河西學(xué)院外國語學(xué)院 張富民

一、引言

大學(xué)英語是必修課，屬于通識教育課程，絕大多數(shù)的本?？粕家獙W(xué)習(xí)，西部地方本科院校的學(xué)生也要學(xué)習(xí)。河西學(xué)院2017級理工農(nóng)醫(yī)類本科生選用《全新版大學(xué)英語》教程，2017-2018學(xué)年第一學(xué)期學(xué)習(xí)這門課程。根據(jù)教學(xué)安排，本學(xué)期筆者擔(dān)任物理與機(jī)電工程學(xué)院電子171班，電子172班，電氣工程171班，電氣工程172班學(xué)生《大學(xué)英語I》授課老師。2017年9月上、中旬，我為四個班的學(xué)生講述了《大學(xué)英語I》綜合教程的Unit I和聽說教程的Unit 1-2這一部分。

二、教學(xué)資源

2017級新生的大學(xué)英語課是從第2周開始講授的，講授內(nèi)容包括綜合教程Unit 1，聽說教程Unit 1-2，以及閱讀教程1這三部分。除此之外，學(xué)生手中還有《語法手冊》。除了課本之外，信息化環(huán)境下教育資源的合理選取與利用也格外重要。所以，結(jié)合2015級學(xué)生的教學(xué)經(jīng)驗，我向?qū)W生推薦了這幾個教學(xué)平臺：（1）批改網(wǎng)——訓(xùn)練學(xué)生的寫作、翻譯能力和四級考試備考能力；（2）英語點津——訓(xùn)練學(xué)生的英語聽力理解能力；（3）九教實訓(xùn)樓506自主學(xué)習(xí)教室——學(xué)生配合與教材配套的教學(xué)資源開展自主學(xué)習(xí)。在課堂上，《大學(xué)英語I》這門課主要使用《綜合教程》和《聽說教程》，學(xué)生課下自行閱讀《閱讀教程》，并把《語法手冊》作為參考書配合使用。另外，為了構(gòu)建英語課堂教學(xué)氛圍，本學(xué)期督促自己努力用英語授課。以上所述就是《大學(xué)英語I》最主要的教學(xué)資源。

三、教學(xué)內(nèi)容

第2-3周的教學(xué)內(nèi)容包括讀寫教程Unit 1和聽說教程Unit 1-2,其中讀寫教程Unit 1授課3大節(jié)，6個學(xué)時，聽說教程Unit 1-2授課1大節(jié)，用2個學(xué)時。具體如下：

1. Unit 1 Growing UP

(1) Topic——Introduction to it to Students with teacher’s comprehension and experience

(2) Overview——It contains the main idea of the Unit and most complex sentences

(3) Text A —— Writing for Myself

(4) Text B —— The Scholarship Jacket(5) Oral Practice and Writing 2. Focus Listening and Speaking

(1) Unit 1 Studying English

① Part A

a)Communicative Function：Greetings and Introduction

b)Useful Expressions for Greetings and Introductions

c)Listening Strategy：Detecting Incomplete Plosion

② Part B

a) Pre-listening Task(Questions and Language Focus)

b)Listening Tasks：Talking About Studying English (A Passage including 2 exercises)

c)Speaking Tasks (3 conversations)

③ Part C Additional Listening (A Passage：How to Listening Comprehension)

④ Part D Test Your Listening(5 Short Conversations)

(2) Unit 2 Fun with Language① Part A

a)Communicative Function：Opening and Closing a Conversation

b)Useful Expressions for Opening and Closing a Conversation

c)Listening Strategy：Distinguishing Between Similar Sounds

② Part C Additional Listening (A Passage：Smile When You Read This)

