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， 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(nèi)容概要

　　《當(dāng)代大學(xué)英語(yǔ)》（Active English）是外語(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)（Pearson 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。該系列教材設(shè)2個(gè)模塊6個(gè)級(jí)別：基礎(chǔ)共核模塊（Common core Module,1-4級(jí)）和高級(jí)實(shí)用模塊（Advanced Module，5-6級(jí)）?！　』A(chǔ)共核模塊的4個(gè)級(jí)別每級(jí)由3個(gè)部分組成，分別為《綜合英語(yǔ)》、《聽說交互英語(yǔ)》和《強(qiáng)化閱讀英語(yǔ)》。高級(jí)實(shí)用模塊融3個(gè)部分為一體，重點(diǎn)傳授當(dāng)代大學(xué)生所必備的英語(yǔ)實(shí)用技能?！懂?dāng)代大學(xué)英語(yǔ)》由英國(guó)著名教材編寫專家Neville Grant和北京外國(guó)語(yǔ)大學(xué)應(yīng)用英語(yǔ)學(xué)院院長(zhǎng)、博士生導(dǎo)師顧日國(guó)教授任總主編，北京外國(guó)語(yǔ)大學(xué)、北京師范大學(xué)、北京航空航天大學(xué)、北京理工大學(xué)、武漢大學(xué)、中山大學(xué)、西南交通大學(xué)七所院校的專家教授參加編寫。 　　基礎(chǔ)共核模塊簡(jiǎn)介：　　《綜合英語(yǔ)》（Comprehensive English）以閱讀真實(shí)英語(yǔ)文本為基礎(chǔ)，同時(shí)進(jìn)行英語(yǔ)綜合技能和訓(xùn)練，其中包括學(xué)習(xí)技巧的傳授與培養(yǎng)?！毒C合英語(yǔ)》的4個(gè)級(jí)別還構(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)言教授、文化教學(xué)與基本素質(zhì)教育有機(jī)地結(jié)合起來。　　《聽說交互英語(yǔ)》（Interactive English）突破聽說課程的傳統(tǒng)的設(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、說、讀、寫技巧之間的循環(huán)操練?！　　稄?qiáng)化閱讀英語(yǔ)》（Enrichment 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)者提供大量的真實(shí)英語(yǔ)文本和帶著問題進(jìn)行思考的機(jī)會(huì)，有利于培養(yǎng)學(xué)生盡善盡美、自主自發(fā)學(xué)習(xí)的能力?！　　懂?dāng)代大學(xué)英語(yǔ)》系列叢書的特點(diǎn)是語(yǔ)言教材真實(shí)、貼近生活，能夠即學(xué)即用；融語(yǔ)言、文化和知識(shí)于一體，重素質(zhì)與學(xué)習(xí)能力的培養(yǎng)；方面上突出交際法，強(qiáng)調(diào)五項(xiàng)技能綜合訓(xùn)練和互為補(bǔ)充循環(huán)操練；在課堂教學(xué)上有利于以學(xué)生為中心開展各種學(xué)習(xí)活動(dòng)。

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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