课程标准(新视野大学英语15161)

《大学英语》课程标准（2014级“3+2本科”专业）

专业带头人：刘萍萍

系主任：迟尧林

教学中心：

批准日期：

二○一五年七月

《大学英语》课程标准

课程基本信息

课程编码：

课程类别：公共基础课

适应专业：3+2本科（机电、土木专业）

开设时间：2015-2016学年第一学期

总学时数：48课时

现代职教课程在线课时+翻转课堂课时：18+ 30

一、课程概述

（一）课程性质

《大学英语》是我院“3+2”本科专业（机电一体化、建筑工程技术）必修的一门公共基础课。

山东科技职业学院担负着为社会培养高技能专门人才的任务。学院坚持“面向社会，服务社会”的办学方向，坚持为企业生产、服务、管理一线岗位培养高素质技能型人才的办学目标。随着改革开放的日益深入，社会越来越需要既具备专业知识又能运用流利的英语与外界交流的高素质人才。在倡导与国际接轨的今天，企业特别注意作为涉外交流的主要语言—英语的使用，从而有助于建立良好的客户关系，树立公司的形象。

依据我院的办学方向及人才培养方案，《大学英语》作为公共基础课的性质和地位得以确定。本课程的先修课程是高中英语，后续课程是专业英语。本课程是以日常交际需求和就业为导向，基于学生日常生活与专业活动的实际场景和工作过程而开发，旨在培养熟练掌握英语交际技巧，熟悉英语应用环境并具有较强适应能力，在工作场所能恰当运用英语交流的高素质复合型人才。

本课程的学习内容以真实的生活场景和工作流程所涉及到环节为任务，以每一个任务中所包含的具体内容为学习情境，通过课前预习、翻转课堂、课堂学习、在线学习、讨论交流、岗位实习等途径，使学生通过学习本课程，能够全面了解真实的英语使用环境，与相关专业知识技能结合，在真实工作环境中恰当使用英语进行交际。本课程教学根据日常生活及我院相关专业的人才培养目标及职业岗位群的要求，通过大学英语系统的课程体系，将理论知识与实际技能紧密结合，达到“教、学、用”合一，提高学生的职业英语能力、综合素质及现代信息素养。作为一门公共基础课，本课程符合高技能人才培养目标和各专业相关领域职业岗位的教学要求，对学生的可持续发展的职业能力的培养以及职业素养的养成发挥发挥着重要作用。

（二）课程基本理念

本课程通过开展基于日常生活和工作过程的课程开发与设计，确定了以学生为主体、以实际生活场景和工作流程为课程主线、以促进“学习者自主学习”、实施现代职教课程在线学习与翻转课堂相结合的教学模式创新、培养英语能力和职业能力重点，在学习情境过程中通过课堂学习、情景模拟、岗位实习完成“教、学、用”一体的有机统一，从而实现职业教育倡导的总目标。因此，本课程在建设过程中首先以教育观念的转变为先导，以日常生活需求和典型工作任务为驱动，配合英语教学及各专业课程体系的改革，按照日常情景和工作过程，优化整合课程内容，立足于培养学生具备日常生活、工作所必需的英语基本知识及应用于口语交际和生产过程的技巧和技能。

（三）课程设计思路

课程的设置以日常需求和就业为导向，基于日常生活和实际工作过程开发学习情境。遵循学生职业能力的培养规律，重视学生在校学习与实际生活工作的一致性，有针对性地采取热门话题讨论、真实行为导向、工作任务驱动、工作情境模拟、线下自学与课堂讨论一体化的以学生为主体的教学模式；通过和各专业合作开展基于工作过程的课程开发与设计，共同确定了以学生为主体、以日常情景和工作流程为课程主线、以职业能力的培养为重点，通过课堂翻转、学生线下自学、在线及课堂讨论、情景模拟等方式方法完成“教、学、用”的有机统一，从而实现职业教育倡导的总目标。

