出版時(shí)間:2008-1 出版社:高等教育出版社 作者:《新編實(shí)用英語》教材編寫組 編 頁數(shù):215
前言
根據(jù)《普通高等專科英語課程教學(xué)基本要求》編寫的《實(shí)用英語》(1995年出版)為高等專科英語教學(xué)改革起到了導(dǎo)向與規(guī)范作用,取得了開拓性的成果。它既重視語言基本技能的訓(xùn)練,又在很大程度上體現(xiàn)了培養(yǎng)實(shí)際應(yīng)用英語能力的目標(biāo)。1999年,根據(jù)國家對(duì)高等??平逃?、高等職業(yè)教育和成人高等教育實(shí)行“三教統(tǒng)籌”的精神,編寫組對(duì)(《實(shí)用英語》進(jìn)行了局部的修訂,使之更加符合“三教”的要求。加入WTO之后,中國與世界經(jīng)濟(jì)進(jìn)一步接軌,國家對(duì)高職高專的英語教學(xué)提出了更加重視實(shí)用能力培養(yǎng)的要求。因此,高職高專教育英語課程教學(xué)指導(dǎo)委員會(huì)(以下簡(jiǎn)稱“課委會(huì)”)決定重編《實(shí)用英語》,以適應(yīng)新形勢(shì)對(duì)高職高專英語教學(xué)改革的緊迫需要?! 缎戮帉?shí)用英語》是由課委會(huì)組織全國各地有豐富教學(xué)經(jīng)驗(yàn)的教師編寫的。它既堅(jiān)持了《高職高專教育英語課程教學(xué)基本要求(試行)》(以下簡(jiǎn)稱(《基本要求》)的正確方向,保持和突出了《實(shí)用英語》的優(yōu)點(diǎn),又反映了全面更新教學(xué)內(nèi)容的需求。所謂全面更新是指在堅(jiān)持培養(yǎng)實(shí)用性人才和堅(jiān)持“以應(yīng)用為目的,實(shí)用為主,夠用為度”的前提下,進(jìn)一步更新觀念、更新內(nèi)容、更新體系、更新要求。這主要體現(xiàn)在如下幾個(gè)方面: 1.嚴(yán)格按照《基本要求》編寫。《基本要求》中的《交際范圍表》所規(guī)定的交際主題是我們選材的依據(jù)和出發(fā)點(diǎn),而且讀、譯、聽、說、寫各項(xiàng)技能的培養(yǎng)與訓(xùn)練都圍繞同一交際話題展開。 2.進(jìn)一步克服忽視聽說技能訓(xùn)練的弱點(diǎn),加大聽說技能、特別是實(shí)用交際能力的訓(xùn)練,把培養(yǎng)一定的實(shí)用口語交際能力作為本教程的重要任務(wù)?! ?.加強(qiáng)對(duì)應(yīng)用文等實(shí)用文體閱讀能力的培養(yǎng),滿足在一線工作的業(yè)務(wù)人員實(shí)際的涉外交際需要?! ?.將英語應(yīng)用能力的訓(xùn)練具體體現(xiàn)于實(shí)用英語能力的培養(yǎng)之中。應(yīng)用能力既指應(yīng)用語言基本功的能力,更指把這些基本功運(yùn)用到實(shí)際涉外交際中的能力。后者也可稱作“實(shí)用能力”?!皯?yīng)用能力”是“實(shí)用能力”的基礎(chǔ),“實(shí)用能力”則是“應(yīng)用能力”的具體體現(xiàn)。
內(nèi)容概要
《新編實(shí)用英語》系列教材是由教育部高職高專教育英語課程教學(xué)指導(dǎo)委員會(huì)根據(jù)《高職高專教育英語課程教學(xué)基本要求(試行)》組織編寫的?!缎戮帉?shí)用英語》(第二版)系列教材是在《新編實(shí)用英語》第一版的基礎(chǔ)上修訂而成的。本套教材認(rèn)真貫徹了“學(xué)一點(diǎn)、會(huì)一點(diǎn)、用一點(diǎn)”、“聽、說、讀、寫、譯并重”和“邊學(xué)邊用、學(xué)用結(jié)合”的原則;注重聽說技能訓(xùn)練,注重對(duì)實(shí)用文體閱讀能力的培養(yǎng),將應(yīng)用語言基本功的能力與實(shí)際涉外交際能力相結(jié)合。 本套教材還注重“教、學(xué)、考”相互照應(yīng)。學(xué)完第二冊(cè)可參加“高等學(xué)校英語應(yīng)用能力考試”的B級(jí)考試,學(xué)完第四冊(cè)可參加A級(jí)考試。 本書為《教師參考書》(第二版)第四冊(cè),包含“教法和教材使用說明”和8個(gè)單元。每個(gè)單元包括“文化背景知識(shí)介紹”、“課文難點(diǎn)注釋”、“重點(diǎn)詞匯學(xué)習(xí)”及“聽力材料”、“參考譯文”和“練習(xí)答案”。各單元還收入了課時(shí)進(jìn)度安排和參考教案,供教師參考。
書籍目錄
教法和教材使用說明1 English studies and tests Keys and Translations Class Work Design Suggested Teaching Procedures and Class Activities2 Art of Negotiations Keys and Translations Class Work Design Suggested Teaching Procedures and Class Activities3 DNA nad Cloning Keys and Translations Class Work Design Suggested Teaching Procedures and Class Activities4 The IT Age Keys and Translations Class Work Design Suggested Teaching Procedures and Class Activities5 Studying Overseas Keys and Translations Class Work Design Suggested Teaching Procedures and Class Activities6 Art in Engineering Keys and Translations Class Work Design Suggested Teaching Procedures and Class Activities7 Environment Keys and Translations Class Work Design Suggested Teaching Procedures and Class Activities8 Cultural Differences and Business Management Keys and Translations Class Work Design Suggested Teaching Procedures and Class Activities
章節(jié)摘錄
Information Related to the Reading Passage Dolly In 1997: cloning was revolutionized when Ian Wilmut and his colleagues at the Roslin Institute in Edinburgh: Scotland: successfully cloned a sheep named Dolly. Dolly was the first cloned mammal. Wilmut and his colleagues transplanted a nucleus from a mammary gland cell of a Finn Dorsett sheepinto the enucleated egg of a Scottish blackface ewe. The nucleus-egg combination was stimulated withelectricity to fuse the two and to stimulate cell division. The new cell divided and was placed in the uterusof a blackface ewe to develop. Dolly was born months later. Dolly was shown to be genetically identical to the Finn Dorsett mammary cells and not to the black-face ewe: which clearly demonstrated that she was a successful clone (it took 276 attempts before theexperiment was successful). Dolly has since grown and reproduced several offspring of her own throughnormal sexual means. Therefore: Dolly is a viable: healthy clone.
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