10应用型大学英语口语教程1 (17)

Unit 171. Teaching Aims：1). The relative clause introduced by whose2). The relative clause introduced by who(m) (as the object of a preposition)3). The cleft sentence with attention focused on various sentence elements4). The relative clause preceded by a noun which is modified by a superlative5). To know some knowledge of the pyramids in Egypt and the Derby Day in England.6). To identify the writing style of Reading I & II, and learn to write an expository writinglogically.7). To be able to retell the information of pyramids in Egypt and the Derby to others clearly.2. Teaching Contents and Time Allocation：1). Language structures＆practice (1 hours)2). Dialogue I, Dialogue II (2 hours)3). Reading I, Reading II (2 hours)4). Exercises (1 hour)3. Teaching procedures:1st sessionLanguage StructuresⅠ.Ask several questions about the structures we will mention later.1.Do you know that Khufu was the ancient Egyptian King whose tomb was the biggest and bestthat had ever been built?2. Do you know the name of the painter whose “Mona Lisa” is famous?3.Who is your good friend whom you always played with in your childhood?4.Is there any roommate whom you find it difficult to live with?5.Is it the marks that you pay special attention to in the university?6. Is it the summer vacation that you are looking forward to?7. What is the best film you have ever seen?8. What is the most beautiful song you have ever heard?Ⅱ. The relative clause introduced by “whose”. e.g.1.Is he the boy whose sister is a university student?2.William Shakespeare was the famous English writer whose plays have been translated intomany languages.3.The river whose banks are covered with trees.Ⅲ. The relative clause introduced by who(m) (as the object of a preposition) whom always omitted. e.g.1. I know the person whom you spoke to just now.2. They are your parents whom you should be devoted to.3. He is a naughty boy whom I will have to look after during this holiday.Ⅳ. The question form of “cleft sentence”1.Was it last summer that he graduated from the university?2.Was it at an evening party that you first saw her?3.Was it Susan that the teacher asked to see?Ⅴ. The relative clause preceded by a noun which is modified by a superlative. And “that” can refer to person or thing. e.g.1. He is the most excellent student I have ever met.2. This is the most delicious food I have ever tasted.3. Gone with the wind is the most interesting book I have ever read.Language structure practiceTips for LSPⅠLSPⅠis about identifying two people doing the same thing.Ⅰ. Listening to the dialogue and fill in the blanks.Ⅱ. Language points.1. CAAC---Civil Aviation Administration of China2. Cassette recorder: ph.3. It’s me.—Grammatically, this sentence ought to be “It’s I”, since I is the subject complement. But in colloquial English, people always say “It’s me”Ⅲ. Variations based on the given cuesSample:A: I find t here’s a member of our class whose father teaches English in the middle school.Do you know who it is?B: It’s me. My father teaches English in the middle school.A: Really? But there is someone else whose father teaches English in the middle school, too.Do you know?B: Oh, it must be Qin.Tips for LSPⅡTips for LSPⅡis about identifying people who are related to somebody in one way or another. Ⅰ. Listening to the dialogue and fill in the blanks.Ⅱ. Language points.1. editor-in- chief:2. the other day: e.g. I saw David at the bank the other day.3. share: vt. -- +with/among/betweene.g. Sam and I share a room.He shared his book with me yesterday.Ⅲ. Variations based on the given cuesSample:A: You received a letter yesterday, isn’t it?B: Yes, I did.A: Was it from Mary Brown?B: No, it is from Sue Green.A: Isn’t she one of the reporters whom Sid’s father works with?B: No, she is a teacher whom Jane lives next door to.Tips for LSP ⅢTips for LSP Ⅲis about correcting what somebody has said about a thing or a person. Ⅰ. Listening to the dialogue and fill in the blanks.Ⅱ. Language points1. nuclear physics2. cassette n.3. no longer(=not …any longer):e.g. He will no longer come back here.(He will not come back here any longer. ) Ⅲ. Variations based on the given cuesSample:1.A: Is it a book on general physics that Dick borrowed?B: No, it isn’t.A: Then what has he borrowed?B: He borrowed a book on nuclear physics.2.A: Was it last Thursday that Keith came to see me?B: No, I don’t think so.A: Then when did she come to see me?B: She came to see you last Friday.Tips for LSP ⅣTips for LSP Ⅳis about making comments on a thing or a person.Ⅰ. Listening to the dialogue and fill in the blanks.Ⅱ. Language points1.enlighten: vt. e.g. Can you enlighten me on this issue?I like those TV programs which enlighten the viewer as well as entertain him.Enlightening: a.2.cope with(= deal with ): ph.Ⅲ. Variations based on the given cuesSample:A: What are you doing now?B: I’m reading an article?A: Whose article?B: It is written by Joe.A: What do you think of Joe’s article?B: It’s one of the most enlightening articles that I have ever read.2nd sessionDialoguesDialogue ⅠⅠ.Introduction1.What will come into your mind when speaking of Egypt?2.How much do you know about pyramids in Egypt?3.Which is the biggest pyramid?4. Do you want to pay a visit to the pyramids?