（1）根据日常交际及岗位工作需要，确定学习模块

通过对企事业单位进行调研发现，企业要求学生具备一定的英语日常交际能力以及岗位所要求的英语知识、能力和素质。根据调研结果，确定该课程的每册教材的十个学习模块。学生通过相关模块的学习和实践，可以掌握相关英语口语交际技能，以适应未来的岗位要求。

（2）以工作过程为导向，确定学习情境

依据真实生活和工作流程所涉及到的重要环节，结合各专业学生的特点和能力，本着充分体现职业性、实践性和开放性的原则，将每个模块分为几个相关学习情境，突出知识共性，注重专业知识与英语知识的有机结合以及学生的技能培养。学生在进行完所有的学习情境之后，对日常生活与工作过程中所要求的知识、技能和素养都有了较为充分的储备。

（3）以模块为基础，整合教学内容

本课程以培养学生掌握在日常生活和职业活动中进行英语交际所要求的知识和技能为基本目标，以完成日常行为和工作任务的需求来组织和选取教学内容。在每一个模块中，又包含着不同的学习情境，每个不同的学习情境都是日常交际和工作任务遇到的真实环节，通过课程的学习，使得课程内容环环相扣，学生可以完全掌握英语口语需要的共性知识；通过校内情境模拟与校外岗位实习，学生可以得到技能的操练，拥有实战经验，提高能力。

（4）以学生为主体，设计实施方案

所有实施方案都紧紧围绕学生这个主体来进行设计，课程内容的实施采用情境教学法、任务教学法、案例教学法和项目教学法、模拟教学法等多种教学方法，教师指导学生在仿真的环境中，通过组织学生积极完成各项任务来训练英语交际能力，提高职业素质和自主学习能力。

（5）以英语综合应用能力考核为重点，完善考核体系

课程强调对学生英语综合应用能力的考核，考核体系将根据本课程的特点，学生评价与教师评价相结合、课上与课下评价相结合，通过采用学生互评、教师测评等方式，从而使评价更加全面科学，充分发挥学生的能动性，调动学生自主学习的积极性。

（6）充分利用现代职教课程平台及翻转课堂，以现代化教学手段为载体，提高学生自主学习能力

课程教学中充分利用现代职教课程平台及翻转课堂等现代化网络及多媒体教学手段，除给学生提供本课程教学基本的网络资源外，还给学生提供了丰富的课外视频资料库、文化导入背景知识等，为学生利用现代化多媒体教学手段，网上学习英语提供了可能，学生可根据自己的需求适时地进行交互训练，更好地发挥学习的潜力。

二、课程目标

《新视野大学英语》课程教学以现代外语教学理念为指导，以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以现代职教课程和翻转课堂教学模式为切入点，以现代教育技术和信息技术为支撑，集多种教学模式和教学手段为一体，实施开放式、交互性、立体化的教学体系，培养学生综合运用英语语言的能力，特别是口头交际能力；同时，帮助学生增强自主学习能力和综合文化素养，以适应未来事业发展和社会交流的需要。

（一）知识目标

1.词汇：认知2500个英语单词（包括入学时要求掌握的1000个词）以及由这些词构成的常用词组，对其中1500左右的单词能正确拼写，英汉互译。学生还应结合专业进行英语学习，特别是涉及到计算机、应用电子和建筑技术等方面的专业词汇和习惯表达法。

2.语法：掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学语法知识，掌握时态、语态和助动词的基本用法。

3.听力：能听懂涉及日常交际的结构简单、发音清楚、语速较慢（每分钟110词左右）的英语简短对话和陈述，理解基本正确。

4.口语：掌握一般的课堂用语，并能在日常涉外活动中进行简单的交流。

5.阅读：能阅读中等难度的一般题材的简短英文资料，理解正确。在阅读生词不超过总词数3%的英文资料时，阅读速度不低于每分钟50词。能读懂通用的简短实用文字材料，如信函、产品说明等，理解基本正确。

