大學(xué)英語教程（第三冊(cè)）

前言

　　21世紀(jì)，科學(xué)技術(shù)發(fā)展日新月異，發(fā)明創(chuàng)造層出不窮，知識(shí)更新日趨頻繁，全民學(xué)習(xí)、終身學(xué)習(xí)已經(jīng)成為適應(yīng)經(jīng)濟(jì)與社會(huì)發(fā)展的基本途徑。近年來，我國高等教育取得了跨越式的發(fā)展，毛入學(xué)率由1998年的8％迅速增長到2008年的23.3％，已經(jīng)進(jìn)入到大眾化的發(fā)展階段，這其中高等繼續(xù)教育發(fā)揮了重要的作用。同時(shí)，高等繼續(xù)教育作為“傳統(tǒng)學(xué)校教育向終身教育發(fā)展的一種新型教育制度”，對(duì)實(shí)現(xiàn)“形成全民學(xué)習(xí)、終身學(xué)習(xí)的學(xué)習(xí)型社會(huì)”、“構(gòu)建終身教育體系”的宏偉目標(biāo)，發(fā)揮著其他教育形式不可替代的作用?！　∧壳埃覈叩壤^續(xù)教育的發(fā)展規(guī)模已占全國高等教育的一半左右，隨著我國產(chǎn)業(yè)結(jié)構(gòu)的調(diào)整、傳統(tǒng)產(chǎn)業(yè)部門的改造以及新興產(chǎn)業(yè)部門的建立，各種崗位上數(shù)以千萬計(jì)的勞動(dòng)者，需要通過邊工作邊學(xué)習(xí)來調(diào)整自己的知識(shí)結(jié)構(gòu)、提高自己的知識(shí)水平，以適應(yīng)現(xiàn)代經(jīng)濟(jì)與社會(huì)發(fā)展的要求。可見，我國高等繼續(xù)教育的發(fā)展，既肩負(fù)著重大的歷史使命，又面臨著難得的發(fā)展機(jī)遇?！　∥覈母叩壤^續(xù)教育要抓住機(jī)遇發(fā)展，完成自己的歷史使命，從根本上說就是要全面提高教育教學(xué)質(zhì)量，這涉及多方面的工作，但抓好教材建設(shè)是提高教學(xué)質(zhì)量的基礎(chǔ)和中心環(huán)節(jié)。眾所周知，高等繼續(xù)教育的培養(yǎng)對(duì)象主要是已經(jīng)走上各種生產(chǎn)或工作崗位的從業(yè)人員，這就決定了高等繼續(xù)教育的目標(biāo)是培養(yǎng)能適應(yīng)新世紀(jì)社會(huì)發(fā)展要求的動(dòng)手能力強(qiáng)、具有創(chuàng)新能力的應(yīng)用型人才。因此，高等繼續(xù)教育教材的編寫“要本著學(xué)用結(jié)合的原則，重視從業(yè)人員的知識(shí)更新，提高廣大從業(yè)人員的思想文化素質(zhì)和職業(yè)技能”，體現(xiàn)出高等繼續(xù)教育的針對(duì)性、實(shí)用性和職業(yè)性特色。　　為適應(yīng)我國高等繼續(xù)教育發(fā)展的新形勢、培養(yǎng)應(yīng)用型人才、滿足廣大學(xué)員的學(xué)習(xí)需要，中國人民大學(xué)出版社邀請(qǐng)了國內(nèi)知名專家學(xué)者對(duì)我國高等繼續(xù)教育的教學(xué)改革與教材建設(shè)進(jìn)行專題研討，成立了教材編審委員會(huì)，聯(lián)合中國人民大學(xué)、中國政法大學(xué)、東北財(cái)經(jīng)大學(xué)、武漢大學(xué)、山西財(cái)經(jīng)大學(xué)、東北師范大學(xué)、江西師范大學(xué)、南昌航空大學(xué)、華中科技大學(xué)、黑龍江大學(xué)等30多所高校，共同編撰了“21世紀(jì)高等繼續(xù)教育精品教材”，計(jì)劃在兩三年內(nèi)陸續(xù)推出百種高等繼續(xù)教育精品系列教材。教材編審委員會(huì)對(duì)該系列教材的作者進(jìn)行了嚴(yán)格的遴選，編寫教材的專家、教授都有著豐富的繼續(xù)教育教學(xué)經(jīng)驗(yàn)和較高的專業(yè)學(xué)術(shù)水平。