四、教學(xué)策略

上述內(nèi)容教學(xué)過程中主要采取以下教學(xué)策略：

1.傾向于使用產(chǎn)出導(dǎo)向教學(xué)法。能力為主是大學(xué)英語教學(xué)的重點，即大學(xué)英語教學(xué)的重點是培養(yǎng)學(xué)生聽、說、讀、寫、譯的能力和思辨能力。所以，教學(xué)當(dāng)中要設(shè)計和開展許多有利于培養(yǎng)學(xué)生上述能力的活動，以教師為主導(dǎo)，把學(xué)生作為學(xué)習(xí)的主體，為學(xué)生搭設(shè)和鋪設(shè)學(xué)習(xí)支架，促使學(xué)生主動、積極參與各種教學(xué)活動，有步驟有目的的培養(yǎng)自身各方面的語言運(yùn)用能力。同時，教師通過自身對某一現(xiàn)象和話題的理解，向?qū)W生講授與之相關(guān)的內(nèi)容，引導(dǎo)學(xué)生培養(yǎng)思辨能力。

2. 積極大力加強(qiáng)英語輸入，構(gòu)建英語課堂教學(xué)環(huán)境，把學(xué)生浸入在英語氛圍中，促使學(xué)生有更多的機(jī)會學(xué)習(xí)英語，包括聽說和讀寫能力的培養(yǎng)。

3. 優(yōu)化教學(xué)設(shè)計，合理鋪設(shè)支架，幫助學(xué)生釋疑解惑。

4. 課堂教學(xué)活動和話語有明確的教學(xué)目的和能力培養(yǎng)傾向，旨在提升課堂教學(xué)效益和提升教學(xué)品味。

5. 注重引導(dǎo)和啟發(fā)，引導(dǎo)學(xué)生學(xué)習(xí)活動，啟發(fā)學(xué)生思考和學(xué)習(xí)。

6. 努力凸顯自身教學(xué)風(fēng)格和特色，把技能培養(yǎng)和知識傳授有機(jī)結(jié)合。

五、教學(xué)措施

㈠ Unit 1 Growing UP

1.介紹單元大標(biāo)題引入課堂教學(xué)；

2.督促學(xué)生認(rèn)知單元三個標(biāo)題（第2頁）

3.學(xué)習(xí)OVERVIEW

(1)Ss’ Reading through

(2)Ss’ Reading aloud in public

(3)Ss’ Translation in Chinese

(4)Teacher’s explanation of key and core points

4.學(xué)習(xí)Text A Writing for Myself

(1)Introduction to Text A a.Ss’ Reading through

b.Ss’ translation of it

c.Teacher’s correction and guiding of key points

(2)Contents of Text A

a.Cognition of new words on the left side on page 4

b.Ss’ reading through of paras. 1-2

c.Teacher’s Check-up：What’s the main idea of the paragraph?

d.Stylistic feature of para.2：Repetition of “it”

e.Language points presented by teacher with examples and questions

f.Cognition of new words on page 5

g.Ss’ reading through of paras. 3-5

h.Teacher’s Check-up：What’s the main idea of the paragraph?

i.Stylistic feature of para.5：Repetition of “I wanted to do sth.”

j.Language points presented by teacher with examples and questions

k.Cognition of typical, long and complex sentence in para. 5：To write it as I wanted, however,would violate all the rules of formal composition I’d learned in school, and Mr. Fleagle would surely give it a failing grade.

l.Cognition of new words on page 6

m.Ss’ reading through of paras. 6-9

n.Teacher’s Check-up：What’s the main idea of the paragraph?

o.Stylistic feature of para.8：Repetition of different“l(fā)augh”

p.Language points presented by teacher with examples and questions

(3)Discourse Analysis

a.main idea

Part 1 My dream of Writing for Myself

Para.1 My idea of becoming a writer

Para.2 My prim teacher to teach me writing

Part 2 I tried to write for myself

Para.3 Titles on the list

Para.4 Vivid memories for the title I chose

Para.5 I was writing it for myself

Part 3 The result of writing for myself

Para.6 turned in the essay,and teacher graded it.

Para.7 Teacher read aloud it in class

Para.8 All the class were rather glad on hearing it,including me

Para.9 I was delight in heart for the article I wrote for myself

b.stylistic feature

——narration

——detailed description

——psychological description of “I”

5.Inspire ss to find out the answer to the question on page 8 depending on their construction of the discourse.

