大學英語網(wǎng)考視聽新體驗2

前言

　　2007年教育部高教司頒布了《大學英語課程教學要求》（以下簡稱《教學要求》）?！督虒W要求》重新定位了大學英語課程的教學目標，“大學英語的教學目標是培養(yǎng)學生的英語綜合應用能力，特別是聽說能力”。聽說能力是對學生語言能力進行評價的一項重要指標，社會需求也對大學生的英語能力提出了更高的要求，因此教育部啟動了基于計算機網(wǎng)絡的大學英語自主教學模式改革。大學英語四級網(wǎng)考于2008年12月開始試點。網(wǎng)考模式加大了聽寫、視頻等方面的分值比例，而占比重較大的視頻題在聽、讀、寫中都要涉及，因此，能真實反映出學生的水平。　　大學英語四級網(wǎng)考的反撥作用要求大學英語教學采用現(xiàn)代信息技術(shù)，推動以多媒體和網(wǎng)絡技術(shù)為支撐的英語多媒體教學模式的改革，使英語教學不受時間和地點的限制，向個性化和自主式的學習方向發(fā)展，體現(xiàn)英語教學的實用性、知識性和趣味性原則，最終達到“培養(yǎng)學生綜合應用能力，全面提高學生的文化素質(zhì)”的教學目標?！　　洞髮W英語網(wǎng)考視聽新體驗》（1—4冊）是以《大學英語課程教學要求》為依據(jù)，以“應用性、實用性和真實性”為指導思想，結(jié)合目前大學英語教學中對視聽課比重加大的實際情況和師生對網(wǎng)考練習材料的需求而編寫的，供大學英語教學基礎(chǔ)階段使用。該套教材具有以下特色：　　1.突出網(wǎng)考模式的特點。教材無論從選材、難易度還是內(nèi)容體系上，都以大學英語四級網(wǎng)考題型為藍本，認真篩選、精心設計，力求讓學生在課堂上熟悉、了解網(wǎng)考模式，掌握網(wǎng)考應試技巧，體驗網(wǎng)考帶來的挑戰(zhàn)和樂趣。　　2。課堂教學和自主學習相結(jié)合。教材既注重課堂教學，又注重學生課外自主學習。教材的編寫形式和設計的任務便于教師課堂操作，每個單元的材料除了足夠教師課堂使用以外，還可供學生課外操練?！　?.選材注重思想性、現(xiàn)代性和真實性。所選音頻和視頻材料貼近學生的生活和思想，內(nèi)容健康、積極向上，而且音、視頻材料均為近期出現(xiàn)在BBC、VOA、cNN和CCTV’9中的新聞報道和訪談等節(jié)目，具有很強的時代感，語言地道、規(guī)范。　　4.主題內(nèi)容的安排由近及遠、由淺入深。第一冊和第二冊的主題涉及學生學習、生活的方方面面，如娛樂休閑、網(wǎng)上學習、友情、健康等話題。第三冊和第四冊的主題涉及當前社會和世界所關(guān)注的熱點問題，如計算機安全、環(huán)境保護、災難、商業(yè)道德、全球化等話題。每冊的語速、難易度和長度基本上呈階梯狀上升?！　?.圖文并茂，版式新穎。《大學英語網(wǎng)考視聽新體驗》系列教材配有大量與主題相關(guān)的啟發(fā)性強的圖片，為語言學習提供了形象的訓練情景，加強了學生對學習和使用語言的實際體驗。

內(nèi)容概要

《大學英語網(wǎng)考視聽新體驗2》共8個單元，單元主題包括Famous Universities，Travelling，Natural World，Health，Viaues，Stress，Education和Jobs and Professions。內(nèi)容題材廣泛，語言規(guī)范，題型設計、練習難度與大學英語四級網(wǎng)考一致，音、視頻的平均語速都控制在每分鐘130個詞以內(nèi)，適合大學英語一年級使用。書后附有參考答案和錄音文字材料供學生參考。本書是學生提高聽力能力和了解網(wǎng)考聽力題型的必備教材。

書籍目錄

Unit 1  Famous Universities　Section A  Lead in　Section B  Listening Comprehension　Section C VideoUnit 2  Travelling　Section A  Lead in　Section B  Listening Comprehension　Section C  VideoUnit 3  Natural World　Section A  Lead in　Section B  Listening Comprehension　Section C VideoUnit 4  Health　Section A  Lead in  　Section B  Listening Comprehension　Section C VideoUnit 5  Virtues　Section A  Lead in　Section B  Listening Comprehension　Section C  VideoUnit 6  Stress　Section A  Lead in　Section B  Listening Comprehension　Section C VideoUnit 7  Jobs and Professions　Section A  Lead in　Section B  Listening Comprehension　Section C VideoUnit 8  Education　Section A  Lead in　Section B  Listening Comprehension　Section C  VideoKeysScripts

章節(jié)摘錄

　　News Item Two　　This is the VOA Special English Education Report.　　Forty-two of the fifty American states offered some kind of public online learning thispast school year. One state， Michigan， now requires all students to have an online learningexperience before they finish high school.　　Even the idea of a school has changed since the rise of the Internet in the 1990s. Anew report from the Center for Evaluation and Education Policy at Indiana University sayseighteen states have full-time virtual schools. There are no buildings. All classes areonline.　　Online learners might work at different .times. But there might be set times for classdiscussions——by text，voice or video——and virtual office hours for teachers.　　Florida started the first state-wide public virtual school in the United States in 1997.Today， the Florida Virtual School offers more than ninety courses. Fifty-six thousandstudents were enrolled as of December. Almost sixty percent were female. The schoolsWeb site says each student was enrolled in an average of two classes. Two-thirds werealso enrolled in public or charter schools. Charter schools are privately operated withpublic money. Other students are home-schooled or in private school.　　Florida Virtual School has now opened the Florida Virtual Global School. Students inother countries pay for classes. Janet Heiking teaches an English class. She lives inIndianapolis， Indiana. Her students live as far away as Africa and Japan. She says they aretaking her Advanced Placement class to prepare for attending an American college. Theycan earn college credits by passing the A. P. test.　　So how good are virtual schools？ Studies have shown mixed results， as that newreport from Indiana University notes. For example， students at Florida Virtual School earnedhigher grades than those taking the same courses the traditional way. And they scoredhigher on a state-wide test.　　But virtual school students in Kansas and Colorado had lower test scores orperformed at a lower level than traditional learners. Studies also find that virtual schoolsmay not save much in operating costs.　　Education experts say the mixed results suggest the need for more research to findthe best ways to teach in virtual schools. Also ，they say schools of education need to trainmore teachers to work in both physical and virtual classrooms.　　And thats the VOA Special English Education Report，written by Nancy Steinbach. Tolearn more about computer-based learning，go to www. unsv. com. Im Bob Doughty.

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