6.写作：能运用所学词汇和语法写出简单的短文；能用英语填写表格，套写便函、简历等，词句基本正确，无重大语法错误，格式基本恰当，表达清楚。

7.翻译（英译汉）：能借助词典将中等偏下难度的一般题材的文字材料译成汉语。理解正确，译文达意。

（二）能力目标

1. 听力目标

1）理解所听材料的主旨或要点

2）理解具体信息

3）理解所听材料的背景、说话人之间的关系等

4）推断所听材料的含义

2.口语目标

1）根据每个单元的话题，应用本单元所学词汇能简单地叙述和话题有关的一些观点和见解2）交流有困难时能采取简单的应变措施

3.阅读目标

1）理解文章的主旨或要点

2）理解文章中的具体信息

3）根据上下文推断生词意思

4）根据上下文作出简单的判断和推理

5）理解文章的协作意图、作者的见解和态度等

6）就文章内容作出结论

7）快速查找有关信息

4.翻译（英译汉）目标

1）正确翻译一般语句、基本符合汉语习惯

2）正确掌握被动句式的译法

3）正确掌握定语从句的译法

4）正确掌握长句的分译和合法

5.写作目标

1）正确使用所学的词、词组和句型

2）语法及标点使用正确，句子结构完整

3）句子意思清楚，符合逻辑顺序

4）注意连贯性，正确使用连接手段

5）正确套用或使用常见的应用文格式

（三）素养目标

培养学生具备现代信息素养，促进大学生信息化素养提升。

三、内容标准与要求

基础模块

本课程使用教程《新视野大学英语》第一至四册。每一册包含10个单元。各上7个单元。每个单元围绕一个主题。所选主题贴切学生生活，关注时代热点。每个单元分为四个板块：（一）Leading in and Exploring the Topic 通过问题、图片等引入本单元的主题，以讨论、陈述形式锻炼学生口语表达能力，激发学生兴趣并使其对整个单元的内容有全面的认识。

（二）Section A Reading through 选用长度适中、切合当代社会和学生生活的文章作为精读材料，使课堂教学的重点。教学中要求学生掌握词汇表中的单词、词组和专有名词、理解课文大意、能运用翻译技巧把课文按中国文化习惯翻译成通顺的汉语、对文章能进行简单的复述及评论。Section A 后附有配套练习：Reading out, Getting the Message, Using the Right Word, Working with Expressions, Focusing on Sentence Structure,, Translation and Using Topic-related Terms。练习与课文紧密结合，加深学生对课文的理解，巩固知识点和语言点，着重锻炼学生写和译的能力。

（三）Section B Reading More 此篇文章为泛读材料，话题有所展开，内容涉及的范围更广泛，其目的是扩大知识面。可作为学生课前预习和课后泛读文章，要求学生把精力放在阅读理解上。

（四）写作部分（ Practical Writing）结合学生在生活和工作中将要遇到的问题和需要，通过范例，进行写作训练，特别强调模拟套写而不是自由创作，使他们能仿写自我介绍、个人信件、礼品卡留言、电影海报、环保口号、电子邮件、计划、日记、贺卡祝词等。

选学模块

四级模拟试题,通过听、说、读、写、译能力的培养，学生具备一定的四级水平，四级通过率争取达到90%。

实践教学模块

（一）课堂实践训练

1. 对教材中选用的与专业相结合的教学内容应加强实践性训练，如识记专业词汇;听日常会话;用英语进行简单的交流;阅读简短的英文资料;写自我介绍、个人信件、礼品卡留言、电影海报、环保口号、电子邮件、计划、日记、贺卡祝词、通知、电话留言、电子邮件、邀请函及回复函、告别函、申请书等。能根据老师提供的“情境材料”及写作要求，选用相应的文体较熟练地完成写作任务。

