大学英语(二)学习指南

大学英语（二）一、课程说明课程编号：180501T20课程名称(中/英文):大学英语（二）/College English （II）课程类别：通识教育课程-外语类学时与学分: 48学时/3学分先修课程要求：大学英语（一）适应专业：各专业（外语类专业除外）教材、教学参考书：教材：宫力.《新时代交互英语视听说》3、4 册.清华大学出版社，2011 年.宫力.《新时代交互英语读写译》3、4 册.清华大学出版社，2011 年.教学参考书：二、课程设置的目的意义本课程为通识类英语提高目标课程，以《大学英语（一）》为起点，以现代多媒体教育技术及网络技术为辅助，结合网上自主学习与教师课堂面授，实现交互式英语教学，在《大学英语（一）》的基础上继续全方位提高学生的听、说、读、写、译的能力。

同时本课程的教学思路很好地体现了教育部大学英语教学改革的思路，强调学生自主学习能力和综合应用能力的培养，在语言知识、学习策略、跨文化交际和应用技能等方面有翔实的教学内容和科学的规划，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。

三、课程的基本要求大学英语教学以英语的实际使用为导向，以培养学生的英语应用能力为重点。

《大学英语（二）》的教学要求之总体能力描述如下：能够在日常生活、学习和未来工作中就熟悉的话题使用英语进行较为独立的交流；能够比较熟练地运用英语语音、词汇、语法及篇单元结构等语言知识，在《大学英语（一）》应掌握的词汇基础上增加约1000个单词，其中200个单词为专业学习或未来工作相关词汇；能够较好地理解语言难度中等、内容熟悉或本人所学专业相关的口头或书面材料，理解材料内部的逻辑关系、篇单元结构和隐含意义；能够以口头和书面形式较清楚地描述事件、物品，陈述道理或计划，表达意愿等；能够就较熟悉的主题或话题进行较为自如的口头和书面交流；能够较好地使用学习策略；在与来自不同文化的人交流时，能够较好地处理与对方在文化和价值观等方面的不同，并能根据交际需要较好地使用交际策略。

大学英语教学指南(教育部2017最新版)1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020年）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。

本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。

当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。

英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。

通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。

《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。

”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。

高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。

大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。

2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。

大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。

大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。

应用型大学英语第二册学习参考资料Unit 2StarterB. Listen to a passage and write down the words expressing negative feelings.TapescriptIt is said that the worst enemy can be in one's family. Having been born into a family does not mean everyone in your family will treat you as family. Sometimes, some people in your family may treat you as an enemy. There are some reasons for this.One reason would be jealousy, like a brother or sister being jealous of the other's achievements or attention one sibling is getting more than the other from their parents.Another reason would be spite, due to some family members feeling the need to hurt someone they want to see in a humble or inferior position in life.Some family members may be controlling and resent the person they are trying to control for resisting their influence over him/her.Sometimes, people just hate for no reason.Text AHarboring Ill Feelings1 There was once a little boy who dreamed of sailing around the world. He shared his dream with his mother and father, his teachers and schoolmates, his minister and his friends. But instead of embracing his dream and encouraging him to follow his heart's desire, they made fun of him, laughed at him and belittled his vision.2 "You will never sail around the world," his father scoffed. "When you are of age,I will get you a job at the factory where I work and you will follow in my footsteps."3 "But I don't want to follow in your footsteps, I want to sail on the open seas and visit new lands," the little boy protested. The father just laughed and shook his head, showing no faith in his son or his dream.4 The kids at school also made fun of him, so much so that he stopped sharing his thoughts and desires and kept them hidden within his heart, until the time arrived, when he could make them a reality.5 It seemed that the world's thumb was pressing the boy down throughout his adolescence. Within fifteen years, the boy became a man. He had worked two jobs night and day saving his money, so he could put a down payment on a sailboat.6 He answered an ad in the newspaper and set up a meeting with the owner ofa sailboat at the local harbor. The young man bought the boat on site and immediately paid the down payment and signed the sales agreement. He was so happy he began to share the news with everyone he knew. They were surprised, to say the least, and wished him well, while never admitting they were wrong. But he didn't care, because now, he owned his own sailboat.7 The next day, he went to the harbor intending to take his boat out on the water, when he saw official-looking men surrounding his newly purchased sailboat. The men were federal agents who were preparing to seize the boat. The man who sold the boat was a con man and drug runner and the boat was now being confiscated in a federal drug sting operation.8 The young man had lost his life's savings. He was horrified! The federal agents said they would be back in the morning to take possession of the boat and left without even showing concern for the young man's loss. As the young man was leaving, the harbormaster presented him with a bill in the amount of twelve hundred dollars for past docking fees, owed by the previous owner.9 This was the last straw. The young man cursed the harbormaster and left. He came back later with a can of black spray paint and painted over the sign on the boat, which displayed the boat's name, " Serenity". He then wrote the new name he was now giving the boat, "Ill Feelings". He got on the boat and startedto sail out to sea. If he could have the boat for only one night, then he was going to sail it.10 The harbormaster waved his arms and yelled for the young man to stop, that there was a storm coming. But the young man just cursed him again and continued heading out to sea.11 Sure enough, after sailing ten miles out a storm overtook the boat, tossing it from side to side. The young man frantically headed the boat back to shore. When he was a mile from the harbor, he radioed the harbormaster and asked him to prepare for his docking. The harbormaster told him no, that he wouldn't let him dock at his harbor.12 "Was it because of what I said," the young man said in desperation.13 "No, I never hold a grudge," the harbormaster said. "One thing is for sure…I never harbor ill feelings!"心怀怨恨1 有一个小男孩梦想着驾船环游世界，他把自己的梦想告诉给父母、老师、同学，告诉他的牧师和朋友们。

