大學(xué)體驗英語一周一練4

前言

　　近年來，隨著我國社會和經(jīng)濟的迅猛發(fā)展、國際交往的日益頻繁，國家和社會迫切地對大學(xué)生的英語綜合應(yīng)用能力尤其是聽說技能提出了更高的要求。大學(xué)英語教學(xué)又面臨著新的挑戰(zhàn)，這使得大學(xué)英語教學(xué)必須進一步深化。另一方面，我國的大學(xué)英語教學(xué)環(huán)境正在逐步改善，多媒體、網(wǎng)絡(luò)等現(xiàn)代教育手段的發(fā)展使大英語教學(xué)多樣化、個性化有了可能。許多教師已經(jīng)開始利用多媒體和網(wǎng)絡(luò)技術(shù)進行英語教學(xué)改革，以彌補傳統(tǒng)教學(xué)的不足，并取得了一定的成績?；谟嬎銠C／網(wǎng)絡(luò)+課堂教學(xué)的教學(xué)模式日漸普遍?！　〗逃?007年頒布的《大學(xué)英語課程教學(xué)要求》貫徹了分類指導(dǎo)、大力推廣應(yīng)用信息技術(shù)、共享優(yōu)質(zhì)教育資源的原則和方針。提出加強聽說，同時也更重視培養(yǎng)閱讀理解能力、翻譯技巧和基本寫作能力等英語綜合應(yīng)用能力的要求；注重以學(xué)生為主體、促進個性化學(xué)習(xí)和自主學(xué)習(xí)。因此，大學(xué)英語教學(xué)課時數(shù)在一定程度上進行了縮減，包括聽力課課時。而全國四、六級英語考試聽力部分分值和題型都在這一改革的背景下進行了很大程度的調(diào)整，增加了考查學(xué)生應(yīng)用能力的題型，聽力分值也由原來的20％提高到了35％，。新的要求給大學(xué)英語教學(xué)帶來了壓力和挑戰(zhàn)?！　∫虼?，我們必須致力于探索在學(xué)時減少、對聽說能力要求提高的情況下，如何加強對學(xué)生學(xué)習(xí)策略能力的訓(xùn)練，培養(yǎng)學(xué)生自主學(xué)習(xí)的新模式?！　　洞髮W(xué)體驗英語一周一練》為大學(xué)體驗英語課外練習(xí)系列，共分四冊，供普通院校非英語專、Ik一、二年級學(xué)生及有相當(dāng)水平的學(xué)習(xí)者使用?！　嵺`性是外語教學(xué)的特征。如何使練習(xí)題具有較強的實踐性，題型設(shè)計至關(guān)重要。本書提供了大學(xué)英語一至四級的試題練習(xí)，每冊十個單元，分別供一至四學(xué)期使用?？紤]到使用一冊的學(xué)生聽力相對較弱，因此練習(xí)題針對學(xué)生水平，遵照循序漸進的原則進行設(shè)計。二至四冊則嚴(yán)格按照大學(xué)英語四級考試標(biāo)準(zhǔn)題型編寫，經(jīng)過反復(fù)審查、修改、提煉、測試最終得以完成。練習(xí)題還具有較強的實用性和一定的趣味性。教師可以根據(jù)教學(xué)進度和學(xué)生學(xué)習(xí)情況選擇試題進行測試，或者指導(dǎo)學(xué)生進行自主學(xué)習(xí)?！　”緯柯犃?nèi)容由資深外籍專家朗讀，并隨書附MP3光盤以方便學(xué)生使用?！　∮捎诒緯帉憰r間較為倉促，編寫人員水平有限，書中不完善之處在所難免，懇請使用本書的廣大師生提出寶貴意見和建議，以便我們今后的修訂、提高和完善。