2. 在课堂教学中,以”听说”为重,将听说题材与课文主题保持一致。

3. 对学生平时接触较少或写作难度较大的应用文，可采用情境教学活动方式，让学生在整个活动的过程中巩固这些应用文的基本知识，更直观的把所学知识运用到实际。

（二）课外实践训练

1. 结合英语角等活动，对学生进行听、说、读、写、译综合性训练：英语角之前准备阶段分别阅读撰写海报、通知、发言稿或演讲稿；英语角进行阶段做听说训练；英语角结束后写简报、日记、心得等。

2. 结合学校举办的大型活动-英语文化节(如单词竞赛、英语演讲比赛等) ，组织学生进行现场采访，撰写英文新闻、通讯、广播稿。

（三）社会实践训练

1. 组织学生到机关、企事业单位、合资、外资企业参加短期的见习活动，通过处理日常和涉外业务形成的全程性实践操作训练，使学生提高运用英语进行有关涉外业务处理能力和英语的实际运用水平。

2. 利用寒、暑假组织学生开展社会实践活动，有目的、有计划、有步骤地进行专题调查研究，撰写简短的商务信函、求职信、英文合同、英文调查问卷等。

（1）模块设计表：

模块名称学时

Section A: Time Conscious Americans

8

模块1

Section B: Culture Shock

Section A: Learning the Olympic Standard for Love

8

模块2

Section B: The Standard for Olympic Excellence

模块3

Section A: Marriage Across Nations

Section B: Rich Meeting His Future Mother-in-law

8模块4

Section A: A Test of True Love

Section B: Love Under the Nazis

8合计32

编号能力训练项目名

称

拟实现的能力目标相关知识点活动安排

参考课

时

现

代

职

教

课

程

在

线

学

时

翻

转

课

堂

课

时

模块1Time

Conscious

Americans

1.掌握与单元主题相

关词汇、短语、语法

点及其用法；

2．能从整体上把握课

文大体意思；

3.能够听懂相关听力

材料；

4.能够运用英语表

述、讨论相关话题。

5.学生能够熟悉、掌

握基于移动设备电脑

等进行在线自主学习

现代职教课程课程的

能力及小组学习和团

队学习能力。

1.与单元主题相关的词汇、

短语如fall

behind,result in,

run out等。

2．与单元主题、情景相关

的重点句型。

3. 相关语法知识点。

4．与听力任务相关的听力

词汇及表达方式。

5.相关的跨文化交际背景

知识。

1.在学习本单元内容之前，

先让学生预习并自主学习教

学平台上的现代职教课程教

学视频，了解要学习的内容，

以便学生能够在学习过程中

发现问题、解决问题。

2．通过翻转课堂的教学模

式，课前老师已经发布学习

任务及课堂流程，课堂上老

师讲解重点词汇语法文化等

知识点，布置课后任务并通

过教学平台发布给学生。

3．学生在课下可根据自身情

况重复多次学习课堂内容，

并完成相关测试，教师依据

教学平台上学生登陆学习情

况及完成测试的情况对学生

26

考核。

4．根据教学需要及课时安排，重复上述步骤。

模块

2Learning the

Olympic

Standard for

Love

1.掌握与单元主题相

关词汇、短语、语法

点及其用法；

2．能从整体上把握课

文大体意思；

3.能够听懂相关听力

材料；

4.能够运用英语表

述、讨论相关话题。

5.学生能够熟悉、掌

握基于移动设备电脑

等进行在线自主学习

现代职教课程课程的

能力及小组学习和团

队学习能力。

1.与单元主题相关的词汇、

短语如count on,

