《大学英语1》(专科)自学指导书
大学英语教材第一册专科
大学英语教材第一册专科大学英语教材对于专科学生来说是一本非常重要的学习资料。
在这本教材中，学生将学习到基础的英语知识，包括词汇、语法、听力、口语、阅读和写作等方面。
通过学习这本教材，专科学生可以提高他们的英语能力，并为今后的学习和工作打下坚实的基础。
本文将围绕大学英语教材第一册专科进行论述。
第一节：词汇学习在大学英语教材第一册专科中，词汇学习是一个非常重要的部分。
词汇是语言的基石，是学习英语的第一步。
在这本教材中，学生将学习到许多常用的英语词汇，并通过例句和练习来巩固他们的记忆。
词汇学习的重点是词汇的拼写、发音和用法。
通过大量的练习，学生可以逐渐积累起足够的词汇量，为日后的阅读和写作提供支持。
第二节：语法学习除了词汇学习外，语法也是大学英语教材的重要内容之一。
语法是学习英语的框架，它决定了句子的结构和语法规则。
在大学英语教材第一册专科中，学生将学习到基础的语法知识，如时态、语态、主谓一致等。
通过理论学习和实践练习，学生可以熟练掌握这些语法知识，从而提高他们的语法水平。
第三节：听力与口语训练在大学英语教材第一册专科中，听力和口语训练也是不可或缺的一部分。
通过听力训练，学生可以提高他们的听力理解能力，同时也能帮助他们提高口语表达能力。
在教材中，学生将听取各种不同类型的对话和短文，并通过听力练习来提高他们的听力技巧。
同时，口语训练也是通过对话和口语表达练习来进行的，学生可以通过模仿、对话和演讲等方式来提高他们的口语表达能力。
第四节：阅读与写作训练在大学英语教材第一册专科中，阅读和写作训练是培养学生综合英语能力的重要环节。
通过阅读学习，学生可以拓宽他们的阅读视野，提高他们的阅读理解能力。
在写作训练中，学生将学习到不同类型的写作，如记叙文、说明文和议论文等。
通过不断的写作练习，学生可以提高他们的写作能力，并逐渐掌握写作的技巧。
综上所述，大学英语教材第一册专科对于专科学生来说是一本非常重要的学习资料。
通过学习这本教材，学生可以全面提高他们的英语能力，并为今后的学习和工作打下坚实的基础。
大学英语教材1专科
大学英语教材1专科大学英语教材1专科是为专科生编写的一套培养学生英语语言能力的教材。
本教材着重培养学生的听、说、读、写各方面能力，并通过多样化的教学内容和任务，帮助学生提高综合运用英语的能力。
第一单元：生活与学习本单元的学习内容主要围绕着学生的日常生活和学习展开。
通过介绍学生校园生活、课程安排、学习方法等方面的内容，激发学生对英语学习的兴趣，帮助他们了解学习与生活的关系。
第二单元：人物与素质本单元围绕着不同类型的人物展开，通过介绍这些人物的个人特点、经历和对生活的态度，培养学生对不同文化和价值观的理解，提升他们的跨文化交际能力。
第三单元：社会与环境本单元通过介绍社会问题、环境保护和可持续发展等方面的内容，引导学生思考社会责任和环保意识，培养他们的社会思考能力和环境意识，打造一个积极向上的学习氛围。
第四单元：科技与创新本单元关注科技与创新领域的发展，通过介绍科技的应用、创新的思维方式以及科学家们的故事，激发学生对科技与创新的兴趣，激发他们的创造力和实践能力。
第五单元：文化与传统本单元重点介绍不同国家和地区的文化与传统，帮助学生了解和尊重其他国家和地区的文化背景，培养学生的国际视野和文化品味，提高他们的跨文化交际能力。
第六单元：职业与就业本单元介绍就业市场、职业规划、求职技巧等方面的内容，培养学生的职业意识和就业能力，帮助他们顺利转型到社会，并为将来的职业生涯做好准备。
通过以上的单元设置和学习内容，大学英语教材1专科旨在提高学生的英语语言能力、跨文化交际能力和创新实践能力，为他们的学习和未来的发展打下良好的基础。
同时，教材注重培养学生的学习兴趣，通过丰富多样的教学任务和实践活动，帮助学生积极参与课堂，提高学习效果。
希望学生们能够在大学英语教材1专科的学习中体验到英语学习的乐趣，真正掌握英语语言能力，为将来的学习和工作打下坚实的基础。
《大学英语(一)》开篇导学资料
四川大学现代远程教育《课程论坛》导学资料（第1期）课程名称：大学英语（一）层次：高起专、高起本专业：各专业《大学英语（一）》开篇导学资料一、课程性质《大学英语(一)》课程是专科阶段第一学期开设的英语课程，与《大学英语（二）》一起作为业余高起专、高起本学生在专科学习阶段的公共基础课程之一。
其教学内容按照业余专科教学大纲的要求来安排和执行。
该课程现行采用教材《大学英语》第1册（欣羚、杨安文主编，外语教学与研究出版社，2006年9月第1版），并结合远程网络业余教育的教学特点和教学规律编写了相应的课程学习指导资料，以便学生更好的学习和掌握本学期的知识。
二、课程主要内容本期学习课程教材《大学英语》第1册及其教学光盘。
三、课程重点难点：交际用语部分（问候、介绍、告别和寒暄、喜好和厌恶、忠告和建议、喜悦、沮丧和担忧以及肯定与否）；语法知识部分（名词、冠词、数词、介词、代词、形容词和副词以及动词）；句子翻译和句子写作。
四、课程学习要求：根据专科教学大纲的要求,学习《大学英语》第1册课程教材和课程教学光盘，学习课程学习指导资料，完成自测模拟题和网上在线作业（其成绩将作为该课程学习成绩的组成部分之一）、参与课程论坛讨论（其成绩将作为该课程学习成绩的组成部分之一）。
五、课程学习方法：1．按照导学资料的学习要求和进度安排，学好各阶段的知识内容，完成《大学英语（一）课程学习指导资料》中的练习题、两次网上作业题和三套模拟题，从而达到该课程的学习目的和总体要求;2. 注意交际用语与词汇的积累,语法知识的理解与归纳,阅读理解能力和解题技巧的提高、英汉互译技巧以及句子写作。
3. 课程教材的学习：学习课程教材的目的主要是为了积累词汇和短语，扩大同学们的阅读面，训练同学们的阅读能力。
因此，对于教材的学习，大家需要掌握以下内容：Intensive Reading Text A精读课文A部分要求掌握的所有内容（包括后面的生词、所列短语以及重要句型；文章大意的理解；课后练习的完成）；Further Study语言拓展部分要求掌握的内容（包括Use of English交际用语、Writing Skills写作技巧、Grammar语法这三部分的知识点以及相应的练习题）。
英语(一)、英语(二)——大学英语自学教程(上册)——电子版教材
大学英语自学教程(上)01-A. How to be a successful language learner?―Learning a language is easy, even a child can do it!‖Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely, some people who are successful language learners find it difficult to succeed in other fields.Language teachers often offer advice to language learners: “Read as much as you can in the new language.”“Practice speaking the language every day. ”“Live with people who speak the language.”“Don‘t translate-try to think in the new language.”“Learn as a child would learn; play with the language.”But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.Successful language learning is active learning. Therefore, successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear orto say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn to think in the language than to know the meaning of every word.Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. They find it easy to practice using the language regularly because they want to learn with it.What kind of language learner are you? If you are a successful language learner, you have probably been learning independently, actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined above.01-B. LanguageWhen we want to tell other people what we think, we can do it not only with the help of words, but also in many other ways. For instance, we sometimes move our heads up and down when we want to say "yes‖ and we move our heads from side to side when we want to say "no." People who can neither hear nor speak (that is, deaf and dumb people) talk to each other with the help of their fingers. People who do not understand each other's language have to do the same. The following story shows how they sometimes do it.An Englishman who could not speak Italian was once traveling in Italy. One day he entered a restaurant and sat down at a table. When the waiter came, the Englishman opened his mouth, put his fingers in it, took them out again and moved his lips. In this way he meant to say, "Bring me something to eat." The waiter soon brought him a cup of tea. The Englishman shook his head and the waiter understood that he didn't want tea, so he took it away and brought him some coffee. The