《英語閱讀教程》共4冊，屬於《求實高職高專英語專業系列教材》。本書為第1冊，其閱讀素材為羅伯特·傑克遜先生所寫的隨筆，內容涉及作者對童年的回憶、家庭親情、同事和朋友之間的友情、參觀訪問遊記等。編者針對中國高職高專學生的具體情況，將羅伯特·傑克遜先生的每篇文章以Version 1和Version 2的形式安排在每個單元，其中Version 1的語言較Version 2簡單，以方便學習者根據自身實際情況靈活使用。Version 1和Version 2後面是與文章內容相關的閱讀理解練習、翻譯練習和寫作練習。編者還在每單元最後安排實用文體的閱讀，突出了高職高專教學“實用為主”的原則。本書活動的設計和練習的編排把說、讀、寫、譯結合起來，能有效地提高學生的閱讀理解能力和語言綜合套用能力。 《英語閱讀教程》既可供高職高專英語專業學生使用，也可供高職高專非英語專業學生使用，同時也可作為英語中高級讀物，供具有一定基礎的英語自學者和英語愛好者使用。
基本介紹
- 書名：英語閱讀教程1
- 作者：樊恆夫
- 出版日期：2004年9月1日
- 語種：簡體中文, 英語
- ISBN：7562432619
- 外文名：A Comprehensive English Reader
- 出版社：重慶大學出版社
- 頁數：189頁
- 開本：16
- 品牌：重慶大學出版社
圖書目錄,文摘,序言,
圖書目錄
1.Childhood and China
Version 1
Version 2
Read More
2.Pluto
Version 1
Version 2
Read More
3.The Sentry
Version 1
Version 2
Read More
4.Flame Speed
Version 1
Version 2
Read More
5.The Return of the Bald Eagle
Version 1
Version 2
Read More
6.Olive
Version 1
Version 2
Read More
7.My First Visit to China (Ⅰ)
Version 1
Version 2
Read More
8.My First Visit to China (Ⅱ)
Version 1
Version 2
Read More
9.Chinese Tea
Version 1
Version 2
Read More
10.Bradwell-on-Sea
Version 1
Version 2
Read More
11.Friends
Version 1
Version 2
Read More
12.Guinea Pigs
Version 1
Version 2
Read More
13.Highway Robbery
Version 1
Version 2
Read More
14.The Debt to the Times of Queen Elizabeth
Version 1
Version 2
Read More
15.Grandmother' s Ashes
Version 1
Version 2
Read More
16.The Christmas Season
Version 1
Version 2
Read More
Answers for Reference
Version 1
Version 2
Read More
2.Pluto
Version 1
Version 2
Read More
3.The Sentry
Version 1
Version 2
Read More
4.Flame Speed
Version 1
Version 2
Read More
5.The Return of the Bald Eagle
Version 1
Version 2
Read More
6.Olive
Version 1
Version 2
Read More
7.My First Visit to China (Ⅰ)
Version 1
Version 2
Read More
8.My First Visit to China (Ⅱ)
Version 1
Version 2
Read More
9.Chinese Tea
Version 1
Version 2
Read More
10.Bradwell-on-Sea
Version 1
Version 2
Read More
11.Friends
Version 1
Version 2
Read More
12.Guinea Pigs
Version 1
Version 2
Read More
13.Highway Robbery
Version 1
Version 2
Read More
14.The Debt to the Times of Queen Elizabeth
Version 1
Version 2
Read More
15.Grandmother' s Ashes
Version 1
Version 2
Read More
16.The Christmas Season
Version 1
Version 2
Read More
Answers for Reference
文摘
When I was nine my schoolteacher and my parents told me that I was clever enough to take "The Scholarship Exam". As a result, the following March I was taken to the local market town of Ormskirk to take the test. If I did well enough, then later in the year I would be able to go to the Grammar School. I did take that test and taking the test was an adventure in itself. A ten-year-old in those days did not travel out of his village very much and taking the test involved a journey on the train, sitting for a whole day in a strange classroom and putting my best efforts into three examinations.
One exam involved an English paper in which I wrote an essay describing my favourite house （my great aunt' s）, an arithmetic paper that was very easy as a result of Miss Bretherton' s excellent teaching and an intelligence test. In those days this was looked upon as the standard to decide who was clever and who was not. I did well at the time and I have subsequently discovered that whether one does well or not is more a matter of having a knack to do the test than being especially intelligent.
Ormskirk Grammar School was founded in the 16th century and the oldest part of the school, built of stone, was still in use when I arrived there, although part of it had become the headmaster' s house.
The school had two characteristics. One, the headmaster was an Anglican priest and two, half the pupils were fee paying. They were able to attend the school because they had wealthy parents and had the ability to reach a minimum standard in a rather simple test. They generally entered the school at seven or eight years of age and were taught in two classrooms in the original part of the school.
