基础英语1(修订版)

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unit1英语修订版(基础模块)学生用书第一册第一单元PPT

S1: We learn how to sell goods.
S2: That’s interesting.
store/sell goods
Listening and Speaking
3 Listen again and act. 再听录音，根据提示表演对话。
S1: You know, my school is quite different. ave our skill-training classes in a restaurant. S2: What do you usually do there? S1: We learn how to prepare food. S2: That’s interesting. restaurant/prepare food
dormitory
宿舍
1. We have skill-training classes in a factory.
我们在一家工厂里上技能训练课。
2. There are six students in my dormitory.
我的宿舍里有六位同学。
Warming up
2 Look and tick.
machine subject
cookery accounting
Listening and Speaking
2
Listen and practice.
听录音，谈论校园生活。
Li Wei: You know, my school is quite different. Sophie: Really? In what way? Li Wei: We have our skill-training classes in a factory. Sophie: What do you usually do there? Li Wei: We learn how to use the machines. Sophie: That’s interesting.

新起点大学基础英语教程修订版课件.ppt

1. Is the climate hot B you live?
A. which B. where C. when C. what
2. But there can be no mountain climbing A there
are no mountains. A. where B. what C. when D. which
2.Summer places young Chinese can go to: ____b_e_a_c_h_e_s______,______r_iv_e_r_s_____,______l_a_k_e_s___.
3.Natural conditions for sports and games: a._____C_o_l_d_c_l_im__a_te_________ in mountains for skiing. b. _____O_c_e_a_n_s_____ for surfing. c.____M__o_u_n_ta_i_n_s____ for mountain climbing.
5. a path painted red一条漆成红色的小径一幢漆成黄色的楼房 a building yellow
6. streams of bike riders骑着自行车的人流
一股人流 a
of people
7. broad enough for cars宽的足以开汽车
长大了, 能上学了old/big
现在就动手怎么样?
taking action now?
14. take a ride骑车散步 a walk
Main Ideas
Fill in the blanks with appropriate words according to the above reading passage.

unit1英语修订版(基础模块)学生用书第一册第一单元

Warming up
dormitory
宿舍
1. We have skill-training classes in a factory.
我们在一家工厂里上技能训练课。
2. There are six students in my dormitory.
我的宿舍里有六位同学。
Warming up
2 Look and tick. 看图，选出你学过的课程。
有的学汽车修理。索菲: 你最喜欢什么技能训练课？李伟：我喜欢会计。这门课很有用。
Listening and Speaking
5 Listen again and fill. 再听录音，填写下表。
All take Some take Li Wei likes
Subjects
maths, English, computer basics cookery, accounting, car-repair accounting
Listening and Speaking
2 Listen and practice. 听录音，谈论校园生活。
Li Wei: You know, my school is quite different. Sophie: Really? In what way? Li Wei: We have our skill-training classes in a factory. Sophie: What do you usually do there? Li Wei: We learn how to use the machines. Sophie: That’s interesting.
Listening and Speaking

新起点大学基础英语教程修订版课件1-10

and individuals can borrow money from the bank but they ____ higher must repay it plus the interest which is always______ ______
than that on savings accounts Besides, customers can ________. rent ______a safe deposit box from the bank to keep valuable important or __________ things.
1. People deposit, B put, their money in the bank. A. but B. or C. as D. and
2.There is not always a C fee, but then customers pay 10 or 20 sents for each check they write. A. month, what B. month, that C. monthly, that D. monthly, what 3. A bank can loan money D businesses and A. in, in B. of, of C. by, by D. to, to individuals.
Unit Ten
Text A
Banking Service
1. offer services提供服务提供帮助 help
2. checking account支票账户储蓄账户 savings
.
3. leave money in the bank把钱留在银行把钥匙留在家里 the keys at home 4. loan money to businesses or individuals把钱贷给公司或个人把钱贷给想买房子的人 people who want to buy a house 5. charge interest on loans对贷款收取利息对额外的课收取费用 fees extra classes

