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包郵 泛讀(第一冊(cè))(超越概念——高等院校英語(yǔ)專業(yè)系列教材)
作者：郭慶民等主編
所屬叢書(shū)：
高等院校英語(yǔ)專業(yè)系列教材
開(kāi)本：
16開(kāi)
頁(yè)數(shù)：
276
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泛讀(第一冊(cè))(超越概念——高等院校英語(yǔ)專業(yè)系列教材) 版權(quán)信息
- ISBN：9787300122533
- 條形碼：9787300122533 ; 978-7-300-12253-3
- 裝幀：一般膠版紙
- 冊(cè)數(shù)：暫無(wú)
- 重量：暫無(wú)
- 所屬分類：>>
泛讀(第一冊(cè))(超越概念——高等院校英語(yǔ)專業(yè)系列教材) 本書(shū)特色
《超越概念:泛讀(第1冊(cè))》：超越權(quán)威：凝聚全國(guó)英語(yǔ)專業(yè)教學(xué)指導(dǎo)委員會(huì)主任何其莘教授數(shù)十年教學(xué)、科研及教材編寫經(jīng)驗(yàn)，是何其莘教授的又一次自我超越。超越國(guó)界：匯集眾多中美名家的經(jīng)驗(yàn)與智慧，吸收國(guó)際先進(jìn)理念，旨在提升本土教學(xué)水平。超越傳統(tǒng)：打破以功能訓(xùn)練為主的傳統(tǒng)教材編寫模式，充分考慮當(dāng)前教學(xué)實(shí)踐，創(chuàng)新教學(xué)方法和手段，突出文化特征，培養(yǎng)學(xué)生人文素質(zhì)和文化意識(shí)。
泛讀(第一冊(cè))(超越概念——高等院校英語(yǔ)專業(yè)系列教材) 內(nèi)容簡(jiǎn)介
本書(shū)為“超越概念——高等院校英語(yǔ)專業(yè)系列教材”之泛讀教材，供大學(xué)本科一、二年級(jí)學(xué)生及同等水平學(xué)習(xí)者使用。泛讀教材共四冊(cè)，每?jī)?cè)分16個(gè)單元，供任課教師每周處理一個(gè)單元。
本書(shū)的編寫以《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》對(duì)各種技能、知識(shí)和詞匯量的要求為起點(diǎn)，以教育部頒布的《高等學(xué)校英語(yǔ)專業(yè)英語(yǔ)教學(xué)大綱》對(duì)各個(gè)級(jí)別的閱讀量、難度和速度的要求為依據(jù)。其獨(dú)特設(shè)計(jì)充分體現(xiàn)了泛讀課程自身的特點(diǎn)，注重體裁和題材的多樣化和視角的多元性，同時(shí)兼顧題材的系統(tǒng)性，旨在開(kāi)闊學(xué)生的視野，增強(qiáng)其閱讀能力和分析能力。
泛讀(第一冊(cè))(超越概念——高等院校英語(yǔ)專業(yè)系列教材) 目錄
unit one
thinking starters
text a: will spelling count?
text b: how to read better and faster
reading skills: contextual clues to word meaning
readings and self-testing
unit two
thinking starters
text a: the book that changed my lives: an introduction
text b: for the love of books
reading skills: guessing word meaning from word formation (i)
readings and self-testing
unit three
thinking starters
text a: giving disorganized boys the tools for success
text b: the traditional approach and why it doesn't work
reading skills: guessing word meaning from word formation (ii)
readings and self-testing
unit four
thinking starters
text a: bringing the best out of people
text b: putting feelings into words
reading skills: guessing word meaning from synonyms and antonyms (i)
readings and self-testing
five
thinking starters
text a: independence day
text b: independence day (continued)
reading skills: guessing word meaning from synonyms and antonyms (ii)
readings and self-testing
unit six
thinking starters
text a: beauty: when the other dancer is the self
text b: beauty: when the other dancer is the self (continued)
reading skills: recognizing examples and illustration
readings and self-testing
unit seven
thinking starters
text a: the threat of secondhand smoke justifies smoking restrictions
text b: smoking should be treated as nicotine addiction
reading skills: prediction
readings and self-testing
unit eight
thinking starters
text a: channelled whelk
text b: never say never
reading skills: recognizing restatement
readings and self-testing
unit nine
thinking starters
text a: an honest doubter
text b: my friend lodovico
reading skills: skimming
readings and self-testing
unit ten
thinking starters
text a: own this child
text b: barbie to baby einstein: get over it
reading skills: scanning
readings and self-testing
unit eleven
thinking starters
text a: australia: an underappreciated nation
text b: towards one destiny
reading skills: summarizing (i)
readings and self-testing
unit twelve
thinking starters
text a: on seeing england for the first time
text b: welcome to st paul's
reading skills: summarizing (ii)
readings and self-testing
unit thirteen
thinking starters
text a: a granddaughter's fear
text b: on the verge of adulthood: older teens and the library
reading skills: recognizing sequence (i)
readings and self-testing
unit fourteen
thinking starters
text a: joyas voladoras
text b: leader of the pack: the fascinating lives of wolves
reading skills: recognizing sequence (ii)
readings and self-testing
unit fifteen
thinking starters
text a: 86,400 hours
text b: men and women talking on the job
reading skills: signal words (i)
readings and self-testing
unit sixteen
thinking starters
text a: gravity
text b: what if it happens in your family?
