak to…?126.Speaking.127.Is Roger there?128.Y es, speaking.129.Hi, my hands are tied. I’ll get back to you ina minute.130.Can I call back? Something has come up. 131.Can I have your name and telephone number?132.I have to take your number and call youback.133.Can you connect me with…?134.I’m afraid you’ve got the wrong number. 135.Can we continue this later? My other line is ringing.136.Hang on a second/a moment.137.Would you like to hold?138.Hold the line, please.139.He’s not here right now.140.He’s in a meeting now.141.He’s out on his lunch break right now.Would you like to leave a message?142.He’s not available now. Can I take a message?143.When he comes back, can you have him call me at 55561212?144.May I leave a message?145.Of course. Hold on for just a second so I can grab a pen and paper.146.Can you put Daisy back on again? I forgot to tell her something.147.Sure. I’ll go and get her.148.Long-distance call from…149.Should I tell him you’ll call back, or do you want him to call you?150.If you leave your name and number, I’ll have him call you back as soon as he’savailable.151.Have you got the telephone directory? Can you help me get Mr. Li’s telephone number? 152.John is on another line now. Can you hold on?12.Having Meals153.Could you show us the menu?154.Would you like to see the menu?155.Are you ready to order?156.What do you recommend?157.Which do you prefer?158.How would you like that prepared/done? 159.What would you like to drink, tea or coffee? 160.I prefer noodles to rice.161.I prefer to drink coffee without sugar. 162.What is your favorite…?163.What about having western food today? 164.Let’s grab something to eat!165.It is very delicious, but I can’t eat any more. 166.We will go Dutch.167.Tonight’s on me.168.I’ll take care of the bill/check.169.Would I have the bill?170.We’d like the bill, please.171.Bring me the bill/check, please.13. Seeing the Doctor172.What’s the matter?173.What’s the trouble with you?174.What seems to be the trouble?175.I don’t feel like eating.176.How long have you been like this?177.I’ve been sick for a day.178.It hurts me when I breathe.179.I feel feverish.180.I’d like to run some tests.181.I’d like to take a blood sample.182.Have you had this problem before?183.How’s your blood pressure?184.Give up smoking and keep on taking more exercises.185.I’m going to write a prescription.186.What sort of medicine do you take?187.Take the medicine, and you’ll be better. 188.Take these pills every four hours.189.He is up and about now.14. Shopping190.May/Can I help you?191.Are you looking for something particular? 192.We have a clearance sale today.193.The price will go down.194.I heard other stores were having great mark-downs on this item.195.Please try it on.196.I’ve seen this cheaper in other places. 197.Could you bring the price down?198.That is a steal.199.I’d buy this if it were cheaper.200.It’s a little overpriced.201.Do you know what size you are?202.I’m afraid we’re out of that item.203.I’m afraid we don’t have it in stock.204.Where is the men’s shop?205.Do you have this in stock?206.Do you have this in blue?207.How are you going to pay? Cash, check or charge.208.How will you pay for this?209.Cash back?210.What a deal!211.Bring your receipt to the customer service, and they will refund you.212.Can you give me the invoice?15. Asking the Way213.Excuse me, can you tell me the way to…? 214.Could you tell me where I can find a hospital?215.Sorry to trouble you, but can you direct me out of this building?216.Which direction is it to…?217.Excuse me, is this the right way to…? 218.Tell me, please, where is No.27 on this street?219.Excuse me, how can I get to…?220.Excuse me, does this bus go to…?221.How long does it take to walk there?222.How can I find…?16. T alking About W eather223.Have you heard the weather forecast? 224.What does the weather forecast say?225.We’ll have fine weather for the next few days.226.What will it be after the clear weather? 227.It says a storm may come soon.228.How long will this hot weather last?229.I hope it stays nice for the whole month. 230.It’s wonderful after the rain.231.Autumn is the best season here.232.It’s hot like oven now in this part of the country.233.The weather is terribly changeable at thistime of the year.234.We don’t know what’s going to be tomorrow until we listen to the latest weather report. 