reflect on,pack into

等。

2．与单元主题、情景相关

的重点句型。

3. 相关语法知识点。

4．与听力任务相关的听力

词汇及表达方式。

5.相关的跨文化交际背景

知识。

1.在学习本单元内容之前，

先让学生预习并自主学习教

学平台上的现代职教课程教

学视频，了解要学习的内容，

以便学生能够在学习过程中

发现问题、解决问题。

2．通过翻转课堂的教学模

式，课前老师已经发布学习

任务及课堂流程，课堂上老

师讲解重点词汇语法文化等

知识点，布置课后任务并通

过教学平台发布给学生。

3．学生在课下可根据自身情

况重复多次学习课堂内容，

并完成相关测试，教师依据

教学平台上学生登陆学习情

况及完成测试的情况对学生

考核。

4．根据教学需要及课时安

排，重复上述步骤。

26

模块3Marriage

Across

Nations

1.掌握与单元主题相

关词汇、短语、语法

点及其用法；

2．能从整体上把握课

文大体意思；

3.能够听懂相关听力

材料；

4.能够运用英语表

述、讨论相关话题。

5.学生能够熟悉、掌

握基于移动设备电脑

等进行在线自主学习

现代职教课程课程的

1.与单元主题相关的词汇、

短语如at one's words,

learn of等。

2．与单元主题、情景相关

的重点句型。

3. 相关语法知识点。

4．与听力任务相关的听力

词汇及表达方式。

5.相关的跨文化交际背景

知识。

1.在学习本单元内容之前，

先让学生预习并自主学习教

学平台上的现代职教课程教

学视频，了解要学习的内容，

以便学生能够在学习过程中

发现问题、解决问题。

2．通过翻转课堂的教学模

式，课前老师已经发布学习

任务及课堂流程，课堂上老

师讲解重点词汇语法文化等

知识点，布置课后任务并通

过教学平台发布给学生。

3．学生在课下可根据自身情

况重复多次学习课堂内容，

并完成相关测试，教师依据

26

（2）模块能力训练项目设计

备注：现代职教课程在线学习时间，指现代职教课程平台上要求学生观看的微视频总时长+在线测试总时长之后，折合成45分钟的课时数。

四、实施建议

（一）教学建议

(1) 高职高专教育培养的是技术、生产、管理、服务等领域的高等应用性专门人才。英语课程不仅应打好语言基础,更要注重培养实际使用语言的技能,特别是使用英语处理日常和涉外业务活动的能力。

能力及小组学习和团队学习能力。

教学平台上学生登陆学习情况及完成测试的情况对学生考核。

4．根据教学需要及课时安排，重复上述步骤。 模块4

A Test of True Love

1.掌握与单元主题相关词汇、短语、语法点及其用法； 2．能从整体上把握课文大体意思； 3.能够听懂相关听力

材料；

4.能够运用英语表述、讨论相关话题。

5.学生能够熟悉、掌握基于移动设备电脑等进行在线自主学习现代职教课程课程的能力及小组学习和团队学习能力。

1.与单元主题相关词汇、短语如without fail,as long as 等。 2．与单元主题、情景相关的重点句型。 3. 相关语法知识点。 4．与听力任务相关的听力词汇及表达方式。 5.相关的跨文化交际背景知识。

1.在学习本单元内容之前，先让学生预习并自主学习教

学平台上的现代职教课程教学视频，了解要学习的内容，以便学生能够在学习过程中发现问题、解决问题。 2．通过翻转课堂的教学模式，课前老师已经发布学习任务及课堂流程，课堂上老师讲解重点词汇语法文化等知识点，布置课后任务并通过教学平台发布给学生。 3．学生在课下可根据自身情况重复多次学习课堂内容，并完成相关测试，教师依据教学平台上学生登陆学习情况及完成测试的情况对学生考核。

4．根据教学需要及课时安排，重复上述步骤。

2 6

(2) 打好语言基础是英语教学的重要目标,但打好基础要遵循”实用为主、够用为度”的原则,强调打好语言基础和培养语言应用能力并重;强调语言基本技能的训练和培养实际从事涉外交际活动的语言应用能力并重。