Ⅱ.Listening to the dialogueⅢ.Comprehension questions1.What are pyramids?2. Why were the pyramids built?3. What is still a mystery to people?IV. Language appreciation1. come across: meet by chancee.g. We came across an old man lying in the road.I came across an old friend yesterday.2. go ahead:3. for what purpose: =why4. far off : very different (from the fact)e.g. “I wasn’t too far off”: What I said is not very different from the facts5. have something to do with: something can be taken place by much, a lot. The opposite form is “ have nothing/ little to do with”.6.journal article:7. Are you kidding? : Are you telling the truth?8. enable: v, make sb. able to do sth.ph. to enable sb. to do sth.e.g. Training will enable you to find work.The salary he got every month enabled him to support his family.9. convince: vt. convince sb. of sth.(doing sth.)e.g. He convinced me of his innocence.I was convinced that he knew the truth.convincing: a convincing argument10. in person: e.g. He will be present at the meeting in person.11. with one’s own eyes :V. Conversational strategies1. Initiating a topic by using a tag question to check whether the other one knows the topic or not.A: You know what pyramids are, don't you?Practice with the following cues:1)We are going to have an English test. Maybe Jim didn’t know it.2)It is heard that we will have a picnic in Forest Park next Sunday.3)We will have to attend a class meeting on how to spend the summer holiday meaningfully. 2.Giving and presenting more information by “ask and answer”.A: Now let me ask you a few questions about Egyptian pyramids and see if you know the answers.B: Go ahead.A: Who was it that ordered them to be built?B: The ancient Egyptian kings.A: For what purpose did they have the pyramids built?B: In order to keep their bodies and the treasures that were buried with them safe after death.They believed in life after death.A: Are all the pyramids of one shape and size?B: Well, they are of the same sharp, but differ in size.…Practice with the following cues:The Great Wall of China:1) What is it like? (Winding dragon)2) Who was it that ordered it to be built? And when was the Great Wall built? (The head of various ducal states; in the sixth century B.C.)3) For what purpose did they have the Great Wall built? (To protect the states from foreign invasion)4) How long is the Great Wall? (6350 kilometers long)3. Asking and getting more informationB: Is the Great Pyramid located in Cairo?A: It’s somewhere near Cairo, in a place called Giza.B: …You’d better tell me more about it.A: According to a journal article I read recently, the Great Pyramid …B: How could the ancient Egyptians have moved those heavy blocks of stones?Practice with the following cues:1)Know more about the Great Wall, where? How was it built?2)Know something about the Summer Palace.3)Try to get something about the Yellow Crane Tower.4. Response to other’s answers by showing agreement or surprise and expressing different opinions1) A: Right. They were called Pharaohs actually.A: You’re right, but only partly.A: You got it.2)A: Do you mean pyramids are tombs?A: I’m afraid you’re wrong here. Pyramids are not tombs.B: Are you kidding?How could the ancient Egyptians have moved those heavy blocks of stones?Practice with the following cues1)English is more and more important with the development of the economics.2)Knowledge accumulation is more important than ability.3)The English class should be student-oriented or teacher-oriented?5. Closing a conversationB: Although it’s not that convincing, I’m certain I will visit Egypt in person and see the Great Pyramid with my own eyes.Practice with the following cues1)Visiting the Great Wall some day.2)Seeing the sunrise in Mount Tai3)Climbing the Mu lanshanVI. Retelling (Put the dialogue into a short passage)Sample outline:A andB talk about the pyramids:1) Who had them built and who built them?2) Why were they built?3) What do they look like and how big are they?4) How were the pyramids built?Ⅶ. Oral practiceThe Great Wall of ChinaDialogueⅡⅠ.Certainty and Uncertainty.1.How to express certainty, when you are sure that something will (or will not) happen in thefuture.A: Do you think you will pass your final English exam?B: Yes, I’m absolutely sure/ positive/ certain I will. (No, definitely /certainly not)2. How to express uncertainty, when you are not sure or doubtful whether something will happenin the futureA: Do you think you will be accepted to join the army?B: Well, it’s impossible, I suppose, but I’m not really sure. (I might be, I suppose, but it’s doubtful.)3.How to express probabilityA: Do you think every home will have its own computer in the future?B: I’m pretty certain/ almost sure. (Probably/ I think so.)Ⅱ. Language points1.I haven’t got a hope of passing.2.to come top: ranking in the forehead3. There’s very little chance of you failing. : It is hardly possible for you to fail.4.to do well in (=be good at)5.in time:6.to wait and seeⅢ.Practice1. A cure will be found for cancer?A: Do you think a cure will be found for cancer?B: Yes, I’m quite sure that scientists will find a cure some day.A: I’m not really sure. It’s is possible I suppose, but scientists have been trying for a long time without success.B: Yes, that’s right, and we are n’t sure what causes cancer.2.People in the future will live to be 150 years old?A: Do you think that in the future, people will live to be 150 years old?B: Well, it’s impossible. I suppose, but I have many doubts.A: I think people will probably live longer, but not to 150.B: Yes, better care for the old, better food and better housing mean that people will live longer.A: There’s always a chance, I suppose, that I will live to be 150, but I doubt it!3rd sessionReadingsReading ⅠDerby DayⅠ.Lead-in questions1.What is Britain’s national sport? (cricket, football, boxing…)2. Do you like to watch a horse racing on TV?3. According to your analysis, why do many people go to the horse race-course?