235.It has turned out to be a nice day.236.It seems to be clearing up.17. Advice and Suggestions237.If I were you, I’d phone him now.238.What do you think I should do?239.I advise you to see a doctor.240.I would try again if I were you.241.Y ou’d better go through your test paper again.242.Should we go now?243.What do you think I should do?244.Why don’t you go to bed earlier?245.Don’t you think it might be a good idea to have a picnic this weekend?246.How about going to a concert?247.I don’t think it is very practical.248.I recommend you to give up smoking. 249.May I suggest leaving a message with his secretary?250.Isn’t there anything else I could do?18. Showing Attitude251.It’s cool!/Cool.252.It is neat!253.It is righteous!254.That’s great!255.That’s incredible!256.The house is gorgeous!257.Y ou are brilliant/great/terrific/…!258.It is a terrific game.259.I am sick and tired of doing homework. 260.The movie was a turn-off.261.Y ou scared me!262.That’s so stupid!263.It’s a piece of cake.264.No ifs, or buts.19. Expressing Anger265.What do you think you are doing?266.I simply can’t bear to see her behavior.267.I’m very annoyed at…268.I’m fed up with…269.That’s what gets me down.270.I will not put up with…271.It makes me sick the way he laughs/speaks…272.Y ou’re getting on my nerves.273.I’ve had enough of you.274.Who do you think you are?275.It makes me sick!276.I’ve had enough of your…20. Expressing Disappointment277.I’d expect it to be more exciting.278.It wasn’t as good as I’d expected.279.Her performance could have been better. 280.I don’t think much of the painting/story…281.I was really looking forward to having a good time there.282.That’s a real let down.283.I must say I had hoped for twelve percent discount at least.284.I must admit I had expected you to tell me the truth.285.I wish I’d realized it.286.The story wasn’t up to much.287.I’ve never felt so let down before.21.Expressing Complaint288.I want to make a complaint about…289.What’s the point of talking about it?290.I’ve just had enough of that!291.She is all talking.292.Couldn’t you speak a bit slowly/turn down the radio a little bit?293.I wish you would come here earlier next time.294.Y ou should have seen the mess.22. Expressing Sympathy295.I’m sorry to hear about it.296.Y ou must be feeling bad/terrible/awful about…297.Don’t take it too much to heart.298.Don’t let it get you down.299.It’s no use crying over spilt milk.300.It could have happened to anybody.301.Y ou can’t win them all the time.302.Y ou must be annoyed about…303.I am deeply sorry to learn/hear about…304.I do hope it’s nothing serious.305.What bad luck!306.Is there any way I can help?23. Expressing Encouragemente on, be a man!308.That’s better than I can do.309.I believe you can improve it.310.I think you should go ahead.311.If at first you don’t succeed, try, try, and try again.312.Y ou have my whole-hearted support. 313.There is no reason to feel discouraged. 314.The longest road must have an end.315.Keep it up!316.I’ll be always there for you!24. Making a Request317.I was wondering whether you could…318.May I trouble you to(do)…?319.May I have the pleasure of…?320.Do you mind if I…?321.I’d appreciate it if you could help me with…322.Do you think it would be possible to(do)…323.Would you be so kind as to…?324.It would help me a great deal if you…? 325.I’d be feeling grateful to you if you…?25. Expressing Surprise326.My goodness!327.That’s incredible!328.What a surprise!329.I can’t believe my eyes.330.Wow! What a beautiful lake!331.Good heavens!332.How astonishing/amazing!333.Who knows? God knows!334.It’s too good to be true!335.Who could have thought/expected it!25.Expressing Certainty or Uncertainty 336.Are you sure about…?337.Is there any doubt about…?338.I am sure about…339.I am absolutely positive about…340.I have no doubt about…341.I’m quite convinced of…342.There is little doubt in my mind about…343.There is no question about…344.I’m a hundred percent certain about…345.I really can’t tell about…346.I have no idea about…347.There is surely some doubt about…348.It’s not likely that…349.It’s hard to say.350.It’s obvious that…351.I’m certain/sure that…352.I couldn’t say for certain, but I suspect that…26. Agreeing and Disagreeing353.Sure./Absolutely.354.Y ou got it.355.By all means.356.That’s true/right.357.That’s for sure.358.I couldn’t agree with you more.359.I don’t think so.360.That’s not right.361.I couldn’t disagree with you more.362.That’s out of the question.363.Y ou’ve got it all wrong.364.I don’t think you’ve got your facts straight. 365.Next time get the facts first.366.Don’t jump to conclusions.。

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