泛讀教程3

前言

　　在中國(guó)，英語(yǔ)的教與學(xué)，無(wú)論是教師或是學(xué)生，不可謂不重視，各方面的投入也很多，然而其效果之差，人皆知之。相當(dāng)多的人在學(xué)了幾年英語(yǔ)之后便陷入了一種尷尬的局面：?jiǎn)卧~認(rèn)識(shí)了不少，語(yǔ)法規(guī)則背了不少，可是英語(yǔ)卻讀不懂，說(shuō)不出，寫不成，無(wú)法用英語(yǔ)進(jìn)行真正的交際，因而由厭倦變灰心，繼而最終放棄，不但浪費(fèi)了寶貴的年華，而且當(dāng)需要使用英語(yǔ)時(shí)又常常會(huì)后悔不已?！　∶鎸?duì)這種情況，作為英語(yǔ)教育工作者，我們一直在探求提高英語(yǔ)教學(xué)效果的有效途徑，比如如何針對(duì)中國(guó)學(xué)生英語(yǔ)學(xué)習(xí)的特點(diǎn)和規(guī)律，創(chuàng)新教材體系，激發(fā)學(xué)生和教師的積極性和主動(dòng)性，營(yíng)造艮好的語(yǔ)言實(shí)踐環(huán)境，促進(jìn)學(xué)生語(yǔ)言綜合運(yùn)用能力的提高。“新空間大學(xué)英語(yǔ)”系列教材就是為此所作的一次嘗試?！　　靶驴臻g大學(xué)英語(yǔ)”系列教材編寫依據(jù)是教育部《全國(guó)大學(xué)英語(yǔ)教學(xué)基本要求（課程標(biāo)準(zhǔn)）》，同時(shí)參考教育部《高職高專教育英語(yǔ)課程教學(xué)基本要求》，并根據(jù)發(fā)展的需要有一定的前瞻性。　　“新空間大學(xué)英語(yǔ)”系列教材的對(duì)象為大學(xué)本科、專科院校非英語(yǔ)專業(yè)對(duì)英語(yǔ)綜合應(yīng)用能力要求較高的專業(yè)及高職高專英語(yǔ)專業(yè)等相關(guān)專業(yè)?！　　靶驴臻g大學(xué)英語(yǔ)”系列教材從中國(guó)學(xué)生的實(shí)際出發(fā)，注重培養(yǎng)學(xué)生的扎實(shí)語(yǔ)言技能，全面提高學(xué)生的英語(yǔ)綜合運(yùn)用能力。將英語(yǔ)閱讀和交際性相結(jié)合，正確處理聽(tīng)、說(shuō)、讀、寫、譯的關(guān)系，聽(tīng)說(shuō)與讀寫并重，強(qiáng)調(diào)英語(yǔ)教學(xué)應(yīng)從實(shí)際出發(fā)，博采眾長(zhǎng)，講究實(shí)效。　　“新空間大學(xué)英語(yǔ)”系列教材的編寫吸收了當(dāng)代語(yǔ)言學(xué)和教學(xué)理論研究的最新成果，它是一套開(kāi)放性的、立體式的現(xiàn)代化教材。其《綜合教程》在詞匯量等方面略有超越，選取有一定難度的文章來(lái)激發(fā)學(xué)生的學(xué)習(xí)熱情，增加學(xué)生的語(yǔ)感，為啟發(fā)學(xué)生深入思考提供充裕的素材，幫助學(xué)生提高閱讀能力、分析和解決問(wèn)題的能力?！斗鹤x教程》選材難度控制嚴(yán)格，有助于提高學(xué)生的閱讀速度，擴(kuò)大學(xué)生的知識(shí)面，增強(qiáng)其對(duì)英語(yǔ)國(guó)家文化的了解?！堵?tīng)說(shuō)教程》以系統(tǒng)的訓(xùn)練方法幫助學(xué)生打牢聽(tīng)說(shuō)基礎(chǔ)，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生的整體語(yǔ)言水平?！靶驴臻g大學(xué)英語(yǔ)”系列教材在教學(xué)理念方面走的是綜合創(chuàng)新之路，使教師在教學(xué)上有更大的彈性，有助于發(fā)揮教師的潛力，培養(yǎng)教師的創(chuàng)造力，為教師施展才能提供了廣闊的空間，創(chuàng)造出各種新穎的教學(xué)法。

