高职高专英语专业听力原文 [浅析交际教学法在高职高专英语口语教学中的应用] 英语基本对话1000句

高职专业是很多朋友有关注的类型，那么高职高专英语专业听力原文 [浅析交际教学法在高职高专英语口语教学中的应用] 英语基本对话1000句，高职招生网为大家带来了相关文章，希望给大家提供参考。

英语六级听力短文原文

听力技能的培养和提高高职高专英语教学的一项重要任务。下面是我精心收集的英语六级听力短文原文，希望大家喜欢!

英语六级听力短文原文篇一

W: Grag Rosen lost his job as a sales manager nearly three years ago, and is still unemployed.

M: It literally is like something in a dream to remember what is like to actually be able to go outand put in a day's work and receive a day's pay.

W: At first, Rosen bought groceries and made house payments with the help fromunemployment insurance. It pays laid-off workers up to half of their previous wages whilethey look for work. But now that insurance has run out for him and he has to make toughchoices. He's cut back on medications and he no longer helps support his disabled mother. It isdevastating experience. New research says the US recession is now over. But many peopleremain unemployed and unemployed workers face difficult odds. There is literally only one jobopening for every five unemployed workers. So four out of five unemployed workers haveactually no chance of finding a new job. Businesses have downsized or shut down acrossAmerica, leaving fewer job opportunities for those in search of work. Experts who monitorunemployment statistics here in Bucks County, Pennsylvania, say about 28,000 people areunemployed, and many of them are jobless due to no fault of their own. That's where theBucks County CareerLink comes in. Local director Elizabeth Walsh says they provide trainingand guidance to help unemployed workers find local job opportunities. "So here's the jobopening, here's the job seeker, match them together under one roof," she said. But the lack ofwork opportunities in Bucks County limits how much she can help. Rosen says he hopesCongress will take action. This month he launched the 99ers Union, an umbrella organization of18 Internet-based grassroots groups of 99ers. Their goal is to convince lawmakers to extendunemployment benefits. But Pennsylvania State Representative Scott Petri says governmentssimply do not have enough money to extend unemployment insurance. He thinks the bestway to help the long-term unemployed is to allow private citizens to invest in local companiesthat can create more jobs. But the boost in investor confidence needed for the plan to workwill take time. Time that Rosen says still requires him to buy food and make monthly mortgagepayments. Rosen says he'll use the last of his savings to try to hang onto the home he workedfor more than 20 years to buy. But once that money is gone, he says he doesn't know whathe'll do.

英语六级听力短文原文篇二

W: Earlier this year, British explorer Pen Huddle and his team trekked for three months acrossthe frozen Arctic Ocean, taking measurements and recording observations about the ice.

M: Well we'd been led to believe that we would encounter a good proportion of this older,thicker, technically multi-year ice that's been around for a few years and just gets thicker andthicker. We actually found there wasn't any multi-year ice at all.

W: Satellite observations and submarine surveys over the past few years had shown less ice inthe polar region, but the recent measurements show the loss is more pronounced thanpreviously thought.

M: We're looking at roughly 80 percent loss of ice cover on the Arctic Ocean in 10 years,roughly 10 years, and 100 percent loss in nearly 20 years.

W: Cambridge scientist Peter Wadhams, who's been measuring and monitoring the Arctic since1971 says the decline is irreversible.

M: The more you lose, the more open water is created, the more warming goes on in that openwater during the summer, the less ice forms in winter, the more melt there is the followingsummer. It becomes a breakdown process where everything ends up accelerating until it's allgone.

W: Martin Sommerkorn runs the Arctic program for the environmental charity the WorldWildlife Fund.

M: The Arctic sea ice holds a central position in the Earth's climate system and it's deterioratingfaster than expected. Actually it has to translate into more urgency to deal with the climatechange problem and reduce emissions.

W: Summerkorn says a plan to reduce greenhouse gas emissions blamed for global warmingneeds to come out of the Copenhagen Climate Change Summit in December.

M: We have to basically achieve there the commitment to deal with the problem now. That'sthe minimum. We have to do that equitably and we have to find a commitment that is quick.

W: Wadhams echoes the need for urgency.

M: The carbon that we've put into the atmosphere keeps having a warming effect for 100 years.So we have to cut back rapidly now, because it will take a long time to work its way through intoa response by the atmosphere. We can't switch off global warming just by being good in thefuture, we have to start being good now.

W: Wadhams says there is no easy technological fix to climate change. He and other scientistssay there are basically two options to replacing fossil fuels, generating energy with renewables,or embracing nuclear power.