《大学英语II》课程教学大纲一、课程基本信息课程代码：16237904课程名称：大学英语II英文名称：College English II课程类别：公共课学时：60学分：4适用对象：非英语专业一年级本科生考核方式：考试先修课程：高中英语课程、大学英语I二、课程简介大学英语II是为广东财经大学非英语专业的一年级本科生开设的一门必修语言技能基础课程，是广东财经大学非英语专业教学计划的一个有机组成部分，是一门提高学生综合人文素养的重要课程。

大学英语II的课堂教学包括主要基于课堂教学的读写译综合课程和主要基于多媒体的视听说课程，前者每周两个学时，后者每两周两个学时。

大学英语II的教学内容是使学生通过综合课程学习掌握相应的语言和语用知识，包括词汇（词汇量达到3500个词），句法结构和篇章结构，使其能基本读懂一般性题材的英文文章且阅读速度达到每分钟50-60个单词、能借助词典对题材熟悉的文章进行英汉互译并提高写作水平；通过听说课程，使学生学会抓住听力材料的要点和有关细节，领会文章的观点和态度，培养听写能力及设定话题的英语口头表达能力。

总之，大学英语II是培养学生听、说、读、写、译基本技能及综合运用英语进行信息交流的能力，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。

此外，在教学过程中融入思想政治教育，引导学生批判地学习西方文化，增强学生的民族文化认同感和自信心，不仅学会用英语看世界，更学会用英语讲好中国故事。

大学英语II的教学评估包括形成性评估和终结性评估。

College English II is an obligatory basic language skill course for non-English major freshmen. It is an organic part of non-English major teaching plan in Guangdong University of Finance and Economics and an important course designed to improve the comprehensivequalities of students.The classroom teaching of College English II includes multimedia- based Listening and Speaking course and classroom-based integrated course of reading, writing and translating. The former occupies 2 periods per two weeks, while the latter 6 periods per two weeks.Through integrated c ourses, College English II aims to develop students’ abilities to master corresponding language and pragmatic knowledge, including vocabulary (about 3500 words), syntactic structure and discourse structure; to understand English articles on general topics at a reading speed of 50-60 words per minute and to translate essays on familiar topics from English into Chinese and vice versa with the help of dictionaries and enhance their writing abilities. Through speaking and listening courses, students should be able to grasp the key points and correlated details in listening material and comprehend the opinions and attitudes in the articles, and to express their opinions on a given theme in oral English. In a word, College English II aims to develop students’ abil ity to use English in an all-round way so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, and at the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of China’s social development and international changes, through which the students can understand the world in English and tell Chinese stories in English as well.The evaluation of College English II consists of formative assessment and summative assessment.三、课程性质与教学目的大学英语II是广东财经大学本科学生课程设置的有机组成部分，是广东财经大学非英语专业本科生一门必修的公共基础课。

