英語(yǔ)教師參考書(shū)3

前言

　　近些年來(lái)，我國(guó)高職高專(zhuān)教育的改革和發(fā)展取得了長(zhǎng)足的進(jìn)步，無(wú)論是學(xué)校數(shù)量，還是在校學(xué)生人數(shù)都占到高?？倲?shù)和學(xué)生人數(shù)的一半以上。高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)學(xué)校的數(shù)量和學(xué)生人數(shù)也增長(zhǎng)很快。為了滿足新形勢(shì)對(duì)高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)教育和人才培養(yǎng)的需求，我們編寫(xiě)了高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)立體化系列教材《英語(yǔ)》，該套教材被列為普通高等教育“十一五”國(guó)家級(jí)規(guī)劃教材?！　”咎捉滩牧D體現(xiàn)我國(guó)高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)教學(xué)實(shí)踐的特點(diǎn)，遵循高職高專(zhuān)教育“實(shí)用為主、夠用為度”的總體指導(dǎo)方針，充分反映中國(guó)學(xué)生學(xué)習(xí)英語(yǔ)的規(guī)律和要求，并體現(xiàn)我國(guó)英語(yǔ)教學(xué)研究的新成果、新思想和新理念。教材的設(shè)計(jì)充分考慮高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)的課程設(shè)置、課時(shí)、教學(xué)要求及高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)人材培養(yǎng)的要求與目標(biāo)，力圖處理好打好英語(yǔ)語(yǔ)言基礎(chǔ)與培養(yǎng)英語(yǔ)語(yǔ)言應(yīng)用能力的關(guān)系，強(qiáng)調(diào)英語(yǔ)語(yǔ)言基本技能的訓(xùn)練與培養(yǎng)實(shí)際使用英語(yǔ)從事涉外交際活動(dòng)的應(yīng)用能力并重?！　　队⒄Z(yǔ)綜合教程》為這套立體化系列教材的主干教材之一，包括基礎(chǔ)階段3冊(cè)和專(zhuān)業(yè)階段1冊(cè)。　　本書(shū)為《英語(yǔ)教師參考書(shū)》第3冊(cè)，屬基礎(chǔ)階段教材，共8個(gè)單元，供二年級(jí)第一學(xué)期使用。為了使廣大教師能夠更好地了解本書(shū)的單元結(jié)構(gòu)，從而更好地使用本教材，下面就各個(gè)單元的具體組成部分作如下說(shuō)明?！　?biectives部分列出了本單元的教學(xué)重點(diǎn)，以方便教帥教學(xué)。Introduction部分設(shè)置了一些與本單元課文內(nèi)容緊密相關(guān)的問(wèn)題，通過(guò)提問(wèn)為學(xué)生更快、更好地進(jìn)入文章的學(xué)習(xí)作鋪墊。0utline部分列出了本單元文章的段落劃分，側(cè)重培養(yǎng)學(xué)生的語(yǔ)篇意識(shí)。Detailed Study ofthe Text部分列出了本單元文章學(xué)習(xí)中的重點(diǎn)詞語(yǔ)、句式以及常用搭配等，并補(bǔ)充了例句供教學(xué)中使用。Summary ofthe Text部分對(duì)本單元的文章內(nèi)容做了小結(jié)，以加深學(xué)生對(duì)文章的理解，教師也可用它作為課堂上的聽(tīng)寫(xiě)材料。

內(nèi)容概要

　　《英語(yǔ)教師參考書(shū)3（高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)適用）》為《英語(yǔ)教師參考書(shū)》第3冊(cè)，是配合《英語(yǔ)綜合教程3》的教學(xué)編寫(xiě)的教師參考書(shū)，內(nèi)容包括《英語(yǔ)綜合教程3》各單元的教學(xué)重點(diǎn)、課文語(yǔ)言點(diǎn)講解、課文內(nèi)容提要、背景知識(shí)介紹、翻譯、寫(xiě)作和閱讀技能練習(xí)的要點(diǎn)說(shuō)明、全部的練習(xí)參考答案和課文參考譯文?！　　队⒄Z(yǔ)》系列教材為普通高等教育“十一五”國(guó)家級(jí)規(guī)劃教材，供高等學(xué)校高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)使用?！队⒄Z(yǔ)綜合教程》是這套系列教材的主干教材之一，分為基礎(chǔ)階段和專(zhuān)業(yè)階段，其中基礎(chǔ)階段共有3冊(cè)，專(zhuān)業(yè)階段1冊(cè)。