unit1英语修订版(基础模块)学生用书第一册第一单元知识讲稿

参考译文
In what way? 是In what way is it different? 的省略形式。在口语中，常会用到一些省略形式。
usually：通常，表示频率。类似的副词还有 always（总是），often（经常），never（从来不）。
李伟：你知道吗，我的学校与众不同。索菲: 真的吗？在哪方面呢？李伟：我们在工厂里上技能训练课。索菲: 你们通常都在那里做什么呢？李伟：我们学习如何使用机器。索菲: 那很有趣。
Reading and Writing
1 Read and learn. 读邮件，了解李伟的学校生活。
accounting, and others learn car-repair. Sophie: What skill-training classes do you like best? Li Wei: I like accounting. It’s very useful.
参考译文
索菲: 李伟，你这学期都上什么课？李伟：我们全都上数学，英语和计算机基础课。索菲: 你们都上相同的技能训练课吗？李伟：不是。我们中有的人学烹饪，有的学会计，还
Key sentences:
Warming up
classroom
教室
Warming up
computer lab
计算机房
Warming up
factory
工厂
Warming up
library
图书馆
Warming up
dormitory
宿舍
1. We have skill-training classes in a factory.
有的学汽车修理。索菲: 你最喜欢什技能训练课？李伟：我喜欢会计。这门课很有用。

