英語泛讀教程3

前言

　　近年來，我國(guó)高職高專教育的改革和發(fā)展取得了長(zhǎng)足的進(jìn)步。無論是學(xué)校數(shù)量，還是在校生人數(shù)都占到普通高?？倲?shù)和學(xué)生人數(shù)的一半以上。與此同時(shí)，高職高專英語專業(yè)的數(shù)量和學(xué)生人數(shù)也增長(zhǎng)很快。為了滿足新形勢(shì)對(duì)高職高專英語專業(yè)教育和人才培養(yǎng)的要求，我們編寫了這套“高職高專英語專業(yè)立體化系列教材”。該套教材被列為普通高等教育“十一五”國(guó)家級(jí)規(guī)劃教材?！　”咎捉滩牡木帉懥D體現(xiàn)我國(guó)高職高專英語專業(yè)的教學(xué)實(shí)踐的特點(diǎn)，遵循高職高專教育“實(shí)用為主、夠用為度”的總體指導(dǎo)方針，充分反映中國(guó)學(xué)生學(xué)習(xí)英語的學(xué)習(xí)規(guī)律和要求，同時(shí)體現(xiàn)我國(guó)英語教學(xué)研究的新成果、新思想和新理念。教材的設(shè)計(jì)充分考慮高職高專英語專業(yè)的課程設(shè)置、課時(shí)、教學(xué)要求應(yīng)符合高職高專英語專業(yè)人才培養(yǎng)要求與目標(biāo)，處理好打好英語語言基礎(chǔ)與培養(yǎng)英語語言應(yīng)用能力的關(guān)系，強(qiáng)調(diào)英語語言基本技能的訓(xùn)練與培養(yǎng)實(shí)際運(yùn)用英語從事涉外交際活動(dòng)的語言應(yīng)用能力并重?！　　队⒄Z泛讀教程》（以下簡(jiǎn)稱《泛讀》）是“高職高專英語專業(yè)立體化系列教材”之一，是一套以高職高專英語專業(yè)學(xué)生為主要對(duì)象的閱讀教材?！斗鹤x》由高等教育出版社組稿，由上海外國(guó)語大學(xué)英語學(xué)院和高職學(xué)院教師合作編寫?！　　斗鹤x》共4冊(cè)，每?jī)?cè)用于一個(gè)學(xué)期的教學(xué)?！斗鹤x》每?jī)?cè)含16個(gè)單元，每單元由2篇課文和2篇補(bǔ)充閱讀組成。2篇課文為現(xiàn)代時(shí)文，2篇補(bǔ)充閱讀為與單元主題相關(guān)的閱讀練習(xí)。我們建議在教學(xué)中應(yīng)該以第1篇課文為主課，第2篇課文為補(bǔ)充教材，補(bǔ)充閱讀為任務(wù)型練習(xí)。作為主課的第1篇課文含“閱前提問”、“課文”、“注釋”、“閱讀理解”、“閱讀理解練習(xí)”、“詞匯解意練習(xí)”和“語境提示練習(xí)”等部分的內(nèi)容?！　∶?jī)?cè)在第4、8、12單元之后附有“閱讀技巧”的介紹和練習(xí)。　　《泛讀》的編者遵循“明確對(duì)象、準(zhǔn)確定位、精心選材、合理設(shè)計(jì)、科學(xué)編排、規(guī)范編寫”的原則精心編寫，努力打造出一套“選材廣泛、體裁新穎、課文經(jīng)典、語言純正、練習(xí)適量、操作性強(qiáng)”的高職高專英語閱讀教程?！　【幷呓ㄗh，有關(guān)教師在使用《泛讀》的同時(shí)，可設(shè)計(jì)一些有利于激發(fā)學(xué)生創(chuàng)新思維的教學(xué)內(nèi)容，鼓勵(lì)學(xué)生充分利用網(wǎng)絡(luò)資源進(jìn)行自主學(xué)習(xí)，達(dá)到“學(xué)以致用、用以促學(xué)”的目的。

內(nèi)容概要

　　《英語泛讀教程3》是“高職高專英語專業(yè)立體化教材”之一。“高職高專英語專業(yè)立體化教材”是普通高等教育“十一五”國(guó)家級(jí)規(guī)劃教材。本套教材的編寫力圖體現(xiàn)我國(guó)高職高專英語專業(yè)教學(xué)實(shí)踐的特點(diǎn)，遵循高職高專教育“實(shí)用為主、夠用為度”的總體指導(dǎo)方針，充分反映中國(guó)學(xué)生學(xué)習(xí)英語的規(guī)律和要求，同時(shí)體現(xiàn)我國(guó)英語教學(xué)研究的新成果、新思維和新理念。教材的設(shè)計(jì)充分考慮高職高專英語專業(yè)的課程設(shè)置、課時(shí)、教學(xué)要求與高職高專英語專業(yè)人才培養(yǎng)要求與目標(biāo)，處理好打好英語語言基礎(chǔ)與培養(yǎng)英語語言應(yīng)用能力的關(guān)系，強(qiáng)調(diào)英語語言基本技能的訓(xùn)練與培養(yǎng)實(shí)際使用英語從事涉外交際活動(dòng)的語言應(yīng)用能力并重。