(3) 重视语言学习的规律,正确处理听、说、读、写、译之间的关系,确保各项语言能力的协调发展。目前要特别注意加强听说技能培养。

(4) 在实际教学中,应强调教学整体性,将精读泛读和扩展阅读融为一体,且要把听、说、读、写、译五种技能的训练和培养围绕着同一主题展开,形成一个有机的整体。

(5) 分层教学，考虑到目前学生入学英语水平的差异,对入学时未达到标准入学水平的学生应进行必要的补充训练,逐步使学生都能达到四级要求。

(6) 正确处理测试和教学的关系。语言测试应着重考核学生实际运用语言的能力,防止应试教育。

(7) 积极使用计算机多媒体、网络技术等现代化的教学手段,改善现有的英语教学手段和条件。组织学生参加丰富多彩的英语课外活动,营造良好的英语学习氛围,激发学生学习英语的自觉性和积极性。

(8)以赛促教，以赛促学，鼓励学生积极参加各类大赛，通过比赛，既可以培养学生学习英语的兴趣，还可以增加学生自信心。

（二）考核评价建议

（1）考核的内容要全面,应突出对学生全面语言技能的考核。成绩的考评要多元化,力求客观,准确,科学。考核形式应包括考试与考察,口试与笔试,开卷与闭卷,独立完成与分组完成,考场完成与考场外完成等多种方式；逐渐推行听、说、读、写、译五大技能单项分级考核和语言综合能力的模拟现场考制度。

（2）赋分比例：平时成绩（40%）+ 期末考试（60%）= 总成绩

平日成绩包括：线上40%（在线测试20%+在线作业60%+论坛10%+在线时长）+线下60%

期末成绩：语言综合应用能力。

（3）要关注评价的多元性，注意现代职教课程和翻转课堂后相关新的评价内容的引入，包括现代职教课程在线测试成绩、在线学习时长、讨论区活跃程度及有效度、团队学习情况。新的评价指标要与原来的课堂提问、学生作业、平时测验、项目考核、技能目标考核项目相结合。要充分利用好现代

职教课程平台的自动赋分功能，对接现代职教课程平台上的整体评价方案设计功能。

（4）翻转课堂后，更应强化学生动手能力和实践中分析与解决问题能力考核，推进职场化课业设计和实施，提升学生课业的作品、产品乃至商品化层次，要注重将团队学习和小组评价，以及生生互评等方式融入进来；对在学习和应用上有创新的学生予以鼓励，全面综合评价学生能力。

（三）教材编写建议

注意教学载体的设计及新知识与新技术的融入，教材中相关项目、任务等的活动设计应考虑现代职教课程及翻转课堂实施的操作及条件。

注意教材开发建设的电子化、立体化，以便为后续的无纸化教材、电子书包时代的到来奠定基础。（四）实验实训设备配置建议

实践教学是使用英语教学的重要的环节之一。学院应为学生提供必备的现代化学习设备及条件，为学生英语自主学习和语言实际交流提供了有力的保障。

1.功能先进稳定的多媒体教室若干个，音响及投影设备完善，教室配备专业遮光窗帘。

2.师生对话、分组讨论交流口语实训室3个。

4.网速快、座位多、网络环境安全的机房若干个，以便学生现代职教课程学习及在线测试；

5.主要学习及办公区域覆盖无线网络，保证信号好、网速快、网络安全。

6.学生均具备在线学习的移动终端学习设备。

7.建设以学生为主体实施翻转课堂所需要的一体化教室若干个。

（五）课程资源开发与利用建议

（1）充分利用校内外实训基地

（2）学生基于现代职教课程在线学习和翻转课堂学习后，对于现代职教课程平台上其他在线拓展资源方面的要求提高。

（六）教学团队要求与建议

（1）双师型团队建设：专业专任教师与生产企业兼职教师组成双师型教学团队，现代职教课程与翻转课堂实施后教师的教学理念要跟上。

（2）教师职责：课程组教师负责课程设计和现代职教课程课程平台建设与翻转课堂教学模式改革，定期教研、集体备课并严格执行教学任务，引导学生适应信息化教学改革模式的学习行为转变。

