英語(yǔ)閱讀教程-第二冊(cè)

內(nèi)容概要

　　《展望（Prospect）全國(guó)高等院校英語(yǔ)專業(yè)系列精品教材：英語(yǔ)閱讀教程（第2冊(cè)）》是理論和實(shí)踐的相得益彰主要表現(xiàn)在相關(guān)語(yǔ)法理論和閱讀技巧，為以課堂實(shí)踐為主的閱讀能力培養(yǎng)提供了理論保證，并保證了理論的升華；然后，大量高信度、高效度練習(xí)題的設(shè)置，又為檢驗(yàn)理論、實(shí)現(xiàn)理論的再升華提供了契機(jī)。此外，教程配套有輔導(dǎo)用書(shū)和幻燈片，可供多種教學(xué)方式選擇使用。
　　學(xué)生可以通過(guò)使用本教程提升自身的英語(yǔ)綜合閱讀素質(zhì)，提高閱讀速度，增強(qiáng)對(duì)英語(yǔ)的感知力，擴(kuò)充詞匯量，擴(kuò)展對(duì)英語(yǔ)民族文化和社會(huì)背景知識(shí)的認(rèn)知，有助于把自身培養(yǎng)成新時(shí)代需要的復(fù)合應(yīng)用型人才。
　　《展望（Prospect）全國(guó)高等院校英語(yǔ)專業(yè)系列精品教材：英語(yǔ)閱讀教程（第2冊(cè)）》供英語(yǔ)專業(yè)學(xué)生基礎(chǔ)階段一、二年級(jí)使用。14個(gè)單元，涉及英語(yǔ)國(guó)家的社會(huì)、政治、經(jīng)濟(jì)、文化、教育、文學(xué)、歷史、宗教、體育、環(huán)境、風(fēng)土人情、自然景觀、科普知識(shí)等各個(gè)領(lǐng)域，兼具知識(shí)性、啟發(fā)性和趣味性。

書(shū)籍目錄

Unit 1 Language Acquisition
Text A Language and Children
Text B Conversational Ball Games
Text C Reading-the Most Important Way to Learn English
Unit 2 Education
Text A Forms of Teaching
Text B Methods of Education: East and West
Text C Ditch the Calculators
Unit 3 Food and Health
Text A Food and Health
Text B Thinness and Health
Text C Americans and Food
Unit 4 Environment
Text A Global Warming and the Earth's Climate
Text B Grand Canyon Crowding
Text C On Ecotourism
Unit 5 Computers
Text A The Era of Web
Text B The Importance of a.,Computer
Text C Computer Crime
Unit 6 Social Life
Text A The Traffic Light: A Brainless Machine
Text B Stripping Down to Bare Happiness
Text C Why All the Celebrity Worship?
Unit 7 Customs
Text A Asking for a Tip
Text B Germans and Intrusions
Text C Customs
Unit 8 Living Experience
Text A My Airport Experience
Text B Coming of Age
Text C How I Got Smart?
Unit 9 International Situation
Text A Trends of the World Development
Text B What Will the World Be Like in Fifty Years?
Text C The Effect of Oslo Attacks on Europe
Unit 10 Economy and Development
Text A The Affluent Society
Text B Improving Industrial Efficiency Through Robotics
Text C The Split of Lawmakers
Unit 11 Foreign Affairs
Text A The Middle East in the Era of Independence
Text B Live and Let Live-New Strategy
Text C A Good Omen for Sino-US Relations
Unit 12 Religion
Text A Country Churches: Bruised Survivors
Text B Islam: My Story of Belief
Text C Religion at Work
Unit 13 Wars
Text A Violence within Human Society
Text B Buzz-bombs and Doodlebugs
Text C Memories of Afghanistan
Unit 14 Space Exploration
Text A Sunspots
Text B Space Tourism
Text C The Shuttle Ends Its Voyage and an Era in Space
參考書(shū)目

章節(jié)摘錄

　　Forms of Teaching　　I came away from my years of teaching on the college and university level with a conviction that enactment， performance，'dramatization are the most successful forms of teaching. Students must be incorporated， made， so far as possible， an integral part of the learning process. The notion that learning should have in it an element of inspired play would seem to the greater part of the academic establishment merely silly， but that is nonetheless the case. Of Ezekiel Cheever， the 'most 'famous schoolmaster of the Massachusetts Bay Colony， his onetime student Cotton Mather wrote that he so planned his lessons that his pupils "came to work as though. they came to play，" and Alfred North Whitehead， almost three hundred years later， noted that a teacher should make his/her students "glad they were there."　　Since， we are told， 80 t0 90 percent of all instruction in the typical university is by the lecture method， we should give close attention to this form of education. There is， I think，much truth in Patricia Nelson Limerick's.observation that "lecturing is an unnatural act， an act for which God did not design humans. It is perfectly all right， now and then， for a human to be possessed by the urge to speak， and to speak while others remain silent. But to do this regularly， one hour and 15 minutes at a time … for one person to drag on while others sit in silence? ... I do not believe that this is what the Creator ... designed humans to do."　　The strange，.almost incomprehensib/e fact is that many professors， just as they feel obliged to write dully， believe that they should lecture dully. To show enthusiasm is to risk appearing unscientific， unobjective; it is to appeal to the students' emotions rather than their intellect. Thus the ideal lecture is one filled with facts and read in an unchanged monotone.　　The cult of lecturing dully， like the cult of writing dully， goes back， of cour.se， some years. Edward Shils， professor of sociology， recalls the professors he encountered at the University of Pennsylvania in his youth. They seemed "a priesthood， rather uneven in their merits but uniform in their bearing; they never referred to anything personal. Some read from old lecture notes and then ha/ting/y explained the thumb-worn last lines.　　……

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