高級(jí)英語(yǔ)視聽(tīng)說(shuō)教程

前言

　　近年來(lái)，加強(qiáng)聽(tīng)力教學(xué)，幫助學(xué)習(xí)者提高聽(tīng)力已成為國(guó)際英語(yǔ)教學(xué)的重點(diǎn)之一。其原因在于無(wú)論是學(xué)習(xí)母語(yǔ)還是學(xué)習(xí)外語(yǔ)，都要首先培養(yǎng)學(xué)習(xí)者的聽(tīng)力。教育部2004.年頒布的《大學(xué)英語(yǔ)課程教學(xué)要求（試行）》的培養(yǎng)目標(biāo)中指出，注重培養(yǎng)學(xué)生英語(yǔ)綜合應(yīng)用能力，特別是聽(tīng)說(shuō)能力。在“聽(tīng)力”技能培養(yǎng)中還提出：1）能基本聽(tīng)懂英語(yǔ)國(guó)家人士的談話和講座，2）能聽(tīng)懂題材熟悉、篇幅較長(zhǎng)的國(guó)內(nèi)英語(yǔ)廣播或電視節(jié)目，掌握大意，3）能基本聽(tīng)懂外國(guó)專家用英語(yǔ)講授的專業(yè)課程。再如《高等學(xué)校英語(yǔ)專業(yè)英語(yǔ)教學(xué)大綱》（2000）在規(guī)定結(jié)業(yè)時(shí)所應(yīng)達(dá)到“聽(tīng)”的能力時(shí)指出：.1）聽(tīng)懂真實(shí)交際場(chǎng)合中各種英語(yǔ)會(huì)話；2）聽(tīng)懂英語(yǔ)國(guó)家廣播電臺(tái)以及電視臺(tái)有關(guān)政治、經(jīng)濟(jì)、文化、教育、科技等方面的專題報(bào)道以及與此類題材相關(guān)的演講；3）聽(tīng)懂電視時(shí)事報(bào)道和電視劇中的對(duì)話等。許多語(yǔ)言教學(xué)工作者也指出，聽(tīng)力教學(xué)應(yīng)是其他語(yǔ)言技能教學(xué)的基礎(chǔ)，只有解決了學(xué)習(xí)者“聽(tīng)”的問(wèn)題，才能更有效地解決“說(shuō)”的問(wèn)題?！　樘岣叽髮W(xué)生的英語(yǔ)聽(tīng)說(shuō)能力，使其達(dá)到《大學(xué)英語(yǔ)課程教學(xué)要求（試行）》中規(guī)定的較高要求和更高要求，高等教育出版社引進(jìn)了美國(guó)湯姆森學(xué)習(xí)集團(tuán)公司2005年一2006年最新出版的中高級(jí)英語(yǔ)聽(tīng)力教程1～3冊(cè)，并組織國(guó)內(nèi)高校專家和教師改編為《高級(jí)英語(yǔ)視聽(tīng)說(shuō)教程》l～3冊(cè)。這套教材主要是通過(guò)觀看視頻講座或聽(tīng)錄音，訓(xùn)練學(xué)習(xí)者的英語(yǔ)聽(tīng)力技巧，提高學(xué)習(xí)者聽(tīng)力理解能力，提高學(xué)習(xí)者聽(tīng)學(xué)術(shù)講座的記錄能力，提高學(xué)生就相關(guān)主題的口頭表達(dá)能力?！　”緯?shū)是第三冊(cè)，共5個(gè)單元，每單元2章。每章由聽(tīng)前部分【Prelistening）、聽(tīng)中部分（IAstening）、聽(tīng)后部分（Postlistening）和閱讀擴(kuò)展（ReadingExpansion）組成。這些練習(xí)集中訓(xùn)練學(xué)習(xí)者的聽(tīng)力、記錄、口語(yǔ)以及閱讀理解能力。教材內(nèi)容涉及人類學(xué)（Anthropology）、歷史學(xué)《}1istory）、社會(huì)學(xué)（Sociology）、交流（Communication）、生物學(xué)【Biology）等方面，材料豐富、充實(shí)?！　≡摻滩倪m用于大學(xué)英語(yǔ)本科高級(jí)聽(tīng)說(shuō)課程，特別是高級(jí)選修課程、研究生英語(yǔ)課程及同等水平的培訓(xùn)課程，如托福、雅思考試培訓(xùn)等。本書(shū)配有學(xué)生用書(shū)、教師用書(shū)、課堂教學(xué)DVD／MP3和磁帶。　　建議教師和學(xué)生在學(xué)習(xí)第三冊(cè)教材之前，先預(yù)習(xí)書(shū)后的生詞表?！　「叩冉逃霭嫔纭　?005年7月

