當(dāng)代大學(xué)英語(yǔ)

前言

　　I consider myself very lucky and privileged to be given the opportunity to read the manuscripts ofActive English Learners Workbook series for Band 1 before they are out for general public. Atthe series editors cordial request， I venture to make the following observations.As the title of the series betrays its substance， the series are workbooks， viz. books for learnersto work on. Books of such kind cannot be more timely！ The more work you do with English andin English， the more English you learn！ This means time and energy. Some may be put off bythis fact， for time and energy are exactly what they are always running out of supply. ""We haveso many other things to do， " they will say. "Theres little time and energy left for English. Tellus the quickest way！" Nowadays there seems to be a general rush for English， and at the sametime an anxious rush for a short-cut route to mastering English. Unfortunately， to the best of myknowledge， there is no such thing as a short-cut way to English. There are only better or poorerways of learning it. The best way to learn is to use it， to work on it.Some of our teachers may also be put off by the Workbook series， for a totally different reason.They find that if students possess too much information， particularly feedback on exercises， theywill have nothing left to offer in class， thus de-authorising their status as a knowledgeableteacher. I have been a teacher for 21 years now. I dont find the students possession of sufficientinformation disadvantageous to me. If my students can learn more things without my help， Icannot be happier. If they can study Active English textbooks all by themselves， this will save alot of class time， which I can use to organise more productive activities such as group work， pair work， panel discussion， inter-group debating， and so on. Furthermore， teacher-led learning tends to foster teacher-dependency， which is far from being desirable. Perhaps it is the greatest reward to a teacher whose students are taught to overtake him/her. The Workbook series will make a positive contribution to the promotion of autonomous learning. As the class size nowadays is getting increasingly large， so large that it is almost impossible for students to get individual attention from the teacher， autonomous learning can no long be dealt with in a lip-service way. Teachers and administrators have to take resolute measures to implement it in order to secure the educational quality which would otherwise deteriorate as a result. The series have some built-in features that are specifically designed for the purpose. I feel confident that both students and teachers will find the series helpful and worth having.

內(nèi)容概要

　　Getting to know you?。?）、Getting to know you?。?）、Interviews、Finding information、Talking about books、Whats your hometown、Where、Invitations、Talking about TV and movies、Whats your favourite musi、Under the weather、Sport……

書(shū)籍目錄

Unit 1 Getting to know you！ （1）Unit 2 Getting to know you！ （2）Unit 3 InterviewsUnit 4 Finding informationUnit 5 Talking about booksUnit 6 Whats your hometown?Unit 7 Where?Unit 8 InvitationsUnit 9 Talking about TV and moviesUnit 10 Whats your favourite music?Unit 11 Under the weatherUnit 12 Sport

章節(jié)摘錄

　　Then， we focused our attention on sports， especially on football and American football. As youknow， football is a confusing word in English. It means different things in Britain and the UnitedStates. If you are still not very clear about the differences between them， you can go to task 3 andtask 5 for useful information. The listening texts in these two tasks will tell you a lot about howAmerican football differs from soccer.Since this is the last unit of this workbook， its time for you to review not only this unit but thewhole book as well. Over the term， you have learned a number of useful functions of spokenEnglish such as greetings， invitations， expressing thanks， and saying goodbye. Please try to usethem in your real life outside the classroom. In listening tasks， youve also learned some essentiallistening skills such as：how to determine the meaning of a new word in context，how to recognize certain features （eg. weak forms， reduction， liaison， incomplete plosive） of spoken English，how to recognize main ideas and important details，how to make use of your background knowledge to understand the listening materials， and how to draw a reasonable conclusion or inference based on the given facts.I hope you will be fully aware of the importance of these skills and use them in your listeningpractice.Before coming to the end of the book， I urge you to ask yourself a few questions.　　Are you satisfied with your own performance when dealing with both speaking and listening tasks in the book throughout the term？　　Are you familiar with the interactive approach developed in this course？　　Can you use what youve learnt to deal with such real-life situations as greetings， sell-introductions， and complaining？　　Are you able to get main ideas and important details from the listening materials？　　What progress have you made after finishing the course？ Moreover， at the end of your textbook——Interactive English， the authors have also prepared for you a detailed "Self-assessment check list" and a "Personal improvement plan". Now please complete the list and think about your own improvement plan， or discuss them with your partner. If you score low on your self-assessment， please go back to the related tasks in the book， and do more listening and speaking practice. Even if you have done well， I still wish you would spend some time going over what youve learnt over the term.