Englishman, who was very hungry by this time and not at all thirsty, looked very sad. He shook his head each time the waiter brought him something to drink.The waiter brought him wine, then beer, then soda-water, but that wasn‘t food, of course. He was just going to leave the restaurant when another traveler came in. When this man saw the waiter, he put his hands on his stomach. That was enough: in a few minutes there was a large plate of macaroni and meat on the table before him.As you see, the primitive language of signs is not always very clear. The language of words is much more exact.Words consist of sounds, but there are many sounds which have a meaning and yet are not words. For example, we may say "Sh-sh-sh‖ when we mean "keep silent.‖ When babi es laugh, we know they are happy, and when they cry, we know they are ill or simply want something.It is the same with animals. When a dog says ―G-r-r‖ or a cat says "F-f-f‖ we know they are angry.But these sounds are not language. Language consists of words which we put together into sentences. But animals can not do this: a dog can say ―G-r-r‖ when he means "I am angry,‖ but he cannot say first "I‖ and then "am‖ and then "angry.‖ A parrot can talk like a man; it can repeat whole sentences and knows what they mean. We may say that a parrot talks, but cannot say that it really speaks, because it cannot form new sentences out of the words it knows. Only man has the power to do this.02-A. Taxes, Taxes, and More TaxesAmericans often say that there are only two things a person can be sure of in life: death and taxes, Americans do not have a corner on the "death" market, but many people feel that the United States leads the world with the worst taxes.Taxes consist of the money which people pay to support their government. There are generally three levels of government in the United States: federal, state, and city; therefore, there are three types of taxes.Salaried people who earn more than a few thousand dollars must paya certain percentage of their salaries to the federal government. The percentage varies from person to person. It depends on their salaries. The federal government has a graduated income tax, that is, the percentage of the tax (14 to 70 percent) increases as a person's income increases. With the high cost of taxes, people are not very happy on April 15, when the federal taxes are due.The second tax is for the state government: New York, California, North Dakota, or any of the other forty-seven states. Some states have an income tax similar to that of the federal government. Of course, the percentage for the state tax is lower. Other states have a sales tax, which is a percentage charged to any item which you buy in that state. For example, a person might want to buy a packet of cigarettes for twenty-five cents. If there is a sales tax of eight percent in that state, then the cost of the cigarettes is twenty-seven cents. This figure includes the sales tax. Some states use income tax in addition to sales tax to raise their revenues. The state tax laws are diverse and confusing.The third tax is for the city. This tax comes in two forms: property tax (people who own a home have to pay taxes on it) and excise tax, which is charged on cars in a city. The cities use these funds for education, police and fire departments, public works and municipal buildings.Since Americans pay such high taxes, they often feel that they are working one day each week just to pay their taxes. People always complain about taxes. They often protest that the government uses their tax dollars in the wrong way. They say that it spends too much on useless and impractical programs. Although Americans have different views on many issues, they tend to agree on one subject: taxes are too high.02-B. AdvertisingAdvertising is only part of the total sales effort, but it is the part that attracts the most attention. This is natural enough because advertising is designed for just that purpose. In newspapers, in magazines, in the mail, on radio and television, we constantly see and hear the messages for hundreds of different products and services. For the most part, they are the kinds of things that we can be persuaded to buy – food and drinks,cars and television sets, furniture and clothing, travel and leisure time activities.The simplest kind of advertising is the classified ad. Every day the newspapers carry a few pages of these ads; in the large Sunday editions there may be several sections of them. A classified ad is usually only a few lines long. It is really a notice or announcement that something is available.Newspapers also carry a large amount of display advertising. Most of it is for stores or for various forms of entertainment. Newspapers generally reach an audience only in a limited area. To bring their message to a larger audience, many who want to put out their ads use national