內(nèi)容概要

　　《高級(jí)英語(yǔ)視聽(tīng)說(shuō)教程3（引進(jìn)改編版）》是其中的第三冊(cè)，共5個(gè)單元，每單元2章。每章由聽(tīng)前部分、聽(tīng)中部分、聽(tīng)后部分和閱讀擴(kuò)展組成。這些練習(xí)集中訓(xùn)練學(xué)習(xí)者的聽(tīng)力、記錄、口語(yǔ)以及閱讀理解能力。教材內(nèi)容涉及人類學(xué)、歷史學(xué)、社會(huì)學(xué)、交流、生物學(xué)等方面，材料豐富、充實(shí)。為提高大學(xué)生的英語(yǔ)聽(tīng)說(shuō)能力，使其達(dá)到《大學(xué)英語(yǔ)課程教學(xué)要求（試行）》中規(guī)定的較高要求和更高要求，高等教育出版社引進(jìn)了美國(guó)湯姆森學(xué)習(xí)集團(tuán)公司2005年一2006年最新出版的中高級(jí)英語(yǔ)聽(tīng)力教程1～3冊(cè)，并組織國(guó)內(nèi)高校專家和教師改編為《高級(jí)英語(yǔ)視聽(tīng)說(shuō)教程》1～3冊(cè)。這套教材主要是通過(guò)觀看視頻講座或聽(tīng)錄音，訓(xùn)練學(xué)習(xí)者的英語(yǔ)聽(tīng)力技巧，提高學(xué)習(xí)者聽(tīng)力理解能力，提高學(xué)習(xí)者聽(tīng)學(xué)術(shù)講座的記錄能力，提高學(xué)生就相關(guān)主題的口頭表達(dá)能力。

書(shū)籍目錄

Unit One　 Anthropo1ogy:The Evo1ution of Human Endeavor
Chapter 1　　Anthropo1ogy:The Study of Human Beings and Their
Creations
Chapter 2　　The Concept of Cu1ture:Understanding One Another
Unit Two　 History:The Passing of Time and Civi1izations
Chapter 3　　The Egyptian Pyramids:Houses of Eternity
Chapter 4　　The First Emperor of China:Bui1ding an Empire and a
House of Eternity
Unit Three　Socio1ogy:Women， Men， and Changing Ro1es
Chapter 5　　The Womens Movement:From 1iberation to Feminism
Chapter 6　　The Mens Movement:What Does It Mean to Be a Man?
Unit Four　Communication:The Inf1uence of 1anguage， Cu1ture， and
Gender
Chapter 7　　C1assroom Communication:1anguage and Cu1ture in the
C1assroom
Chapter 8　　Gender and Communication:Ma1e-Fema1e Conversation as
Cross-cu1tura1 Communication
Unit Five　 Bio1ogy:Understanding Genetics to Genetic
Engineering
Chapter 9　　The Origins of Genetics:Mende1 and the Garden Pea
Experiment
Chapter 10　 Genetic Engineering in the Biotech Century:P1aying It
Smart or P1aying Rou1ette with Mother Natures Designs?
G1ossary

