新世纪高职book1_“以写促学”在高职英语教学中的可行性探究

摘 要：本文针对大学英语教学，特别是高职英语教学投入大、产出小的问题，提出了一些为突破口的教学方法，即“以写促学”的教学模式；并分析了该模式基本教学理念。在高职英语教学中的可行性以及具体的作方法；同时强调了好的写作任务的设计的重要性。

新核心高职英语综合教程1ppt 新核心高职英语综合教程2

新核心高职英语综合教程1ppt 新核心高职英语综合教程2

新核心高职英语综合教程1ppt 新核心高职英语综合教程2

新核心高职英语综合教程1ppt 新核心高职英语综合教程2

：以写促学 高职英语 情感因素

大学英语是我国在校大学生学习人数多、课时多、任务重、历时长的一门必修课，但却普遍存在投入大、产出小的问题。近年来，以写作为突破口，带动其他语言技能提高的方法，为不少专家所肯定，并已进行了大量的研究和试验，取得了初步的成效。我想是否可以将“以写促学”这一新的理念引入到高职英语教学中。我们面对的非英语专业高职层次的学生，其特点是学习起点低，班级人数较多，听说条件受到限制。主观上，高职学生缺乏情感体验，缺乏兴趣和克服焦虑感的毅力。如果以写作促进其他英语素质的提高这一理念能在高职英语教学中得以实践，那将是对现有的教学模式的重大改革。

一、“以写促学”模式的基本思路

在我国学外语，一个重要的特点是：众多的学生无机会体验真实的目的语使用环境。他们之间用外语交流不是自然的交际，基本上属于语言练。即使采用交际法教学，也未能从根本上改变练语言形式的状况。课堂学习仍是主要的外语学习方式。在这种情况下，对学生而言，一方面，他们的大脑充斥着外语形式和汉语语境知识的结合物，语言形式和功用的匹配容易出现误，感到应用外语比较困难，使用外语的动力较弱；他们或因发音不好，或因害怕犯错，容易出现心理障碍，不愿多开口，难以提高口语水平。另一方面，读写条件不，学生在中学学过不少英语知识并有较好的汉语写作知识和技能；有学好外语的强烈愿望，想进一步提高自己的外语能力而苦于找不到什么好方法。而“以写促学”正是根据学习环境和学生的特点而制定的有针对性的、局部有效的佳教学方法。其基本思路是：从提高学生自信心的角度入手，通过设计大胆的写作任务，促使学生在表达真情实感的过程中，逐渐加大写作量去打造外语能力，学用外语。

二、“以写促学”在高职英语中的可行性

根据Swain(1995)的输出设，学生在理解语言输入时并不需要太多的句法分析，但语言产出性运用，如写作，有助于学习者检验目的语句法结构和词语的运用，促使语言运用的自动化，有效达到语言习得的目的。当学生用英文表达意思时，不得不主动调用已学过的英语知识，斟酌句法规则的运用，琢磨词语的搭配，掂量词句使用的确切性和得体性。通过写作，英语知识不断得到巩固和内化；学生具备了这种内化的英语能力，阅读和听力便会得到改善，口语也有可能很快跟上，因为语言听、说、读、写技能虽然各具特性，但它们有一个共同的根基，那就是深层语言能力。在语篇层次上合成句子、活用句子，有助于打造深层语言能力。只有建立在这种能力之上的语言工具，我们才能运用自如，得心应手。光靠句子练去练听说，搞速成，语言应用能力发展后劲有限。

“以写促学”就是鼓励学生“先有再完善”，放开写、放胆写，写出自信、写出表达能力，从而获取成就感。成就感反过来可以增强学好外语的信心，消除学外语的恐惧心理，变“要我学”为“我要学”。为了让学生乐“写”不疲，教师应以肯定习作优点为主，不纠缠习作中的错误。学习者语言处于不断波动和不稳定状态，出错在所难免。学生犯错是进步的体现，是不可避免的。这不是我们应该担心的问题。通过大量接触语言的正面输入，随着英语水平的不断提高，许多错误会自行消失。外语学习忌讳的倒是一开始就苛求语言使用的正确性，致使学生望而却步，对学外语失去兴趣。学生都不愿学了，花大量的时间去帮他们改错，又有何用？其实，外语错误即使不表达出来，大脑中依然存在。开始学写时势必错误多，不能因此将错误归于写。写的一个好处，是让错误早点暴露出来，使学生意识到自己英语表达能力的距，促进新知识的消化和吸收。正如我们大胆开口、不怕犯错、不拘形式练习口语一样，练习笔语也需要同样的理念。所以，高职学生可以利用“以写促学法”来突破英语学习的障碍，将外语知识打造成语用能力和技能。