职高一年级英语基础模块修订版一单元作文

职高一年级英语基础模块修订版一单元作文全文共3篇示例，供读者参考篇1Unit 1 - My WorldThe first unit of this revised English foundation module is called "My World" and it's all about introducing ourselves and describing the world around us. As a first-year vocational student, I feel like this unit is the perfect way to ease into learning English again after being out of an English class for so long.The very first lesson was just getting us comfortable using simple phrases and vocabulary words to talk about ourselves. We learned how to say our names, where we're from, how old we are, and what we like to do in our free time. Seems pretty basic, but it was a good refresher on foundational English skills. The activities had us going around introducing ourselves to our classmates which was a little awkward at first, but it definitely helped build confidence.After that initial icebreaker, the unit moved into describing our daily routines and schedules. We covered vocabulary for days of the week, times of day, common activities like "wake up","eat breakfast", "go to school", etc. This was all vocabulary I had learned before in earlier English classes, but it was good practice putting it into coherent sentences about my typical day. The exercises had us writing out our schedules and then sharing them which helped solidify the language.Next up was learning to describe the places that make up our world - our homes, our schools, our neighborhoods. The module had tons of pictures and visuals to teach words for different rooms, furniture, buildings, and public places. We learned how to describe locations using prepositions like "next to", "across from", "between", etc. One of the activities had us drawing maps of our neighborhoods and labeling all the places which I thought was a creative way to apply the new vocabulary and skills.Speaking of being creative, that's exactly what we had to do for the unit project - make a short video tour of our personal spaces like our bedrooms or backyards. We had to script it out beforehand describing what was in the space, where things were located, and expressing our opinions about our favorite/least favorite parts. Some students went all out and it was fun to see the variety of living situations. Definitely brought the lesson to life in a very real way.The final part of the unit was about describing people's personalities, interests, and relationships. We learned adjectives for describing someone's character like "outgoing", "shy", "ambitious", etc. We also covered vocabulary for hobbies, talents, and interests which could branch off into lots of subcategories like sports, arts, academics, and more. Describing relationships was about using family vocabulary like "brother", "aunt", "cousin" but also vocabulary for friends, classmates, and other non-family relationships.For this section, we did an activity where we had to write a brief biography about one of our family members describing their personality, hobbies, relationships and other key details about their life. It was a good way to pull together all the new vocabulary and language skills from this final part of the unit. We also did some fun role playing activities pretending to interview each other about our interests, skills, friend groups, etc. Overall, this final section really rounded out our ability to fully describe ourselves and the people in our lives.Looking back over the entire unit, I'm actually pretty impressed by how much practical and relevant vocabulary and language ability we covered. What started as basic introductions ultimately led to us being able to comprehensively describe ourdaily personal, social, and physical worlds using precise vocabulary and language constructions. The activities, projects, and visuals made it feel tangible and applicable to our real lives rather than just dull academic exercises.While a lot of the core vocabulary was a refresher from previous English study, the revised module seemed to place more emphasis on using that vocabulary in coherent and contextualized ways to describe ourselves and our surroundings. The progression from self to daily routine tohome/neighborhood to people in our lives felt like a logical flow that really laddered and spiraled the learning. I feel like I've solidified my fundamental verbal and written skills for talking about my world as a first-year vocation student in Taiwan.Of course, this is just the start and the foundation. English study will progressively get more challenging from here covering broader topics and more advanced grammar, writing, and conversation skills. But this opening unit made for a smooth and approachable on-ramp. Provided we keep building from this strengthened base, I'm optimistic we'll keep making steady progress toward true English proficiency and fluency over the course of the full program. The revised material at least seems thoughtfully designed to make the early stages of languagelearning engaging, practical and achievable. That's a promising start that makes me motivated to stick with it for the long haul.篇2My First English Module of the YearAs a first-year vocational high school student, the English foundation module is crucial for building the basics before we delve into more specialized content. The revised Unit 1 has been an engaging introduction, covering essential vocabulary, grammar concepts, and practical scenarios. Let me walk you through my experience with this unit.The unit kicked off with a comprehensive vocabulary section, introducing words and phrases related to personal introductions, hobbies, and daily routines. I found the interactive exercises particularly helpful in reinforcing these new terms. Repetition through fill-in-the-blanks and matching activities ensured the words stuck in my memory. Surprisingly, some of the vocabulary items were quite relatable, making the learning process more enjoyable.Next up was the grammar section, which initially seemed daunting. However, the clear explanations and abundant examples made it much more approachable. We covered thefundamentals of subject-verb agreement, verb tenses, and sentence structure. The exercises gradually increased in complexity, allowing us to practice and solidify our understanding. I particularly enjoyed the group activities where we collaboratively constructed sentences, correcting each other's errors in a supportive environment.One aspect that stood out to me was the emphasis onreal-life situations. The unit presented dialogues and scenarios centered around common social interactions, such as introducing oneself, discussing hobbies, and describing daily routines. These practical examples not only made the content more engaging but also highlighted the immediate applicability of what we were learning. I could envision myself using these phrases and structures in my daily interactions, both within and outside the school environment.The listening and speaking components were particularly challenging yet rewarding. We practiced active listening by identifying key details and overall meanings from audio recordings. The speaking exercises encouraged us to construct and deliver our own introductions, articulating our interests and routines. Initially, I felt self-conscious about speaking in front ofmy classmates, but the supportive atmosphere and constructive feedback from our teacher helped me gain confidence over time.The reading and writing sections further solidified our comprehension and expression skills. We analyzed short texts related to the unit's