內(nèi)容概要

《泛讀教程》是“新空間大學(xué)英語(yǔ)”系列教材的主干教材之一。全套教材共四冊(cè)，可供四個(gè)學(xué)期使用。 本教材具有較強(qiáng)的針對(duì)性，無(wú)論是選材還是練習(xí)的編排都充分考慮到教學(xué)要求和學(xué)生的特點(diǎn)。所選材料難度適中，短小精干，便于老師課堂操作和學(xué)生課上課下閱讀；同時(shí)強(qiáng)調(diào)趣味性，所選文章貼近學(xué)生生活。反映學(xué)生感興趣的話題，能夠比較充分地調(diào)動(dòng)學(xué)生閱讀的熱情；同時(shí)也注意將不同的文體和題材包括其中，使學(xué)生對(duì)不同類型的文體和話題有所接觸，為他們?cè)诮窈蟮木蜆I(yè)中很快適應(yīng)實(shí)際工作打好基礎(chǔ)。 課后練習(xí)形式上注重多樣性和趣味性。每個(gè)單元除了配有檢查學(xué)生閱讀理解的傳統(tǒng)練習(xí)，還配有形式新穎的詞匯鞏固和擴(kuò)展練習(xí)、文化知識(shí)練習(xí)、任務(wù)型練習(xí)等。詞匯鞏固和擴(kuò)展練習(xí)將課文中重點(diǎn)詞匯提出來(lái)操練．并從課文的題材出發(fā)，對(duì)相關(guān)詞匯進(jìn)行聯(lián)想擴(kuò)充，比較好地處理了閱讀和詞匯量積累之間的關(guān)系；任務(wù)型練習(xí)則有助于開(kāi)發(fā)學(xué)生的創(chuàng)新思維能力，加深對(duì)所學(xué)語(yǔ)言知識(shí)的記憶，提高課下自主閱讀的積極性。在練習(xí)中還融入了很多文化知識(shí)，有助于在提高學(xué)生理解能力的同時(shí)，擴(kuò)大學(xué)生的知識(shí)面，增強(qiáng)對(duì)英語(yǔ)國(guó)家文化的了解。

作者簡(jiǎn)介

　　王炳炎，1951年出生，湖南長(zhǎng)沙人，廣州美術(shù)學(xué)院國(guó)畫系畢業(yè)，教授，中國(guó)美術(shù)家協(xié)會(huì)會(huì)員，中國(guó)當(dāng)代工筆畫協(xié)會(huì)會(huì)員，湖南省工筆畫協(xié)會(huì)副會(huì)長(zhǎng)，湖南省工筆畫藝委會(huì)副主任，湖南省中國(guó)畫藝委會(huì)委員，湖南書畫院特聘畫家?！　∽髌贰秳偎朴H人》獲全國(guó)第六屆美術(shù)作品展覽銀牌獎(jiǎng)，中國(guó)美術(shù)館收藏，同時(shí)被編入全國(guó)小學(xué)第五冊(cè)語(yǔ)文教科書，并配了課文，參加中國(guó)現(xiàn)代美術(shù)赴前蘇聯(lián)展出。《黃金路》獲全國(guó)首屆職工美術(shù)、書法、攝影作品展覽一等獎(jiǎng)?！缎录弈铩帆@全國(guó)第三屆工筆畫大展三等獎(jiǎng)；《三月三》獲全國(guó)第二屆少數(shù)民族美術(shù)作品展銅獎(jiǎng)；《瀟湘女》獲全國(guó)第八屆美術(shù)作品展覽優(yōu)秀作品獎(jiǎng)，中國(guó)美術(shù)館收藏，多次獲省展物、一等獎(jiǎng)，《懐念》1996年被評(píng)為湖南省“五個(gè)一工程”獎(jiǎng)；1997年被中國(guó)文聯(lián)評(píng)為中國(guó)畫壇百杰畫家。作品曾參加全國(guó)第六、八、九、十屆美展，曾數(shù)次在長(zhǎng)沙、蘇州、深圳，北京等地舉辦個(gè)展和聯(lián)展。先后在《美術(shù)觀察》、《人民日?qǐng)?bào)》、《國(guó)畫家》等國(guó)家重要刊物發(fā)表多篇論文，個(gè)人出版有《百杰畫家王炳炎作品集》、《名家技法優(yōu)選——現(xiàn)代工筆人物畫》。作品和傅略被《中國(guó)美術(shù)五十年》、《中國(guó)工筆畫19001997》、《中國(guó)美術(shù)全集》、《中國(guó)美術(shù)年鑒》、《美術(shù)辭林》、《當(dāng)代中國(guó)畫》、《中國(guó)當(dāng)代書法家大辭典》和日本出版的《中國(guó)美術(shù)優(yōu)秀作品展作品集》等出版物介紹。

