新編實(shí)用英語(yǔ)綜合教程

前言

　　《新編實(shí)用英語(yǔ)》（遼寧版）是在“普通高等教育‘十一五’國(guó)家級(jí)規(guī)劃教材”《新編實(shí)用英語(yǔ)》（第二版）的基礎(chǔ)上，由遼寧省高職高專院校具有豐富教學(xué)經(jīng)驗(yàn)的一線教師結(jié)合遼寧省對(duì)外交流實(shí)際改編而成的一套高職高專英語(yǔ)地方版教材?！　　缎戮帉?shí)用英語(yǔ)》（遼寧版）共有4冊(cè)，每?jī)?cè)由《綜合教程》、《擴(kuò)展教程》、《教師參考書(shū)》和《學(xué)習(xí)指導(dǎo)》以及配套的多媒體學(xué)習(xí)課件、電子教案、錄音帶等組成?！　　缎戮帉?shí)用英語(yǔ)4》（遼寧版）主教材每?jī)?cè)8個(gè)單元，每單元由“說(shuō)”（TalkingFacetoFace）、“聽(tīng)”（BeingA11Eai‘s）、“讀”（MaintainingaShatpEye）、“寫(xiě)”（TryingYourHand）、“考試備考”（PreparingforTest）以及“趣味閱讀”（HavingSomeFun）6部分組成。具體內(nèi)容如下：　　1.TalkingFacetoFace：包括2個(gè)緊扣交際主題的對(duì)話樣例，供學(xué)生學(xué)習(xí)模仿，并配有5個(gè)短小的交際話題模擬練習(xí)。此外，每單元都有1個(gè)具有遼寧地方特色、配有圖片和問(wèn)題的討論話題，其目的是通過(guò)各種形式的口頭練習(xí)活動(dòng)，使學(xué)生了解遼寧，熱愛(ài)遼寧，并在討論活動(dòng)中提高口語(yǔ)交際能力?！　?.BeingAIlEars：本部分是對(duì)TalkingFacetoFace的擴(kuò)大與補(bǔ)充，以體現(xiàn)“聽(tīng)力訓(xùn)練的范圍要廣于說(shuō)的訓(xùn)練”的原則，并為閱讀作鋪墊。　　3.MaintainingaSharpEye：本教程打破先教課文、后進(jìn)行語(yǔ)言訓(xùn)練的傳統(tǒng)模式，把閱讀作為外語(yǔ)教學(xué)訓(xùn)練的歸結(jié)，并通過(guò)閱讀開(kāi)拓眼界，進(jìn)一步提高語(yǔ)感和交際能力，為學(xué)生自主學(xué)習(xí)創(chuàng)造充分的條件。　　4.TryingYourHand：寫(xiě)作部分為應(yīng)用文寫(xiě)作（AppliedWriting）和一般寫(xiě)作（GeneralWriting）兩部分。前者培養(yǎng)學(xué)生閱讀和模擬套寫(xiě)《高職高專教育英語(yǔ)課程教學(xué)基本要求（試行）》規(guī)定的常用應(yīng)用文的能力；后者則按句子寫(xiě)作、功能寫(xiě)作和篇章寫(xiě)作等層次進(jìn)行訓(xùn)練?！　?.PreparingforTest：每單元詳細(xì)介紹一種考試題型（部分題型取自大學(xué)英語(yǔ)四級(jí)考試），并配有相應(yīng)的練習(xí)。其目的是幫助學(xué)生熟悉和了解“高等學(xué)校英語(yǔ)應(yīng)用能力考試（筆試）”A級(jí)考試以及“大學(xué)英語(yǔ)四級(jí)考試”的相關(guān)題型，做好應(yīng)試準(zhǔn)備?！　?.HavingSomeFun：每課選配一個(gè)精悍的幽默小故事，培養(yǎng)學(xué)生學(xué)習(xí)、體味與欣賞英語(yǔ)和英語(yǔ)文化能力?！　　缎戮帉?shí)用英語(yǔ)一綜合教程4》由原教育部高職高專教育英語(yǔ)課程教學(xué)指導(dǎo)委員會(huì)主任委員、大連理工大學(xué)孔慶炎教授和高等學(xué)校英語(yǔ)應(yīng)用能力考試委員會(huì)主任委員、上海交通大學(xué)劉鴻章教授任總主編。廣東警官學(xué)院向前進(jìn)、王雨梅教授任主編，湖北師范學(xué)院李桂芳教授、佛山科學(xué)技術(shù)學(xué)院李輝睦教授任副主編，周迎芳、徐偉成、向波陽(yáng)等人參加編寫(xiě)?！　　毒帉?shí)用英語(yǔ)》（遼寧版）仍由孔慶炎、劉鴻章任總主編，沈陽(yáng)工程學(xué)院劉然教授任副總主編?！缎戮帉?shí)用英語(yǔ)一綜合教程4》（遼寧版）由遼寧裝備制造職業(yè)技術(shù)學(xué)院賈方任主編；遼寧科技大學(xué)高等職業(yè)技術(shù)學(xué)院劉歌紅、渤海船舶職業(yè)技術(shù)學(xué)院付洪彩、遼寧省交通高等?？茖W(xué)校韓杰任副主編。沈陽(yáng)航空工業(yè)學(xué)院江沈英、鄧彥東、李琳琳、劉敬玉任編者?！　”緯?shū)在編寫(xiě)期間得到了遼寧省教育廳各級(jí)領(lǐng)導(dǎo)和遼寧省高職高專院校主管教學(xué)校長(zhǎng)們的多方指導(dǎo)和幫助，在此一并表示衷心的感謝！　　由于本書(shū)是一種新的嘗試，會(huì)有不當(dāng)和疏漏之處，希望廣大使用者批評(píng)指正，以使本教程能為遼寧省高職高專英語(yǔ)教學(xué)做出更大的貢獻(xiàn)。