magazines. Many of the techniques of modern advertising were developed in magazine ads. The use of bright colors, attractive pictures, and short messages is all characteristic of magazine ads. The most important purpose is to catch the eye. The message itself is usually short, often no more than a slogan which the public identifies with the product.The same techniques have been carried over into television advertising. V oices and music have been added to color and pictures to catch the ear as well as the eye. Television ads are short –usually only 15,30, or 60 seconds, but they are repeated over and over again so that the audience sees and hears them many times. Commercial television has mixed entertainment and advertising. If you want the entertainment, you have to put up with the advertising-and millions of people want the entertainment.The men and women in the sales department are responsible for the company‘s advertising, They must decide on the audience they want to reach. They must also decide on the best way to get their message to their particular audience. They also make an estimate of the costs before management approves the plan. In most large companies management is directly involved in planning the advertising.03-A. The Atlantic OceanThe Atlantic Ocean is one of the oceans that separate the Old Worldfrom the New. For centuries it kept the Americas from being discovered by the people of Europe.Many wrong ideas about the Atlantic made early sailors unwilling to sail far out into it. One idea was that it reached out to "the edge of the world." Sailors were afraid that they might sail right off the earth. Another idea was that at the equator the ocean would be boiling hot.The Atlantic Ocean is only half as big as the Pacific, but it is still very large. It is more than 4,000 miles (6,000 km) wide where Columbus crossed it. Even at its narrowest it is about 2, 000 miles (3,200 km) wide. This narrowest place is between the bulge of south America and the bulge of Africa.Two things make the Atlantic Ocean rather unusual. For so large an ocean it has very few islands. Also, it is the world's saltiest ocean.There is so much water in the Atlantic that it is hard to imagine how much there is. But suppose no more rain fell into it and no more water was brought to it by rivers. It would take the ocean about 4,000 years to dry up. On the average the water is a little more than two miles (3.2 km) deep, but in places it is much deeper. The deepest spot is near Puerto Rico. This "deep" 30, 246 feet - almost six miles (9.6 km).One of the longest mountain ranges of the world rises the floor of the Atlantic. This mountain range runs north and south down the middle of the ocean. The tops of a few of the mountains reach up above the sea and make islands. The Azores are the tops of peaks in the mid-Atlantic mountain range.Several hundred miles eastward from Florida there is a part of the ocean called the Sargasso Sea. Here the water is quiet, for there is little wind. In the days of sailing vessels the crew were afraid they would be becalmed here. Sometimes they were.Ocean currents are sometime called "rivers in the sea." One of these "river" in the Atlantic is called the Gulf Stream. It is a current of warm water. Another is the Labrador Current - cold water coming down from the Arctic. Ocean currents affect the climates of the lands near which they flow.The Atlantic furnishes much food for the people on its shores. One of its most famous fishing regions, the Grand Banks, is nearNewfoundland.Today the Atlantic is a great highway. It is not, however, always a smooth and safe one. Storms sweep across it and pile up great waves. Icebergs float down from the Far North across the paths of ships.We now have such fast ways of traveling that this big ocean seems to have grown smaller. Columbus sailed for more than two months to cross it. A fast modern steamship can make the trip in less than four days. Airplanes fly from New York to London in only eight hours and from South America to Africa in four!03-B. The MoonWe find that the moon is about 239,000 miles (384,551km) away from the earth, and, to within a few thousand miles, its distance always remains the same. Yet a very little observation shows that the moon is not standing still. Its distance from the earth remains the same, but its direction continually changes. We find that it is traveling in a circle - or very nearly a circle - round the earth, going completely round once a month, or, more exactly, once every 27 1/3 days. It is our nearest neighbour in space, and like ourselves it is kept tied to the earth by the earth's gravitational pull.Except for the sun, the moon looks the biggest object in the sky. Actually it is one of the smallest, and only looks big because it is so near to us. Its diameter is only 2, 160 miles (3,389 km), or a little more than a quarter of the diameter