英語(yǔ)泛讀教程

內(nèi)容概要

根據(jù)教育部2006年頒布的《高等學(xué)校英語(yǔ)專(zhuān)業(yè)英語(yǔ)教學(xué)大綱》，我們編寫(xiě)了這套《英語(yǔ)泛讀教程》系列教材，本教材適用于高等學(xué)校英語(yǔ)專(zhuān)業(yè)一、二年級(jí)泛讀（閱讀）課教學(xué)，也適用于同等程度的英語(yǔ)自學(xué)者。    本教材編寫(xiě)的目的在于傳授學(xué)生有關(guān)的閱讀理論與技巧，提升學(xué)生的英語(yǔ)閱讀水平與理解能力，擴(kuò)大詞匯量，增加英語(yǔ)國(guó)家文化背景知識(shí)，為參加英語(yǔ)專(zhuān)業(yè)四、八級(jí)考試及其他形式英語(yǔ)考試奠定良好的基礎(chǔ)。    本教材編寫(xiě)有如下幾個(gè)主要特點(diǎn)。    第一，題材廣泛，內(nèi)容豐富，體裁多樣。本系列教材的題材既關(guān)注了大學(xué)生活的有關(guān)方面，也涵蓋了英語(yǔ)國(guó)家社會(huì)與文化的方方面面；既有人文知識(shí)方面的文獻(xiàn)，也不乏科普常識(shí)方面的文章。教材選材注重時(shí)代感，集思想性、知識(shí)性、實(shí)用性和趣味性為一體，涉及歷史、地理、政治、軍事、法律、經(jīng)濟(jì)、科技、金融、宗教、體育、環(huán)保、能源、醫(yī)藥、食品、藝術(shù)、娛樂(lè)、休閑、旅游、風(fēng)俗等各方面的內(nèi)容。    第二，文章注重長(zhǎng)度與難度的適切性，閱讀量較適中。本系列教材的編寫(xiě)注重學(xué)習(xí)的規(guī)律性，所選文章由易到難，由淺入深，由短到長(zhǎng)。而在閱讀量的安排方面，遵循適中的原則，既不因太少而讓學(xué)生感到吃不飽，也不因過(guò)量而使得學(xué)生產(chǎn)生厭煩情緒。文章長(zhǎng)度從第1冊(cè)的550至600詞（每分鐘閱讀量為60詞至80詞）逐漸增加到第四冊(cè)的1，500詞左右（每分鐘閱讀量為180詞）。    第三，讀與寫(xiě)結(jié)合，讀與說(shuō)結(jié)合。每個(gè)單元的Text A與Text D部分除了安排閱讀理解的練習(xí)之外，還適當(dāng)?shù)厝谌肓藢?xiě)與說(shuō)的訓(xùn)練，以期達(dá)到充分利用所學(xué)材料進(jìn)行寫(xiě)與說(shuō)等綜合技能訓(xùn)練的目的。    第四，借助技巧指導(dǎo)閱讀，通過(guò)實(shí)踐強(qiáng)化理論。每?jī)?cè)安排4個(gè)閱讀技巧，每4個(gè)單元呈現(xiàn)1個(gè)閱讀技巧，使得學(xué)生在理論與技巧的指導(dǎo)下進(jìn)行實(shí)踐。

書(shū)籍目錄

Unit OnE  Campus LifE  Text A  College Is Time to Budget  Reading Skills  Context Clues  Word Study (1)  Text B  The Campus--Green, Greener, the Greenest  Text C  Yale Campus Just Part of New Haven's Vibrant Cultural Life  Text D  US College Sports, Clubs and Student Groups and Other Forms of Student LifeUnit Two  LEarning English  Text A  Why Learn English  Reading Skills  Word Study(2)    Text B  How to Learn English  Text C  How to Avoid Making Mistakes in English  Text D  Teaching PhilosophyUnit ThrEE Books  Text A Why Read?  Reading Skills  Word Study(3)   Text B  Books Are Among the Most Popular Activities   Text C  Five Types of Books That Increase Intelligence   Text D  About Reading Books Unit Four  Friendship  Text A  On Friendship    Reading Skills  Word Study(4)  Text B  A Friend in Need Is a Friend Indeed  Text C  The Secrets of Male Friendships: Man Date  Text D  How to Be a Friend of YourselfUnit Five  Hobbg  Text A  Cultivating a Hobby  Reading Skills  Word Study (5)  Text B  Developing Good Habits  Text C  Can You Change Your Habits?  Text D  The States ExplainedUnit Six Good MannErs  Text A  What Are Good Manners?  Text B  Teachers Got It Tough!  Text C  Where Has Common Courtesy Gone?  Text D  Excuse MeUnit SEVEN  Food and Diet  Text A  Food Composition  Proteins, Carbohydrates, Fats and Fibre  Text B  Food Composition  Minerals and Vitamins  Text C  Food Properties  Text D  Food Acidity, Oxidation and TemperatureUnit Eight SafetyUnit Nine Sports and GamesUnit Ten HolidagsUnit Eleven Work and PlagUnit Twelve Feelings and LoveUnit Thirteen TravelsUnit Fourteen Modern LifeUNit Fitteen Successful PeopleUnit Sixteen Dreams

章節(jié)摘錄

　　Yet there is a puzzle: why do we distinguish different senses, and what,exactly, are we distinguishing between？ Answering these questions requires that wegive some account of what it is about our perceptions of things that makes themperceptions of one sense or another. Such an account needs to explain what makesthe Perceptions of different senses count as of different senses, and what theperceptions of a single sense have in common that makes them perceptions of asingle sense. If it can do that it will have answered the question of why we countexactly five senses （the counting question）. The puzzle is that none of the obviouscandidate answers seems adequate.　　One such answer appeals to the sense organs. We distinguish different sensesbecause we perceive things with different parts of our body——with different senseorgans. The problem with this suggestion is that there are lots of different parts ofour body that are involved in perceiving——feet, hands, etc.——that we dont take tobe distinct senses. So why do we pick the parts we do？　　In response to this it might be suggested that sense organs arent just parts of thebody, they are different kinds of sensory mechanisms. That suggestion doesntwork. Consider touch. There are more than 15 functionally and morphologicallydistinct sensory mechanisms——sensitivity to temperature,　pain,　pressure, theposition of joints, and so on——which play a role in touch. We regard things that weperceive as a result of the operation of any or several of these distinct mechanisms asthings that we perceive by the sense of touch, so we cant simply identify the senseof touch with the operation of a kind of sensory mechanism. Something similar istrue of the other senses.　　One might react to this by saying that what this shows is that our everydaydistinction between five senses is mistaken. In fact there are many more than fivesenses and, therefore, the puzzle that I began with is misplaced. That conclusionwould follow only if it could be shown that our everyday distinction between fivesenses was a proto-scientific attempt to characterize the sensory mechanisms orprocesses involved in perception, and so subject to revision in the light of scientificdiscoveries.　　Many philosophers think that sense organs or sensory mechanisms——theunderlying physiology and psychological processes——are irrelevant to an explanationof our everyday distinction between the senses. This is because they think it isconceivable that someone who was congenitally blind could have their sightrestored artificially by being fitted with a prosthetic device.

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