當代大學英語

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， pairwork， panel discussion， inter-group debating， and so on. Furthermore， teacher-led learningtends to foster teacher-dependency， which is far from being desirable. Perhaps it is the greatestreward 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 forstudents to get individual attention from the teacher， autonomous learning can no longer be dealtwith in a lip-service way. Teachers and administrators have to take resolute measures toimplement it in order to secure the educational quality which would otherwise deteriorate as aresult. 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.

內容概要

　　《當代大學英語》（Active English）是外語教學與研究出版社與世界最大的跨國教育出版公司培生教育出版集團（Pearson Education）根據(jù)我國1999年頒布的《大學英語教學大綱》（修訂本）聯(lián)合推出的新型大學英語系列教材。該系列教材設2個模塊6個級別：基礎共核模塊（Common core Module,1-4級）和高級實用模塊（Advanced Module，5-6級）?！　』A共核模塊的4個級別每級由3個部分組成，分別為《綜合英語》、《聽說交互英語》和《強化閱讀英語》。高級實用模塊融3個部分為一體，重點傳授當代大學生所必備的英語實用技能?！懂敶髮W英語》由英國著名教材編寫專家Neville Grant和北京外國語大學應用英語學院院長、博士生導師顧日國教授任總主編，北京外國語大學、北京師范大學、北京航空航天大學、北京理工大學、武漢大學、中山大學、西南交通大學七所院校的專家教授參加編寫。 　　基礎共核模塊簡介：　　《綜合英語》（Comprehensive English）以閱讀真實英語文本為基礎，同時進行英語綜合技能和訓練，其中包括學習技巧的傳授與培養(yǎng)。《綜合英語》的4個級別還構建了一個完整的文化知識結構網(wǎng)絡，把語言教授、文化教學與基本素質教育有機地結合起來?！　　堵犝f交互英語》（Interactive English）突破聽說課程的傳統(tǒng)的設計模式，4個級別囊括了英語交際的主要功能，突出培養(yǎng)學生在交際互動方面的能力，同時配有聽、說、讀、寫技巧之間的循環(huán)操練。　　《強化閱讀英語》（Enrichment Reading）以《綜合英語》的文化知識結構網(wǎng)絡為主線，為學習者提供大量的真實英語文本和帶著問題進行思考的機會，有利于培養(yǎng)學生盡善盡美、自主自發(fā)學習的能力?！　　懂敶髮W英語》系列叢書的特點是語言教材真實、貼近生活，能夠即學即用；融語言、文化和知識于一體，重素質與學習能力的培養(yǎng)；方面上突出交際法，強調五項技能綜合訓練和互為補充循環(huán)操練；在課堂教學上有利于以學生為中心開展各種學習活動。

書籍目錄

Unit 1 Focus on CanadaUnit 2 New YorkUnit 3 The world of businessUnit 4 Harvesting the seaUnit 5 Science fictionUnit 6 ComputersUnit 7 RelationshipsUnit 8 Women at workUnit 9 DilemmasUnit 10 Energy sourcesUnit 11 Money mattersUnit 12 The world of machines

章節(jié)摘錄

　　THREE summers back, a friend and I were being hurtled by（飛馳） bus through the heart ofAustralia, the desert flashing pink and red before our disbelieving eyes. It seemed never to end,this desert, so flat, so dry. The landscape was very unlike ours——scrub growth with some exoticcacti, no lakes, no rivers, just sand and rock forever. Beautiful, haunting even——what the surfaceof the moon must look like, I thought as I sat in the dusk in that almost empty bus.　　I turned to look out the front of the bus and was suddenly taken completely by surprise. Screamingout at me in great black lettering were the words CANADA NO. 1 COUNTRY IN THE WORLD.My eyes lit up, my heart gave a heave （起伏）, and I felt a pang of homesickness so acute I ac-tually almost hurt. It was all I could do to keep myself from leaping out of my seat and grabbing thenewspaper from its owner.　　As I learned within minutes （I did indeed beg to borrow the paper）, this pronouncement was basedon information collected by the United Nations from studies comparing standards of living for 174nations of the world. Some people may have doubted the finding, but I didnt, not for an instant.　　Where else in the world can you travel by bus, automobile or train （and the odd ferry） for ten, 12or 14 days straight and see a landscape that changes so spectacularly: the Newfoundland coast withits white foam and roar; the red sand beaches of Prince Edward Island; the graceful curves andslopes of Cape Bretons Cabot Trail;　the rolling dairy land of south-shore Quebec;　themaple-bordered lakes of Ontario; the haunting north shore of Lake Superior; the wheat fields ofManitoba and Saskatchewan; the ranch land of Alberta; the mountain ranges and lush （茂盛的）rain forests of the West Coast. The list could go on for pages and still cover only the southernsection of the country, a sliver of land compared with the North, the immensity of which is almostunimaginable.

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