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應(yīng)用型大學(xué)英語(yǔ)教程 第3冊(cè) 版權(quán)信息
- ISBN：9787118070415
- 條形碼：9787118070415 ; 978-7-118-07041-5
- 裝幀：暫無(wú)
- 冊(cè)數(shù)：暫無(wú)
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應(yīng)用型大學(xué)英語(yǔ)教程 第3冊(cè) 本書特色
《應(yīng)用型大學(xué)英語(yǔ)教程(第3冊(cè))》教材特色：依據(jù)大學(xué)英語(yǔ)教學(xué)要求 針對(duì)普通高校教學(xué)實(shí)踐。貼近學(xué)生英語(yǔ)接受水平 尋求合理布局易教易學(xué)。擺脫冗余重復(fù)教學(xué)環(huán)節(jié) 強(qiáng)調(diào)學(xué)精學(xué)會(huì)學(xué)以致用。嚴(yán)格堅(jiān)持課文選材標(biāo)準(zhǔn) 追求時(shí)文經(jīng)典匹配得體。編寫層次架構(gòu)系統(tǒng)明晰 融結(jié)構(gòu)與功能自然一體。突出聽(tīng)說(shuō)交際能力培養(yǎng) 閱讀能力提高允許差異。強(qiáng)調(diào)背誦朗讀基本技巧 標(biāo)定每課強(qiáng)記詠誦句段。課文編排堅(jiān)持循序漸進(jìn) 練習(xí)內(nèi)容緊扣課文要點(diǎn)。視階段不同設(shè)相應(yīng)措施 寓教于樂(lè)激發(fā)學(xué)生興趣。引領(lǐng)學(xué)生積極自主學(xué)習(xí) 運(yùn)用網(wǎng)絡(luò)多種途徑提高。兼顧就業(yè)應(yīng)試雙向目標(biāo) 根據(jù)社會(huì)需求調(diào)整教學(xué)。
應(yīng)用型大學(xué)英語(yǔ)教程 第3冊(cè) 目錄
UnitPart Ⅰ Warming-upActivitiesPart Ⅱ Focus ReadingText APart Ⅲ Further ReadingText BPart Ⅳ Speed ReadingText CPart Ⅴ Develop Versatilityof Your English Skills
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應(yīng)用型大學(xué)英語(yǔ)教程 第3冊(cè) 節(jié)選
《應(yīng)用型大學(xué)英語(yǔ)教程(第3冊(cè))》為《應(yīng)用型大學(xué)英語(yǔ)教程》的第3冊(cè)。按照《大學(xué)英語(yǔ)課程教學(xué)要求》的精神，《應(yīng)用型大學(xué)英語(yǔ)教程(第3冊(cè))》旨在突出聽(tīng)說(shuō)等交際能力的培養(yǎng)，擴(kuò)大閱讀范圍，加大課文難度，提高學(xué)生的語(yǔ)篇理解和分析能力，以及對(duì)高頻詞匯、復(fù)用詞匯、同義詞、近義詞的學(xué)習(xí)、辨析及活用能力，為學(xué)生順利通過(guò)大學(xué)英語(yǔ)四、六級(jí)考試和提高英語(yǔ)的實(shí)際運(yùn)用能力奠定堅(jiān)實(shí)的基礎(chǔ)。全書共分10個(gè)單元，每個(gè)單元均設(shè)預(yù)聽(tīng)說(shuō)、主課文學(xué)習(xí)及與之相關(guān)的重點(diǎn)詞匯講練、同義詞語(yǔ)用法辨析、寫作專題指南、翻譯專題指南、快速閱讀技能學(xué)用指南。每單元的*后一個(gè)部分，即第5部分，結(jié)合該單元主題，配有模式化聽(tīng)說(shuō)對(duì)話操練，學(xué)講幽默故事，背誦名言、名段，語(yǔ)法結(jié)構(gòu)功能學(xué)用以及通過(guò)上網(wǎng)搜索進(jìn)行自主學(xué)習(xí)等項(xiàng)目！稇(yīng)用型大學(xué)英語(yǔ)教程(第3冊(cè))》所選課文語(yǔ)言精美、經(jīng)典與時(shí)文并舉、題材多樣、反差鮮明、情趣相宜、寓教于樂(lè)，激活教學(xué)亮點(diǎn)，促進(jìn)學(xué)以致用，鼓勵(lì)學(xué)生追求人生更高目標(biāo)！稇(yīng)用型大學(xué)英語(yǔ)教程(第3冊(cè))》可作為普通高等學(xué)校公共英語(yǔ)基礎(chǔ)課教材。
應(yīng)用型大學(xué)英語(yǔ)教程 第3冊(cè) 相關(guān)資料
插圖：1 On the Oprah show, Brenda told us her story about the day she will always remem-ber. Brenda was a hard working mother, wife and principal whose routine schedule wasinterrupted one day because she had to take her daughter, Cecilia, to daycare. Most ofthe time, taking Cecilia to daycare was her husband's responsibility, but that day hehad a dentist appointment. Brenda followed her daily routine throughout the schoolday, until she realized instead of taking her two year old daughter, Cecilia, to daycare;she had left her in the boiling car for eight hours. Eventually, Cecilia died from heatstroke. Instances like this one are caused by the forgetfulness of people and the fast pace ofeveryone's lives. Honestly, I think instances like this one can happen to anyone who lives inthis backbreaking world of umpteen responsibilities. The high demand for perfection placed onus by our families and jobs become too much for a single person to handle.2 Multiple dimensions of time are covered throughout Brenda's story, but two that Iwould like to focus on are Linearity （or multitasking） and Scheduling. The definition ofmultitasking is the performance of an individual appearing to handle more than one taskat the same time. In reality, there is no way a person can handle more than one task atone time, we are constantly switching between each task. In "Meet the Life Hackers"author Clive Thompson, claims that multitasking is nothing more than many interrup-tions between tasks. Clive quotes Mary Czerwinski, one of the world's leading expertsin interruption science, who claims "the central danger of interruptions [are-] not reallythe interruption at all. " Rather, what leaves us unable to complete things "is the havoc[-interruptions-]wreak on our short term memory". People lose track of their previoustask when they start a new task This is exactly what happened to Brenda; she lost track ofone of the most valuable task she needed to complete. Brenda was too focused on her dailyroutine; she forgot her newly added task of taking her daughter to daycare. Oprah said "Au-thorities say this happens when you break the routine. " And they are right.
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