《大学英语Ⅱ》课程教学大纲College English Ⅱ一、课程的性质和任务课程性质：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，属于通识平台课程。

课程任务：本课程的任务是使学生通过本大纲所规定的全部教学内容的学习，使累计词汇量达到4100，其中积极词汇1500单词，具体标准为：能听懂语速为每分钟110词的一般性会话、报道文章和讲座；能基本使用英语进行日常生活交际；阅读速度达到每分钟60词；能够掌握科技英语的阅读方法，并能正确理解和总结科普文章的中心思想；能在30分钟内就一般题材写出不少于110词的短文，内容基本完整，语法基本正确；能够翻译内容熟悉的英语文章段落，速度为每小时250词；能借助词典将内容熟悉的汉语材料译成英语，速度为每小时200汉字。

二、课程的基本内容及要求综合课Unit 1Text A: Learning, Chinese Style1．课程教学内容：（1）生词与短语；（2）句型；（3）背景知识；（4）课文主题、结构及写作特点；（5）写作技巧。

2. 课程的重点、难点：重点：课文主题、结构及写作特点；难点：写作技巧：writing notices。

3．课程教学要求：（1）掌握核心词汇：attach, not in the least, phenomenon, initial, assist, insert, somewhat, await, occasion, frown, neglect, relevant, Investigate, throw light on,desirable, accomplish, principal, make up for, creative, performance, continual,apply, work on, priority, bold, departure, evolve, summarize, contrast, promote,emerge；（2）掌握重点句型：assuming (that)；（3）了解背景知识：education in the west, standing on the shoulders of giants；（4）了解课文主题、结构及写作特点：主题：ways of learning；结构：Part One（Paras. 1-5）；Part Two（Paras. 6-7）；Part Three（Paras. 8-10）；Part Four（Paras. 11-14）；写作特点：议论文。

许爱军高级英语2学习指南pdfA Study Guide for XU Aijun's Advanced English 2IntroductionXU Aijun's Advanced English 2 is a comprehensive and intensive course designed to help students enhance their English language skills and proficiency. This study guide aims to provide a detailed overview of the course materials, assignments, and assessments to assist students in effectively navigating through the course.Course OverviewAdvanced English 2 covers a wide range of topics including grammar, vocabulary, reading comprehension, listening skills, and writing proficiency. The course is structured to build upon the knowledge and skills acquired in Advanced English 1, with a focus on more advanced concepts and strategies.Course MaterialsThe course materials for Advanced English 2 include a variety of resources such as textbooks, workbooks, online resources, and multimedia tools. It is important for students tofamiliarize themselves with the course materials and utilize them effectively to enhance their learning experience.AssignmentsAssignments in Advanced English 2 are designed to assess students' understanding of the course material and their ability to apply that knowledge in different contexts. Assignments may include essays, research projects, presentations, and quizzes. It is important for students to complete assignments on time and to the best of their ability to succeed in the course.AssessmentsAssessments in Advanced English 2 may include exams, tests, quizzes, and final projects. These assessments are designed to evaluate students' comprehension of the course material and their ability to demonstrate their English language proficiency. It is important for students to prepare for assessments thoroughly and seek clarification on any concepts they may find challenging.Study TipsTo succeed in Advanced English 2, students should:1. Attend all classes and actively participate in discussions and activities.2. Review course materials regularly and complete assignments on time.3. Seek help from instructors or classmates if they have any questions or concerns.4. Practice listening, speaking, reading, and writing skills regularly.5. Set achievable goals and monitor their progress throughout the course.ConclusionXU Aijun's Advanced English 2 is a rigorous course that requires dedication, effort, and perseverance from students. By effectively utilizing course materials, completing assignments on time, preparing for assessments, and following study tips, students can enhance their English language skills and succeed in the course. Good luck!。