Ⅱ.Go over the text in 5 minutes and answer the questions on specific details of this text:1.Can you tell me what Britain’s national sports are? (The national sports were those in whichhorses took part—hunting, riding and racing)2.What is the annual horse race called? (Derby)3.What do people go to Epson for on Derby Day? (watch the horses, win money by betting,enjoy themselves)4.Is Derby Day only a racing meeting? (No, it is not only a racing meeting : it is one of the greatdays in the year, an outing for the whole family)5.Who are bookmakers? (In this text, a bookmaker is a person who takes money risked on theresult of competitions, especially horse-races.)Ⅲ. Language Points for Reading I:1.derby day: day of the annual horse race at Epsom, England2.“Who can say?”: No one can say for sure.3.…and everyone wants to get there to fast for safety: Everyone wants to get there very fast andperhaps safety is overlooked.4.set up: e.g. A new government was set up after the war.Ⅳ. Comments on the textThis is a piece of expository writing to describe a kind of sports.Para 1: The first question sentence initiates the topic (horse racing) as well as arouses the readers’interest and thinking.Para 2: The first sentence introduces the most famous British horse race—the Derby, and the place (Epsom) and the time. The second sentence gives more details about Epsom and the reason why people go there. The third and fourth sentences describe people’s craze for Derby. Para 3: It further illustrates the importance of the Derby Day for thousands of Londoners--- the outing of the whole family.Para 4: It introduces what people (children, old people, men and bookmakers) can do besides watching the racing.Para 5: Scene description. It describes different people’s immediate reactions to the start of the big race. (Rush to the rail, the noise stop, stop shouting, all eyes watch the line …)Para 6: It describes the scene when the race is over. (Lead in the winner, shout again, back to London)To sum up, from the description, we can get a clear impression of the Derby Day.Reading ⅡEntertainment at No CostⅠ. Read the text first and answer the following comprehensive questions.1.What do many people think about entertainment? (They think that entertainment meansmoney)2.What can people see when they stroll through busy streets? (They can see an interesting showof different people from all over the world and a free fashion show, too)3.Under what condition is window shopping a harmless amusement? (When the stores areclosed)4.What other free entertainment can people get? (to hear an interesting debate in a local collegeor university, see a film or attend a concert at the local public library, or visit a flea market) 5.What do street musicians provide people with? (not only enjoy themselves, but also get a lotof warm sunshine and fresh air)6.What can people do from time to time? (to pretend to be a tourist and get to know the city allover again )7.How can people easily find good entertainment at no cost at all? (With imagination and aspirit of adventure you can quite easily find good entertainment at no cost at all)Ⅱ.Language points for reading Ⅱ1.to equate with : consider something as equal or equivalent (to something else)2. newspaper scanning: reading newspapers quickly to look for something3. window-shopping:4. a flea market:5. how about+-ing/ -n- This ph. is used to give suggestions.e.g. How about coming to stay with us for a few days when you are in the district on business?6. classical music: 古典音乐rock music：摇滚音乐blues: 布鲁斯folk music: 民族音乐bluegrass 兰草音乐7. magician: 魔术师mine: 哑剧演员juggler: 耍把戏者clown: 小丑acrobat: 杂技演员8. set aside: e.g. He set aside a little money each week.9. at slow time: e.g. a slow season (antonym: prosperous)10. feel like(would like to/ want)11. You will see your city in a new perspective once you know more about its history or itsarchitectural treasures.12. see something in a …(adj) perspective: see something in …point of view e.g. see somethingin the proper/ right/ wrong perspectiveⅢ. Comments on the textIn this passage, the author introduces a little resourcefulness to have a good time without spending a lot of money in an optimistic mood. It can be divided into three parts.Para 1: It gives a quite new opinion that we can have entertainment at no cost, which is different from general people’s concept.Para 2—4: several ways to enjoy oneself without a lot of money. (Go to the street to watch different people or do window-shopping, check the neighborhood paper to getinformation, listen to the street musicians, etc)Para 5: Plan ahead for some activities in order to find good entertainment at no cost.On a whole, we can see that the passage is very clear-cut in structure, and we are convinced that with imagination and a spirit of adventure we can get entertainment at no cost at all.4th session Ⅰ.Guided WritingStudents do the exercise on the Students’ book.Ⅱ. Workbook:Students do the exercise on the Workbook.。

