21世紀(jì)實(shí)用英語 第1冊(cè)

前言

　　2005年春，我們?cè)谥袊嗣翊髮W(xué)出版社的支持與指導(dǎo)下，傾力推出了一套高職高專英語教材，經(jīng)過兩年的使用，受到了廣泛關(guān)注和好評(píng)。去年，該套教材被教育部確定為“普通高等教育‘十一五’國家級(jí)規(guī)劃教材”，我們深受鼓舞。為適應(yīng)高職高專教育的發(fā)展，為更加契合英語教學(xué)特點(diǎn)、方便教師使用、適合學(xué)生自學(xué)和復(fù)習(xí)鞏固，在廣泛征求使用院校廣大師生意見的基礎(chǔ)上，我們組織了本套教材的修訂?！　∥覀?cè)谛抻啎r(shí)主要注重了以下幾個(gè)方面：　?。ㄒ唬┚o扣大綱，降低難度。我們以教育部高等教育司頒布的《高職高專教育英語課程教學(xué)基本要求（試行）》為依據(jù)，在專家的指導(dǎo)下，以教學(xué)第一線教師為主體，緊密結(jié)合英語教學(xué)實(shí)際，在原教材的基礎(chǔ)上適當(dāng)降低難度。　?。?）教材主體部分中的Integrated Course部分由原來的一篇長(zhǎng)課文改成了兩篇短課文，最長(zhǎng)的文章不超過400個(gè)詞，因?yàn)槎绦【返奈恼律钍芙處熀蛯W(xué)生的歡迎，一則是一個(gè)學(xué)時(shí)可以學(xué)完，一則是生詞不會(huì)過分集中，減少了學(xué)習(xí)的恐懼感?！　。?）課文的選材進(jìn)一步貼近生活，避免選用專業(yè)性較強(qiáng)的文章。生動(dòng)有趣的短文，讀起來回味悠長(zhǎng)，既富有教育和啟發(fā)意義，也加強(qiáng)了英文的閱讀與理解?！　。?）增加了預(yù)備教程，是對(duì)中學(xué)階段基本語言知識(shí)和技能的總結(jié)和歸納，供入學(xué)時(shí)英語基礎(chǔ)薄弱的班級(jí)作為過渡教材，復(fù)習(xí)最常用的語法結(jié)構(gòu)和詞匯。

內(nèi)容概要

本書將英語語言基礎(chǔ)學(xué)習(xí)和職業(yè)崗位活動(dòng)融為一體，充分體現(xiàn)“工學(xué)結(jié)合、以工作環(huán)節(jié)為主導(dǎo)”、“教、學(xué)、做”三位一體的高職英語教學(xué)理念。    選擇職業(yè)活動(dòng)中以實(shí)際應(yīng)用為主的、具有共性的材料為課文內(nèi)容，短小精悍，難度適合高職學(xué)生實(shí)際水平。同時(shí)還提供教學(xué)參考書、練習(xí)冊(cè)、考試輔導(dǎo)書、mp3文件、多媒體教學(xué)課件和網(wǎng)絡(luò)學(xué)習(xí)資源，提供合理的教學(xué)建議和豐富的專業(yè)知識(shí)，方便教師授課，為教學(xué)提供便利。

書籍目錄

Unit 1  Part Ⅰ Listening Comprehension: Greetings and Addressing  Part Ⅱ Speaking Development: Greetings and Addressing  Part Ⅲ Integrated Course: Text A Making Friends (1)Text B Making Friends (2)  Part Ⅳ Workplace Context: New Faces  Part Ⅴ Writing Work: Card Making ( Ⅰ )Unit 2  Part Ⅰ Listening Comprehension: Introducing  Part Ⅱ Speaking Development: Introducing  Part Ⅲ Integrated Course: Text A Touring in LondonText B New York City  Part Ⅳ Workplace Context: Around the Office  Part Ⅴ Writing Work: Card Making ( Ⅱ )Unit 3  Part Ⅰ Listening Comprehension: Making Compliments  Part Ⅱ Speaking Development: Making Compliments  Part Ⅲ Integrated Course: Text A ComputerText B Computer and Privacy  Part Ⅳ Workplace Context: Routines  Part Ⅴ Writing Work: Message Writing ( Ⅰ )Unit 4  Part Ⅰ Listening Comprehension: Congratulations and Wishes  Part Ⅱ Speaking Development: Congratulations and Wishes  Part Ⅲ Integrated Course: Text A A Jazz KingText B The Youngest Painter in the World  Part Ⅳ Workplace Context: Office Work  Part Ⅴ Writing Work: Message Writing ( Ⅱ )Unit 5  Part Ⅰ Listening Comprehension: Thanks and Responses  Part Ⅱ Speaking Development: Thanks and Responses  Part Ⅲ Integrated Course: Text A The Other Woman in My Life (1)Text B The Other Woman in My Life (2)  Part Ⅳ Workplace Context: Office Regulations  Part Ⅴ Writing Work: Notices and AnnouncementUnit 6  Part Ⅰ Listening Comprehension: Apologies and Excuses  Part Ⅱ Speaking Development: Apologies and Excuses  Part Ⅲ Integrated Course: Text A Energy in Your LifeText B New Renewable Energy  Part Ⅳ Workplace Context: Job Assignments  Part Ⅴ Writing Work: Poster and PlaybillUnit 7  Part Ⅰ Listening Comprehension:Parting and Farewell  Part Ⅱ Speaking Development:Parting and Farewell  Part Ⅲ Integrated Course: Text A Life Is a Marathon (1)Text B Life Is a Marathon (2)  Part Ⅳ Workplace Context: Getting Visitors  Part Ⅴ Writing Work: Making up a Resume(Ⅰ)Unit 8  Part Ⅰ Listening Comprehension: Weather and Time  Part Ⅱ Speaking Development: Weather and Time  Part Ⅲ Integrated Course: Text A RoseText B Santa Claus: the True Story  Part Ⅳ Workplace Context: On the Phone  Part Ⅴ Writing Work: Making up a Resume ( Ⅱ )練習(xí)冊(cè)

章節(jié)摘錄

　　The origins of family names are very interesting to talk about. It is helpful for us learners to know about them in learning a foreign language.　　In early times, when people lived in small villages, surnames were unnecessary. Everyone knew everyone else in the village and there were rarely visitors from outside. If someone referred to Stephen or Hilda, everyone knew at once who it was since there was only one Stephen or one Hilda in the village. But as time went on, tiny villages became big ones. Then there might be several Stephens and several Hildas in the same place. It then became necessary to tell one from the other. How was this done?　　One way of telling one Stephen from another was by adding the name of his trade. As a result there might be Stephen the miller, Stephen the cook, Stephen the weaver, Stephen the shepherd. After a time these would be shortened to Stephen Miller, Stephen Cook, Stephen Weaver, etc., which gradually came into being. Before long, the same names were given to the mens children at birth and their wives took the same surnames on marriage.

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