中山大学外语教学中心中山大学外语协会金风送爽、层林叠翠，中山大学又迎来了新一届的同学们。

新同学步入新环境，将面临许多新情况、新困惑，其中当然也包括大学英语学习方面的问题。

这里我们谨就与我校大学英语教学和学习有关的一些问题作简要说明，以便同学们能明确和适应大学英语学习的特点、任务和方法，及早完成从高中到大学的转变，在英语学习方面取得更大的进步。

——目录——Part1——大学英语：一．大学外语教学中心介绍 (5)二．我校大学英语教学模式介绍 (5)三．分级考试专栏考试介绍 (8)名师指导 (10)经验之谈 (10)四．主要考试介绍 (11)五．大学英语学习的建议 (13)六．四、六级考试介绍 (15)Part2——英语专业：七．英语专业四、八级考试介绍 (16)Part 3关于外语协会 (18)Part4 附录：1.各种英语学习资源 (20)2.其他考试介绍（GRE、雅思、托福） (24)愿这本小册子像一盏微弱的航标，让你在一片混沌中看到前进的方向，帮助你尽快适应大学的英语学习！一．中山大学外语教学中心简介中山大学大学外语教学中心前身为外国语学院下设的大学英语教学部和研究生外语教学部，主要负责全校公共外语和应用外语的教学与研究。

中心下设大学英语教学部、研究生外语教学部、应用外语教学部和大学外语教育研究所等教学和科研部门，目前共有教职员工76人，其中教授5人，副教授19人，讲师46人。

大学英语教学部负责全校除英语专业以外所有专业约万人的大学英语1～6级课程和专科英语教学任务；研究生外语教学部负责全校博士研究生、硕士研究生和研究生课程班的公共外语教学任务；应用外语教学部负责全校专业用途英语的教学与研究，目前设有商务英语和传媒英语两个方向并计划增设英语教育等英语专业方向，招收网络教育的本专科学生；大学外语教育研究所专门从事大学外语教育研究。

二．我校大学英语教学模式介绍（一）大学英语教学模式和学分安排我校大学英语部在岗教师一共只有四十二位（不到南京大学、复旦大学等高校的一半），承担着两个年级13，000多学生的英语教学。

