大學(xué)英語精讀

前言

　　《大學(xué)英語》是遵照1986年國(guó)家教委審定的《大學(xué)英語教學(xué)大綱（文理科本科用）》編寫的一套系列教材，分精讀、泛讀、聽說、快速閱讀和語法與練習(xí)五種教程，由全國(guó)六所重點(diǎn)大學(xué)合作編寫。教材于1986年出版試用本，1992年出版正式本，并于同年9月榮獲全國(guó)高等學(xué)校第二屆優(yōu)秀教材特等獎(jiǎng)，以及國(guó)家教委高等學(xué)校第二屆優(yōu)秀教材一等獎(jiǎng)?！　?998年，在廣泛征求意見的基礎(chǔ)上，《大學(xué)英語》系列教材根據(jù)《大學(xué)英語教學(xué)大綱（高等學(xué)校本科用）》進(jìn)行了第一次修訂。修訂本更加注意文、理、工、農(nóng)、醫(yī)等各科的通用性，力求給學(xué)生打好“寬、厚、牢”的語言基礎(chǔ)?！　榱送七M(jìn)大學(xué)英語教學(xué)改革，適應(yīng)社會(huì)各界對(duì)大學(xué)生英語能力的要求，教育部于2004年頒布了《大學(xué)英語課程教學(xué)要求（試行）》（以下簡(jiǎn)稱《課程要求》）。遵照《課程要求》對(duì)大學(xué)英語提出的教學(xué)目標(biāo)，即“培養(yǎng)學(xué)生的英語綜合應(yīng)用能力”，編者于2004年決定對(duì)教材進(jìn)行第二次修訂，以滿足新時(shí)期國(guó)家和社會(huì)對(duì)人才培養(yǎng)的需要?！　”敬涡抻喸瓌t：　　1.教材的定位不變?！洞髮W(xué)英語》是綜合教育型（English for integrative purposes）而非特殊目的型（English for specific purposes）的教材，旨在幫助大學(xué)本科各專業(yè)學(xué)生進(jìn)一步打下扎實(shí)的語言基礎(chǔ)。　　2.選材原則不變。正因?yàn)椤洞髮W(xué)英語》是綜合教育型的，選材必須做到題材廣泛，體裁多樣，語言規(guī)范，有利于打好語言基礎(chǔ)。選材遵循三性原則，即趣味性、知識(shí)性、可思性，以激發(fā)學(xué)生學(xué)習(xí)英語的興趣?！　?.在更新課文時(shí)注意經(jīng)典性與時(shí)代性的融合，科普性與文學(xué)性的融合，使選文內(nèi)容經(jīng)得起時(shí)間考驗(yàn)，文字經(jīng)得起反復(fù)咀嚼。這兩個(gè)融合是教材可教性與可學(xué)性的保證，也是教材生命力之所在?！　?.本次修訂按照《課程要求》所提出的培養(yǎng)“英語綜合應(yīng)用能力”這一目標(biāo)，著重考慮增強(qiáng)聽與說的訓(xùn)練，提高聽與說尤其是說的要求。