reading skills: signal words (ii)
readings and self-testing
thinking starters
text a: will spelling count?
text b: how to read better and faster
reading skills: contextual clues to word meaning
readings and self-testing
unit two
thinking starters
text a: the book that changed my lives: an introduction
text b: for the love of books
reading skills: guessing word meaning from word formation (i)
readings and self-testing
unit three
thinking starters
text a: giving disorganized boys the tools for success
text b: the traditional approach and why it doesn't work
reading skills: guessing word meaning from word formation (ii)
readings and self-testing
unit four
thinking starters
text a: bringing the best out of people
text b: putting feelings into words
reading skills: guessing word meaning from synonyms and antonyms (i)
readings and self-testing
five
thinking starters
text a: independence day
text b: independence day (continued)
reading skills: guessing word meaning from synonyms and antonyms (ii)
readings and self-testing
unit six
thinking starters
text a: beauty: when the other dancer is the self
text b: beauty: when the other dancer is the self (continued)
reading skills: recognizing examples and illustration
readings and self-testing
unit seven
thinking starters
text a: the threat of secondhand smoke justifies smoking restrictions
text b: smoking should be treated as nicotine addiction
reading skills: prediction
readings and self-testing
unit eight
thinking starters
text a: channelled whelk
text b: never say never
reading skills: recognizing restatement
readings and self-testing
unit nine
thinking starters
text a: an honest doubter
text b: my friend lodovico
reading skills: skimming
readings and self-testing
unit ten
thinking starters
text a: own this child
text b: barbie to baby einstein: get over it
reading skills: scanning
readings and self-testing
unit eleven
thinking starters
text a: australia: an underappreciated nation
text b: towards one destiny
reading skills: summarizing (i)
readings and self-testing
unit twelve
thinking starters
text a: on seeing england for the first time
text b: welcome to st paul's
reading skills: summarizing (ii)
readings and self-testing
unit thirteen
thinking starters
text a: a granddaughter's fear
text b: on the verge of adulthood: older teens and the library
reading skills: recognizing sequence (i)
readings and self-testing
unit fourteen
thinking starters
text a: joyas voladoras
text b: leader of the pack: the fascinating lives of wolves
reading skills: recognizing sequence (ii)
readings and self-testing
unit fifteen
thinking starters
text a: 86,400 hours
text b: men and women talking on the job
reading skills: signal words (i)
readings and self-testing
unit sixteen
thinking starters
text a: gravity
text b: what if it happens in your family?
reading skills: signal words (ii)
readings and self-testing
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泛讀(第一冊(cè))(超越概念——高等院校英語(yǔ)專業(yè)系列教材) 節(jié)選
《超越概念:泛讀(第1冊(cè))》采用了中美教授、學(xué)者合作編寫的形式。由中外學(xué)者合編教材國(guó)內(nèi)已有先例，但是本套教材無(wú)論從編撰者的數(shù)量到編寫人員的素質(zhì)，從雙方合作的廣度到相互交流的深度，從教材種類所涵蓋的范圍到其內(nèi)容的真實(shí)性，都是前所未有的。編寫初始由中方編者提出編寫思路、選材要求，之后將要求交付美方編者，由美方編者在美國(guó)選材。在選材過(guò)程中，雙方經(jīng)過(guò)多次討論，*后確定每一篇課文的內(nèi)容與長(zhǎng)度。然后由中方編者根據(jù)所選內(nèi)容編寫配套的練習(xí)，*后由美方審讀并潤(rùn)色。這種分工方式*充分地利用了雙方的優(yōu)勢(shì)：中方編者不但有在國(guó)外學(xué)習(xí)、工作、獲取學(xué)位的經(jīng)歷，而且長(zhǎng)期在國(guó)內(nèi)高校從事英語(yǔ)教學(xué)，對(duì)國(guó)內(nèi)學(xué)生的需求以及國(guó)內(nèi)現(xiàn)有教材的情況了如指掌，可以準(zhǔn)確地把握教材的內(nèi)容和難易程度。而美方編者的優(yōu)勢(shì)在于對(duì)西方，特別是美國(guó)的英語(yǔ)教學(xué)和文化的認(rèn)知與了解。他們出國(guó)前均為國(guó)內(nèi)高校英語(yǔ)教師，并有在美國(guó)大學(xué)英語(yǔ)系不低于20年的教學(xué)經(jīng)驗(yàn)。他們不但對(duì)國(guó)外的英語(yǔ)教學(xué)了如指掌，更重要的是對(duì)英語(yǔ)語(yǔ)言和文化有一種直覺(jué)的感知，而這種感知是從任何教科書(shū)中學(xué)不到的。