新大学英语综合教程2教学参考书u2Unit2Text 1(Open) 1. FLearning English as a Global LanguagePart One Warming UpReadingActivity 1:Activity 2:British English, North American English, Australian English, New Zealand English, South African EnglishActivity 3:2. F3. T4. TText 21. All dialects were created equal and no one version of English lorded it over another.2. Englishes of Ireland and Scotland, of Australia and Jamaica, of Singapore and South Africa, Hong Kong and the United States.3. Mr. Crystal cheers loudly for variety, diversity and equality.4. The Stories of English is a work of impeccable scholarship and could easily serve as a standard textbook for students of linguistics.Viewing/ListeningActivity 1:C 18Unit 2 Learning English as a Global Languageu2.indd 182012.8.14 2:58:01 PMActivity 2:Duration of time 1 2 3 10 years 10 years 20 years Wales Liverpool the south of England PlaceActivity 3:Where they have been brought up. Where they have been. Whom they speak with.Activity 4:1. Because the influence of American mass media like their films and television programs on the British is greater than that of the British media on the American.2. No, it isn’t usually difficult for a native to distinguish between the differences.3. Yes, it is usually difficult for a foreigner to distinguish between the differences.4. No, it isn’t.5. No, it isn’t.Activity 5:1. F2. T3. TScript for Audio 001NEAL CONAN, host. This is TALK O F THE NATION. I’m Neal Conan in Washington. Whether near his home in Wales, roaming other parts of Britain or even further afield, linguist David Crystal always travels with an insatiable curiosity about the English language. He never fails to meet people with distinctive accents or come across towns with unusual names, and takes the time to explore intriguing turns of phrase, whether rooted deep in Anglo-Saxon origins or fresh off a television set. In his new book, “Walking English,” David Crystal hits the road in search of new linguistic experiences from Wales to Lodz in Poland and California’s Silicon Valley. He joins us in a moment to discuss the lilts, words, catchphrases and grammar he found along the way. David Crystal joins us from his home in Holyhead, Wales. And it’s nice to have you back on the program. Mr. DAVIDCRYSTAL (Author, “Walking English”). Hello, Neal, it’s a real pleasure to be back.Learning English as a Global Language Unit 219u2.indd 192012.8.14 2:58:01 PMNEAL CONAN. And to begin with, how do you define your accent? (Soundbite of laughter) Mr. CRYSTAL. I wish I could. Well, you know, an accent reflects where you’ve been, where you’ve been brought up. And most people these days don’t spend their whole lives in one place. So, whereas once upon a time it was quite easy to almost predict where somebody had come from just by listening to them, you listen to somebody like me and what you hear in this voice you’re hearing now is the first 10 years of my life living in Wales - living in Wales it would have been that sort of accent then. And then the next 10 years of my life living in Liverpool, well, everybody knows the Beatles. The Beatles accent, you know. And there was that sort of accent mixed in with it. And then I lived for 20 years down in the south of England and there was a kind of, you know, southern accent that came on top of the other two. And they’ve all mixed together to produce what you’re hearing now. CONAN. And it’s interesting, you say, in part, your accent depends on who y ou’re speaking with. Your children, for example, grew up in this country. Mr. CRYSTAL. Well, it’s - it’s, you know, as you and I might talk now over the next few minutes, I wouldn’t mind betting that my accent became slightly more American than it might ha ve been before. You know, it’s what happens. Accents change in terms of everything. I mean, that’s a good example.My kids, take the word schedule, you know, schedule in America, of course. Now I was brought up to say shed-ule. But all my kids have been influenced by American English. So, they all say, sked-ule. So, when I talk to them, I say sked-ule as well now. So, I got two pronunciations of the word. And this is very typical of the way language is going. CONAN. I - I had the good fortune to live and work in London for four years and it was my contention that an American could get about two-thirds of the way to a British accent before anybody noticed. (Soundbite of laughter) Mr. CRYSTAL. That’s right. And not just in pronunciation but, also in spelling because an awful lot of the American spellings have come into British English now. Yes, that’s right. I mean, it’s all your fault, you see... (Soundbite of laughter) Mr. CRYSTAL. ...you guys, the other side of the pond. You’ve made all the films, you made all the most successful television programs and things like that. And so, inevitably we are more used to your accent than you are to ours. I mean, one day, when British filmmaking becomes as powerful as Hollywood, it might go the other way round. But I can’t see that happening just yet. CONAN. Well, we used to go to the theatre sometimes and we would hear British actors doing Americans accents. In general they’re much better at American accents than we are at British ones. But nevertheless, there used to be something I used to call the I-80 accent because it sort of wandered all the way across the country. (Soundbite of laughter) Mr. CRYSTAL. Yes, that’s right. It’s very difficult actually to pick up the accent differences within a country if you’re not part of that country. CONAN. Mm-hmm. Mr. CRYSTAL. I mean, I’ve been to America several times and I’ve got to know, you know, some of the accent differences, but I still have great difficulty placing accents in a way that you would have no trouble about.And vice-versa. You know, Americans come over to Britain and they - they don’t - they20Unit 2 Learning English as a Global Languageu2.indd 202012.8.14 2:58:01 PMget the main accents, like say, Scottish English or something like that... CONAN. Mm-hmm. Mr. CR YSTAL. But it’s very difficult to really put your finger on some of the more subtle differences. CONAN. I was astonished to learn that English people had a hard time differentiating between American and Canadian accents. And indeed, they found it curious t hat I couldn’t tell the difference between Kiwis and Aussies. Mr. CRYSTAL. Yeah, that’s right. CONAN. Yeah. Mr. CRYSTAL. I think most people would be completely unclear about the difference between U.S. and Canadian English. I mean, there are some very clear differences, like the Canadian, you know, house, which you just don’t get the other side of - your side of the border. But most British people just wouldn’t hear it.Part Two Initializing the ProjectReadingActivity 1:Things to be crossed out are. The total number of pages To whom the author of the report would recommend the book Activity 2:2. The publisher and the publication date: Bantam Books, 1971.3. The book author’s name: Maya Angelou4. The biographical information about the author: A dancer, poet, and television producer as well as a writer, has continued her life storyin three more volumes of autobiography. I know Why the Caged Bird Sings is the start of Maya Angelou’s story. 5. The genre of the book: Autobiography. 6. The main idea of the book: She writes about the pains and joys of being black in America. 7. Quotations from the book: The first quotation—“People in Stamps used to say that the whites in our town were so prejudiced that a Negro couldn’t buy vanilla ice cream”. 8. The merits of the book: I was impressed by the vividness of Maya Angelou’s writing style. 9. Whether the author would recommend the book: I know Why the Caged Bird Sings is a remarkable book.Learning English as a Global Language Unit 221u2.indd 212012.8.14 2:58:02 PMActivity 3:Paragraphs Part One Part Two Part Three Part Four Paragraph 1 Paragraph 2 Paragraph 3-5 Paragraph 6 Introduction Summary of the book The reaction of the book report’s author to the work Conclusion Main IdeaActivity 4:(Open)Viewing/ListeningActivity 1:1. content2. word processing software program3. take notes4. creative title5. the author’s name6. the title of the book7. the number of pages8. summarize9. plot 10. subject 11. the setting 12. thesis statement 13. opinion 14. recommend the book 15. recommend it toActivity 2:1. T2. F3. T4. T22Unit 2 Learning English as a Global Languageu2.indd 222012.8.14 2:58:02 PMScript for Video 001How to write a book report? A book report summarizes the content of a book and is typically assigned in grades K to 12. You will need a book and a word processing software Step One. Read the book and take notes. Write down the names of major characters, the main ideas of the book and any memorable quotes. Step Two. Give the book report a creative title that includes the name of the book. Step Three. Begin the report with an engaging introductory paragraph that includes the author’s name, the title of the book, whether it is fiction or non-fiction, the genre and the number of pages. Include biographical information about the author that helps explain the book. Step Four. Summarize the book in the next paragraph. Give a brief overlook of the plot, the main characters, the subject of the book and the setting. Step Five. Give a brief analysis on the subject of the book in the next paragraph. Write about the author’s point of view of the subjuct; also known as the thesis statement. Follow your teacher’s guidelines on how in-depth the book report should be. Step Six. State your opinion in the next paragraph. Use concrete examples such as quotes or specific details to explain why you liked or disliked the book. Step Seven. Conclude the report with a paragraph on whether you would recommend the book and who you would recommend it to.Part Three Exploring the Field主课文参考译文：漫步英语如果你是在历史上受英国影响显著的地方学习英语，那你所学会的英语将带明显的英国特征。