內(nèi)容概要

1　注重實用表達(dá)能力的培養(yǎng)：在語言基礎(chǔ)訓(xùn)練中加大聽力和口語的學(xué)習(xí)內(nèi)容，加強實用閱讀、實用會話、實用寫作的訓(xùn)練，培養(yǎng)學(xué)習(xí)者英語綜合運用能力和在涉外交際中的實用表達(dá)能力。　　2　注重教材的可操練性：選文短小精悍，生動有趣，便于聽、說、讀、寫、譯的訓(xùn)練：練習(xí)設(shè)計層層深入，通過訓(xùn)練達(dá)到學(xué)懂、會用的教學(xué)目的?！　?　強調(diào)以人為本，突出“個性化”學(xué)習(xí)：注重學(xué)習(xí)者在整個學(xué)習(xí)過程中自主學(xué)習(xí)的引導(dǎo)，強調(diào)學(xué)習(xí)者在體驗語言的立體化環(huán)境中獲得語言知識，體驗用英語表達(dá)和交流思想的美妙。　　4　重視文化知識的學(xué)習(xí)，培養(yǎng)“跨文化意識”：提供大量真實的圖片、富有時代感的文字材料以及英語國家豐富的文化背景，開拓學(xué)習(xí)者的視野?！　?　立體化教材為英語學(xué)習(xí)提供全方位服務(wù)：文字版、網(wǎng)絡(luò)版、電子教案以及多媒體學(xué)習(xí)課件等提供了立體、互動的英語學(xué)習(xí)環(huán)境。

書籍目錄

Model Test 1Model Test 2Model Test 3Model Test 4Model Test 5Model Test 6Model Test 7Model Test 8Model Test 9Model Test 10

章節(jié)摘錄

　　Why are so many people so afraid of failure? Quite simply because no one tells us how to fail so that failure becomes a growing experience. We forget that failure is part of the human condition and that： as family therapist Virginia Satir observes： "every person has the right to fail."　　Most parents work hard at either preventing failure or protecting their children from the knowledge that they have failed. One way is to lower standards. A mother describes her childs hastily made table as "perfect！" even though it wobbles （搖晃） on unevenness. Another way is to shift the blame. If John fails science： his teacher is unfair or stupid.　　When one of my daughters was ten： she decided to raise money for charity by holding a carnival （狂歡節(jié)）. Proud of her： we rashly allowed her to put posters all Over town. We real- ized too late that she couldnt possibly handle all the refreshments： shows and games prom- ised in the posters. The whole family pitched in to prevent embarrassing failure and the next year she advertised an even more ambitious event. Why not? We had kept her from discover- ing her limitations.　　The trouble with failure-prevention devices is that they leave a child unequipped for life in the real world. The young need to learn that no one can be best at everything： no one can win all the time and that its possible to enjoy a game even when you dont win. A child whos not invited to a birthday party： who doesnt make the honor roll or the baseball team feels ter- rible： of course. But parents should not offer a quick consolation prize or say： "It doesnt mat- ter：" because it does. The youngster should be allowed to experience disappointment —— and then be helped to master it.　　Failure is never pleasurable. It hurts adults and children alike. But it can make a positive contribution to your life once you learn to use it. Step one is to ask： "Why did I fail?" Resist the natural impulse to blame someone else. Ask yourself what you did wrong： how you can improve. If someone else can help： dont be shy about inquiring.　　When I was a teenager： I failed to get a job Id counted on. I telephoned the interviewer to ask why. "Because you came ten minutes late：" I was told. "We cant afford employees who waste other peoples time." The explanation was reassuring （I hadnt been rejected as a per- son） and helpful： too. I dont think Ive been late for anything since.　　Success： which encourages repetition of old behavior： is not nearly as good a teacher as failure. You can learn from a disastrous party how to give a good one; from an ill-chosen first house what to look for in a second. Even a failure that seems definitive can prompt flesh thinking： a change of direction. After 12 years of studying ballet a friend of mine auditioned （試演） for a professional company. She was turned down. "Would further training help?" she asked. The ballet master shook his head. "You will never be a dancer：" he said. "You havent the body for it."　　In such cases： the way to use failure is to take stock courageously： asking： "What have I left? What else can I do?" My friend put away her toe shoes and moved into dance therapy： a field where shes both competent and useful.　　Oddly enough： failure often brings with it a peculiar kind of freedom. Even a major life failure can be followed by a sense of "Its happened. I wish it hadnt： but its over now and I survived."

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