普通高等教育“十一五”規(guī)劃教材

前言

　　為貫徹落實教育部《關(guān)于進一步加強高等學(xué)校本科教學(xué)工作的若干意見》和《教育部關(guān)于以就業(yè)為導(dǎo)向深化高等職業(yè)教育改革的若干意見》的精神，加強教材建設(shè)，確保教材質(zhì)量，中國電力教育協(xié)會組織制訂了普通高等教育“十一五”教材規(guī)劃。該規(guī)劃強調(diào)適應(yīng)不同層次、不同類型院校，滿足學(xué)科發(fā)展和人才培養(yǎng)的需求，堅持專業(yè)基礎(chǔ)課教材與教學(xué)急需的專業(yè)教材并重、新編與修訂相結(jié)合。本書為新編教材。　　本書為普通高等教育“十一五”規(guī)劃教材（高職高專教育）。本書根據(jù)《高職高專教育英語課程教學(xué)基本要求》（試行）和《高等學(xué)校英語應(yīng)用能力考試大綱》，結(jié)合編者多年的教學(xué)實踐編寫而成?！　”緯鴱挠⒄Z教學(xué)的實際出發(fā)，結(jié)合目前高職高專學(xué)生的特點以及高等學(xué)校英語應(yīng)用能力考試的具體要求，既可以使學(xué)生系統(tǒng)地學(xué)習語言基礎(chǔ)知識，又注重對學(xué)生語言應(yīng)用能力的培養(yǎng)，具有較強的針對性和實用性。　　本書主體部分按照話語功能、課文學(xué)習、綜合練習的體例編排，兼顧英語學(xué)習的聽、說、讀、寫、譯五方面要素。其中，TextA課文為一般性閱讀材料，作為精讀課文；TextB課文為應(yīng)用性閱讀材料，作為泛讀課文。練習題型與高等學(xué)校英語應(yīng)用能力考試形式一致，練習中的寫作訓(xùn)練基本與TextB課文的應(yīng)用文體裁一致，教程附錄還向讀者提供了英語應(yīng)用能力考試詞匯和2008年兩套英語應(yīng)用能力考試真題和題解，便于教師對學(xué)生進行考前輔導(dǎo)和學(xué)生自學(xué)備考?！　”緯溆卸嗝襟w光盤。運用現(xiàn)代化的教學(xué)技術(shù)制作了供師生使用的多媒體課件，聲、像、圖、文等媒體表現(xiàn)形式與學(xué)科內(nèi)容有機結(jié)合。書中疑難問題和關(guān)鍵知識點的講解即時可取，只需將鼠標移到某一個短語或難句就可以立即查看到釋義，使用方便、效率明顯，使課堂教學(xué)和課后自學(xué)都更加直觀、便捷。　　本書由徐州市廣播電視大學(xué)宋宜貞主編，徐州工業(yè)職業(yè)技術(shù)學(xué)院李懷玉、徐州工程學(xué)院孫正峰、徐州建筑職業(yè)技術(shù)學(xué)院吳吳副主編，徐州市廣播電視大學(xué)孫文振、丁桂玲、杜銀冬、楊維煒、袁丹丹、劉淑紅、李斯參與編寫和課件制作工作。南京師范大學(xué)姚君偉教授對本教程進行了審閱?！　”窘坛淘诰帉戇^程中參閱了相關(guān)的資料，借鑒了一些文章，在此編者向相關(guān)作者表示誠摯的謝意。由于時間倉促和編者水平有限，書中難免有缺點錯誤，敬請讀者批評指正。

內(nèi)容概要

本書為普通高等教育"十一五”規(guī)劃教材（高職高專教育）。主要內(nèi)容包含10個單元，每單元均包含Listening ＆Speaking（聽說）、Text（課文）、Grammar（語法）、Exercise（練習）、Learning & Test Skills（學(xué)習和測試技巧）等部分。教程的主體部分按照話語功能、課文學(xué)習、綜臺練習的體例編排，兼顧英語學(xué)習的聽、說、讀、寫、譯五方面要素。附錄部分提供了英語應(yīng)用能力考試詞匯和2008年兩套英語應(yīng)用能力考試真題和題解，便于教師對學(xué)生進行考前輔導(dǎo)和學(xué)生自學(xué)備考。 　　本書配有多媒體光盤。運用現(xiàn)代化的教學(xué)技術(shù)制作了供師生使用的多媒體課件，  聲、像、圖、文等媒體表現(xiàn)形式與學(xué)科內(nèi)容有機結(jié)合，使用方便、效率明顯，使課．堂教學(xué)和課后自學(xué)都更加直觀、便捷。  　　本書可作為高職高專院校非英語專業(yè)教材。也可作為高等學(xué)校英語應(yīng)用能力考試的參考用書。