內(nèi)容概要

為了更好地體現(xiàn)現(xiàn)代高等教育英語教學(xué)的特點(diǎn)和要求，真正做到以學(xué)生為主體、適應(yīng)課堂教學(xué)和自主學(xué)習(xí)相結(jié)合的特點(diǎn)，本套教材在以下方面下了一些功夫：　　（1）緊密結(jié)合教學(xué)大綱的要求和課堂教學(xué)實(shí)際。編寫隊(duì)伍全部都是來自教學(xué)第一線的教學(xué)骨干，充分地把各位編者的教學(xué)經(jīng)驗(yàn)融入到教材中，特別是在選編課文時(shí)，注重選編短小精悍的短文，讓師生在一個(gè)教學(xué)單位時(shí)間內(nèi)能夠完成一個(gè)相對(duì)完整的內(nèi)容?！　。?）選材新穎。無論是交際技能，還是課文學(xué)習(xí)，抑或是寫作訓(xùn)練，從形式到內(nèi)容，編者都注重選擇最新的語料，并努力使英語學(xué)習(xí)寓于趣味性、娛樂性之中，以使得課堂教學(xué)和課后自學(xué)都不會(huì)枯燥乏味。　?。?）注重基礎(chǔ)訓(xùn)練。各冊(cè)內(nèi)容特別注重基本知識(shí)和基本技能的訓(xùn)練，設(shè)計(jì)了數(shù)量可觀的練習(xí)；同時(shí)，考慮到部分學(xué)生入學(xué)時(shí)需要加強(qiáng)英語基礎(chǔ)知識(shí)的學(xué)習(xí)，本套教材特別編寫了《預(yù)備教程》，以供有需要的班級(jí)和學(xué)生在語音和基礎(chǔ)語法方面加強(qiáng)復(fù)習(xí)和練習(xí)?！　。?）編排形式科學(xué)。本套教材的主體部分按照交際技能、課文學(xué)習(xí)、綜合練習(xí)和寫作訓(xùn)練進(jìn)行編排，努力做到在聽、說、讀、寫、譯五個(gè)方面提高學(xué)習(xí)者的英語水平?！　。?）強(qiáng)調(diào)自主學(xué)習(xí)的特點(diǎn)?，F(xiàn)代教育強(qiáng)調(diào)“教師為主導(dǎo)、學(xué)生為主體、學(xué)生自主學(xué)習(xí)”的理念；同時(shí)，高中畢業(yè)后進(jìn)入高等院校繼續(xù)學(xué)習(xí)的學(xué)生對(duì)母語已經(jīng)掌握得比較好了，而有些學(xué)生英語語感相對(duì)較差。為此，我們特別編寫了《基礎(chǔ)英語語法》，以使英語學(xué)習(xí)者更好地利用母語優(yōu)勢?！　。?）結(jié)合現(xiàn)代教育技術(shù)和利用輔助教學(xué)手段。與紙質(zhì)教材配套，我們充分利用了現(xiàn)代計(jì)算機(jī)和多媒體技術(shù)制作了供學(xué)生使用的多媒體課件和供教師使用的課堂教學(xué)課件，以使得課堂教學(xué)和課后自學(xué)都更加直觀和有趣。