themes, identifying main ideas, supporting details, and making inferences. The writing assignments, ranging from simple paragraphs to longer compositions, challenged us to apply the vocabulary and grammar concepts we had learned. Peer review sessions were particularly valuable, as we could learn from each other's strengths and weaknesses.Throughout the unit, our teacher incorporated a variety of engaging activities and multimedia resources. From interactive whiteboards to language learning apps, the incorporation of technology made the lessons more dynamic and interactive. We even had the opportunity to collaborate with students from other schools through online platforms, practicing our English skills in authentic conversations.One aspect that I particularly appreciated was the emphasis on cultural awareness. The unit included insights into different cultural norms and perspectives regarding introductions, hobbies, and daily routines. This exposure not only expanded our understanding of the world but also highlighted theimportance of being respectful and adaptable in cross-cultural interactions.As we neared the end of the unit, we had the opportunity to put everything we had learned into practice through a culminating project. Each student created a multimedia presentation introducing themselves, their interests, and their daily routine. We then shared these presentations with the class, receiving feedback and celebrating our achievements.Looking back, the revised Unit 1 of the English foundation module has been a solid foundation for my language learning journey. The comprehensive coverage of vocabulary, grammar, and practical scenarios has provided me with the necessary building blocks to communicate effectively in English. The engaging activities and real-life applications have made the learning process enjoyable and meaningful.However, the journey doesn't end here. As I move on to the subsequent units, I am excited to build upon the skills and knowledge acquired in Unit 1. The emphasis on continuous practice and application will undoubtedly reinforce and expand my English proficiency.Overall, the revised Unit 1 has been a positive and enriching experience. It has instilled in me a newfound appreciation for theEnglish language and a curiosity to explore its nuances further. With the solid foundation laid by this unit, I am confident in my ability to navigate the challenges that lie ahead, both in my academic pursuits and future endeavors.篇3My First Year of Vocational High School EnglishHey there! I'm a first-year student at a vocational high school here in China. This year, we've been using the revised English foundation module textbooks. I have to say, English class is way different from middle school!In Unit 1, we jumped right into some solid vocabulary and conversation practice around the topic of personal introductions and interests. The unit started off pretty basic with words like "name," "age," "hobby," etc. But it quickly ramped up to more advanced phrases for describing our personalities, talents, hopes and dreams.At first, I felt a bit overwhelmed trying to memorize all the new vocabulary. But our teacher had us do lots of engaging exercises to really drill the words into our brains. We did flashcard games, conversational roleplays, even some funsinging activities. She made sure we were using the vocabulary actively instead of just doing rote memorization.Once we had a solid grasp of the key words and patterns, the real challenging work began - putting it all together through speaking and writing. We spent a ton of time practicing introducing ourselves and interviewing our classmates. Our teacher pushed us to use increasingly complex sentences and really stretch our abilities.For me, the writing prompts were the biggest hurdle. Having to compose coherent paragraphs about my interests, future goals, and personality traits really forced me to pull together everything I'd learned. Let me tell you, staring at a blank page wondering how to start was brutal at first! But getting constant feedback and doing drafts really helped.I remember one writing assignment in particular where we had to introduce a friend or family member. I decided to write about my cousin who is a few years older than me. Trying to find the right adjectives to describe her personality was so tough. Is she more "outgoing" or "sociable"? Is she an "ambitious" person or just "hard-working"? Little word choices like that really made me stop and think.What helped a lot was the example passages and model dialogues in the textbook. They gave me something to analayze and emulate in terms of vocabulary, grammar patterns, and organizational structure. The textbook writers did a great job making the examples relatable to vocational school students like me.By the end of Unit 1, I could finally introduce myself fairly fluently. Writing about my life still took a bunch of drafts and error correction. But I could feel my skills improving in leaps and bounds compared to just a few weeks earlier. Putting together clear, grammatically-correct sentences was getting easier and easier.Looking back on it now, Unit 1 could feel basicat times with its focus on self-introductions. But honestly, that simplefoundation was vital. If I couldn't describe myself well, how could I bemexpected to handle more complex topics? Establishing that solid base ofvocabulary and sentence patterns prepared me for the challenges ahead.For example, Units 2 and 3 took my English abilities to the next level byhaving me learn vocational terminology related to my specific trainingtrack. As someone studying automotive repair and maintenance, I had tomaster tons of words aboutvehicle components, tools, diagnosticprocedures, and more. Knowing how to introduce myself first made thistechnical vocab just a bit more approachable.The revised foundation module has definitely been an intense batchallenge so far. Looking ahead to the rest of my first year, I knowthere's still a long road of vocabulary, grammar, and comprehensionahead of me. But I feelready to tackle whatever towers of flashcards and writing promptscome my way next!I'm sure my English abilities will continue improving immenselythrough hard work and practice. While verbal communication is stillawkward for me at times, I can clearly see the progress I've made. Justcompare my shaky self-introductions at the start of the semester to thesmooth paragraphs I can write now about my life and interests. The gapsare shrinking every day.For any other vocational high school students out there feeling overwhelmed by English, I hear you! It can definitely be a struggle,especially with all the technical vocabulary and emphasis on realcommunication rather than just rote memorization. But don't get discouraged!If you put in the effort and take advantage of all the activities andresources, your English skills can grow in leaps and boundstoo. Stay focused on building that strong vocabulary and grammar foundation,especially on topics relevant to your future career. Listen to theexamples and use them as guides for your own speaking and writing. Mostimportantly, don't be afraid to make mistakes! Thafs how we learn.Believe me, if I can go from stumbling through basicself-introductionsto writing smoothly about myself and my interests in just a semwter,you can accomplish incredible English growth too. Just stick with it,work hard, and enjoy the journey! English is tough, but extremelyrewarding once you start seeing the fruits of your labor. Keep grindin'!。