章節(jié)摘錄

　　By Caryl Rivers　 Happy Fathers Day, Men of America. Are you the Sensitive Male, the Post-SensitiveMale, the Involved Dad, the Macho Man, the Neo-wimp or the Terminator？ Confused about the crisis of masculinity in con-temporary society？ Do you fail to recognize yourselfin all the images of manhood bandied about, fromthe shirtless sex symbol in the Diet Coke ad to theangst-ridden family men in re-runs of "Thirtysome-thing" to the cheerless killing machines of theaction-adventure flicks？ Do you long for the good old days, when menwere men and guys didnt have to worry aboutwho——or what——they were？It may be some consolation to know this confu-sion is nothing new. The crisis of masculinity is nota novel historical phenomenon, created by thewomens movement or economic downsizing ormodern urban life. In fact, the crisis of masculinity is as American asapple pie.Teddy Roosevelt worried about it. So didHenry James. One can imagine Natty Bumpo, sitting on a log inhis deerskins, wondering whether the Iroquois hadthe manhood thing right, and if he had to scurry tocatch up. Every historical era, in fact, seems to have beenconflicted over the correct definition of manhood——-and whatever it was, people were sure men didnthave enough of it. In the late 19th century, it was the closing of thefrontier that was bemoaned as signaling the end ofmanhood. Historian Frederick Jackson Turner notedthat the "dominant fact of American life has beenexpansion."　People worried that the end of the frontier wouldmean the end of the idea of the unfettered Americanman, able to push west, to cut down trees, to moveelsewhere if things didnt work out where he was——to pull up stakes and move again. Industrialization and the great migration fromfarm to city were also altering mens relations totheir work.　 Before the Civil War, Rutgers sociologist MichaelKimmel points out, 88 percent of American maleswere small farmers or independent artisans or smallbusinessmen. But by 1910, less than one-third of allmen were self-employed.　 Manhood was vanishing, critics wrote, as menbecame mere cogs in urban machines, no longerhaving control over their labor.　Cities represented "civilization, confinement andfemale efforts to domesticate the world," as one 19thcentury critic put it. Cities came to represent culture, which wasequated with femininity to the point that intellectualachievement was seen to be unmasculine （a view-point not unfamiliar today）.　 The Boy Scouts were founded in 1911 in large de-gree because of a worry about the "feminization" ofyoung boys who spent their days in the female worldof school.　 It was against this backdrop that Teddy Rooseveltshypermasculinity——his image of Rough Riders charg-ing up San Juan Hill, of constant, feverish activity——strode onto the world stage. It wasnt secure manhoodthat the Rough Riders represented, but the anxiety ofthe time about what men were, or ought to be. World War I represented another crisis for themale image; Americans were shocked when nearlyhalf the recruits were physically or mentally disqual-ified for military service. "In these and other ways,"writes Joseph Pleck, an authority on mens issues,"American men in the 19th and 20th centuries werehaving trouble meeting male demands."　 Political democracy and the influx of immigrantswere also reducing the idea of free and independentAmerican manhood. In the cities, the rows of tene-ments that housed immigrants with their alien tonguesand cramped lives were seen as sapping the vitality oftraditional manhood.　 The result was a cult of anti-modernism in whichmen looked to the past for male-warrior role mod-els-to medieval knights, Oriental knights and theDeerslayer.

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　　《高級(jí)英語(yǔ)視聽(tīng)說(shuō)教程3（引進(jìn)改編版）》適用于大學(xué)英語(yǔ)本科高級(jí)聽(tīng)說(shuō)課程，特別是高級(jí)選修課程、研究生英語(yǔ)課程及同等水平的培訓(xùn)課程，如托福、雅思考試培訓(xùn)等?！陡呒?jí)英語(yǔ)視聽(tīng)說(shuō)教程3（引進(jìn)改編版）》配有學(xué)生用書(shū)、教師用書(shū)、課堂教學(xué)DVD／MP3和磁帶。

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