大学英语口语课程教学大纲一、层次与学制：本科，四年制二、教学时数：134学时，第一、二、三、四学期开设；周学时2三、适用专业：非外语专业四、课程性质与任务本课程为一门重要的必修的基础技能课程，主要通过课堂口语实践，充分唤起学生学习英语的兴趣，使学生通过吸收丰富的预料，快速提高听说能力，深入了解各国文化和社会知识，训练学生用英语进行思考，有效培养他们的英语交际能力。

教师要根据我校应用型人才培养目标，对课程进行认真研究、深入挖掘，结合课程特点、教学内容和当前形势及现实生活，对学生进行人生观、世界观、价值观和思想道德品质教育，努力使学生在获得知识的同时学会做人的道理。

五、课程的目的与基本要求本课程的教学目的是通过大量的口语练习和实践，逐步培养和提高学生用英语进行口头交际的能力，同时帮助学生了解主要英语国家的文化和生活习俗。

通过本课程的学习，学生应能就日常生活中的一般情景进行恰当的交谈；能就社会生活中的一般性话题进行连贯的发言；能比较准确地表达自己的思想，做到语音准确、语调自然、语法基本正确，语言运用基本得体。

将语言技能、语言知识、文化意识等要素有机地结合起来，相互促进、循序渐进，帮助学生最终实现交际的目的。

本课程要求学生能够运用已掌握的词汇、句型和常用表达法，结合个人实际，较为流畅地就一些常见话题发表个人见解。

大多数学生应能通过本门课程的学习具备用英语介绍信息、发表意见等基本交际能力。

与此同时，本课程还将进一步强调学生的语言准确性和表达多样性，使他们逐步脱离母语的负面影响。

六、教材与教学参考书教材：《流畅英语口语教程》《Inside Out》第一、二、三、四册，Sue Kay & Vaughan Jones, Jon Hird，上海外语教育出版社（2007年4月）（特色教材）教学参考书：每册包括学生用书、教师用书、拓展练习册、video CD录像、CD－ROM 多媒体光盘、测试光盘。

七、教学主要内容与学时分配第一学期：每周2学时，共14周，28学时，完成第一册的13个单元，其中讲授学时13学时，讨论训练学时6.5学时，习题课、测验学时6.5学时，期末考试2学时。

<<英语口语>>教学大纲适用于英语（航空方向）专业北京旅游专修学院2011年8月30日北京旅游专修学院英语口语教程教学大纲一大纲编写的指导思想口语是英语教学中四项基本技能之一。

本课程重在培养学生积累口语要素，提高日常交际能力和叙述能力。

通过口语学习，希望学生能达到就社会生活话题进行交谈，表达思想并提出观点。

二课程适用对象与目的1教学对象英语口语课程的教学对象是英语（航空服务）专业的学生，是英语专业的必修课程。

2教学目的本课程的教学目的是通过大量的口语学习和实践，逐步培养和提高学生用英语进行口头交际的能力，同时帮助学生了解主要英语国家的文化背景和生活习俗。

通过本课程的学习，学生应能就日常生活的一般情景进行恰当的交谈﹔能就社会生活中的一般话题进行连贯的发言﹔能比较准确的发表思想，做到语音语调，语法基本准确，语言运用基本得体。