of the earth.Once a month, or, more exactly, once every 29 1/2 days, at the time we call "full moon," its whole disc looks bright. At other times only part of it appears bright, and we always find that this is the part which faces towards the sun, while the part facing away from the sun appears dark. Artists could make their pictures better if they kept in mind -- only those parts of the moon which are lighted up by the sun are bright. This shows that the moon gives no light of its own. It merely reflects the light of the sun, like a huge mirror hung in the sky.Yet the dark part of the moon‘s surface is not absolutely black;generally it is just light enough for us to be able to see its outline, so that we speak of seeing "the old moon in the new moon's arms." The light by which we see the old moon does not come from the sun, but from the earth. we knows well how the surface of the sea or of snow, or even of a wet road, may reflect uncomfortably much of the sun's light on to our faces. In the same way the surface of the whole earth reflects enough of the sun's light on to the face of the moon for us to be able to see the parts of it which would otherwise be dark.If there were any inhabitants of the moon, they would see our earth reflecting the light of the sun, again like a huge mirror hung in the sky. They would speak of earthlight just as we speak of moonlight. "The old moon in the new moon's arms" is nothing but that part of the moon's surface on which it is night, lighted up by earth light. In the same way, the lunar inhabitants would occasionally see part of our earth in full sunlight, and the rest lighted only by moonlight; they might call this "the old earth in the new earth's arms.‖04-A. Improving Your MemoryPsychological research has focused on a number of basic principles that help memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that does not make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme ―Thirty days has September, April, June, and November…? ‖ It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order? Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467,13,63. Categorizing is another means of organization. Suppose you are asked to remember the followinglist of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them as follows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan - 12, 389 feet - might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year(365) added to the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in one group were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of the words for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory.04-B. Short-term MemoryThere are two kinds of memory: shore-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exam often have this experience. In contrast, information in shore-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters tothemselves.Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.Dr. Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors, There was a light in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to wait more than ten seconds, it could not remember the correct door. Hunter's results show that rats have a short-term memory of about ten seconds.Later, Dr. Henning studied how students who are learning English as a second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English; beginning, intermediate, advanced, and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, w ither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, and result could be used as four unrelated words. Finally the subjects took a language proficiency test.Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning‘s results suggest that beginning stu dents hold thesound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory.05-A. Fallacies about FoodMany primitive peoples believed that by eating an animal they could get some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast as the deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies.Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty. Tomatoes also were believed to have magical powers. They were called love apples and were supposed to make people who ate them fall in love.Later another wrong idea about tomatoes grew up - the idea that they were poisonous. How surprised the people who thought tomatoes poisonous would be if they could know that millions of pounds of tomatoes were supplied to soldiers overseas during World War II.Even today there are a great many wrong ideas about food. Some of them are very widespread.One such idea is that fish is the best brain food. Fish is good brain food just as it is good muscle food and skin food and bone food. But no one has been able to prove that fish is any better for the brain than many other kinds of food.Another such idea is that you should not drink water with meals. Washing food down