英语六级听力短文原文篇三

M: From a very early age, some children exhibit better self-control than others. Now, a newstudy that began with about 1，000 children in New Zealand has tracked how a child's low self-control can predict poor health，money troubles and even a criminal record in their adultyears. Researchers have been studying this group of children for decades now. Some of theirearliest observations have to do with the level of self-control the youngsters displayed.Parents, teachers, even the kids themselves, scored the youngsters on measures like "actingbefore thinking" and "persistence in reaching goals. " The children of the study are now adultsin their 30s. Terrie Moffitt of Duke University and her research colleagues found that kids withself-control issues tended to grow up to become adults with a far more troubling set of issuesto deal with.

W: The children who had the lowest self-control when they were aged 3 to 10, later on had themost health problems in their 30s, and they had the worst financial situation. And they weremore likely to have a criminal record and to be raising a child as a single parent on a very lowincome.

M: Speaking from New Zealand via skype, Moffitt explained that self-control problems werewidely observed, and weren't just a feature of a small group of misbehaving kids.

W: Even the children who had above-average self-control as pre-schoolers, could havebenefited from more self-control training. They could have improved their financial situation andtheir physical and mental health situation 30 years later.

M: So, children with minor self-control problems were likely as adults to have minor healthproblems, and so on. Moffitt said it's still unclear why some children have better self-controlthan others, though she says other researchers have found that it's mostly a learned behavior,with relatively little genetic influence. But good self-control can be set to run in families in thatchildren who have good self-control are more likely to grow up to be healthy and prosperousparents.

W: Whereas some of the low-self-control study members are more likely to be single parentswith a very low income and the parent is in poor health and likely to be a heavy substanceabuser. So that's not a good atmosphere for a child. So it looks as though self-control issomething that in one generation can disadvantage the next generation.

M: But the good news is that Moffitt says self-control can be taught by parents and throughschool curricula that have proved to be effective. Terrie Moffitt's paper on the link betweenchildhood self-control and adult status decades later is published in the Proceedings of theNational Academy of Sciences. 高职招生网

图示理论与高职高专商务英语视听教学:商务英语阅读教程

摘 要： 本文以图示理论为基础，围绕语言图示、内容图示、形式图示，结合教学实践，分析了听前激活图示、听时拓展图示、听后重构图示的高职高专商务英语视听教学路径。　　关键词： 图示理论 高职高专 商务英语视听教学
一、图示理论简介
根据Carroll（2000）的论述，图示的存在最早是由Barlett（1932）证实的。Barlett通过“故事回忆”实验发现，人们对故事的记忆都是围绕着头脑中已有的图示进行的，因为旧有图示的存在，故事内容甚至会被曲解。Barlett的研究表明，图示是理解事物的前提和基础，如果新接触的事件和信息与头脑中已有的图示一致，理解就得以顺利进行，如果不一致，理解就往往不能实现。此时，大脑会根据新的情况对已有的图示修正，直至修正后的情况常态化，形成新的图示。例如，A—What does your father do for a living?B—He uses his pen to make a living.A—Oh，he is a writer.B—No，he raises pigs.在A与B的对话中，A起先认定B的父亲是作家，因为A的头脑中，也是多数人头脑中既有的图示是“A pen is a tool people use to write.”B的否定令人意外或者令很多人费解，是因为听者没有“A pen is an enclosure for keeping livestock.”这一图示或者说该图示没有常态化。综上所述，图示是指一切背景知识的集合。图示分为语言图示、内容图示和形式图示。（吴敏焕，2010）图示理论对语言教学有很大的启示作用。在阅读前，语言老师会引导学生通过标题和插图等信息对阅读内容展开预测，从而激活头脑中的相关图示，大量的研究已证实了图示理论可以应用于阅读教学，提高学习效率，然而，关于图示理论如何应用于听力教学的研究相对较少，有关三大图示应用于商务英语听力教学的探讨更是少之又少，本文旨在探究一种语言图示、内容图示和形式图示运用于商务英语视听教学的有效途径。
二、图示理论在商务英语视听教学中的应用
笔者认为，无论是语言图示、内容图示还是形式图示，其应用于商务英语视听教学的主要路径为：听前有效激活图示，听时充分拓展已有图示，听后巩固训练，重构先前图示，形成新图示。
1.语言图示的激活与重构
语言图示主要指储存于学习者头脑中的语法、词汇、短语、语音、句式等关于语言本身的基本知识及对这些知识的运用能力。毋庸置疑，通晓语法规则，掌握丰富的词汇和短语，熟悉单词的发音、连读、弱读、爆破等技巧是学习者实现听力理解的基础，但事实是由于缺乏真实的语言环境，再加上学习方法的不合理等，学习者积累的语言图示往往不理想。此时，教师在处理听力文本中的语言重点和难点时，不应将语言知识和盘托出，甚至强加于学生，而应该循序渐进、有条不紊地展开语言图示的激活、拓展和重构。例如，在下文中At the beginning of the last financial year，sales of our shoes stood at￡800，000.Sales took off between May and June.However，they then fluctuated between June and November.In December there was a noticeable decline in the sales from￡1,500,000 to￡1,200,000.The downward trend continued，and in February sales reached their lowest point since 1998.Fortunately，thanks to a new marketing strategy，sales improved slightly at the end of the financial year，eventually reaching￡1,400,000 in March. This financial year the number of sales also started off quite low but between April and September there was a steady increase.Sales peaked in September，reaching￡1, 600, 000. The figures then fell slightly during October and November and remained constant through November and December... 这是某公司主管谈论销售额的听力文本，文中有很多描述趋势走向及形容这些变化的形容词和副词，能听懂这些词是听懂整篇文章的关键所在。听之前，笔者引导学生开展头脑风暴，罗列出已知的关于趋势走向的词汇，学生不难给出诸如increase，rise，go up，improve，grow等表示上升趋势（upward movement），还有decrease，fall，go down，drop，reduce等说明下降势头（downward movement），以及rapid（ly），fast，sudden（ly），gradual（ly），slight（ly）等表速度和程度的词汇，这样做就使“趋势走向”语言图示得以激活。之后，笔者针对文中学生不知的“趋势走向”词汇包括take off，decline，peak等提问，这些问题是学生在已激活的图示和上下文联系的基础上可以解答的。例如，针对peak，笔者问道：“What happened to sales in the September of this financial year?”听时，学生通过上文的steady increase和下文的then fell slightly推断出peak的含义。听后，笔者进一步引导学生概括和总结，适时予以补充，这一环节可以帮助学生拓展已知图示，构建包括pick up，advance，climb，slide，retreat，slip back，bottom out，noticeable（ly），moderate（ly）等在内的全新的、更有广度的“趋势走向”语言图示。