書籍目錄

前言Unit 1  How to Find “the Truth”　Listening & Speaking　Text A:A Wing and a Prayer　Text B:How to Find “the Truth”　Grammar:Tense時態(tài)(一)　Exercises　Learning & Test Skills Unit 2  Education　Listening & Speaking　Text A:Best Graduate Schools　Text B:Learning:A Lifelong Career　Grammar: Tense時態(tài)（二）　Exercises　Learning & Test Skills學(xué)習和測試技巧Unit 3  Financial　Listening & Speaking　Text A: Free-talking and Fast Results　Text B: A Public Letter　Grammar: Nonfinite Verbs非謂語動詞（一）　Exercises　Learning & Test Skills學(xué)習和測試技巧Unit 4  Economies  　Listening & Speaking　Text A: Free-talking and Fast Results　Text B: Studying in the United States　Grammar: Nonfinite Verbs非謂語動詞（二）　Exercises　 Learning & Test Skills學(xué)習和測試技巧Unit 5  Sports　Listening & Speaking　Text A: One World One Dream　Text B: Olympic Flame Atop World's Highest Summit　Grammar: Voice語態(tài)　Exercises　Learnin9＆Test Skills學(xué)習和測試技巧Unit 6 Development　Listening&Speaking　Text A：Chain Stores　Text B：How to Write an Abstract　Grammar：Attributive Clause定語從句　Exercises　Learning&Test Skills學(xué)習和測試技巧Unit 7 Uninterrupted Hours　Listenin9 & Speaking　Text A：What Could You Do with Three Uninterrupted Hours?　Text B：A Job Wanted Ad　Grammar：Adverbial Clause狀語從句　Exercises　Learning&Test Skills學(xué)習和測試技巧Unit 8 Health　Listening&Speaking　Text A：Time to Stop Excuses for Lateness　Text B：Human Body　Grammar：Subjunctive Mood虛擬語氣　Exercises　Learning&Test Skills學(xué)習和測試技巧Unit 9  Natural Disaster　Listenin9 &Speakin9　Text A：When all Earthquake Strikes　Text B：Online Service　Grammar：Inversion倒裝　Exercises　Learning&Test Skills學(xué)習和測試技巧Unit 10 People&Science　Listenin9 & Speakin9　Tbxt A：Solution to the Problem with Crowded Cities　Text B：Genes ofFruit　Grammar：Agreement一致關(guān)系　Exercises　Learning&Test Skills學(xué)習和測試技巧附錄A Answer Keys參考答案  Keys to Listening&Speaking　……

章節(jié)摘錄

　　“I had always wanted a masters degree， but its hard to suspend a Career and a family forit， especially when the closest school of public health is four hours away，” says Jerry Parks， 45，assistant health director for Albemarle Regional Health Services in eastern North Carolina. As　　it turns out16， he didnt have to move or commute to get his degree. After three years ofcoursework via teleconferencing and the Internet， Parks is finishing up a master s from theSchool of Public Health at the University of North Carolina-Chapel Hill.?！　s more people turn to distance education， a debate has flared over whether it can be agood substitute for face-to-face instruction. Thomas Russell， author of a 1999 report titled”The No Significant Difference Phenomenon，”which reviews more than 350 studies ofdistance-learning programs， argues that the two modes of instruction are equivalent as far asstudent learning is concerned17. Rebecca Behrend， for one， believes that distance ed is thesuperior choice. Behrend， 45， obtained a doctoral degree in clinical psychology last springfrom Walden University， a respected virtual institution. She says the discussions betweenstudent and professor， and among peers， were more rigorous than those she experienced in thetwo on-campus masters programs she previously attended.“We needed to cite references foreverything we said [in E-mail postings]，” explains Behrend.“It wasnt like the usual chattingin the classroom.”?！　ut critics say that many of the studies cited in Russells book are poorly designed， andthey vehemently disagree with his point of view.“I dont think you can get any education overthe Intemet，” says David Noble， a historian of technology at York University in Toronto.”Education requires a relationship between people because its a process of identity formation，validation， encouragement， emulation， and inspiration18. This only happens face to face.”　　Even advocates acknowledge that distance education isnt for everyone——that it takesindependence19， self-discipline， and a lot of motivation to succeed. Further， the quality ofdistance-degree programs is uneven.“A majority of universities have entered thedistance-learning market rapidly and are not well prepared，” says Vicky Phillips coauthor ofThe Best Distance Learning Graduate Schools （Princeton Review Publishing， 1999， $20）20.”Students run the risk of21 being guinea pigs.” Thus，its important to consider an array offactors before choosing a school： accreditation， program history， cost， academic field， residency，and technology22.

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