書籍目錄

1 I nvitationsSection Ⅰ Talking Face to FaceSection Ⅱ Being AII EarsSection Ⅲ Maintaining a Sharp EyePassage Ⅰ DontArrive Too Late or Too EarlyPassage Ⅱ How to Decline PolitelySection Ⅳ Trying Your HandSection Ⅴ Having Some Fun2 EmailsSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining a Sharp EyePassage Ⅰ Web UsersPrivacy ThreatenedPassage Ⅱ The Great Engine of E-CommerceSection Ⅳ Trying Your HandSection Ⅴ Having Some Fun3 Communication by PhoneSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining a Sharp EyePassage Ⅰ A Cat with a Phone NumberPassage Ⅱ Got a Ceil Phone?Please Don?t Call Me！Section Ⅳ Trying Your HandSection Ⅴ Having Some Fun4 Making ReservationsSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining a Sharp EyePassage Ⅰ Lost and Found Items Perplex the Hotel TradePassage Ⅱ General Information of Reservations at MotelSection Ⅳ Trying Your HandSection Ⅴ Having Some Fun5 At a RestaurantSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining a Sharp EyePassage Ⅰ Eating OutPassage Ⅱ Toasts at PartiesSection Ⅳ Trying Your HandSection Ⅴ Having Some Fun6 Shopping and SightseeingSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining a Sharp EyePassage Ⅰ Home Shopping TV Networks：the Wave Ofthe Future?Passage Ⅱ Summer in LondonSection Ⅳ Trying Your HandSection Ⅴ Having Some Fun7 FarewellSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining a Sharp EyePassage Ⅰ Farewell to Our Chinese FriendsPassage Ⅱ My First Time in ChinaSection Ⅳ Trying Your HandSection Ⅴ Having Some Fun8 Applying for a JobSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining a Sharp EyePassage Ⅰ MyFirstJobPassage Ⅱ Are You Having Fun at Work?Section Ⅳ Trying Your HandSection Ⅴ Having Some FunSelf-AssessmentKeys&TranslationsVocabuIary＆PhrasesUNITTEXTⅠ All the Good ThingsTEXTⅡ What Makes a Teacher "Effective"?Supplementary ReadingsUNITTEXTⅠ Animals as TeachersTEXTⅡ Protecting PrimatesSupplementary ReadingsUNITTEXTⅠ A Story About Torch RunTEXTⅡ Beijing Olympic BidSupplementary ReadingsUNITTEXTⅠ One Red Paperclip to a HouseTEXTⅡ Whats on Your iPod?Supplementary ReadingsReading Skills IUNITTEXTⅠ A Hit Commercial SongTEXTⅡ Big Ideas Needed in AdvertisingSupplementary ReadingsUNITTEXTⅠ Blue JeansTEXTⅡ FashionSupplementary ReadingsUNITTEXTⅠ A Promise KeptTEXTⅡ In the Line of FireSupplementary ReadingsUNITTEXTⅠ A Life out of the Newsroom-and into the NewsTEXTⅡ "Youre on Candid Camera！"Supplementary ReadingsUNITTEXTⅠ Dubai： Land of Endless LuxuriesTEXTⅡ My Life as a Package Tour RepSupplementary ReadingsUNITTEXTⅠ Working Christmas DayTEXTⅡ Even Nurses Haveto LaughSupplementary ReadingsUNITTEXTⅠ A Writers Dream： The Home OfficeTEXTⅡ Do Not Disturb！ Author atWorkSupplementary ReadingsUNITTEXTⅠ Under the Wing of Genius： Studying and Working with Stephen awkingTEXTⅡ Shes GotTheir NumberSupplementary ReadingsReading SkillsⅢUNITTEXTⅠ Grasse： Perfumes French CenterTEXTⅡ Scents and SenseSupplementary ReadingsUNITTEXTⅠ Tsunami Survivors StoryTEXTⅡ MeteorologySupplementary ReadingsUNITTEXTⅠ ANewDreamTEXTⅡ Chinas First Spaceman Yang LiweiSupplementary ReadingsUNITTEXTⅠ Hannah McKeand——A Female AdventurerTEXTⅡ Meet a GeologistSupplementary Readings參考答案References

章節(jié)摘錄

　　Anne Whitney， a sophomore at Colorado State University， first had a problem taking tests whenshe began college. "I was always well prepared for my tests. Sometimes I studied for weeks beforea test. Yet I would go in to take the test. only to find I could not answer the questions correctly.I would blank out because of nervousness and fear. I couldnt think of the answer. My low gradeson the tests did not show what I knew to the teacher." Another student in microbiology hadsimilar experiences. He said， "My first chemistry test was very difficult. Then， on the secondtest， I sat down to take it， and I was so nervous that I was shaking. My hands were moving up anddown so quickly that it was hard to hold my pencil. I knew the material and I knew the answers.Yet I couldnt even write them down！"These two young students were experiencing something called test anxiety. Because a studentworries and is uneasy about a test， his or her mind does not work as well as it usually does. Thestudent cant write or think clearly because of the extreme tension and nervousness. Although poorgrades are often a result of poor study habits， sometimes test anxiety causes the low grades.Recently， test anxiety had been recognized as a real problem， not just an excuse or a falseexplanation of lazy students.Special university counseling courses try to help students. In these courses， counselors try to helpstudents by teaching them how to manage test anxiety. At some universities， students take tests tomeasure their anxiety. If the tests show their anxiety is high， the students can take short courses tohelp them deal with their tension. These courses teach students how to relax their bodies. Studentsare trained to become calm in very tense situations. By controlling their nervousness， they can lettheir minds work at ease， learn information and then come out without difficulty on a test.An expert at the University of California explains， "With almost all students， relaxation and lessstress are felt after taking our program. Most of them experience better control during their tests.Almost all have some improvement. With some， the improvement is very great."

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