with water as a substitute for chewing is not a good idea, but some water with meals has been found to be helpful. It makes the digestive juices flow more freely and helps to digest the food.Many of the ideas which scientists tell us have no foundation have todo with mixtures of foods. A few years ago the belief became general that orange juice and milk should never be drunk at the same meal. The reason given was that the acid in the orange juice would make the milk curdle and become indigestible. As a matter of fact, milk always meets in the stomach a digestive juice which curdles it; the curdling of the milk is the first step in its digestion. A similar wrong idea is that fish and ice cream when eaten at the same meal form a poisonous combination.Still another wrong idea about mixing foods is that proteins and carbohydrates should never be eaten at the same meal. Many people think of bread, for example, as a carbohydrate food. It is chiefly a carbohydrate food, but it also contains proteins. In the same way, milk, probably the best single food, contains both proteins and carbohydrates. It is just as foolish to say that one should never eat meat and potatoes together as it is to say that one should never eat bread or drink milk.05-B. Do Animals Think?The question has often been asked, Do animals think? I believe that some of them think a great deal. Many of them are like children in their sports. We notice this to be true very often with dogs and cats; but it is true with other animals as well.Some birds are very lively in their sports; and the same is true with some insects. The ants, hardworking as they are, have their times for play. They run races; they wrestle; and sometimes they have mock fights together. Very busy must be their thoughts while engaged in these sports.There are many animals, however, that never play; their thoughts seem to be of the more sober kind. We never see frogs engaged in sport. They all the time appear to be very grave. The same is true of the owl, who always looks as if he were considering some important question.Animals think much while building their houses. The bird searches for what it can use in building its nest, and in doing this it thinks. The beavers think as they build their dams and their houses. They think in getting their materials, and also in arranging them, and in plastering themtogether with mud. Some spiders build houses which could scarcely have been made except by some thinking creature.As animals think, they learn. Some learn more than others. The parrot learns to talk, though in some other respects it is quite stupid. The mocking bird learns to imitate a great many different sounds. The horse is not long in learning many things connected with the work which he has to do. The shepherd dog does not know as much about most things as some other dogs , and yet he understands very well how to take care of sheep.Though animals think and learn, they do not make any real improvement in their ways of doing things, as men do. Each kind of bird has its own way of building a nest, and it is always the same way. And so of other animals. They have no new fashions, and learn none from each other. But men, as you know, are always finding new ways of building houses, and improved methods of doing almost all kinds of labor.Many of the things that animals know how to do they seem to know either without learning, or in some way which we cannot understand. They are said to do such things by instinct; but no one can tell what instinct is. It is by this instinct that birds build their nests and beavers their dam and huts. If these things were all planned and thought out just as men plan new houses. there would be some changes in the fashions of them, and some improvements.I have spoken of the building instinct of beavers. An English gentleman caught a young one and put him at first in a cage. After a while he let him out in a room where there was a great variety of things. As soon as he was let out he began to exercise his building instinct. He gathered together whatever he could find, brushes, baskets, boots, clothes, sticks, bits of coal, etc., and arranged them as if to build a dam. Now, if he had had his wits about him, he would have known that there was no use in building a dam where there was no water.It is plain that, while animals learn about things by their senses as we do, they do not think nearly as much about what they learn, and this is the reason why they do not improve more rapidly. Even the wisest of them, as the elephant and the dog, do not think very much about what they see and hear. Nor is this all. There are some thing that we understand, but about which animals know nothing. They have no knowledge ofanything that happens outside of their own observation. Their minds are so much unlike ours that they do not know the difference between right and wrong.06-A. DiamondsDiamonds