編輯推薦

　　《當(dāng)代大學(xué)英語(yǔ)》（Active English）是北京外國(guó)語(yǔ)大學(xué)外語(yǔ)教學(xué)與研究出版社與世界最大的跨國(guó)教育出版公司培生教育出版集團(tuán)（Pea rsotl Education）根據(jù)我國(guó)1999年頒布的《大學(xué)英語(yǔ)教學(xué)大綱》（修訂本）聯(lián)合推出的新型大學(xué)英語(yǔ)系列教材。“學(xué)生學(xué)習(xí)課本”系列在主教材主編，北京外國(guó)語(yǔ)大學(xué)校長(zhǎng)助理.博士生導(dǎo)師顧日國(guó)教授指導(dǎo)下，按照主教材兩個(gè)模塊6個(gè)級(jí)別（基礎(chǔ)共核模塊：Common Core Module，1-4級(jí)；高級(jí)實(shí)用模塊：Advanced Module，5-6級(jí)）設(shè)計(jì)。　　基礎(chǔ)共核模塊簡(jiǎn)介　　《綜合英語(yǔ)》（Conlpreflerislve Erlglistl）：以閱讀真實(shí)英語(yǔ)文本為基礎(chǔ)，同時(shí)進(jìn)行英語(yǔ)綜合技能的訓(xùn)練，其中包括學(xué)習(xí)技能的傳授與培養(yǎng)。4個(gè)級(jí)別構(gòu)建了一個(gè)完整的文化知識(shí)結(jié)構(gòu)網(wǎng)絡(luò)，把語(yǔ)言教學(xué)、文化教學(xué)與基本素質(zhì)教育有機(jī)地結(jié)合起來(lái)?！　　堵?tīng)說(shuō)交互英語(yǔ)》 （Interactive Erbglish）：突破聽(tīng)說(shuō)課程的傳統(tǒng)設(shè)計(jì)模式。4個(gè)級(jí)別囊括了英語(yǔ)交際的主要功能，突出培養(yǎng)學(xué)生在交際互動(dòng)方面的能力，同時(shí)配有聽(tīng)、說(shuō)、讀、寫技巧之間的循環(huán)操練。　　《強(qiáng)化閱讀英語(yǔ)》?。‥nrjchment Reading）：以《綜合英語(yǔ)》的文化知識(shí)結(jié)構(gòu)網(wǎng)絡(luò)為主線，為學(xué)習(xí)者提供大量的閱讀真實(shí)英語(yǔ)文本和帶著問(wèn)題進(jìn)行思考的機(jī)會(huì)，有利于培養(yǎng)學(xué)習(xí)者自主自發(fā)學(xué)習(xí)的能力?！　W(xué)生學(xué)習(xí)課本特點(diǎn)　　開(kāi)放式教材設(shè)計(jì)與開(kāi)發(fā)理念貫穿各個(gè)環(huán)節(jié)　　——注重聽(tīng)說(shuō)能力的培養(yǎng)：方法上突出交際法，強(qiáng)調(diào)5項(xiàng)技能綜合訓(xùn)練和互為補(bǔ)充循環(huán)操練。　　——基于任務(wù)的編寫原則：每個(gè)任務(wù)包括導(dǎo)學(xué)、課文.練習(xí)、反饋4個(gè)部分。教師以第一人稱個(gè)性化的形象與學(xué)生進(jìn)行交流，將教與學(xué)融會(huì)貫通。　　——重視學(xué)習(xí)過(guò)程的自我組織與監(jiān)控：除設(shè)計(jì)了不同的學(xué)習(xí)模式與學(xué)習(xí)時(shí)間表之外，單元自測(cè)欄目便于自我檢查階段學(xué)習(xí)成果?！　　⒅嘏囵B(yǎng)學(xué)生的自主與實(shí)踐能力：融語(yǔ)言、文化、知識(shí)與學(xué)習(xí)方法和技巧于一體，重素質(zhì)與學(xué)習(xí)能力的培養(yǎng)，而不同類型的作業(yè)使學(xué)生有大量的機(jī)會(huì)學(xué)以致用?！　∵m合用各種學(xué)習(xí)模式鞏固與提高主教材所學(xué)內(nèi)容　互聯(lián)網(wǎng)學(xué)習(xí)模式、局域網(wǎng)學(xué)習(xí)模式、個(gè)人電腦學(xué)習(xí)模式與以印刷教材為主的學(xué)習(xí)模式均可。　　網(wǎng)絡(luò)教育特點(diǎn)突出，現(xiàn)已列入北京外國(guó)語(yǔ)大學(xué)網(wǎng)絡(luò)學(xué)院指定教材，北京外國(guó)語(yǔ)大學(xué)心經(jīng)教育部批準(zhǔn)于2000年正式成立網(wǎng)絡(luò)教育學(xué)院，旨在充分利用計(jì)算機(jī)技術(shù)，發(fā)揮北外在師資，教學(xué)，科研等方面的綜合資源優(yōu)勢(shì)，以推動(dòng)全民英語(yǔ)教育。本系列網(wǎng)絡(luò)教育特點(diǎn)突出，符合我國(guó)加入WTO后，國(guó)際經(jīng)濟(jì)，技術(shù)一體化形勢(shì)的要求。

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