三教学中应注意的问题1 注意语言输入，加强基本功训练本课程的基本教学方法是通过让学生接触大量的视听及文字资料，增加语言输入，然后经过模仿，训练达到对语言的自由运用。

教学过程中应加强语言基本功的训练，如语音，语调，朗读及复述等针对语言功能项目中常用句型要进行严格的训练，以打好坚实的基础。

2 注重语言运用能力的培养语言是交际的工具，本课程旨在培养学生用英语进行口语交际能力。

在教学中要引导学生进行大量的口语实践。

教学活动要有利于语言运用能力的培养﹔交际能力和连贯表达能力的培养。

3培养学生跨文化交际意识语言是文化交流的媒介，交际过程中无时无刻不体现着国家之间的差异。

如果缺乏这方面的知识，说话往往会不得体。

本课程还旨在帮助学生了解英语国家的文化背景和生活习俗。

因此在教学中要引导学生了解英语国家的社会文化理解交际过程中众多因素（如：场景，功能，意念，性别，风格）与语言得体性的关系，使其掌握正确得体的表达方式。

4 积极开展课外活动口语能力的提高需要大量，反复的练习，仅靠口语课的练习是远远不够的。

英语中级口语lesson 17Lesson 17Juvenile DelinquencyText AJennifer got off the bus from the university and began walking towards the flat she shared with two other students. On her way she had to buy some food and stopped in one of the shops in the street. It was run by an Asian family, and although the prices there were a little higher than in the big supermarket further down the street, she did a lot of her shopping there. The vegetables were fresher and they had various things she couldn't get elsewhere. Mr Patel, the owner of the shop, was checking through a list, but smiled, as he always did, when he saw her come in.She picked up a wire basket and walked towards the back of the shop, where the rice was kept: The shop was divided by three long aisles, with rows of shelves crammed with all sortsof things. Except for her and Mr Patel , there were only two other people there. They were two teenage boys, and they were standing at the end of one of the aisles.She glanced at them as she passed. They were both wearing long, old-fashioned overcoats and they looked rather ridiculous in them because the coats were too big. But such things were popular with some teenagers at the time. 'Watch out, stupid,' she heard one of them whisper to the other. She walked on to the next aisle and found the rice she was looking for.Then she heard something else. It sounded like a tin dropping on the floor. She peered through a gap in the shelf and caught a glimpse of one. of the boys bending down. She saw him pick up a tin of food. But instead of putting it in the shopping basket, he dropped it into the inside pocket of his long overcoat. Jennifer glanced back down the aisle. She could see Mr Patel at the cash till, still checking through his list.Then she looked through the gap in the shelf again. The boys still had their backs to her. 'Come on, let's get out of here,' she heard one of them say. At the same time, she saw one of them put another tin in his overcoat pocket. They moved away from her. She could no longer see what they weredoing or hear what they were saymg.When she got to the till, the two boys were in front of her. She watched them pay for the few things they had in the basket. They had both buttoned their coats and fastened them with their belts. Mr Patel did not seem suspicious at all. He even smiled at them as they were about to leave. Jennifer opened her mouth to say something.Text BThe only crime I have ever been connected with was unsuccessful. One summer night I went to bed, leaving my bedroom door open because it was very hot. During the night I was woken up by the sound of a match being struck. For a moment I thought it must be the friend I lived with, but then I remembered he was away.I felt certain there was someone in the room. I saw the outline of a man standing near the door. I was almost certain the man was a burglar. Without thinking what I was doing, I shouted loudly and. jumped out of bed to catch the man. As I ran across the garden, I suddenly realized I was doing something very foolish. The burglar I was chasing might be carrying a knife. I went straight back into the house and lockedall the doors to protect myself.This was a very small crime which did not succeed, but crime is a serious problem in Britain. One sort of crime which particularly worries people is juvenile delinquency-that is, crimes committed by young people. For some years, juvenile delinquency has been increasing. There are two main sorts of juvenile crime : stealing and violence. Most people do not understand why young people commit these crimes. There are , I think, a large number of different reasons.These crimes are not usually committed by people who are poor or in needl. Young people often dislike and resent the adult world. They will do things to show that they are rebels. Also in Britain today it is easier far young people to commit crimes because they have more freedom to go where they like and more money to do what they like.There are two other possible causes which are worth mentioning. More and more people in Britain live in large towns. In a large town no one knows who anyone else is or where they live. But in the village I come from crimes are rare because everybody knows everyone else.Although it is diffcult to explain, I think the last cause is very important. Perhaps there is something wrong with oursociety which encourages violence and crime. It is a fact that all the time children are exposed to films and reports about crime and violence. Many people do nat agree that this influences young people, but I think that young people are very much influencedby the society they grow up in. I feel that the fault may be as tnuch with our whole society as with these young people.Additional InformationIt's just before school starts, when they check the pupils for guns. By now, the 1,600 students at Chester High School in Philadelphia have got used to it.One by one, they go through a metal detector gate, like the ones at an airport, at the main entrance to their school. The beeper alarm is constantly going off, indicating some metal object in the pupil's pockets. Mostly, it is a key, or coins.Such searches-in some schools a regular routine , in others , a spotcheck- are part of the attempt of school authorities in the United States to keep students from bringing into the classroom their knives, revolvers and machine-guns.The metal detector checks have already become commonplace in schools in Philadelphia, Detroit, and New York. A school in Fairfax, on the outskirts of Washington, D. C. ,will soon begin them.School administrators decided that something finally had to be done after the various shootouts and discoveries of weapons in schools around the country had made headlines for weeks running.On January 26, at Woodrow Wilson School in Washington, a teenager shot and wounded four others in a fight over a place to sit in the school cafeteria.On February 9, teachers confiscated a semi-automatic pistol from two 13-year-olds at a school in the Washington suburb of Silver Spring after they had threatened other students with the weapon. Six days later, a student at Kramer High School in Washington threatened a schoolmate with a sawedoff shotgun. Asked why he did it, the youngster said the other had "stared so stupidly" at him.The list of such incidents goes on and,on, and in some cases, they are fatall.According to the California-based " National School Safety Centre " (NSSC) in a recent report, there were 360,000 violent incidents in American schools in 1986, the last year for which statistics are available. The incidents ranged from fistfights to shootouts, and 70,000 weapons were confiscated,including 1 , 700 pistols and rifles.Since then , says Ronald Stephens , the director of NSSC , the number of incidents involving guns in schools has risen considerably.Teachers and security experts have a hard time explaining why teenagers want to bring lethal weapons with them to school."Some want to impress their schoolmates," believes Stephens."They feel that a gun is a symbol of power and control.Others have a feeling that they need weapons to protectthemselves."School authorities see the rise in weapons and violence above all as being connected to drugs in American high schools. Armed youth gangs divide up the drug trade turf among themselves. According to the NSSC , the older gang members use the younger newcomers as "weapons depots".Lyn Siper of the National Crime Prevention Council in Washington believes that youths during their puberty lean towards fighting out their conflicts instead of talking about them. Such drugs as cocaine and crack add to their emotional disturbance.Siper and Stephens agree that the general level of violence on the streets of big American cities, and theunimpeded access to guns, play a role. America's citizens possess a total of 120 million firearms. Many of the revolvers and rifles which authorities confiscated in the schools had been legally acquired and registered by the students' parents.。