（3）教师要求：专任教师具备一定的业务水平和较强教学能力课程组，具备扎实的基本理论知识，具备相关实践能力和核心技能；具备信息化技术素养与以学习者为中心的教育理念，具备基于现代职教课程或微课实施翻转课堂的教学设计能力与实施能力。

（4）教师进修：专任教师提升教学、科研、生产实践能力应当适时跟进，教师信息化素养提升刻

不容缓。兼职教师也应定期参加教学改革研讨会或专题讲座，提升信息化素养。

五、其它说明

本课程是针对3+2学生开设。针对学生的学习特点，我们在制定本课程整体教学设计时，遵循以下基本原则：

①以学生为主体，提高学生的学习兴趣；

②根据英语语言的特点，以社会工作及生活所涉及的实际活动为导向，突出实用性和实践性的原则，训练学生在真实的生活环境中通常使用的语言。

③以有利于学生英语综合素质的形成为目标，优化内容体系，充分培养学生在英语语言方面的五项基本技能：听、说、读、写、译，为后续课程的学习和可持续发展打下坚实的基础。

④注意前后知识的循序渐进性和连贯性，力求深入浅出、图文并茂并在可用图示说明的情况下直接用图说明教学内容，以有利于学生对新知识的理解。

⑤体现英语语言的新背景、新知识和英语教学的新更新、新方法，适当留有供自学和拓宽的知识内容。

⑥情境为载体，以任务为导向，组织教学内容，以交际需求为依据，突出语言运用能力培养，训练学生运用语言进行交际的能力。

六、教材及参考书目

1、教材：郑树棠，《新视野大学英语读写教程学生用书1》，外语教学与研究出版，2008年

2、参考书目:

郑树棠，《新视野大学英语读写教程教师用书1》，外语教学与研究出版，2008年

教育部高等教育司，《大学英语课程教学要求》，上海外语教育出版社．2007年

网络资源

https://www.sodocs.net/doc/3317461751.html,《新视野大学英语》在线网站

http://210.29.100.121/englishonline/英语在线网站

https://www.sodocs.net/doc/3317461751.html,/中国日报英文版网站

(完整版)新视野大学英语(第三版)视听说3--答案

The shortest way t 新视野大学英语(第三版)视听说3 答案 Unit 1 Sharing Task 2 (1) daredevil (2) bungee jumping (3) cup of tea (4) feel good (5) achievement Task 3 c-d-e-b-a Task 4 1, 2, 4

The shortest way t Task 5 BCBCB Task 6 1.(1)started off(2) a huge business empire 2.(1)teacher(2)taught me so much about life 3.(1)imprisoned(2)survived (3)impressed(4)ability or the skills Listening Task 2 Activity 1 1, 2, 3, 4, 5, 6, 9, 10, 11

The shortest way t Viewing Task 2 Activity 1 3 Activity 2 e-g-c-b-f-a-d Activity 3 1. 90 minutes 2. true landmark 3.(1)10 times(2)focus 4. make this challenge 5. seven miles 6.(1)four months(2) outstanding achievement

The shortest way t Role-play Task 1 Activity 1 B Activity 3 1. Like I said 2. having said that 3. That's what I was saying Presenting Task 1 Activity 2 1, 2, 3, 6, 7, 9, 10, 11

