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p;Grammar. Students can master the basic English grammars, and use the grammars correctly in listening, speaking, reading, writing and translating.
 Listening. Students can have a basically right understanding of the English dialogues with simple structures, clear pronunciations, and relatively slow speed (about 120 words per minute) and statements that are not very complex in the daily life and foreign-related business activities.
 Speaking. Students can communicate in class in English and have simple dialogues in the daily life and foreign-related business activities.
 Reading. Students are able to read short English materials on the general themes with medium difficulty, and can have a correct understanding. Students can read at the speed of not less than 70 words per minute, when the English reading materials contain no more than 3% new words. Students can read brief common practical text materials, such as letters, technical manuals, contracts, etc., and can have a correct understanding.
 Writing. Students are able to write a 80-100 word proposition thesis on the general subjects in 30 minutes. Students can fill in and simulate writing a brief English practical writing, such as completing forms and documents, simulate writing resumes, notices, letters, etc., with basic right words and sentences, no major grammatical errors, appropriate format, and clear expressions.

Unit 1 includes four passages, namely, Section 1 Talking Face to Face; Section 2 Being All Ears; Section 3 Maintaining a Sharp Eye; Section 4 Are You Really Being Invited? The content of these four parts corresponds to the four links of listening, speaking, reading and writing in the English learning process. The order varied according to the characteristics of each Section. The lesson plan designs are as follows.

2. Listening: Section 1 Talking Face to Face

2.1 Goal

Listening is an important part of communication. The training of listening plays a vital role in language learning. Herder once said that the ear is the first teacher of language teaching, so the importance of the training of listening is self-evident. The focus of this section shall be listening training. The training objects are freshmen of the Art Institute, whose mother tongue is Chinese.

Listening is the main approach to obtain the language information and to experience the language, and it is also an important way to improve the other skills. In the teaching process, enhancing the training of listening can help students get the comprehensive language ability. In this section, to be specific, it is expected that through listening training, students can receive and understand other people’s invitation. （Listing focus: Invitation conversations.）

2.2 Objectives

Terminal objectives:
 Students can understand the explicit and implicit meaning of the communicative content from the communicative perspective. Students can have a simple reasoning of the listening material, such as predicting the time, place, occasion, the speaker’s identity, and relationships, in the dialogue.
 Students can understand the feelings and implications of the other speakers, and respond from the communicative perspective.

Enabling objectives:
 Students can understand the conversation of this topic and remember the key points;
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