书名：学术交流英语pdf/doc/txt格式电子书下载

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作者：周红红,（美）汤姆森（Thompson,R.E.）

出版社：清华大学出版社, 北京交通大学出版社

出版时间：2011-09-01

书籍编号：30096617

ISBN：9787512107373

正文语种：英文

字数：185000

版次：1

所属分类：外语学习-大学/研究生英语

学术交流英语

主编　周红红　Reid E.THompson

清华大学出版社

北京交通大学出版社

前言

学习英语的真谛是什么？是能够熟练地将英语运用于实际交流中，是在听到英语时能在心里产生共鸣，是在看到英文时能理解符号所传递的信息，是在想说英语时脱口而出，是在想写英文时一挥而就，是在不同的场合对不同的人能任意切换英文或中文语码以确保交流顺畅……这种畅快淋漓、这份挥洒自如，你或许会在使用本教材时初次品味，但希望你能通过本教材的训练而终身拥有。

本教材是中西英语教学理念的结合，是多所院校高端英语教学经验的荟萃。经过一个学年即两个学期的学习，有了一定英语基础的你将重新领略英语发音的秘诀，掌握英语词汇的奥秘，了解阅读与写作的精粹，体验使用英语的自豪与乐趣。更具体地说，在讲授学期，汤姆森教授将揭示一些英语学习中的基本事实并引导大家通过独特的语音训练和游戏活动帮助你“说出英文味”；在游戏学期，同学们将参与七个模块的小组活动：介绍中国文化、走访名山大川、申请世界名校、参与模拟联合国辩论、在国际学术研讨会上发言、参加竞选、求职面试，通过用英语完成不同形式的任务，在不知不觉中实现英语水平的突飞猛进。

基于教育心理学关于“在游戏中学习”和建构主义理论关于“在解决问题中学习”的理念，我们的教学注重思想观念的发掘和培养而不是事实和语言点的死记硬背，引导学生们进行探究性学习，激发学习兴趣，激活求知欲望，培养创造性思维能力，使大家在发现问题、探索问题及解决问题的过程中不断获取知识、掌握技巧、提升能力。

本课程强调英语学习的主动性、实践性、创造性和社会性，对提高学生的英语运用能力，以及科研能力和组织管理能力都具有很高的实践意义。

我们热切地希望分享大家使用此教材的快乐，真诚地盼望聆听各位同仁和同学的宝贵意见和建议。

编者于红果园

2011年夏

Introduction to the Course

Look at this drawing.What do you think of？

It is a good metaphor for English learning.Most of our students have been learning English for over a decade but are still shy when they encounter English－speaking occasions.Every new period of our learning section，like the beginning of university life or the start of a new term，we make up our minds to concentrate on improving our language ability and then start digging a new well.At the end of that section we stop somewhere in the course.We have worked hard and achieved something.But we have never enjoyed the success of finishing digging the well，of having water splashing out； that is，we have never enjoyed the confidence and freedom in English communication，the pleasure when English words and sentences flow out fluently to express our ideas instead of being searched for and constructed desperately in our minds.

When，then，can we achieve that goal？ When can we enjoy that kind of pleasure？ Take a second look at the above drawing and you will see that for some，it’s only digging out the last several spades of earth； but for others，there is still quite some work left to do.

What is optimistic about the drawing is that it ensures us that there is water underneath，that as long as we work hard enough we are sure to achieve our goal.

But how can we？ Is it possible for us to take some shortcuts to improve our English efficiently and effectively？ Surely it is！ Here in this course，Doctor Rosy Zhou and Doctor Reid Thompson have joined their efforts and ideas to provide us with the most enjoyable course in our English learning with the intention to push us ahead to our goal.New Wonder English is a combination of a two－semester course to refresh our ideas in English learning，providing us with some professional and practical training，and involving us in various interesting activities in which we will be able to gain a good command of the language through real situational communication.In the lecture semester，Professor Thompson is going to reveal some fundamental truths in English and lead us through different individual practices to help us talk like a native English speaker.In the game semester，we will work in groups to fulfill different tasks，to compete with one another and achieve fluency in English.These lectures and games aim　at lending us the spade to dig out the last bit of earth so we can see the “lights come on” or feelthe “water springs out”； we can enjoy the happy and exciting experience in being able to communicate fluently in English.

Volume One The Lecture Semester

Section One　Introduction

It has been said that after a week in China，it is possible to write a book； after a month，an article； after a year… nothing at all！

This book is based upon my accumulated experiences of teaching and traveling in China for nine years.

Often I have said that I am not really a teacher — I am just an old country doctor that tells stories and jokes.In olden times，the word for“doctor” and “teacher” was the same.Thinking about my years of practice in rural Montana，mainly my job consisted of listening to people discuss their problems，then — deciding on a useful set of tests that could help define the problem.Montanans are practical，so the process had to conserve both time and money.Often it was like looking at a partly constructed jigsaw puzzle and trying to see the picture.The next step was teaching — explaining the problem with simple language and vocabulary，using analogies，metaphors，and word picture comparisons to items in the patients’ daily lives.I felt it essential that the patient understand as much as possible about the problem，what caused it，and their treatment choices.Working together，instead of following “doctor’s orders” (I always shudder when I hear that phrase)means fewer problems with malpractice lawsuits，and a higher level of cooperation.Finally，in the treatment phase of the doctor－patient relationship，the doctor uses accumulated professional knowledge and experience to attempt to intervene in a helpful way.In my view the conversation and teaching is equally important to the medical treatment.

So for anyone reading so far，I want to say that I am no expert teacher，linguist，or Sinologist.I’m just not！ I am not even

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