6.Assignments after class

(1) Text Organization exs. 2 on page 9

(2) Language Sense Enhancement 1 on page 10

(3) Memorize key words in box on page 12

(4) Finish Vocabulary exs. 1 on page 12-13

(5) Write the article assigned to you on Pigai.org

—— That’s the end of the 1st lesson of Integrated Course

㈡ Guidance and Practice of the Utilization of Language of Unit 1

1.Dictation of the key words in box

(1)Ss prepare for it

(2)Dictation

(3)Grade it in pair

2.Check up the assignment they finished after class

(1)Ss’ showing off in public

(2)Teacher comment on it

3.Guide ss to finish vocabulary exercises

(1) Ss show off what they did

(2) Teacher show Ss how to finish it

(3) All class finish Vocabulary 1 together

(4) Remind them of the key points among them

4.Guide ss to know the synonymous

(1)Whole class learn the theory to finish it

(2)Ss try to finish it

(3)Check up Ss’s finishing

(4)Teacher’s guidance

5.Guide ss to know the collocation

(1) Whole class learn the theory to finish it

(2) Ss try to finish it

(3) Check up Ss’s finishing

(4) Teacher’s guidance

6.Guide ss to finish Cloze 2

(1) Whole class learn the theory to finish it

(2) Ss try to finish it

(3) Check up Ss’s finishing

(4) Teacher’s guidance

7.Whole class try to finish Translation

(1)Announce to ss the task

(2)Teacher’s guidance

(3)Whole class try to translate it orally

8.Assignments after class

(1) finish Cloze 1 on page 16

(2) finish Translation 1 & 2 on page 17-18

(3) Prepare for the discussion next time

—— That’s the end of the 2nd lesson of Unit 1

㈢ Synthetic Study and Practice of Reading, Speaking and Writing

(1)Extensive Reading of Text B：The Scholarship Jacket

a.A student reads aloud the paragraph first

b.Then, Teacher translates it.

c.Last, comprehension and guidance

d.Language points

(2)Discussion of the 4 question

1.Present ss the questions

2.divide ss into several groups to discuss the questions

3.Ask ss to present and report their discussion to class

4.Teacher praises and grades their performance

(3)Writing of A Letter

a.Whole class learn the theory of Writing A Letter

b.Whole class appreciate the sample on page 26

c.Single out one students to read aloud her or his article in public and comment on it

(4)Assignment after class：Finish the task assigned on Pigai.org

——That’s the end of the 3rd lesson of Unit 1, and That’s the end of this Unit.

As far as Listen and Speaking is concerned, the main method I adopt is to inspire, to help and to lead them into practice of the skills of speaking and listening while I check up their comprehension of the exercise and encourage them to learn it or guide them to learn it. No matter what it is, the learning and teaching of Focus Listening and Speaking is quite different from that of Integrated course.

六、教學(xué)反思

良好的開端是成功的一半。所以，大學(xué)英語課程能否成功的關(guān)鍵在于教師如何理解和設(shè)計這門課程的教學(xué)。在以往教學(xué)的基礎(chǔ)上，反思其中的不足，本學(xué)期，我把教學(xué)的重點放在了學(xué)生英語語言應(yīng)用能力的培養(yǎng)上，同時鞏固學(xué)生熱愛英語學(xué)習(xí)的興趣，培養(yǎng)學(xué)生對語言的深度認(rèn)知能力。譬如，課堂教學(xué)中的許多經(jīng)典的例子，勿用手機(jī)、當(dāng)頭棒喝、循序漸進(jìn)、知難而進(jìn)、積極參與、語用語域、習(xí)習(xí)相傳、SCI、外文文獻(xiàn)獲取能力、學(xué)與不學(xué)、事半功倍等。所以，好的老師應(yīng)當(dāng)注意把教書與育人有機(jī)結(jié)合，在吸取好的經(jīng)驗、總結(jié)好的經(jīng)驗、反思差的教訓(xùn)的基礎(chǔ)上，百尺竿頭更進(jìn)一步，更上一層樓，成為每堂課都能講的好的一名大學(xué)英語老師。其中，英語浸入法、討論法、啟發(fā)式、參與式、略讀、尋讀、細(xì)讀、泛讀等能力以及應(yīng)試能力都得到了培養(yǎng)。