Because of an accident of birth I was able to take this exam and enter the school a year earlier than my fellow freshmen because anyone with a birthday in the last three months of the year could sit the exam at ten and again at eleven. My birthday is the first of October and I gained my place at my first attempt, so nobody could be younger than I was.
One exam involved an English paper in which I wrote an essay describing my favourite house （my great aunt' s）, an arithmetic paper that was very easy as a result of Miss Bretherton' s excellent teaching and an intelligence test. In those days this was looked upon as the standard to decide who was clever and who was not. I did well at the time and I have subsequently discovered that whether one does well or not is more a matter of having a knack to do the test than being especially intelligent.
Ormskirk Grammar School was founded in the 16th century and the oldest part of the school, built of stone, was still in use when I arrived there, although part of it had become the headmaster' s house.
The school had two characteristics. One, the headmaster was an Anglican priest and two, half the pupils were fee paying. They were able to attend the school because they had wealthy parents and had the ability to reach a minimum standard in a rather simple test. They generally entered the school at seven or eight years of age and were taught in two classrooms in the original part of the school.
Because of an accident of birth I was able to take this exam and enter the school a year earlier than my fellow freshmen because anyone with a birthday in the last three months of the year could sit the exam at ten and again at eleven. My birthday is the first of October and I gained my place at my first attempt, so nobody could be younger than I was.
序言
《英語閱讀教程》（1-4）的主要作者羅伯特·傑克遜先生出生在英國，作為英荷殼牌公司高級技術專家在美國工作和生活了20多年，又在中國生活和工作了十幾年，週遊了24個國家，閱歷豐富。本書內容涉及作者的童年、家庭親情、同事和朋友之間的友情、參觀訪問遊記等。作為一名高級科技人員，他對環境污染、野生動物保護、煤的氣化、液體火箭推進劑的研究和發展都發表了自己的看法，並進行了論述。他現在的妻子是中國人，他對中國光明的前途充滿了信心，對中國在發展中存在的醜惡現象深惡痛絕。他寫進這本書的內容實際上是東西方文化碰撞的結果，是作者豐富的人生閱歷和淵博的知識的反映，也是他人生價值觀的反映，讀起來不光有趣味性、知識性，而且可以欣賞到各種異國風光。
本教程的其他主要編者均是從事外語教學和研究30年以上的教授、副教授或譯審，都有豐富的教學或翻譯經驗；他們的學識和經驗成為提高本教程質量和實用性的重要保證。
從英語教學的角度看，每篇文章都是獨立的故事。作者文筆流暢，語調詼諧幽默。本書辭彙豐富而常用，知識面非常廣，涉及現實生活的方方面面.可以說上至天文，下至地理，無所不包。有時候非常複雜的事理，作者能用簡單的英語句子和詞語表達清楚。
我們把《英語閱讀教程》作為泛讀教材在兩屆學生中使用之後，根據教師和廣大學生的要求，簡寫了原來較複雜的一些科技文章，把原來的2本書變成4本，主要是依據語言學家Crision的“i+1”原則，使輸入由易到難。此外，在保持原風格、原主要內容的基礎上，又增加了許多實用文體的文章，例如個人簡歷、日記、求職信、商務推銷廣告、表格、文章摘要、讀書報告、事故報導、各種便函等，其目的不光是讓學生熟悉這些套用文體的寫作方式，更是要達到學以致用的目的。我們編寫這套閱讀教材，除了因為其內容新穎、語言地道、文筆流暢外，主要想讓學生通過一個外國人對許多異國風土人情的描寫、自身豐富經歷的敘述，來擴大知識面、辭彙量，包括科技辭彙。從而能達到跨文化交際的目的。
本教程的其他主要編者均是從事外語教學和研究30年以上的教授、副教授或譯審，都有豐富的教學或翻譯經驗；他們的學識和經驗成為提高本教程質量和實用性的重要保證。
從英語教學的角度看，每篇文章都是獨立的故事。作者文筆流暢，語調詼諧幽默。本書辭彙豐富而常用，知識面非常廣，涉及現實生活的方方面面.可以說上至天文，下至地理，無所不包。有時候非常複雜的事理，作者能用簡單的英語句子和詞語表達清楚。
我們把《英語閱讀教程》作為泛讀教材在兩屆學生中使用之後，根據教師和廣大學生的要求，簡寫了原來較複雜的一些科技文章，把原來的2本書變成4本，主要是依據語言學家Crision的“i+1”原則，使輸入由易到難。此外，在保持原風格、原主要內容的基礎上，又增加了許多實用文體的文章，例如個人簡歷、日記、求職信、商務推銷廣告、表格、文章摘要、讀書報告、事故報導、各種便函等，其目的不光是讓學生熟悉這些套用文體的寫作方式，更是要達到學以致用的目的。我們編寫這套閱讀教材，除了因為其內容新穎、語言地道、文筆流暢外，主要想讓學生通過一個外國人對許多異國風土人情的描寫、自身豐富經歷的敘述，來擴大知識面、辭彙量，包括科技辭彙。從而能達到跨文化交際的目的。