大学英语教学指南(教育部2017最新版)1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020年）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。

本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。

当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。

英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。

通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。

《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。

”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。

高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。

大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。

2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。

大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。

大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。

大学英语教学指南教育部最新版
第一篇: 大学英语教学指南教育部最新版
随着全球化的进程，英语已经成为世界上最重要的一门语言，并且在现代社会中发挥着越来越重要的作用。

因此，在当今的教育体系中，英语教学也成为了一个非常重要的环节。

为了更好地提高大学生的英语水平，教育部颁布了最新版的大学英语教学指南。

这份指南重点关注了两个方面：一是大学英语教学的教学内容和方法，二是大学英语教学的评价标准。

在教学内容和方法方面，该指南主要强调了英语教学的实用性和交际性。

它提出了使用现代教育技术来提高教学效率的方法，并且建议采用多种教学方法和手段，如讲授、案例研究、讨论、演示、角色扮演等等，以更好地激发学生的兴趣和提高他们的学习效果。

此外，该指南还特别强调了听说读写的综合技能培养，指出了教师需要强调语音和语调的训练，同时还需注重词汇和语法的学习和应用。

在教材上也需要紧密结合实际场景编写，并增加文化背景和国际化元素，以便更好地促进学生的跨文化交际能力。

在评价标准方面，该指南提出了一系列评价标准，如学习目标、学业水平、语言水平、实用能力等，旨在更好地反映学生综合素质的提高和能力的实际运用。

此外，教学评价应该注重学生自主学习和合作学习的能力，适当借助现代化教育技术来实现教学效果的提高。

总之，这份最新版本的大学英语教学指南为教师们提供
了一个良好的教学参考和执行标准，同时它还鼓励教师们与同行进行交流，共同提高自己的教学水平和思维能力。

相信在这个指南的指导下，大学英语教学将会更为科学、高效、有益。