(完整版)英语1(基础模块)unit3知识点及练习,推荐文档

英语1（基础模块）知识点及练习Unit Three How much is it ?一、词汇store=shop, downtown cell phone = mobile phone takekilo kilos a kilo of two kilos of kilometer kilograma pair of shoes a pair of pants a pair of glasses二、短语How much how many on sale different , be different fromtwo yuan a kilo three yuan for each go shopping shopping list sell out(sold out)food of different flavors, at a good price at very attractive prices buy sth for sbon that day used to do sth heavy traffic take / have +时间+ off line up三、句型Can I help you? What can I do for you? Is there any discount? = what’s the discountWhat’s the original price? I will take it . Here you are !How much is the apple ?= what’s the price of the apple.一、语法There be1）There be 句型与have, has的区别1、There be 句型表示：在某地有某物（或人）2、在there be 句型中，主语是单数，be 动词用is ; 主语是复数，be 动词用are ; 如有几件物品，be 动词根据最*近be 动词的那个名词决定。

(完整版)英语1(基础模块)第2版unit1知识点及练习,推荐文档

英语1（基础模块）第2版知识点及练习Unit One Nice to meet you !一、词汇（一），firstnum.第一(基数词one的序数词) ; n.第一，最初; 头等;adv.最初; 首先; at firstadj.第一流的; 最初的，最早的; 基本的;（二），lastn.末尾; 最后; 上个; vt. 经受住; 够用; 足够维持; vi.持续;adj.最近的; 最后的; 最不可能的; 惟一剩下的;adv.上一次，最近一次; 最后; at last（三），Mr. 先生，与Sir先生; Mrs. [misiz] 女士(已婚)Miss 小姐(未婚) Ms. [miz] 女士(婚姻状况不明)Madam 夫人,太太,小姐1. Mr. 意为"先生"，Mr. 是Mister （先生）或Master （主人）的缩写。

一般用于男子姓氏或职务前；不管年龄大小；辈分长幼；职务高低；结婚与否，男子都可称为Mr.；后面跟姓。

如果一个男子的职务是校长，就可以称他为Mr.Headmaster (校长先生)；Sir ：对不相识的男子或上级；长辈或从事某种职务的男子表示尊称时，英；美人通常用sir，意为"先生；阁下；长官"，后面不跟姓氏；如:—May I go now，sir?(先生，我可以走了吗?)—Yes，sir.(可以，先生；) sir还广泛用于各类信件中，如:Dear sir，Dear sirs；2. Mrs.意为"夫人，太太"，是Mistress 的缩写。

常用于已婚妇女的丈夫的姓氏前；如果一个名叫Mary Jones的女子嫁给了一个名叫Jack White的男子，就称她为Mrs. White，但不能称Mrs. Jones；Mrs. Smith lives in Paris. 史密斯太太住在巴黎。

3. Miss意为"小姐"，复数形式为Misses，用于对未婚女子的称呼；如果一个未婚女子名叫Rose Jones，可以称她为Miss Jones。

新起点大学基础英语教程修订版课件1-4

6. build a belief in oneself建立起对自己的坚定信念 7.despite tragedy in one’s life不顾自己生活中的悲剧
8. a lot of hardship and heartache 许许多多的艰辛和悲痛
9. events such as divorce and losing one’s father诸如离异和痛失家父的变故这令她想起诸如双亲离异和痛失父亲的变故This reminded her of her parents’ divorce and losing her father. 10. that dreamy quality of life that kids should be allowed 童年胜过本该享有的那种梦幻色彩这位左撇子姑娘很难得到童年生活本该享有的那种梦幻色彩。 The left-handed girl can hardly get .
.
10. similarly wonderful performance几乎同样精彩的演出几乎同样精彩的角色 roles
11. reach the peak of one’s career到达某人事业的顶峰达到她模特生涯的顶峰 her modeling career 12. retire while on top在鼎盛之时退休走红时经常在银幕上露面oftern appear on the silver screen while
7. In 1988, Audrey became a special ambassador to the UNICEF C children in Latin American and Africa, a position she retained until 1993. A. help B. helped C. helping D. helps 8. Audrey Hepburn died on Janusry 20, 1993 in Switzerland D colon cancer. A. on B. with C. in D. from