are rare, beautiful, and also quite useful. They are the hardest substance found in nature. That means a diamond can cut any other surface. And only another diamond can make a slight cut in a diamond.Diamonds are made from carbon. Carbon is found in all living things, both plant and animal. Much of the carbon in the earth comes from things that once lived.Scientists know that the combination of extreme heat and pressure changes carbon into diamonds. Such heat and pressure exist only in the hot, liquid mass of molten rock deep inside the earth. It is thought that millions of years ago this liquid mass pushed upward through cracks in the earth‘s crust. As the liquid c ooled, the carbon changed into diamond crystals.There are only four areas where very many diamonds have been found.The first known area was in India, where diamonds were found thousands of years ago. In the 1600‘s, travelers from Europe brought back these beautiful stones from India. Diamonds became very popular with the kings and queens of Europe.In the 1720‘s, diamonds were discovered in Brazil. This discovery came at a good time, too. India‘s supply of diamonds was finally running out after 2,500 years of mining the stones.In the 1800‘s, two other important areas were found in Russia and South Africa. Today, most diamonds used in industry come from Russia. Most diamonds used as gems come from South Africa. Only 25 percent of all diamonds mined are good enough for cutting into gems.Most of the diamonds in India were found in stream beds. People would pick up handfuls of gravel from the bottom of the streams and sort。
大学生自学英语指南书
大学生自学英语指南书As a university student, self-studying English can be a challenging but rewarding experience. Here are some tipsand guidelines for self-studying English as a university student.Firstly, it's important to set clear goals for your English learning. Whether you want to improve your speaking, writing, listening, or reading skills, having specific and achievable goals will help you stay focused and motivated.Secondly, creating a study schedule and sticking to itis crucial. Allocate specific time slots for English studyin your daily or weekly timetable. Consistency is key in language learning, so make sure to practice regularly and avoid long periods of inactivity.Thirdly, make use of various resources available to you. This can include textbooks, online courses, language exchange partners, language learning apps, and English-speaking media such as movies, TV shows, and podcasts. Variety in your resources can help keep your learning experience interesting and engaging.Additionally, don't be afraid to make mistakes. Making errors is a natural part of language learning, and it's important to learn from them. Practice speaking and writing in English as much as possible, and don't be discouraged by any initial difficulties.Moreover, consider joining English language clubs or conversation groups at your university. Immersing yourself in an English-speaking environment can greatly improve your language skills and confidence.Furthermore, regularly assess your progress. Set aside time to review what you have learned and identify areasthat need improvement. This can help you adjust your study plan and focus on specific areas that require more attention.Finally, don't forget to enjoy the process. Learning a language is a journey, and it's important to have fun along the way. Find ways to make your English study enjoyable, whether it's through engaging with interesting content or setting up rewarding milestones for yourself.作为大学生，自学英语可能是一个具有挑战性但又令人满足的经历。
大学英语1
《大学英语》课程学习指导书（第三册）大学英语导读曾利娟一、课程简介《大学英语》是郑州大学远程教育学院为专生本非英语专业学生开设的一门公共英语基础必修课程。
学习期限为两年，共两册（大学英语3、4册，专升本起点），每册共有8个单元，每个单元包括精读课文1篇，泛读课文2篇，每个单元都附有课后练习。
每册网上授课学时安排为32学时，教师以讲解A篇课文及课后练习为主。
另外，每个单元还增加在线测试题作为平时成绩，占期末考试的40%。
二、教学对象郑州大学远程教育学院正式登记注册的春季和秋季不脱产本科学员,入学时，应已掌握基本的英语语音和语法知识，并具有一定英语自学能力和计算机操作技能。
三、教学目的《大学英语》教材充分体现了网络教育中英语语言学习的特殊性，教材内容全面，涵盖了全国高等网络教育考试委员会指定的《大学英语考试大纲》、考试指南所涉及的内容。
《大学英语》课程结合网络学生的学习环境和学习特点采用课件教学和网上答疑相结合的授课模式，遵循循序渐进的原则，在确保知识性、系统性的同时，注意控制好教材的难度，由浅入深地讲解课文和练习，突出重点，解析难点，实现既注重语言文化知识的学习，又注重语言技培养的教学目的，提高学生的英语水平和英语统考通过率。
四、教学内容（含各章节主要内容、学时分配、学习建议）《大学英语》弟3册共八个单元，每单元4个学时，共计32个学时，供一学年使用。
每单元由三部分组成：（一）背景信息(Pre-reading): 介绍背景，导入主题；以本文介绍和提问为主，旨在激活学生相关知识背景，激发学生学习兴趣。
（二）精读课文(Intensive Reading): 课文A为学习重点(Text A)本部分为语言认知、巩固和提高阶段，旨在从词、句、语篇等家度对学生进行读、写、译多方面的语言操练，帮助学生积累和运用与单元主题相关的词汇，着重培养学生的英语读、写能力。
其中课文A又包括：1.Text Learning: 精读课文，主要语言输入文章，体现主题语汇；2.Word Bank: 词库包括New Words, Phrases and Expressions和 Proper Names三个部分，列出课文A中的生词和常用短语；3.Notes:详解课文A中出现的语言点及文化知识；4.Text Comprehension:与课文A篇章理解相关的练习，帮助学生从整体结构和细节上去理解文章；5.Vocabulary:词汇扩展与练习（构词法、词汇辨析、同义词、反义词等）该练习为学习和考试重点；6.Structure:与课文A出现的重要语法点相关的语言结构练习，如：句型转换；prehensive Exercises:综合练习，包括玩性填空、翻译等。
《大学英语(1)》课程教学(自学)基本要求
《大学英语（1）》课程教学（自学）基本要求适用层次高起专，高起本适应专业各专业使用学期2008秋自学学时80 面授学时40 实验学时0使用教材教材名称《现代英语教程》第一册编者楼光庆出版社外语教研社参考教材课程简介通过本教材的学习，使学生掌握一定的英语基础知识和技能，具有阅读和翻译有关英语业务资料、进行简单听、说、读、写的语言应用能力，为今后继续提高英语交际能力打下基础。