內(nèi)容概要

《大學(xué)英語》系列教材的再修訂，以《大學(xué)英語課程教學(xué)要求（試行）》為依據(jù)，歷經(jīng)三年調(diào)研，汲取全國(guó)數(shù)百所高校師生的建議和意見，旨在發(fā)揚(yáng)我國(guó)大學(xué)英語教學(xué)的優(yōu)良傳統(tǒng)，推廣成功經(jīng)驗(yàn)，為新時(shí)期人才培養(yǎng)再作貢獻(xiàn)?！　∪诤蟼鹘y(tǒng)與現(xiàn)代教學(xué)理念：強(qiáng)調(diào)打好扎實(shí)語言基本功，突出綜合應(yīng)用能力的提高?！　“l(fā)揮綜合優(yōu)勢(shì)，完善原有體系：大幅度、全方位修訂《精讀》、《泛讀》、《聽力》、預(yù)備級(jí)《泛讀》、預(yù)備級(jí)《聽力》，重編《快速閱讀》、預(yù)備級(jí)《精讀》，刪繁就簡(jiǎn)《語法與練習(xí)》    ?！　≌{(diào)整起點(diǎn)，充實(shí)優(yōu)化素材：1800詞起點(diǎn)（預(yù)備級(jí)1300詞）；選材全面完備，經(jīng)典性與時(shí)代性、文學(xué)性與科普性完美匹配?！　「镄戮毩?xí)，五種技能并得：閱讀材料豐富多彩，聽力訓(xùn)練形式多樣，詞匯練習(xí)注重復(fù)現(xiàn)，語法操練循序漸進(jìn)，翻譯訓(xùn)練實(shí)用全面，口語活動(dòng)精彩紛呈，寫作訓(xùn)練由淺入深，四、六級(jí)口、筆試中學(xué)生常犯的語言錯(cuò)誤講解分析精辟實(shí)用?！　≥o以現(xiàn)代教育技術(shù)手段，充分滿足需要：同步推出與紙質(zhì)教材配套的電子教案和學(xué)生學(xué)習(xí)光盤，幫助教師構(gòu)建新型的課堂教學(xué)模式，為學(xué)生創(chuàng)造自主式、交互式的學(xué)習(xí)環(huán)境?！　”緝?cè)為精讀的第五冊(cè)共有八個(gè)單元。每一單元由課文、生詞、注釋、練習(xí)、閱讀練習(xí)和有引導(dǎo)的寫作等九個(gè)部分組成。本書講解課文時(shí)就從全篇內(nèi)容著眼，并對(duì)一些常用詞和詞組的用法進(jìn)行分析，防止了只講語言點(diǎn)而忽略通篇內(nèi)容，避免了只注意文章內(nèi)容而忽視語言基礎(chǔ)訓(xùn)練；生詞釋義采用英、漢結(jié)合的方式；注釋盡量選用了淺近的英語。

書籍目錄

Unit 1 A Kind ofUnit 2 The FifthUnit 3 Your Key to a Better LifeUnit 4 Super Kids and Super ProblemsUnit 5 Science and the Scientific AtlitudeUnit 6 Love StoryUnit 7 Roaming the CosmosUnit 8 I Have aDreamAppendix　1 Tape Scripts and Key to Test Papers　2 Glossary

章節(jié)摘錄

　　A loser represses1 his capacity to express spontaneously and appropriately his full range of possible behavior. He may be unaware of other options for his life if the path he chooses goes nowhere. He is afraid to try new things. He maintains his own status quo2. He is a repeater. Herepeats not only his own mistakes, he often repeats those of his family and culture.　　A loser has difficulty giving and receiving affection. He does notenter into intimate, honest direct relationships with others.（5）Instead,he tries to manipulate them into living up to his expectations and channels3his energies into living up to their expectations.　　When a person wants to discover and change his "losing streak4,when he wants to become more like the winner he was born to be, he canuse gestalt-type experiments and transactional analysis5 to make change happen. These are two new, exciting, psychological approaches to humanproblems. The first was given new life by Dr. Frederick Perls; the second was developed by Dr. Eric Berne.　　Perls was born in Germany in 1893 and left the country when Hitler came into power. Berne was born in Montreal in 1910. Both men were trained as Freudian psychoanalysts; both broke away from the use oforthodox psychoanalysis;　both found their greatest popularity　and acceptance in the United States.　　Gestalt therapy6 is not new. However, its current popularity has grown very rapidly since it was given new impetus and direction by Dr.Frederick Perls. Gestalt is a German word for which there is no exact English equivalent; it means, roughly, the forming of an organized,meaningful whole.　　Perls perceives many personalities as lacking wholeness, as being fragmented. He claims people are often aware of only parts of themselves rather than of the whole self.

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