从高职学生的实际问题看，“写作法”具有针对性和切实性。首先，“以写促学”鼓励学生多写，这无疑培养了学生的实践能力；其次，“以写促学”也锻炼了学生的创造力，因为没有输出，何来创造；第三，“以写促学”强调通过写，让学生克服恐惧心理，体验自尊，建立自信，这顾及到了学生的情感体验。

三、“以写促学”的具体作方法

根据高职学生及教学特征，我们可以设计各种不同类型的练习，对外语的使用提出不同的要求，促使学生在满足要求的过程中提高外语水平。在设计写作任务时，需要充分考虑学生具备的背景知识、他们感兴趣的话题、当前关心的热点、正在学习的精读课文、目前的英语表达能力等因素。另外应多鼓励，树榜样，使学生看到进步，乐意坚持写下去。要做到这一点，可以从三个方面入手。

，教师在课堂上除了训练一些基本的英语作文技能（如写主题句和掌握一些连贯手段）之外，尽可能少讲作文法，不设框框去束缚思想，而是鼓励学生课外不受约束地用外语表达自己的真实感受和生活体验。第二，改变对错误的看法，不改或少改错误。对学生作文中的语言错误采取宽容的态度。在课堂上只针对集体评阅的作文作一些错误分析，或将明显带有普遍性的错误登记下来，在课堂上稍作解释，重点放在肯定学生的作文优点上。采用“√”的办法或使用简单的 评语 如Excellent，Good，Right，OK等，标出准确的用词、精彩的句子、思想的亮点等。甚至可以要求学生给自己作文中的精彩之处、首次使用的语言表达做上标记，强化注意，以便教师有针对性地认可和批改。这样做，对学生而言，保护了他们脆弱的信心，激发了他们的进取精神，增强了他们学英语的动力。对教师而言，批改变得容易省时。第三，在课堂上分析，或集体评阅一两篇的学生作文，佳句段落，让学生有范例可模仿。学生多接触正面的内容，看到自己的距，才可以明确努力的方向，有追赶的榜样。教师还可以在课堂上讲评习作后给10分钟学生自己改错，教师答疑，真正达到改错的目的。

结束语

我们采用“以写促学”，即以写为主线，促进英语技能的全面提高的方式与现在采用的听说领先的方式有些不同。以写来带动，并不否定以读或其他技能作为突破的方法及其所起到的作用。我们只是把“以写促学”当作一种新的方式来尝试。为了使以写促学的教法奏效，教师必须精心设计写作任务。对以写促学来说，好的作文任务应该让学生有内容可写，能够写，愿意写。然而，写作任务的好坏不能凭教师的感觉来判断，而要看学生写作的情况和写后的反馈，而且，教师要根据学生的反馈不断调整教学方式，以便使以写促学真正发挥其功效。

参考文献：

［1］王初明.外语“写长法”的教学理念.外语教学及应用语言学研究，编译出版社，2002.

［2］王初明.外语学习中的认知和情感需要.外语界，19，第4期，7-11.

［3］Swain，M.Three functions of output in second language learning.Oxford：Oxford University Press，1995.125-144.

［4］王初明，牛瑞英，郑小香.以写促学.外语教学与研究，2000.第3期.

［5］郑超.以写促学，让学生写出自信心和成就感――高校英语写作课整体改革的初步探讨.广东外语外贸大学学报，2002，第4期.

新世纪大学英语1综合教程的内容提要

《综合教程1学生用书》讲述了:2004年1月,颁布了《大学英语课程教学要求(试行)》,将大学英语的教学目标确定为“培养学生的英语综合应用能力,特别是听说能力,使他们在今后工作和交往中能用英语有效地进行口头和书面的信息交流,同时增强其自主学习能力,提高综合文化素养,以适应我国发展和交流的需要”,提出了分层次(即“一般要求”、“较高要求”和“更高要求”)和分类指导的教学要求。与此同时,在全国180所院校开展多媒体网络教学的试点,推广具有个性化学习特征的多媒体网络教学系统,并于... [显示全部]

全新版大学英语综合教程册Unit1课文讲解

全新版大学英语综合教程册Unit1课文讲解

导语：约翰·列侬出生于英国利物浦，是英国摇滚乐队“披头士”成员，下面是一篇讲述他的成长经历的英语课文，欢迎大家阅读。

Part I Pre-reading Task Listen to the recording two or three times and then think over the following questions:

1. Do you know who John Lennon was?

2. He yo heard the song before?

3. What does Lennon think of growing up? Is it easy or full of aentures?

4. Can you guess what the texts in this unit are going to be about?

The following words in the recording may be new to you:

monster

n. 怪物

prayer

n. 祈祷

Part II Text

When we are writing we are often told to keep our readers in mind, to shape what we say to fit their tastes and interests. But there is one reader in particular who should not be forgotten. Can you guess who? Russell Baker surprised himself and ryone else when he discovered the answer.