泛讀(第一冊(cè))(超越概念——高等院校英語(yǔ)專業(yè)系列教材) 相關(guān)資料
插圖：Despite the current high demand for M.B.A. graduates, many international students still struggle to get a job offer——-or even an interview. At Kenan-Flagler, for instance, only about 40% of the recruiters will meet with foreign nationals. The chief reasons for such resistance: the limited number of U.S. work visas and language deficiencies.Business schools can't do much about visas, but they can try to overcome language barriers. North Carolina is sending audiotapes of its international students to recruiters and counting on their feedback to establish benchmarks for English proficiency for specific industries. For example, students might receive a rating of five out of nine on the English test and learn that they must raise it to seven to be hired by a technology company or to eight to satisfy a bank's requirements.Kenan-Flagler's career-services office finds that English fluency is especially important in investment banking, consulting and consumer-products marketing. But other industries expect fluency in English as well. We're a global company and we look to foreign students for their international business knowledge and cultural experiences, says Clive Pinto, human- resources manager for W.R. Grace, a chemical manufacturer. But our ability to capitalize on their knowledge depends on their English proficiency.In the HEELS classes at North Carolina, students are grouped by their native regions, such as Western Europe, East Asia, South Asia, Africa or Latin America, because they tend to share similar problems with accent and pronunciation. The program also addresses nonverbal communication and body language, which may vary from culture to culture. The classes attempt to change behavior that might be misinterpreted by U.S. managers, co-workers or clients. For example, a U.S. recruiter would expect direct eye contact and a firm handshake, says Mindy Storrie, interim director of Kenan-Flagler's career management center, but that isn't a universal norm in other countries' business dealings.
泛讀(第一冊(cè))(超越概念——高等院校英語(yǔ)專業(yè)系列教材) 作者簡(jiǎn)介
編者：郭慶民 張衛(wèi)平 龍艷 等 叢書(shū)主編：何其莘 （美國(guó)）楊孝明何其莘，博士，北京外國(guó)語(yǔ)大學(xué)教授，博士生導(dǎo)師。1994年-2005年任北外副校長(zhǎng)，現(xiàn)為中國(guó)人民大學(xué)外國(guó)語(yǔ)學(xué)院院長(zhǎng)、清華大學(xué)雙聘教授、廣東外語(yǔ)外貿(mào)大學(xué)等29所院校的客座教授、教育部高校英語(yǔ)專業(yè)教學(xué)指導(dǎo)委員會(huì)主任、全國(guó)翻譯碩士專業(yè)學(xué)位教育指導(dǎo)委員會(huì)副主任、全國(guó)英國(guó)文學(xué)學(xué)會(huì)會(huì)長(zhǎng)、全國(guó)有突出貢獻(xiàn)的中青年專家。主要成果包括：Listento This，《新概念英語(yǔ)》，《文化透視英語(yǔ)教程》，《英國(guó)文藝復(fù)興時(shí)期文學(xué)史》，《英國(guó)戲劇史》，《英國(guó)中古時(shí)期文學(xué)史》，《中國(guó)學(xué)者眼中的英國(guó)文學(xué)》等。楊孝明博士，教授。畢業(yè)于西安外國(guó)語(yǔ)大學(xué)，后獲英國(guó)諾丁漢大學(xué)英語(yǔ)碩士學(xué)位、美國(guó)鮑陵格林州立大學(xué)英語(yǔ)博士學(xué)位。在俄亥俄州鮑陵格林大學(xué)和新澤西州海洋郡學(xué)院任教二十余年，教授英文寫作、英美文學(xué)和語(yǔ)言學(xué)等課程，現(xiàn)為新澤西州海洋郡學(xué)院英語(yǔ)系終身教授。主要成果包括：The Rhetoric Propaganda、Error of Creativity A Hundved Flowers Blossoming，《中國(guó)式英語(yǔ)錯(cuò)誤分析》，《文學(xué)批評(píng)理論的運(yùn)用》等。
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