書籍目錄

Unit 1  Text Message  Text A No   Text Please, We Are Americans  Text B Mobile Classroom  Learning Activities  Supplementary Reading Using SMS to End RelationshipsUnit 2  The Little Prince  Text A The Pilot and the Little Prince  13  Text B The Little Prince Visits the Conceited Man and the Businessman  Learning Activities  Supplementary Reading The Little Prince Befriends the FoxUnit 3  Healthcare  Text A Scotland to Go Smoke-free to Shake "Sick Man" Tag  Text B Why the Brain Needs a Break  Learning Activities  Supplementary Reading Smoking Can Kill in Middle AgeUnit 4  Tourism  Text A An Egyptian in Paris  Text B Touring London: A Piece of Blog  Learning Activities  Supplementary Reading Welcome to Walt Disney World's Magic Kingdom!  "Unit 5  Business Letters  Text A Letters for Establishing Trade Relations  Text B Letters for Better Customer Relations  Learning Activities  Supplementary Reading Letters for Complaints and ClaimsUnit 6  World Trade  Text A International Trade  Text B History of World Trade  Learning Activities  Supplementary Reading Fur Trading in North AmericaUnit 7  Life and Death  Text A  A Reason for Living  Text B A Telegram  Learning Activities  Supplementary Reading Hard Rock MapleUnit 8  The Mummy's Curse  Text A The Mummy's Curse  Text B Making a Mummy  Learning Activities  Supplementary Reading The Mummy MysteryUnit 9  Education  Text A  "A" is for Average Not achievement or accomplishment or All-American. Not anymore.  Text B Secrets of Straight-A Students  Learning Activities  Supplementary Reading The Lady or the Tiger?Unit 10  Boys and Girls  Text A Fifteen  Text B The Girl in Gift Wrap  Learning Activities  Supplementary Reading Love and Romance Bloominq at ConcordiaUnit 11  Religion  Text A Who Was Jesus?  Text B  Religion and Science  Learning Activities  Supplementary Reading Story from the Bible: Noah's ArkUnit 12  William Shakesoeare  Text A William Shakespeare: The Greatest Writer in the English Language  Text B Who Wrote Shakespeare  Learning Activities  Supplementary Reading Shakespeare's StratfordKey to Some of the Exercises

章節(jié)摘錄

　　You see them on the buses， in the street， in pubs and clubs， even at the traffic lightsyoung people focused on their mobile phones while their fingers do the talking. Doctorateof Clinical Psychology graduate Natalie Robinson also saw them as a fascinating topic foiresearch.　　“I was working in an adolescent counselling service at the time that I started theresearch， and a lot of the adolescents always spoke about “texting” their partners andfriends，“ Robinson recalls. “I also noticed that everywhere I went people were sendin~~text messages and I started to think about the reason they were using text messages so muchand whether it was because they felt it was less anxiety-provoking or less confrontational. “　　The use of text messages by the world‘s youth has certainly increased exponentially inrecent years in Australia alone it is estimated that 250 million text messages are sent eachmonth， while eight million messages were sent on Valentine’s Day 2002 alone. Yet despitethese figures， and despite the important implications that the quality and stability ofinterpersonal relationships has been shown to have for psychological health and well being，little research has been done on text messaging in relationships up to now.　　“I think that modern technology like the Internet and text messages have added a newdimension to communication between romantic partners，” Robinson says. “So far， therehas been a lot of research into the Internet and communication between romantic partnersbut not much on text messages——mostly just newspaper and magazine articles. “　　Which led Robinson to undertake a study of the text message habits of around 100young adults， three-quarters of whom were first-year university students. All of thesubjects were in a dating relationship， or were engaged or married.　　Participants not only completed a range of surveys designed to discover thedemographics of romantically-inclined text message senders， but also undertookquestionnaires to help Robinson analyse their texting behaviour at a more complex level.　　……

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