全新版大学进阶英语口语实践教程1
unit1
这份文档将介绍全新版大学进阶英语口语实践教程1的第1单元内容。

本单元主要包括以下几个部分：
研究目标
- 了解并正确使用与个人信息有关的词汇和表达方式。

- 学会用英语进行简单的自我介绍和交流。

- 掌握询问个人信息并回答的常用语句。

单元内容
本单元的内容主要围绕个人信息展开，涵盖以下关键点：
1. 自我介绍
研究如何用英语进行简单的自我介绍，包括姓名、国籍、年龄等基本信息的表达。

2. 询问与回答个人信息
了解并学会询问他人的个人信息，如年龄、家庭背景、兴趣爱
好等，并学会适当回答这些问题。

3. 表达个人兴趣
研究如何用英语表达个人的兴趣爱好，包括喜欢的运动、音乐、电影等。

4. 熟练应对日常交流场景
通过模拟日常交流的情景对话，提高口语交流能力，包括购物、用餐、问路等情景的应对。

总结
第1单元的内容主要围绕自我介绍和交流个人信息展开，通过
研究相关词汇和表达方式，帮助学生提高口语交流能力。

这一单元
的研究将为后续的口语实践打下基础。

参考资料：
- [全新版大学进阶英语口语实践教程1教材](教材网址)
- [全新版大学进阶英语口语实践教程1教师手册](教师手册网址)
> 注意：以上为简要总结，详细内容请参考教材和教师手册。