書(shū)籍目錄

教材使用說(shuō)明Unit 1 Scientists’Social ResponsibilityUnit 2 A Lifetime GiftUnit 3 Gateways to Other WorldsUnit 4 Job HuntingUnit 5 A Road to Your FutureUnit 6 The Root of HappinessUnit 7 The Power of KnowledgeUnit 8 College

章節(jié)摘錄

　　The empirical evidence suggests that many popular beliefs about the sources of happinessare unfounded. The data also demonstrate that happiness is shaped by a complex constellationof variables. In spite of this complexity， however， a number of worthwhile insights about humanadjustment can be gleaned from research on the correlates of subjective well-being.　　First， research on happiness demonstrates that the determinants of subjective well-being areprecisely that： subjective. Objective realities are not as important as sub-active feelings. In otherwords， your health， your wealth， your job， and your age are not as influential as how you reelabout your health， wealth， job， and age （Schwarz & Strack， 1999）.　　Second， when it comes to happiness everything is relative （Argyle， 1999）. In other words，you evaluate what you have relative to what the people around you have and relative to what youexpect to have. Generally， we compare ourselves with others who are similar to us. Thus， peoplewho are wealthy assess what they have by comparing themselves with their wealthy friends andneighbors. This is one reason for the low correlation between wealth and happiness. You mighthave a lovely home， but if it sits next to a neighbors palatial mansion， it might be a source ofmore dissatisfaction than happiness.　　Third， research on subjective well-being indicates that people often adapt to their circum-stances. This adaptation effect is one reason that increases in income dont necessarily bringincreases in happiness. Thus， hedonic adaptation occurs when the mental scale that people useto judge the pleasantness-unpleasantness of their experiences shifts so that their neutral point，or baseline for comparison， is changed. Unfortunately， when peoples experiences improve，hedonic adaptation may sometimes put them on a hedonic treadmill —— their neutral pointmoves upward， so that the improvements yield no real benefits （Kahneman； 1999）. However，when people have to grapple with major setbacks， hedonic adaptation probably helps protecttheir mental and physical health. For example， people who are sent to prison and people whodevelop debilitating diseases are not as unhappy as one might assume because they adapt totheir changed situations and evaluate events from a new perspective （Frederick & Loewenstein，1999）. This effect is probably related to the fourth conclusion we can draw about subjectivewell-being： Research shows that the quest for happiness is never hopeless （Freedman， 1978；Myers， 1992）. Mthough there are no simple recipes for happiness， the evidence indicatesthat some people find happiness in spite of seemingly insurmountable problems. There isnothing， short of terminal illness —— no setback， shortcoming， difficulty， or inadequacy —— thatmakes happiness impossible.

編輯推薦

　　《英語(yǔ)教師參考書(shū)3（高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)適用）》是高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)適用的“十一五”國(guó)家級(jí)規(guī)劃教材系列之一?！队⒄Z(yǔ)》立體化系列教材在編寫(xiě)上嚴(yán)格根據(jù)高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)的教學(xué)實(shí)踐，在教材的設(shè)計(jì)上充分考慮高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)的課程設(shè)置、課時(shí)、教學(xué)要求與高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)人才培養(yǎng)的要求與目標(biāo)；強(qiáng)調(diào)打好語(yǔ)言基礎(chǔ)和培養(yǎng)語(yǔ)言應(yīng)用能力并重；強(qiáng)調(diào)語(yǔ)言基本技能的訓(xùn)練和培養(yǎng)實(shí)際從事涉外交際活動(dòng)的語(yǔ)言應(yīng)用能力并重?！　　毒C合教程》共分4冊(cè)，每?jī)?cè)供一學(xué)期使用。

圖書(shū)封面

評(píng)論、評(píng)分、閱讀與下載

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