学习建议学生应能认知单词3000个左右，能够正确拼写，英汉互译，并能熟练掌握500个左右常用词组的基本词义和用法。
多培养阅读能力，掌握基本的阅读技能。
掌握基本语法规则，并能解决阅读与翻译中的一般语法问题。
运用学到的语言知识，练习写出正确的句子，简单书信等应用文。
并运用英语进行简单日常会话。
各章节主要学习内容及要求Lesson One主要内容Text: The MoonGrammar: The Present Simple Tense (1) Writing: Sentence (1)Reading: The Cold North Pole Speaking: Meetings and Greetings上交作业P8 Ex 4,5 P9 ReadingLesson Two主要内容Text: Chinese New Year in Hong Kong Grammar: The Present Simple Tense (2) Writing: Sentence (2)Reading: I Like Chinese Martial Arts Speaking: Hello and Goodbye上交作业P21 Ex 5,6Lesson Three主要内容Text: Pollution is Spoiling the Air We Breathe Grammar: Present Progressive Tense (1) Writing: Adverbial Clause (1)Reading: RecyclingSpeaking: Likes and Dislikes上交作业P32 Ex 4 P33 Ex 5,6Lesson Four 主要内容Text: Man and the WeatherGrammar: Present Progressive Tense (2)Writing: Adverbial Clause (2)Reading: The New Generation of InternetSpeaking: Requests上交作业P44 Ex 5,6 P45 ReadingLesson Five主要内容Text: Trip Through Time Grammar: Future Simple Tense (1) Writing: Adverbial Clause (3) Reading: The Car of the Future Speaking: Compliments and Thanks上交作业P56 Ex 5 P57 Ex 6Lesson Six主要内容Text: The Cash-Free Society Grammar: Future Simple Tense (2) Writing: Adverbial Clause (4) Reading: Credit CardSpeaking: Invitations上交作业P69 Ex 4,5 P71 ReadingLesson Seven主要内容Text: Helen KellerGrammar: Past Simple Tense (1) Writing: Noun Clause (1) Reading: An Unusual Education Speaking: Being a Guest上交作业P80 Ex 4,5Lesson Eight主要内容Text: American English and British English Grammar: Past Simple Tense (2) Writing: Noun Clause (2)Reading: Hello!Speaking: Talking on the Telephone上交作业P92 Ex 4,5 P93 ReadingLesson Nine主要内容Text: Homeless People in the USAGrammar: Present Perfect Tense (1)Writing: Attributive Clause (1)Reading: A Costly Problem with the American Hotel Industry Speaking: Talking about Holidays上交作业P104 Ex 4 P105 Ex 5Lesson Ten主要内容Text: AirplanesGrammar: Present Perfect Tense (2) Writing: Attributive Clause (2)Reading: Man in SpaceSpeaking: Asking for and Giving Directions上交作业P116 Ex 4,5 P117 Reading教学指导书练习：Test(1) ⅠⅡ III ⅣⅤTest(2) ⅠⅡ III ⅣⅤTest(3) ⅠⅡ III ⅣⅤ编者：熊小琴。
《大学英语1》第三版(专)课程教学大纲
《大学英语1》课程教学大纲一、编写说明：1、课程英文名称：College English（第三版）2、课程编码：3、课程类型：必修课4、适用专业：非英语专业5、先行课程：无6、学时学分：68学时4学分7、考核方法：考试课程闭卷笔试8、使用教材：董亚芬主编。
《大学英语（第三版）精读1》、《大学英语（第三版）听说1》、《快速阅读1》。
上海: 上海外语教育出版社，2007.9、本课程在教学中的地位和作用：大学英语课程是非英语专业大学生的一门必修基础课程。
大学英语的教学目的是让学生打好扎实的语言基本功，重视培养学生的英语综合应用能力，特别重视培养学生英语实际应用和交际能力，以便获取有关其专业的最新国际资料，从而开拓其专业视野及提高其专业技能，并使其在今后的工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力，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，使学生能够真正具有良好的国际交流能力。
10、本课程的基本任务和要求：1)、基本任务：本课程的基本任务是让学生在大学一年级第一学期内，修完《大学英语(第三版)》第一册的全部内容，重点在于语言知识的传授和语言能力的训练，并在此基础上适当地开阔学生视野，扩大学生知识面，加深学生对世界的了解，借鉴和吸收外国文化精华，提高学生的文化素养。
目标是使学生基本具备正确的语音、扎实的语法、一定的词汇量和基本的词汇运用能力，从而在听、说、读、写、译五个方面达到《大学英语教学大纲》的要求，为学生进入下一阶段学习打下坚实的基础。
2）、教学要求：本教学大纲在教学要求上分为一般要求阶段(一至二年级)和较高要求阶段(三至四年级)，本课程属于一般要求阶段。
现将本课程的教学要求规定如下：1)词汇通过本课程的学习，学生的词汇量应增至2500左右，以及由这些词构成的常用词组(高中所掌握的单词和词组包括在内)，并具有按照基本构词法识别生词的能力。
2）语法巩固和加深基本语法知识，熟悉基本的句型结构。
张敬源《英语一自学教程》学习手册
张敬源《英语一自学教程》学习手册张敬源《英语（一）自学教程》学习指南【词汇短语＋课文精解＋全文翻译＋练习答案】内容简介《英语（一）自学教程》（张敬源主编）为全国高等教育自学考试指定教材，是参加本考试的必学教材。
但由于该教材信息量大，知识面宽，具有一定的广度和深度，这给学生在学习该教材的过程中带来一定的困难。
为了帮助学生更好地学习本书，我们有针对性地编著了它的辅导用书。
本书是《英语（一）自学教程》的学习指南，按照原教材的课次进行编写，涉及词汇短语、课文精解、全文翻译以及练习答案等内容。
词汇短语中精选每单元的重难点词汇，每个词后除了释义，还给出了相应的例句，及一些常用的搭配、词组等。
全文翻译在参阅了大量与教材相关用书的基础上进行了翻译。
课文精解从文中选出重点句子及难以理解的句子加以讲解，其中包括对句子结构分析、相关知识点讲解和延伸。
练习答案提供每单元习题的参考答案。
本书旨在帮助学生更好、更高效地学习和掌握教材中的重点及难点知识，具有很强的针对性和实用性。
在编写过程中，该书力求突出重点，答疑难点，语言言简意赅，讲解深入浅出，希望它能得到广大学生的喜爱和认可。
•试看部分内容词汇短语Text ALearning a Foreign Languagesuggest [sE5dVest] v t.建议，提出；使联想，使想起……；暗示【例句】I sugge sted going for a walk. 我建议去散步。
【词组】sugge st sb. (for sth.); suggest sb./sth. (as sth.) 提出某事物[某人]供考虑，提议，建议‖sugge st sth. to sb. 向某人提议某事物‖suggest doing 建议做……f ol l o w [5f ClE u] v t.跟随，接着；领会；沿着……前进，遵循；结果是‖v i.跟随；接着‖n.跟随；追随【例句】W e f o l l o we d th e ro ad to th e to p o f t h e h i l l.我们沿着这条路走到了小山顶。
大学英语1_专科_教案
一、教学目标1. 知识目标：- 掌握基本的英语词汇和短语。
- 理解并运用常见的英语语法结构。
- 提高听、说、读、写四项基本技能。
2. 能力目标：- 培养学生的英语听说能力，使其能够在日常交流中流利地表达自己的想法。
- 培养学生的阅读理解能力，使其能够快速获取信息并理解文章大意。
- 培养学生的写作能力，使其能够撰写简单文章和书信。
3. 情感目标：- 增强学生学习英语的兴趣和自信心。
- 培养学生的跨文化交流意识和团队合作精神。
二、教学内容本教案以《新视野大学英语》教材为基础，结合实际教学需求，选取以下内容：1. 第一单元：自我介绍与问候- 学习基本的自我介绍用语。
- 掌握常见的问候语和日常交流用语。
2. 第二单元：日常生活与场景- 学习描述日常生活场景的词汇和短语。
- 理解并运用日常生活中的常用句型。
3. 第三单元：旅行与交通- 学习与旅行相关的词汇和短语。
- 了解不同交通方式的英语表达。
4. 第四单元：工作与职业- 学习与工作相关的词汇和短语。
- 理解并运用职场交流的常用句型。
三、教学方法1. 情景教学法：通过创设真实的语言环境，让学生在情景中学习英语。
2. 任务型教学法：设计各种任务，让学生在完成任务的过程中学习和运用英语。
3. 互动教学法：鼓励学生积极参与课堂活动，提高他们的学习兴趣和参与度。
4. 多媒体教学法：利用多媒体技术，丰富教学内容，提高教学效果。
四、教学过程第一周1. 导入：介绍课程内容和学习目标。
2. 新课导入：通过图片、视频等手段，引入第一单元主题。
3. 词汇学习：学习与自我介绍相关的词汇和短语。
4. 语法讲解：讲解基本的自我介绍句型。
5. 听说练习：进行自我介绍和问候的练习。
第二周1. 复习：复习第一单元内容。
2. 新课导入：引入第二单元主题。
3. 词汇学习：学习与日常生活相关的词汇和短语。
4. 语法讲解：讲解日常生活中的常用句型。
5. 听说练习：进行日常生活场景的对话练习。
《大学英语1》教学大纲