《新航标职业英语：综合英语(基础级)1(修订版)》电子教案Unit1：第1次课

《新航标职业英语·综合英语基础级1》Unit1Lesson Plan学科 PublicEnglish班级执教者班型40课题 Unit 1：IntroductionsWorkshop1 & Vocabulary课时 2 节次 1教学目标Students will learn …• present simple be• possessive adjectives• greetings and goodbyes• countries an d nationalities• numbers 0 — 100• to talk on the phonethey will practise ...• asking for and giving personal details• exchanging contact information教学重点1.To be able to start a conversation with a stranger2.To learn to make a good impression3.To improve ability in listening and speaking4.How to exchanging their personal information教学难点1. Countries and nationalities information2.To start a conversation with a good icebreaker3.To tell what are things appropriate and inappropriate to do when meetingpeople for the first time.4.To make Students develop the habit of speaking in English in class from thevery beginning教学方法Task-oriented teaching method, group work, presentation, brainstorming.课前准备Prepare cards with numbers 0-100 and some nations which we are ready to teach in class.Teacher prepare a brief self-introductionThe map of some capitals of famous countriesProcedure of teaching（教学过程）Teaching process（教学程序）/content of courses（教学内容）Teachers’ activities(教师活动)Students’ activities（学生活动）1.Warm up: Grammar2.Start up: The map3.Workshop1: Pleased to meet you4. Vocabulary 1.Write on board2.Show up the map3.Teacher’s brief introduction1.Prepare for theself-introductions2.Find out the capitals ofcountries on map3.Follow the teacher’sorders1. Warm up: GrammarWrite on the board:I'm ____ I study ____ I'm from ____ I'm a ____ I live in ____Introduce yourself to the students, completing the phrases so that they are true for you. Model the pronunciation for the students to repeat, focusing especially on the weak forms of from and for. Elicit Nice to meet you. Ask the students to stand up and work in pairs to introduce themselves. Call Change every few minutes so that the students form new partners. Continue in this way until everyone has spoken to everyone else. Ask the students to sit down.Then write on the board:This is ____ He/She studies ____ He/She’s from ____He/She’s a ____He/She lives in ____ Choose one student and ask the others to remember what they can and use the prompts to introduce that student. Continue until every class member has been introduced.2. Start Up: The mapFocus on the map and ask the students which countries the cities are in. Focus on the registration form.AnswersFirst name: Santiago Surname: RamosDate of birth: 18 October 1976 Occupation: computer programmer nationality: MexicanAddress: Calle Andes Nol, 892 Piso 3, 111000 Montevideo Show the mapPlay the listening materialsTake answers from the students, butdon’t give the correct answers atthis stage.Check the students know themeanings of the headings Firstname, Surname, Date of birth,Occupation, Nationality andAddress. Tell the students they aregoing to listen to Santiago arrivingat a conference and they have tocomplete the form. Play the audioonce or twice, then check theanswers.Find the capital ofcountriesListen and find out thecountries3. workshop1: Pleased to meet youInterview another student and complete the registration form. Begin like this: Can I ask you some questions? Yes, of course. Play the audio again once or twice to give the students the chance to complete the questions (you might want to stop after every second sentence), then check the answers.Present simple be be动词的一般现在时Full form 完整形式 Short form 缩略形式Example:You: Hello, I’m Paul. Nice to meet you. S1: I’m Sergio. Good to meet you, too. You: Where are you from, Sergio?S1: I’m from Chile.You: What’s your job?S1: I’m a sale s representative.You: Silvia, this is Sergio. He's a sales representative from Chile. Introduce yourself toanother student: I’m[name]. Nice to meet youDemonstrate the answerGood to meet you, too.Demonstrate with anotherstudent, then introduce athird student to them: Thisis [name], then ask them togreet each other.Demonstrate the activityby introducing yourself toanother student and askinghim/her where he/she isfrom and what his/her jobis. Then introduce thestudent to the person onyour left.Introduce yourself to theperson on your right.Ask him/her aboutwhere he/she is from andwhat his/her job is orwhat he/she is going todo in the future.Introduce him/her to theperson on your left?They should use the firsttext in 9 to help them.Encourage them to usepossessive adjectiveswhere possible. Ask afew students to read outtheir profile.Alternatively, set thetask as homework.4: VocabularyBasic vocabulary * avenue /ˈævənjuː/ n. 大街，林荫大道 He stands on the corner of a wide avenue. 他站在宽阔的林荫道的角落里。

中职英语基础模块1修订版教学计划

中职英语基础模块1修订版教学计划English Answer:Curriculum of Intermediate Vocational English Basic Module 1 (Revised Version)。

