英语高级口语教程
2011-12
西北工业大学出版社
张芸，冯正斌 编著
全2册
610000
张芸、冯正斌编写的《英语高级口语教程》分上、下册，共30个单元，主要内容涉及校园问题、大众传媒、住房问题、婚姻与爱情、网络、名人、休闲娱乐、工作、假日和成功等30个话题。《英语高级口语教程》力求图文并茂，有选择地给出相应话题所涉及的图片，以便减轻纯文字带给学生的压力，从感官上给学生以愉悦。本教材配有英语录音，录音效果清晰、流畅、优美，语音和语调标准、纯正。录音光盘便于教师课堂教学以及学生课后适时地训练与检测。
《英语高级口语教程》读者对象为英语专业学生或其他较高水平英语学习者。
(上册)
Unit 1 Living on Campus
Unit 2 Examinations
Unit 3 E-books
Unit 4 To Give or to Receive
Unit 5 Mass Media
Unit 6 Admiration or Envy
Unit 7 Stars
Unit 8 Work to Live or Live to Work
Unit 9 Money
Unit 10 Diet to Keep Fit
Unit 11 Smoking
Unit 12 Advertisements
Unit 13 Housing Reform
Unit 14 Familial Affection
Unit 15 Romantic Love
(下册)
Unit 16 Marriage
Unit 17 Divorce
Unit 18 Fashion
Unit 19 Shopping
Unit 20 Part-time Jobs
Unit 21 Network
Unit 22 Online Games
Unit 23 Happy Farm
Unit 24 Food Security
Unit 25 Entertainment and Recreation
Unit 26 TV Programmes
Unit 27 Success
Unit 28 Humor
Unit 29 Travel
Unit 30 Holidays and Festivals
版权页： 插图： Text 5. Examinations Exert a Pernicious Influence on Education We might marvel at the progress made in every field of study, but the methods of testing a person's knowledge and ability remain as primitive as they ever were. It really isextraordinary that after all these years, educationists have still failed to devise anything moreefficient and reliable than examinations. For all the pious claim that examinations test whatyou know, it is common knowledge that they more often do the exact opposite. They may bea good means of testing memory, or the knack of working rapidly under extreme pressure,but they can tell you nothing about a person's true ability and aptitude. As anxiety-makers, examinations are second to none. That is because so much dependson them. They are the mark of success or failure in our society. Your whole future may bedecided in one fateful day. It doesn-t matter that you weren't feeling very well. Little thingslike that don-t count: the exam goes on. No one can give of his best when he is in mortalterror, or after a sleepless night, yet this is precisely what the examination system expectshim to do. The moment a child begins school, he enters a world of vicious competitionwhere success and failure are clearly defined and measured. Can we wonder at the increasingnumber of "drop-outs": young people who are written off as utter failures before they haveeven embarked on a career? Can we be surprised at the suicide rate among students? A good education should, among other things, train you to think for yourself. Theexamination system does anything but that. What has to be learnt is rigidly laid down by asyllabus, so the student is encouraged to memorize. Examinations do no motivate a studentto read widely, but to restrict his reading; they do not enable him to seek more and moreknowledge, but induce cramming. They lower the standards of teaching, for they deprivethe teacher of all freedom. Teachers themselves are often judged by examination results andinstead of teaching their subjects, they are reduced to training their students in examtechniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress. The results on which so much depends are often nothing more than a subjectiveassessment by some anonymous examiner. Examiners are only human. They get tired andhungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in alimited amount of time. They work under the same sort of pressure as the candidates. Andtheir word carries weight. After a judge's decision you have the right of appeal, but notafter an examiner s. There must surely be many simpler and more effective ways ofassessing a person's true abilities. Is it cynical to suggest that examinations are merely aprofitable business for the institutions that run them？ This is what it boils down to in thelast analysis. The best comment on the system is this illiterate message recently scrawled ona wall: " I were a teenage drop-out and now I am teenage millionaire. "
《英语高级口语教程(套装上下册)》在对国内外多种口语教材研究的基础上，针对中国学生对口语有恐惧感等现实，试图将听、读与说相结合，通过听提高学生对英语语言的敏感度，通过阅读弥补学生用英语表达观点的缺失，进而过渡到口语的流畅表达。