[浅析交际教学法在高职高专英语口语教学中的应用] 英语基本对话1000句

摘 要：本文通过具体分析影响高职高专学生英语口语交际能力的问题，并根据口语交际的特点，应用交际教学法在实际的教育教学过程中，有针对性地找到一些解决口语教学过程中问题的方法，从整体上提高学生运用恰当口语表达与人进行沟通交流，从而使英语口语教学受到学生的欢迎，达到提高学生能力的目的。
关键词：高职学生 交际教学法 英语口语教学

随着我国经济的快速的发展，需要大量的专业型人才。如何培养一专多能型的人才，成立高职高专院校的一个重要的课题。而一专多能中的“能”其中之一就是英语的水平。提高学生的英语水平和能力，对于高职高专的学生来说，英语口语的能力显得尤为重要。教育部2000年颁布的“高职高专教育英语课程教学基本要求（试行）”规定的高职高专教育（即普通高等专科教育、高等职业教育和成人高等专科教育）英语课程的教学目的是：“使学生较好地掌握英语基础知识和技能，具有一定的听、说、读、写、译的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为今后继续提高英语交际能力打下基础。”

一、高职高专英语口语教学现状
在高职高专英语的口语教学是为未来的实际工作应用而言的。它的特点就是具有实践性，如果高职高专的毕业生具备熟练的英语口语运用能力，就会增加自己的就业的机会。高职高专院校也都在积极改革教学模式，其中也包括英语教学改革，力争使英语教学成为自己学校的一个特色，让学生能够在步入工作岗位之后能够熟练的运用所学到的知识。但是现在高职高专的英语教学尤其是口语教学中还存在很多的困难和不足。第一，传统的教学模式在短时间内很难改变；第二，大部分高职高专学生的英语基础相对都比较薄弱，使口语教学存在很大的困难，大多数不会说，不敢说；第三，很多高职院校在教材及教学方法的选定上往往忽视高职高专学生的特点，没有具有针对性的口语教材和成型的教学模式。同时教学缺乏灵活性和创新性。
所以在英语口语教学中一定要使学生们明白学语言的最终目的是为了用口语进行交际。教师要选择合适的教学方法，激发学生的学习兴趣，从而使学生的英语口语交际能力得到提高。交际教学法是目前高职院校口语学习的一种重要方法，可以让学生在学习知识的同时更好的掌握口语交际，使学生真正的学以致用。

二、交际教学法理论及其特征
交际法（CLT）是英国应用语言学家坎德林和威多森等人创立的一种外语教学的方法，它强调以交际能力作为语言教学的目标。交际教学法最基本的性质是“通过运用学语言”。这是一种以学生为中心，实践为基础，语境为源头的外语教学方式。交际教学法主张：
1、以交际能力为主要线索安排教材内容，培养学生的交际能力；
2、以学生为中心，从学生实际需要出发确定学习目标，从而大大缩小了所学语言材料的范围；
3、教学过程交际化；
4、用外语教外语；
5、容忍学生在学习过程中的错误。在英语交际中学习英语，全面提高学生综合运用语言的能力。