I. Course Nature.This course is an intermediate vocational course designed for students majoring in English. It is based on the latest research in second language acquisition and teaching methodology, and is designed to help students develop the language skills necessary for success in their chosen field.II. Course Objectives.Upon completion of this course, students will be able to:Understand and produce spoken and written English in a variety of contexts.Use English to communicate effectively in their field of study.Develop their critical thinking and problem-solving skills.Apply their knowledge of English to real-world situations.III. Course Content.This course covers a wide range of topics, including:Basic grammar and vocabulary.Listening comprehension.Speaking and pronunciation.Reading and writing.Culture and society.IV. Teaching Methods.This course uses a variety of teaching methods, including:Interactive lectures.Small group discussions.Role-playing.Presentations.Projects.Homework assignments.V. Assessment.Students will be assessed on their:Class participation.Homework assignments.Quizzes.Exams.Projects.VI.Grading.Students will receive a letter grade for this course. The grading scale is as follows:A: 90-100%。

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基础英语1教学大纲课程编号：041001课程名称：基础英语1学时/学分：108学时/6学分先修课程：中学英语适用专业：英语及英语教育开课系或教研室：外国语系基础英语教研室一、课程性质与任务1．课程性质：本课程是英语教育专业的专业基础课、理论课。

英语专业课程分为英语专业技能、英语专业知识和相关专业知识三种类型。

综合英语属于英语专业技能课程范畴。

它熔听、说、读、写、译五项技能培养于一炉，在基础阶段课程设置中处于重中之重，起着主导性作用。

2．课程任务：通过对精选的规范的语言材料的讲授，传授系统的英语语音、语法、词汇、篇章结构等基础知识，同时对学生进行严格的英语听、说、读、写、译等基本技能的综合训练。

每一级对学生的语音、语法、词汇、听力、口语、写作、翻译等都有相应的规定。

基础阶段结束时综合英语技能要求如下：语音：发音正确；较好地掌握朗读和说话的节奏感，掌握语流中的语音变化规律、连读、辅音爆破和语音同化等技巧以及陈述句、疑问句和祈使句的语调；初步掌握语段中语音轻重和新旧信息传递之间的关系。

语法：熟练掌握主语从句、同位语从句、倒装句和各种条件从句；初步掌握句子之间和段落之间的衔接手段。

词汇：认知词汇5，500-6，500，正确而熟练地运用其中的3，000-4，000个，及其最基本的搭配。

听力：听懂英语国家人士关于日常生活和社会生活的谈话；听懂中等难度如（TOEFL中短文)的听力材料，理解大意，领会作者的态度、感情和真实意图。

听懂VOA正常速度和BBC新闻节目的主要内容。

能大体辨别各种英语变体(如美国英语、英国英语、澳大利亚英语)；能在15分钟内听写根据已学知识编写或选用的词数为200左右、语速为每分钟120单词的录音材料，错误率不超过8％。

口语：能在一般社交场合与英语国家人士交谈，做到正确表达思想，语音、语调自然，无重大语法错误，语言基本得体。

阅读：能读懂难度相当于美国Newsweek的国际新闻报道；能读懂难度相当于Sons and Lovers的文学原著。

要求在理解的基础上抓住要点，并能运用正确观点评价思想内容，阅读速度为每分钟120-180单词，理解正确率不低于70％。

能在5分钟内速读1000词左右、中等难度的文章，掌握文章的大意。

写作：能根据作文题目、提纲或图表；数据等在30分钟内写出长度为150-200单词左右的短文，内容切题，结构严谨，条理清楚，语法正确，语言通顺，表达得体；并能根据提示在10分钟内写出长度为60词左右的应用文。

翻译：能独立完成课程中的各种翻译练习，要求译文忠实于原文，表达流畅．工具书使用：能熟练使用各种英汉词典和部分英语词典独立解决语言问题和部分知识方面的疑难问题。

文化素养：熟悉中国文化传统，具有一定的艺术修养，熟悉英语国家的地理、历史、发展现状、文化传统、风俗习惯；具有较多的人文知识和科技知识；具有较强的汉语口头和书面表达能力，具有较强的创新意识和一定的创新能力。

通过以课文为主的综合教学与训练，在其他专业学科的配合下，使学生掌握本专业必须的语言基础理论知识，具有较准确、熟练的听、说、读、写等英语的技能技巧，以及一定的英语教学专门知识与能力，毕业后能胜任初、高中英语教学工作及其它与英语相关的工作。