WRITING FOR MYSELF

Russell Baker

The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the sibility took hold. Until then I'd been bored by rything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.

When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for dullness and ility to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or snty and excessively prim. He wore primly sre eyeglasses, his wy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.

I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. Late in the year we tackled the rmal essay. Mr. Fleagle distributed a homework sheet offering us a cho of topics. None was quite so -minded as "What I Did on My Summer Vacation," but most seemed to be almost as dull. I took the list home and did nothing until the night before the essay was due. Lying on the sofa, I finally faced up to the unwelcome task, took the list out of my notebook, and scanned it. The topic on which my eye stopped was "The Art of Eating Spaghetti."

This title produced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table — Uncle Allen, my mother, Uncle Charlie, Doris, Uncle Hal — and Aunt Pat served spaghetti for supper. Spaghetti was still a little known foreign dish in those days. Neither Doris nor I had r eaten spaghetti, and none of the s had enough experience to be good at it. All the good humor of Uncle Allen's house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable mod for moving spaghetti from plate to mouth.

Suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for myself. I wanted to relive the pleasure of that ning. To write it as I wanted, howr, would violate all the rules of formal comition I'd learned in school, and Mr. Fleagle would surely give it a failing grade. Nr mind. I would write soming else for Mr. Fleagle after I had written this thing for myself.

When I finished it the night was half gone and there was no time left to come a proper, respectable essay for Mr. Fleagle. There was no cho next morning but to turn in my tale of the Belleville supper. Two days passed before Mr. Fleagle returned the graded s, and he returned ryone's but mine. I was preparing myself for a command to report to Mr. Fleagle immediay after school for discipline when I saw him lift my from his desk and knock for the class's attention.

"Now, boys," he said. "I want to read you an essay. This is titled, 'The Art of Eating Spaghetti.'"

And he started to read. My words! He was reading my words out loud to the entire class. What's more, the entire class was listening. Listening attentively. Then somebody laughed, then the entire class was laughing, and not in contempt and ridicule, but with open-hearted enjoyment. Even Mr. Fleagle stopped two or three times to hold back a all prim ile.

I did my best to oid showing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh. In the elnth grade, at the elnth hour as it were, I had discovered a calling. It was the happiest moment of my entire school career. When Mr. Fleagle finished he put the final seal on my happiness by saying, "Now that, boys, is an essay, don't you see. It's — don't you see — it's of the very essence of the essay, don't you see. Congratulations, Mr. Baker."

New Words and Expressions off and on

from time to time; sometimes 断断续续地;有时

sibility

n. 可能(性)

take hold

become established 生根，确立

bore

vt. make (.) become tired and lose interest 使(人)厌烦

associate

vt. join or connect toger; bring in the mind 使联系起来;使联想

assignment

n. a piece of work that is given to a particular person(分配的)工作，任务，作业

turn out

produce 编写;生产，制造

agony▲

n. very great pain or suffering of mind or body (身心的)极度痛苦

assign

vt. give as a share or duty 分配，分派

anticipate

vt. expect 预期，期望

tedious

a. boring and lasting for a long time 乏味的;冗长的

reputation

n. 名声;名誉

ility

n. lack of power, skill or ability 无能，无力

inspire

vt. fill (.) with confidence, eagerness, etc. 激励，鼓舞

formal

a. (too) serious and careful in manner and behior; based on correct or accepted rules 刻板的，拘谨的;正式的，正规的

rigid

a. (often disapproving) fixed in behior, views or mods; strict 一成不变的;严格的

hopelessly

ad. very much; without hope 十分，极度;绝望地

excessively

ad. 过分地

out of date

old-fashioned 过时的

prim

a. (usu. disapproving) (of a person) too formal or correct in behior and showing a dislike of anything rude; neat 古板的，拘谨的;循规蹈矩的;整洁的

primly ad.