書籍目錄

UNiT 1 　PART I Communicotion 5kills 　　Expressing Opinions 　PART II Text A 　　Bringing up Children( I ) 　PART IIIText B 　　Bringing up Children(][[) 　PART IV Writing Work 　　Letters of Thanks and Congratulations UNIT 2 　PART ICommunicotion Skills 　　Expressing Trust and Distrust 　PART II Text A 　　Air Pollution Linked to Stroke Risk, 　PART IIIText B 　　Give a Man a Fish 　PART IV Writing Work 　　Letters of Introduction UNIT 3 　PART I Communicotion Skills 　　Expressing Approval and Disapproval 　PART II Text A 　　What Is Money and What Are Its Functions? 　PART IIIText B 　　Insurance 　PART IVWriting Work 　　Letters of Job Application UNIT 4 　PART I Communicotion Skills 　　Expressing Possibility and Impossibitity 　PART IIText A 　　The Olympic Games 　PART III Text B 　　John Steinbeck 　PART IVWriting Work 　　Letters of Resignation UNIT 5 　PART I Communicotion 5kills 　　Expressing Ability and Disability 　PART II Text A 　　The Great Wall 　PART IIIText B 　　The Thames Barrier 　PART IV Writing Work 　　Letters of Invitation UNIT 6 　PART I Communicotion 5kills 　　Expressing Remembering and Forgetting 　PART IIText A 　　The Meaning of a Glance 　PART HI Text B 　　My Life as a Writer 　PART IVWriting Work 　　Memorandum UNIT 7 　PART I Communicotion Skills 　　Expressing Insistence and Opposition 　PART II Text A 　　Conquering Sicily 　PART IIIText B 　　Entertaining Kids on Thanksgiving Day 　PART IVWriting Work 　　Proposing Intention--Business Letter UNIT 8 　PART I Communication Skills 　　Expressing Determination 　PART II Text A 　　Job Training 　PART IIIText B 　　Schooling and Education 　PART IVWriting Work 　　Letters of Application UNIT 9 　PART I Communication !Skills 　　Expressing Hesitation and uncertainty 　PART II Text A 　　Interesti g Clothes 　PART INText B 　　Divorce Rate 　PART IV Writing Work 　　Letters of Reference UNIT 10 　PART I Communication Skills 　　Expressing OfferingAccepting or Declining Help 　PART II Text A 　　Open Government 　PART III Text B 　　Political 　PARTies 　PART IVWriting Work 　　Letters of Recommendation UNIT II 　PART I Communication Skills 　　Expressing Asking for Permission , Permitting and Declining 　　Permission 　PART IIText A 　　Cyber Love 　PART III Text B 　　Cyber Criminals 　PART IV Writing Work 　　Sales Contract UNIT 12 　PART I Communication Skills 　　Expressing Invitation, Accepting Invitation and Declining InvitaUc 　PART IIText A 　　The Life of the Greatest Comedy ArUst--Charlie Chaplin 　PART IIIText B 　　Benjamin Franklin 　PART IV Writing Work 　　Service Contract 綜合練習(xí)

章節(jié)摘錄

　　It is generally accepted that the experiences of a child in his first years largely determine his character and later personality. Every experience teaches the child something and the effects are cumulative. "Upbringing" is normally used to refer to the treatment and training of a child at home， which is usually distinguished by the term "education". In a society such as ours， both parents and teachers are responsible for the opportunities provided for the development of the children， so upbringing and education are interdependent.　　The ideals and practices of child upbringing vary from culture to culture. In general， the more rural is the community， the more uniform are the customs of child upbringing. In more technological developed societies， the period of childhood tends to be extended over a long time， resulting in more opportunities for education and greater variety in character development.　　Early upbringing at home is naturally affected both by the cultural pattern of the community and by the parents capabilities and their aims， and depends not only on upbringing and education but also on the abilities of the child. Parents can decide what is normal in physical， mental and social development， by referring to some of the many books based on scientific knowledge in these areas， or by comparing notes with friends and relatives who have children.　　Intelligent parents， however， realize that the particular setting of each family is unique， and there can be no rigid general rules. They use general information only as a guide in making decisions and solving problems. For example， they will need specific suggestions for problems such as speech difficulties or problems in learning to walk or control of bodily functions. In a more general sense， though， problems of upbringing are recognized to be problems of relationships within an individual family.　　All parents have to solve the problems of freedom and discipline. The younger the child is， the more readily the mother gives in to his demands to avoid disappointing him. An example of this is the young childs need to play with mud and sand and water. The child must be allowed to enjoy this game before he reaches a higher stage of development. Similarly， throughout life， each stage depends on the satisfactory completion of the one before.

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