《大学英语1》教学大纲College English 1课程编码：27A31101 学分：3.0 课程类别：通识必修课计划学时：48 其中讲课：48 实验或实践：0适用专业：生物技术、制药、药学推荐教材：1.外语教学与研究出版社《新视野大学英语：读写教程1》2.上海外语教育出版社《新世纪大学英语系列教材:视听说教程1》参考书目：1.外语教学与研究出版社《视野大学英语(1)(学习指南)(第二版)》2.外语教学与研究出版社《新视野大学英语(1)(综合训练)》3.浙江江教育出版社《四级词汇词根+联想记忆法》4.上海交通大学出版社《黑旋风试卷星火英语四级真题详解4级真题详解+标准预测》课程的教学目的与任务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。
课程的基本要求通过本课程的学习，学生应能运用基本的听力技巧，听懂英语讲课及简短对话，语速为120wpm、难度略低于课文的听力材料，准确率达70%以上；学会基本的课堂用语，能用英语提问和回答老师就课文提出的问题；能使用有效的阅读方法，基本读懂一般性题材的英语文章，阅读速度达每分钟65个单词，快速阅读速度达每分钟90个单词，做题准确率达70%以上；能掌握基本的写作技能，在半小时内写出100词左右的短文，内容基本完整，中心明确，语法基本正确；能借助词典从事一般性文章的英汉互译，要求译文基本准确，无重大错误，译速为每小时200个左右汉字或英语单词；掌握的词汇量应达到约4500个单词和700个词组（含中学应掌握的词汇），其中约2000个单词为积极词汇，即要求学生能够在认知的基础上在口头和书面表达两个方面熟练运用的词汇。
自学大学英语教材推荐
自学大学英语教材推荐自学大学英语是许多人提升英语水平的重要途径之一。
选择一本合适的教材是自学过程中的关键，因为它将直接影响到学习效果和学习进度。
在市面上有许多不同的英语教材可供选择，但并非每本教材都适合自学使用。
在本文中，将介绍几本经典的大学英语教材，供有需要的读者参考。
1. 《大学英语》（第四版）- 刘敦桢、翁乃强、刘守信《大学英语》是一本经典的英语教材，最新版本为第四版。
这套教材共分为四册，涵盖大学英语的基础知识和技能的训练。
每册的内容包括听说读写四个方面，并配有丰富的练习和例句。
此外，教材还提供了听力材料和阅读材料的录音，方便学生进行听力和阅读的锻炼。
这套教材以简明易懂的方式解释语法规则和词汇用法，适合初学者使用。
2. 《新编大学英语》（第二版）- 杨亚红、吴方、楼丽明《新编大学英语》是另一本备受推崇的英语教材，最新版本为第二版。
这套教材以培养学生英语综合运用能力为目标，内容涵盖了听说读写四个方面。
教材中的练习设计灵活多样，既有基础的语法和词汇练习，也有语篇理解和写作训练。
此外，教材还附带了课文录音和听力练习，帮助学生提高听力水平。
《新编大学英语》注重培养学生的实际应用能力，适合对英语有基础并且希望提高语言技能的学习者使用。
3. 《新视野大学英语》（第三版）- 刘洪波、王亚敏、李军《新视野大学英语》是一套以培养学生英语综合运用能力为目标的教材，最新版本为第三版。
该教材共分为四册，内容包括听说读写四个方面。
教材中使用了许多现实生活中的语言材料，如新闻报道、文化习俗等，使学习内容更加贴近实际。
教材还注重培养学生的批判思维和跨文化交际能力。
《新视野大学英语》旨在培养学生的综合语言运用能力，适合有一定英语基础并且希望提高语言运用能力的学习者使用。
4. 《剑桥大学出版社自学系列》- Various Authors剑桥大学出版社自学系列是一套专门为自学者设计的英语教材系列。
每本教材都有对应的学习指导和练习册。
《大学英语(三)》自学指导书
《大学英语（一）》课程自学指导书一、前言课程的性质《大学英语（一）》课程是网络教育考试的一门必修公共理论课。
这门课程的主要特点是以一个特定主题为中心，从听、说、读、写、译各方面全面阐释主题，通过大量的练习，学习英语，掌握英语。
课程的任务和作用《大学英语（一）》课程的任务是进一步培养学生具有较强的阅读能力和一定的听、说、写、译能力，使他们能用英语交流信息。
该课程的作用在于帮助学生打下扎实的语言基础，掌握良好的语言学习方法，提高文化素养，以适应社会发展和经济建设的需要。
课程的主要内容、难点与重点课程的主要内容：本课程使用教材为《大学英语（一）》，共四个单元。
在每个单元中又分为以下几个部分：（一）Tasks.（二）Having Some Fun.1. Very Silly Tongue Twister2. Short Story3. Listen to the Funny Story（三）Background Information（四）Talking Face to Face（五）Being All Ears（六）Maintaining a Sharp Eye（七）Trying Your Hand课程的重点和难点课程的重点：每单元的第三、四、五部分。
课程的难点：每单元的第六、七部分。
课程学习指导课程各组成部分的学习目的和要求：（一）本部分旨在让学习者有着明确目标，并为自测提供指导。
（二）本部分是为了提高学习者学习兴趣并为下一步的口语练习做好准备而设立的，共分为三个部分。
（三）目的在于激发或建立学习者对一特定主题的背景知识。
以达到有效辅助下面几个学习任务、丰富学习者知识面的最终目的。
（四）本部分是通过大量的读、听并模仿练习对特定主题进行初步了解。
（五）本部分是通过大量的听力练习加深对主题的了解。
（六）本部分分为I、II两篇文章。
旨在通过对文章的阅读达到了解信息，扩展词汇、语法等语言知识，并对英语文体有一定的了解。
《大学英语》自学指导书.doc
《大学英语》自学指导书一、课程编码及适用专业课程编码：适用专业：非英语专业函授本科二、课程性质《人学英语》是非英语专业函授本科必修的一门基础课程。
英语是一门以英语语言知识与应用技能、学习策略为主要内容而开设的基础英语课，旨在帮助学生学好、练好语音、词汇和语法的菇本功，着重培养和发展学生的阅读、理解能力，兼顾听、说、译和写的能力，使他们在以后的工作和社会交往中基本能用英语较好的进行信息交流，同时增强学牛的口主学习能力，提高梏体文化素养，以适应社会发展和国际交流的需求。
三、本课程的地位和作用《大学英语》是学习和了解西方国家民族风情、社会制度、文化、技术发展的基本途径, 是本科学生必须掌握的一门公共基础课程。
随着我国对外交流的LI益扩大，国外科学技术的飞速发展，英语作为一种世界性通用语言，应用非常广泛，现代一切新的、先进的科学技术与信息发布，无不与英语语言有着密切的关联，可以说，英语作为一种全球现象，走进了人们H常生活工作的各个层而。
因此，随着我国高筹教育发展的新形势，英语已经成为一•门重要的公共必修某础课。
作为基础语言课，它具有其基础性和应用性，为学生在今后的生活、工作打下良好的基础，同吋为他们的口学、深造、拓宽和加强対外交流打好基础，以尽快适应国家和社会对人才培养的需要。
四、学习目的和要求通过本学期的英语学习，学生们应掌握木教材出现的常用词汇或词纟R以及课木中的语法知识;能熟练运用构词法手段并借助词典进行广泛阅读;能基本读懂一般性题材的英文文章, 基本读懂国内外英文报刊，掌握中心思想，理解重要事实和冇关细节；能读懂工作、生活中常见的应用文体材料并能进行简单的应用文写作。
为了学好英语这门课，学习时应注意以下儿点：（一）要抓住重点，基础阶段要加强词汇量的扩大，增强对常用单词及词组短语的熟练运用。
（二）要在词汇量扩大的基础上，尽可能地练习和实践新学到的单词、词组短语和语法。
（三）要养成良好的学习方法和学习习惯。
12级专科《大学英语》自学辅导!11
12级专科《大学英语》课程教学大纲（大学英语预备级）一、教学对象本大纲的教学对象是高等学校成人教育非英语专业的专科生。
他们应具有普通完全高中的学历。
经过中学阶段的学习，他们应已掌握最基本的英语语音和语法，领会式掌握（指看到英语单词能理解其词义）1200个英语单词，其中复用式掌握的单词（指能正确拼写单词并掌握其基本词义和用法）为800，并在读、听、写、说等方面受过初步的训练。
二、教学目的成人教育专科生英语教学的目的，是培养学生具有一定的阅读能力，初步的听、说、写、译能力，为继续提高英语水平打下基础。
三、教学要求1．语音：能运用国际音标正确拼读单词，掌握基本读音规则，朗读时，语音、语调、句子重音及意群划分基本正确。
2．语法：掌握动词的时态、语态、动词非谓语形式的基本用法、形容词和副词的级以及简单句和复合句的结构等。
3．词汇：领会式掌握：600词（累计数：1800词）；复用式掌握：400词（累计数：1200词）；还应掌握一定量的常用词组。
4．读：精读量：5000词；泛读量：20000词；一般阅读：55wpm；快速阅读：70wpm；能读懂语言难度一般的普通题材的文章，掌握中心大意，了解说明中心大意的事实和细节。
快速阅读材料难度应低于课文，生词不超过总词数的3%。
5．听：能听懂课堂用语、课文录音、难度略低于课文的听力材料和简单的日常用语。
对题材熟悉、句子结构简单、基本上没有生词、语速为每分钟120词的听力材料，两遍可以听懂。
听力材料难度应低于课文，题材熟悉，基本上没有生词。
6．说：学会简单的课堂用语和日常用语，能用英语回答教师就课文提出的问题。
7．写：能运用学到的词汇和语法结构连词成句。
8．译：能借助词典将与课文难度相仿的英语文章译成汉语及将结构比较简单的汉语译成英语，译速为英译汉每小时250英语词，汉译英每小时200汉字。
四、教学安排1．教学课时《大学英语》课程教学安排在第一学年进行，每一学期面授30学时。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
能运用所学词汇、结构及功能意念组词成句。基本能将结构较为复杂的汉语句子译成英语。能就一定的话题和给定的提纲在半小时内写出100词左右的短文，表达意思清楚，无重
大学英语的教学目的是通过系统学习，在教师的重点面授前提下，通过自学和做一定量的练习让学生掌握必需的英语语言知识和语言技能，具有初步的阅读能力、一定的听、说、写、译能力，使他们基本能用英语交流信息。
大学英语教学应通过各种教学手段，帮助学生通过练习学习掌握基本语言知识，打下较扎实的语言基础，掌握良好的语言学习方法，提高文化素质，以适应社会发展和经济建设的需要。
《大学英语1》课程自学指导书
课程总学时：144(讲课48，自学96)
课程类别：必修
适用专业：非英语普通专科(函授)各专业学生
第一部分 课程的性质、教学目的和要求
随着经济全球化的不断发展和科学技术的突飞猛进，以及我国加入WTO，英语在日益频繁的国际交往中的作用将越来越大，同时，作为提高全民科学文化素质的课程之一，英语已经被列为大学教学的一门公共基础学科。
4.听的能力
能基本听懂英语讲课。对题材熟悉、句子结构比较简单、基本上没有生词，语速为每分钟90词的简短会话、谈话和短文，能正确理解中心大意，抓住要点和有关细节，了解讲话者的观点和态度。
5.说的能力
能就教材内容回答问题，能用英语进行一般的日常会话，语音、语调基本正确。
6.写/译的能力
课程教学的基本要求
1.词汇
领会式掌握2300单词（其中复用式掌握的单词为1500）以及由这些词构成的常用词组（包括中学所掌握的单词和词组），并具有按照基本构词法识别生词的能力。
2.语法
进一步巩固和加深基本语法知识，侧重其在阅读和翻译中并理解语言难度中等的一般性题材的文章，掌握中心大意，了解说明中心大意的事实和细节，能根据所读材料进行一定的分析、推理和判断，了解作者的观点和态度，阅读速度达每分钟40词。在阅读难度略低，生词不超过总词汇3%的材料时，阅读速度达每分钟50词。