sre

a. compley plain; causing very great pain, difficulty, worry, etc. 朴素的;的.，剧烈的

necktie

n. tie 领带

jaw

n. 颌，颚

comic▲

a. 滑稽的;喜剧的

n. 连环漫画(册)

antique

n. 古物，古玩

tackle

vt. try to deal with 处理，应付

essay

n. 散文，小品文;论说文

distribute

vt. divide and give out among people, places, etc. 分发，分配，分送

finally

ad. at last 终，终于

face up to

be bre enough to accept or deal with 勇敢地接受或对付

scan

v. look through quickly 浏览，粗略地看

spaghetti

n. 意大利式细面条

title

n. a name given to a book, film, etc. 标题，题目

vt. give a name to 给…加标题，加题目于

extraordinary

a. very unusual or strange 不同寻常的;奇特的

sequence

n. 一连串相关的事物;次序，顺序

image

n. a picture formed in the mind 形象;印象;(图)像

n. a fully grown person or animal 成年人;成年动物

humor

n. 心情;幽默，诙谐

recall

vt. bring back to the mind; remember 回想起，回忆起

argument

n. 论据，论点;争论

respectable

a. (of behior, appearance, etc.) socially acceptable 可敬的;体面的;文雅的

put down

write down 写下

recapture

vt. (lit) bring back into the mind; experience again 再现;再次经历

relive

vt. experience again, esp. in one's imagination 再体验，重温

violate

vt. act against 违背，违反

come

vt. write or create (music, poetry, etc.) 创作

turn in

hand in (work that one has done) 交(作业)

command

n.,v.命令，指令

discipline

n. punishment; order kept (among school-children, soldiers, etc.) 惩罚，;纪律

what's more

in addition, more importantly 而且，此外;更有甚者

contempt▲

n. 轻视，轻蔑

ridicule

n. or being made fun of 嘲笑，嘲弄;被戏弄

open-hearted

a. sincere, frank 诚挚的

hold back

prnt the expression of (feelings, tears, etc.) 控制(感情、眼泪等)

oid

vt. keep or get away from 避免

demonstration

n. act of showing or proving sth. 表明;证明

career

n. 生涯，事业;职业

seal

n. 印，图章

essence▲

n. the most important quality of a thing 本质;精髓

congratulation

n. (usu. pl) expression of joy for .'s success, luck, etc. 祝贺，恭喜

Proper Names Russell Baker

拉赛尔·贝克

Belleville

贝尔维尔(美国地名)

Fleagle

弗利格尔(姓氏)

Allen

艾伦(男子名)

Charlie

查理(男子名)

Doris

多丽丝(女子名)

Hal

哈尔(男子名，Henry, Harold的昵称)

Pat

帕特(女子名，Patricia的昵称)

;

求新世纪大学英语系列教材，综合教程1中unit 1 text A . Secrets of str

Secrets of Straight-A Students

1. A professor of education who has conducted major studies of super-achieving students raled that top grades do not always go to the brightest students. According to him, other education experts and top students themselves, it is far more important for a student to know how to make the most of his or her innate abilities.

1. 一位研究教育的老师针对成绩优异的学生做过重点研究，发现聪明的学生不见得总能得高分。根据这位、其他教育专家以及优等生们自己的观点，懂得如何充分发挥自己的潜能对于学生来说更为重要。

2. The students at the top of the class attain academic excellence by ing a few basic principles that others can easily learn. To begin with, top students know how to set their priorities right. Study time is nr compromised for phone calls, evision programmes or snacks. In other words, it is always placed above recreation. In addition, top students make a point of studying anywhere or rywhere. A top student who is also a top athlete memorises biology terms as he works out ry day. Another student learns a new word ry morning while brushing his te. Among all the students interviewed, ry one agreed that study times are strictly a matter of personal preference. Some thrive at night when all is silent. Others prefer to study as soon as they come home from school when the lessons are fresh in their minds. Howr, all agreed that consistency is a main factor if one is to perform well at all times.

2. 在班上名列前茅的学生之所以学习，是因为他们掌握了几个人人都可轻易学到的基本原则。首先，优等生知道如何决定轻重缓急。他们从来不会为了打电话、看电视或者吃零食而牺牲学习时间。换言之，学习总是摆在娱乐之前。另外，优等生们总是注意随时随地学习。有位成绩优异的学生同时也是的运动员，每天利用户外训练时间背生物学术语。而另一位学生则利用每天早上刷牙时间记一个新单词。所有受访的学生无一例外都认为，在什么时间学习完全是个人偏好问题。有些人在夜深人静时学习效果，有些人则喜欢趁着自己还能清晰地记得上课所讲的内容，一放学回家就开始学习。尽管如此，所有优等生都一致认为，如果想任何时候都表现，一个主要的因素就是要持之以恒。

3. A student must also learn to be organised. For example, a top student who is actively involved in his school band, track and field, rugby association and debate team disclosed that he keeps his things in their proper places because he simply cannot afford time-wasting searches. Another student immediay files the day's notes in colour-coded folders so that they are ailable for review nearing examination time. Another technique aocated by top students is to read effectively. This includes speed-reading, improving one's memory or retention ability, and actively asking questions that will lead to a full understanding of the author's message.