新视野大学英语课后习题翻译答案

新视野大学英语（第二版）读写教程2 1至7单元课后翻译答 案总结 IA：她连水都不愿意喝一口，更别提留下来吃饭了。 She wouldn’t take a drink , much less would she stay for dinner. 他认为我在对他说谎，但实际上我讲的是实话。 He thought I was lying to him , whereas I was telling the truth. 这个星期你每天都迟到，对此你怎样解释 How do you account for the fact you have been late every day this week 他们利润增长的部分原因是采用了新的市场策略。 The increase in their profits is due to their new market strategy. 这样的措施很可能会带来工作效率得提高。 Such measures are likely to result in the improvement of work efficiency. 我们已经在这个项目上投入了大量时间和精力，所以我们只能继续。 We have already poured a lot of time and energy into the project , so we have to carry on. IIA: 尽管她是家里的独生女，他父母也从不溺爱她。 Despite the fact that she is the only child in the family , her parents never baby her .

新视野大学英语(第三版)视听说第一册U校园答案

Unit 1 Traces of the past 1-1Learning objectives 1-2Sharing 1The people in the podcast mainly talk about whether they go out a lot and what they did when they went out last night. 2I have a 1)(busy) social life. I go out most nights after work with 2)(friends). Last night, I went out for a meal with an old friend from 3)(university) – it was really good to see her. Tell me about your 4)(social life). Do you go out a lot? 3ACEDBF 4She went to a club and 1)(danced) all night. She had dinner in an Italian restaurant and enjoyed the 2)(view of the river) and lots of 3)(fun) with the family. She went to the cinema and then met some friends for a 4)(drink) in town. She went to Westfield Shopping Center in the 5)(west)of London and enjoyed a 6)(delicious meal) there. He went to a friend's 7)(house) in south London and had some fish and chips in front of the 8)(television / TV) 6Yes, I go out a lot with my friends. After a long week of study, going out at weekends can help me relax, so I can go back to study with a refreshed mind. / No, I don't go out a lot because I have no time. I'm taking many courses at college, so I have to spend most of my time studying. I like going to shopping malls. I also like going to the cinema and the theater. Sometimes I go to museums and art galleries, too. I went shopping with my best friend last weekend. After that we went to a café and had a cup of coffee. Yes, I enjoyed it because I took a break from study and I had a good time with my best friend. / No, I didn't enjoy it because there were too many people in the store. Besides, it was so noisy in the café that my friend and I could hardly hear each other. 1-3Listening 1I admire my mother most. She loves my brother and me so much that she would do everything for us. At the same time, she always encourages us to be independent and try our best to do what we like. As a teacher, she has also set a good example for me.

新视野大学英语(第三版)视听说答案

第一单元 Sharing: Task 1 (1) their social life (2) whether they go out a lot and what they did when they went out last night Sharing: Task 2 (1) busy (2) friends (3) university (4) social life Sharing: Task 3 Correct order: a, c, e, d, b, f Sharing: Task 4 Q 1 Key(s): danced Q 2 Key(s): (1) view of (2) fun Q 3 Key(s): drink Q 4 Key(s): (1) west (2) delicious meal Q 5 Key(s): (1) house (2) television/TV Listening: Task 2 Activity 1 Q 1 Key(s): 1962 Q 2 Key(s): fourth/4th Q 3 Key(s): 1990 Q 4 Key(s): 1996 Listening: Task 2 Activity 2 (1) teacher (2) cleaned houses (3) lost (4) visited (5) work

(6) his wife (7) in his own words Viewing: Task 2 Activity 1 Correct order: a, c, h, f, d, e, g, b Viewing: Task 2 Activity 2 (1) home (2) country (3) relatives (4) foreigner (5) speak (6) passed on (7) heat (8) sea (9) happiness Role-playing: Task 2 Activity 1 (1) It was great (2) He's a football player/He is a football player (3) It was really beautiful Role-playing: Task 2 Activity 2 Keys: 1, 3, 5, 7, 10 Presenting: Task 1 Activity 1 Q 1 a small town Q 2 1993 Q 3 2008 Q 4 2003 Q 5 7/seven Presenting: Task 1 Activity 2 Keys: 1, 4, 5, 7, 8, 9, 10

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