三、交际教学法在高职高专英语口语教学中的应用
交际法英语教学能很好的促进高职学生英语口语的提高，是实用并易操作的行之有效的教学方法。教师应该在有限的时间内，在课堂实践中最大限度地调动学生的学习积极性，使学生能够主动的学习英语，在老师的知道和帮助下接受领悟知识。另外，在高职高专学生中英语学习的一个重要环节就是反复训练，频繁练习，通过创设情景设计，使学生融入到一定的相对稳定的英语环境中进行训练。在一系列的活动中达到学习英语并用英语进行交际的目的。常用的适合英语口语课堂使用的交际教学活动方式有：
1、以创设情境为主线推动学习活动
英语口语课堂教学，需在课内创造更多真实的生活情景，要创设真实自然的社会情境，激发他们的学习兴趣，营造说英语的氛围。进而锻炼学生说的胆量和勇气，让学生有机会运用自己所学的语言知识，自己去纠正自身的语言问题。所以，运用交际法进行英语口语教学，首先要努力创设真实自然的语言情景，用语言的声调、节奏、情感等描述创设言语情景。同时，语言材料内容适合学生的目前学习环境和未来的工作环境，学生在学的过程中能够感受到实用性和针对性，这样他们才愿意学，能积极主动配合。
2、以创新为目的进行交际语言能力培养
课堂口语教学和训练活动是交际教学法中最基本的活动，要求教师培养学生的创新意识。在一种能使意思明了的情景中让学生清楚而自然地说出新的语言，语言表达方式要随时间、地点、任务、场合、情景及授课内容的不同而变化，灵活多样，这样才能使学生有新鲜感，提炼出新语言材料的意义。日常口语教学中常用的是对话表达出来的。模拟的语言学习环境，把教学内容融入到形象直观的教学情景之中，从而最大效能地激发学生的联想。通过这样的训练培养他们的语言实践运用能力，并进行语言表达的再创造，从而产生持久的外语学习兴趣与动力。
3、以学生为中心进行交际语言训练
以学生为中心进行交际语言训练，主要是以小组活动为主。小组活动是一种促进互助的学习方法，把学生有目的地分成小组，可以使他们的心理和语言能力在彼此合作中得以发展，降低学生使用外语的紧张和焦虑感。在小组活动中角色扮演和配音表演也是进行交际训练的一种主要方法，简单方便还能锻炼学生的口语交际能力。能培养了学生的团队意识。不同智力水平、思维方式、认知能力和爱好特长的小组成员在合作活动中思维的相互激发，观点的相互碰撞，每个人都能展示自己的特长，互相学习借鉴。以学生为中心，体现了口语训练中学生的价值所在。
4、以教师为主导引导反思
在课堂的口语教学中，虽然学生是交流的主体和中心，但交际教学法也要求必须发挥教师的主导作用。“学习过程是一种发散式的创造思维过程，不同的学生所采用的学习路径、所遇到的困难也不相同，教师需针对不同情况做出适时的反馈；学生自主学习中，面对丰富的信息资源易出现学习行为与学习目标相偏离的情况，教师要在教学实践中设置关键点，规范学生学习，引导学生对学习过程进行总结评价和反思，从而升华所学知识”。在交际教学活动中要求学习者根据指示去发现问题及解决问题，这就要求教师要及时的加以指导，随时解决在课堂交流中出现的问题。然后学生通过与老师同学的交流去发现然后解决问题，问题解决了，这样就能够使口语交际能力得到相应的提高。
通过自我评价、小组互评、教师总结和评价三种评价方式。能够体现学生学习过程中所表现出来的情感、态度、价值观、创新思维和发展潜能等。教师指导下的反思进一步激发了学生的学习潜能，一定会使教学取得事半功倍的效果。
在当前高职高专英语口语教学中，运用交际教学法教授学生，是提高学生口语的一个行之有效的方法、也是提高学生整体素的有效途径。在交际教学法中，教师将问题一步步引向深入以帮助学生加深对所学内容的理解。因此，作为高职高专的英语教师，在进一步加强学习的同时，还需要进行更广泛的语言交际实践和更深入的教学实践，为高职高专英语教学质量的提高和教学改革再上新台阶做出积极的贡献。

参考文献：
[1]张庆宗．英语教学法．湖南人民出版社，2004．
[2]Jeremy Harmer．The Practice of English Language Teaching[M]．World Affairs Press，2003．□

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