3. 学生还必须学会有条理。举个例子，有一位优等生在学校乐队、田径队、橄榄球协会和辩论小组里都很活跃。他透露，他之所以把东西放得井井有条是因为他浪费不起到处找东西的时间。还有一位学生喜欢把当天的笔记马上整理出来并放进用不同颜色标记的文件夹里，以便临近考试时能随时用来复习。优等生们提倡的另一个技巧是有效的阅读，其中包括快速阅读，提高记忆能力以及主动提出问题以便充分理解作者的意思。

4. It is also important for students to know how to schedule their time. They must know how to pace each assignment or project according to their daily timetable and work ability so that they might not be overwhelmed by the tasks at hand. Being able to set timetables not only allows students more time to review and polish their work, it also prnts them from procrastinating. Top students beli that a secret of their success is the taking down of good notes during lessons and using them for revision. One student raled that she writes notes from the text on one side of her notebook and those from her teachers' lectures on the other side. This allows her to review both aspects of each lesson at once. The student also raled that instead of wasting time whispering to friends and getting ready to rush out of the class just before the bell rings, she uses those few minutes to jot down a two- or three-sentence summary of the lesson's principal points. She then scans the notes to refresh her memory before the next day's class.

5. Another winning formula which teachers promote lies in a student's ability to hand in neat work. According to one professor, the student who turns in neat work is already on the way to scoring an A. In the classroom context, it is equally important for students to speak up and ask questions. This is perhaps the best way for a student to clarify any doubts. Classroom participation also demonstrates a student's inlectual curiosity. As a student concisely puts it, "Better grades come from better understanding."

5. 老师们提倡的致胜秘诀是尽力让自己的作业整洁。有位老师说，学生交上整洁作业就已向高分迈进了一步。在课堂上大胆发言和提问也同样重要，这或许是学生澄清疑问的办法。课堂参与还能反映一个学生的求知欲。有个学生概括得好，“好成绩来自透彻的理解”。

6. The value of studying toger was demonstrated in an experiment conducted at one top university. The study raled that students who discussed homework and problems toger, tried different approaches and explained their solutions to one another scored higher than those who laboured on their own. The experiment also illuminated the value of hypothetical tests conducted among the students and on their own. This means that students frame tentative test questions based on their notes and give each other or themselves written examinations the day before a test. Experts confirmed that students who devise sible test questions often find many of the same questions during the real examination and thus score higher.

6. 在一所世界大学进行的一项实验证明了小组学习的价值所在。研究表明，学生们如果一起讨论家庭作业和问题，尝试不同的解决办法，并且互相解释各自的，分数就会比那些单独用功的学生要高。实验也证明了学生间互相进行模拟测试或自我测试的好处。这就是说，学生们根据笔记设计可能的试题，在考试前一天相互之间进行书面测试或自测。专家们证实，那些能设计模拟试题的学生，往往会在正式考题中发现很多相同的试题，自然能得高分了。

7. Another technique employed by top students is to do more than the assigned homework. A student raled that if her teacher gives five problems, she will undertake ten. In the student's words, "Part of learning is practising. The more you practise, the more you learn." Last but not least, all experts and top students agree that the most important "secret" of super-achirs lies in the crucial contribution by parents. From infancy, super-achirs were taught the importance of learning by their parents. The latter set high standards for their children and held them to those standards. They encouraged their children in their studies but did not undertake the work for them. Instead of pressuring their children, these parents were always loving, gentle and took pains to explain and motivate. They impressed the lessons of responsibility on their children, and the children delivered.

7. 优等生使用的另一个技巧是超额完成规定的家庭作业。一位学生透露，老师若是布置五道题，她会做上十道。用她的话说，“练习是学习的一部分。练得越多，学到的也越多。”后一点同样不容忽视：所有的专家和学生都认为，优等生们之所以成功，父母的功劳至关重要。从孩提时起，父母就给他们灌输学习的重要性，为他们制定高标准，并且他们达到这些标准。在学习方面他们给孩子以鼓励，而不是代劳。这些父母从不给孩子施加压力，永远都温柔慈爱，不厌其烦地解释和激励。他们使孩子们铭记肩负的，而孩子们则将其付诸实践。