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《新世纪高等院校英语专业本科生系列教材:口语教程(4)(修订版)》第四册的主要教学内容是让学生在能够比较系统、连贯地发表自己见解的基础上,采用辩论的形式,就感兴趣的话题展开讨论,进行思想交锋。单元基本结构如下:背景资料(Background Information)及附加阅读材料(Furxher Reading)由内容相关的三个语篇组成,旨在提供信息,使学生熟悉话题,为辩论做好准备;跟进任务(Follow-up Tasks)和创造性活动(Creative Activities)是在学生作了充分的阅读和思考后,通过任务或模拟活动的形式,将自己所学、所思的内容表达出来,模拟活动包括研讨会、记者招待会、采访等;了解辩论(Getting to Know about Debate)比较系统地介绍辩论的基础知识、各个环节和基本技巧,随后的辩论实践安排一个辩题,按照由易到难、从简单到复杂的顺序进行辩论操练。学生通过训练,不仅能熟悉一般英语辩论的过程和规则,更重要的是能培养问题意识,学会从正反两个角度看待事物,提高知识的综合能力、批判性倾听能力、快速反应能力以及辨析能力。 口语教程:4_王守仁,陆明,

Unit 1 Education
Unit 2 Global Economy
Unit 3 Honesty
Unit 4 Job Hunting
Unit 5 Women
Unit 6 Discipline and Punishment
Unit 7 Equal Opportunity
Unit 8 Materialism
Unit 9 Dubbing Performance
Unit 10 Beauty
Unit 11 Cultural Differences
Unit 12 Celebrity Worship
Unit 13 Social Ethics
Unit 14 Happiness
Unit 15 Political Debate
Unit 16 Negotiation I
Unit 17 Negotiation II
Unit 18 Talk Shows

LEARNER AUTONOMY
The C0nCCDt 0f learner autonomy has been around for a few years and even become abuzzword within the context of language learning.Unfortunately,however,it has also beenmisundcrst00d as being no more than self-instruction.While it may be true that learners whoarC ablc to foilow a path of self-instruction successfully may have acquired a high degree of1carncr autonomy,it is also true that self-instruction often fails to provide successful results.Somc als0 assumc that learner autonomy in the classroom means that the teacher transfers allC0ntr01 t0 thc learncrs and thus becomes a redundant part ofthe learning process.Consequently,1carnCr autonon、V is often described as a new methodology.However,while the teacher mayplay a major part in developing autonomy in the learners,this certainly cannot be programm'din anyway.
In DaVid Littlc's WOrds&"autonomy is a capacity-for detachment,critical reflection,decision-makine and independent action.It presupposes,but also entails,that the learner willdevel0P a particular kind of psychological relation to the process and content of his learning.ThC CaDaCity for autonomy will be displayed both in thC waY thc learner learns and in thc waYhc 0r shc transfers what has been learned to wider contexts&".I will try to elaborate briefly twoof several idcas that wcrc used to explore the concept of learner autonomy:George Kelly'stheoW 0f personal C.nstructs and the work of the Russian psychologist Vgotsky and his Vicwthat mcntal abilities are determined by social relationships.
In his thC0ry 0f personal constructs,Kelly points to the fact that&"different men construe[thc unlVcrsC]in different ways…Some ofthe alternative ways ofconstruing arC be~er adaptedt0 man's purposes than Others.Thus,man comes to understand his world through an infinitesCrics 0fsuccessive approximations&".This process ofconstruing the world is never complete,butrather a&"continuous process of hypothesis-testing and theory-revision&",an ongoing processotadiustmcnt and adaptation.When these adjustments to the learner's Vicw of the world require0nlv fCw Changcs in the underlying personal constructs,learning will take place easily andWithout major complications.If,however,these adjustments present a major restructuring ot thcundCrlying pcrsonal constructs,learning will be difficult or even painful.
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