內(nèi)容概要

　　《新編實(shí)用英語(yǔ)》系列教材是由教育部高職高專教育英語(yǔ)課程教學(xué)指導(dǎo)委員會(huì)根據(jù)《高職高專教育英語(yǔ)課程教學(xué)基本要求（試行）》組織編寫(xiě)的。《新編實(shí)用英語(yǔ)》（遼寧版）系列教材是在“普通高等教育‘十一五’國(guó)家級(jí)規(guī)劃教材”《新編實(shí)用英語(yǔ)》第二版的基礎(chǔ)上改編而成。本套教材認(rèn)真貫徹了“學(xué)一點(diǎn)、會(huì)一點(diǎn)、用一點(diǎn)”、“聽(tīng)、說(shuō)、讀、寫(xiě)、譯并重”和“邊學(xué)邊用、學(xué)用結(jié)合”的原則，注重聽(tīng)說(shuō)技能訓(xùn)練，注重對(duì)實(shí)用文體閱讀能力的培養(yǎng)，將應(yīng)用語(yǔ)言基本功的能力與實(shí)際涉外交際能力相結(jié)合。　　本套教材還注重“教、學(xué)、考”相互照應(yīng)。學(xué)完第2冊(cè)可參加“高等學(xué)校英語(yǔ)應(yīng)用能力考試”的B級(jí)考試，學(xué)完第四冊(cè)可參加A級(jí)考試。　　《新編實(shí)用英語(yǔ)：綜合教程4（遼寧版）》為《綜合教程》（遼寧版）第4冊(cè)，共8個(gè)單元，每個(gè)單元都由“說(shuō)”、“聽(tīng)”、“讀”、“寫(xiě)”、“考試備考”和“趣味閱讀”6部分組成?！缎戮帉?shí)用英語(yǔ)：綜合教程4（遼寧版）》為4色印刷，版式精美，并配有錄音帶。