二、课程教学基本要求理论课时108学时；成绩考核形式为闭卷笔试。

平时成绩占10%，期中成绩2 0%，期末成绩占70%，合计为学期总成绩。

考核范围应涵盖词汇、句法、阅读、翻译及写作，并结合学生平时积累与水平测试。

平时成绩含出勤、作业、课堂测验、学习主动性等因素。

三、课程教学内容基础英语的教学安排跨度为4学期，第一、二学期周学时数为6节,第三、四学期周学时为4节。

我系自2005年起开始采用《新编英语教程》（李观仪主编，上海外语教育出版社出版）至今，每学期进行该书1册的教学，4学期讲授4册。

《新编英语教程》(1)共18个单元, 每单元有三大部分组成：第一部分:Dialogue 1、Dialogue 2;第二部分:Reading 1, Reading 2;第三部分: Guided Writing。

Unit OneDialogue I Back from the Summer CampDialogue II IntroductionReading I Herbert’s HomecomingReading II A Sound Sleeper写作训练: 1. Linking Words and Phrases 2. Note of IntroductionUnit TwoDialogue I A Trip to HuangshanDialogue II Finding the WayReading I Leaving HomeReading II A Trip to Chicago写作训练: 1. Linking Words and Phrases 2. Note of IntroductionUnit ThreeDialogue I A New Life on the University CampusDialogue II Making Comparison between Past, Present and FutureReading I The PressReading II What to Read in a Newspaper写作训练: 1. Linking Words and Phrases 2. Note of InvitationUnit FourDialogue I Struggling with Taking DictationDialogue II Advice and SuggestionsReading I A Source of EnergyReading II Sea Harvest写作训练: 1. Connectives and Attitude Words 2. Note of InvitationUnit FiveDialogue I Learning Chinese as a Foreign Language Dialogue II Reporting, Part IReading I The WeatherReading II The Weather Song写作训练: 1. Connectives 2. Telephone MessageUnit SixDialogue I An Interview with an Amateur ActressDialogue II Asking for and Giving InformationReading I Stamps and Postage StampsReading II Stamp Collecting写作训练: 1. Paragraph Writing 2. Telephone MessageUnit SevenDialogue I On the WheelDialogue II Likes, Dislikes ang PreferencesReading I My First Day at SchoolReading II They Never Gave Me the Present写作训练: 1. Paragraph Writing 2. Thank-you NoteUnit EightDialogue I Changes in the Lives of Chinese Farmers Dialogue II Describing ObjectsReading I Human NeedsReading II Bread写作训练: 1. Paragraph Writing 2. Thank-you NoteUnit NineDialogue I If I Had the Chance to Travel in Space Dialogue II Future Plans and Intentions, Part IReading I How Far is the Sun from the EarthReading II Why Early Bird写作训练: 1. Paragraph Writing 2. Note of CongratulationUnit TenDialogue I Chinese Women—Yesterday and Today Dialogue II Future Plans and Intentions, Part 2Reading I Women’s Liberation Part 1Reading II Women’s Liberation Part 2写作训练: 1. Paragraph Writing 2. Note of CongratulationUnit ElevenDialogue I Before the Mid-term ExamDialogue II Agreeing and DisagreeingReading I Cross-word PuzzlesReading II A Cross-word Puzzle写作训练: 1. Writing in Indirect Speech 2. Note Giving Information （注：本册12-18单元为学生自学单元）四、学时分配表每一单元需时一周,6课时.五、教材及参考书目教材：《新编英语教程》学生用书 1，练习册 1.主编：李观仪出版社：上海外语教育出版社出版或修订时间： 2008年7月参考书：1.《新编英语教程教师用书》1 主编：李观仪出版社：上海外语教育出版社1998年版2.《新编英语教程学习指南》1 主编：曾秀烨出版社：上海外语教育出版社 2004年版3.《新编英语教程学习指南》1 主编：张鑫友出版社：兵器工业出版社 2005年版4.《牛津高阶英汉双解词典》，商务印书馆，牛津大学出版社，1997年7月5.《英汉多功能词典》，外语教学与研究出版社，建宏出版社，1998年12月6. 《大学英语语法》, 徐广联，华东理工大学出版社，1998年7月.执笔：刘景岫审定：何常丽。