Diverse English Self-Learning Guide. Book 1

Author: He Guangkeng Gong Chaoying
Publisher:
Publish Date: 2005-01-01
Features: This textbook is designed for secondary school teachers pursuing advanced studies in normal universities. It serves as a college English textbook for teacher training. To implement the "21st Century Education Revitalization Plan" and comprehensively improve the quality of secondary school teachers and administrative staff, the Ministry of Education's Department of Normal Education formulated the "Teaching Plan for Secondary School Teachers Pursuing Advanced Studies in Normal Universities" after extensive research. The development of this textbook aims to promote the implementation of this plan. Below are the principles and usage instructions for this textbook:
The target audience for this textbook is secondary school teachers pursuing advanced studies in normal universities. They have been engaged in teaching for many years and need to continue learning English to improve their English proficiency and communication skills in English. This will enable them to further their studies using English, a widely used language, to better master advanced scientific and technological knowledge and modern educational theories related to their fields. Their goal in learning English is to use it as a tool for effective communication. To help them achieve this goal, we have developed this textbook. In the process of writing, we have strived to focus on the following methods:
1. Emphasizing fundamentals and practicality. This textbook focuses on cultivating students' four language skills—reading, listening, speaking, and writing—and integrates them into a systematic framework rather than treating them in isolation.
2. Moderate difficulty, progressive learning, and self-study convenience. The target audience has already received preliminary training in reading, listening, speaking, and writing at the junior college level and is expected to have mastered basic phonetics and grammar, as well as approximately 2,000 words, achieving a level comparable to College English Level 2. However, since many have been out of school for several years, their actual English proficiency has declined. Therefore, the difficulty level of this textbook is slightly lower than that of College English Level 2. The textbook has been carefully designed to consider students' time and energy, with appropriate amounts of reading and exercises. The content and exercises progress from easy to difficult, ensuring a gradual learning curve. The textbook is accompanied by a self-study guide to facilitate independent learning.
3. Alignment with relevant syllabus requirements. This textbook is based on the "College English Teaching Syllabus" and references the "Basic Requirements for English Course Teaching in Adult Higher Education" and the "Basic Requirements for English Course Teaching in General Higher Vocational Education." Before writing the textbook, we conducted a questionnaire survey among more than 400 junior college students from nearly 10 normal universities in Guangdong Province to understand their situation and specific needs. In the process of writing, we strictly adhered to the teaching objectives and class hours specified by the Ministry of Education's Department of Normal Education, with the aim of cultivating students' comprehensive language application skills in reading, listening, speaking, writing, and translation.
The vocabulary level of this textbook matches that of the undergraduate syllabus. Taking one volume as an example: The entire textbook consists of ten units. Each unit includes Text A and Text B. On average, Text A contains 605.9 words, with 98.5% at the CET-4 level and 1.5% at the CET-6 level or above. Text B contains an average of 710.1 words, with 98.8% at the CET-4 level and 1.2% at the CET-6 level or above. The entire textbook includes 871 new words, accounting for 6.6% of the average word count in the texts. Among these, 454 are CET-4 words (3.6%) and 216 are CET-6 level words or above (1.7%).
The structure of this textbook has the following features:
1. Textbook content
2. Teaching objectives
3. Text teaching
4. Exercises and self-study
5. Review, consolidation, and improvement