書(shū)籍目錄

1 EnglishStudies and TestsSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining aSharp EyePassage Ⅰ Same Language, Different MeaningsPassage Ⅱ Guess Whos Not Coming to Dinner?Section Ⅳ Trying Your HandSection Ⅴ Preparing for TestSection Ⅵ HavingSome Fun2 Art of NegotiationsSection Ⅰ Talking Face to FaceSection Ⅱ BeingAll EarsSection Ⅲ Maintaining aSharp EyePassage Ⅰ Art of NegotiationsPassage Ⅱ Watch That FirstStepSection Ⅳ Trying Your HandSection Ⅴ Preparing for TestSection Ⅵ HavingSome Fun3 DNA and CloningSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining aSharp EyePassage Ⅰ To Clone or Not to ClonePassage Ⅱ Should We Fear Dolly？Section Ⅳ Trying Your HandSection Ⅴ Preparing for TestSection Ⅵ HavingSome Fun4 The IT AgeSection Ⅰ Talking Face to FaceSection Ⅱ BeingAll EarsSection Ⅲ Maintaining aSharp EyePassage Ⅰ Reach Out and TOUCHSomeone OnlinePassage Ⅱ Buzzword： GlobalizationSection Ⅳ Trying Your HandSection Ⅴ Preparing for TestSection Ⅵ HavingSome Fun5 Studying OverseasSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining aSharp EyePassage Ⅰ Return to Home Country：A Thirty-Year Perspective from NigeriaPassage Ⅱ ReturnScholar-Run Businesses Promote Hi-TechSection Ⅳ Trying Your HandSection Ⅴ Preparing for TestSection Ⅵ HavingSome Fun6 Art in EngineeringSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining aSharp EyePassage Ⅰ Waht Rhymes with Engineers？Passage Ⅱ Right or Wrong？Section Ⅳ Trying Your HandSection Ⅴ Preparing for TestSection Ⅵ HavingSome Fun7 EnvironmentSection Ⅰ Talking Face to FaceSection Ⅱ BeingAll EarsSection Ⅲ Maintaining aSharp EyePassage Ⅰ Shrinking WaterSupply Poses Threat to PeacePassage Ⅱ Save the PlanktonSection Ⅳ Trying Your HandSection Ⅴ Preparing for TestSection Ⅵ HavingSome Fun8 Cultural Differences and Business ManagementSection Ⅰ Talking Face to FaceSection Ⅱ Being All EarsSection Ⅲ Maintaining aSharp EyePassage Ⅰ Cultural Differences and Doing Business in Europe and JapanPassage Ⅱ Dont Cry for New EconomySection Ⅳ Trying Your HandSection Ⅴ Preparing for TestSection Ⅵ HavingSome FunNEW WORDS AND EXPRESSIONSVOCABULARYPHRASES

章節(jié)摘錄

　　With apologies to Shakespeare, the question of the day seems related to cloning. "Hamlet" posed the issue strongly in terms of what it means to be as a human being. The moral question begins in the meanings associated with being human. Whether to clone people or not to clone them is a question pertaining to our being human.　　Science is constantly producing spectacular feats. But somewhere among the most amaz- ing has to be that of cloning a mammal from an adult. "Dolly" is a sheep exactly like the 6 year- old sheep （Lets call her "Molly" because twins often have names that rhyme and it helps to tell them apart）, from whom a cell was used to develop the cloned cell that became Dolly.　　Needless to say, such spectacular scientific "breakthroughs" usually generate enormous controversy. Wide-eyed enthusiasts welcomed Dollys birth and health with visions of how won- derful the future will be in the fight against disease among both animals and people. But critics were not to be outdone —— they imagined a future in which clones would populate the earth and human uniqueness would virtually disappear. Some more modestly reserved judgment until the nature of the experiment became clearer.　　The very idea of cloning raises a number of questions just from a technical point of view. First, are the "twins" really identical？ Well have to wait and see about Dolly, but scientists do not know the answers to some very interesting questions. For instance, has the age of the cell and thus of the offspring been altered？ Or is Dolly really the same age as the ewe from whom she was cloned？ Will Dolly show signs of aging prematurely？ What a dilemma. If she is to be truly identical, she would have to be the same age, would she not？ But if she is really only a few months old, what happened to the genetic clock that was set with Molly？　　The more serious moral questions are related to the meaning of cloning for people. Will someone attempt to clone a human being？ People are insatiably curious and seem determined to mine every nook of nature. Where the frontiers of knowledge are concerned, no law is ad- equate to stop the urge to find out. Curiosity and the desire to know will win out over whatever pressures there are against such ventures.　　The most serious objection to cloning a human being focuses on the impact it would have on the developing persons. Would the clone be thought of simply as "a clone"？ Would he or she be depersonalized, deprived of any possibility ever of developing their own unique sense of identity and personhood？ Would a clone of Michael Jordan, Bill Gates or Bill Clinton be just like them？

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