新編英語(yǔ)教程

前言

　　《新編英語(yǔ)教程》第五、六冊(cè)自初版以來(lái)將近九年。我們認(rèn)為這兩冊(cè)教材的一個(gè)不足之處是：它們雖是同教程預(yù)備級(jí)和第一至四冊(cè)的繼續(xù)，但內(nèi)容遠(yuǎn)遠(yuǎn)不如后者完備。后者每?jī)?cè)由學(xué)生用書、練習(xí)冊(cè)和教師用書共三本組成一套，而第五、六冊(cè)僅各有學(xué)生用書和練習(xí)參考答案共兩本。有鑒于此，我們對(duì)第五、六冊(cè)作了較大幅度的補(bǔ)充、修訂，以期與預(yù)備級(jí)和第一至四冊(cè)取得一致，其修訂版也各由學(xué)生用書、練習(xí)冊(cè)和教師用書等三本組成一套。修訂重點(diǎn)如下：　　一、學(xué)生用書?！　?.少數(shù)課文作了刪換?！　?.課文I、Ⅱ的注釋和課文I的篇章結(jié)構(gòu)部分作了較大的補(bǔ)充。課文工的文體分析部分作了一定的調(diào)整?！　?.新增段落寫作部分（第五冊(cè)）和文章寫作部分（第六冊(cè)）?！　?.新增聽(tīng)說(shuō)練習(xí)部分。針對(duì)不同題材的聽(tīng)力材料提問(wèn)并要求討論?！　《?、新增練習(xí)冊(cè)，由下列各部分組成?！　?.針對(duì)課文I內(nèi)容和語(yǔ)言的練習(xí)。有內(nèi)容提問(wèn)、句子釋義、單句漢譯英和寫作等四種練習(xí)?！　?.課文Ⅱ新增各種形式的練習(xí)。　　3.新增課文Ⅲ，是全新的內(nèi)容。由一篇形式各樣的課文和配套練習(xí)組成。第五冊(cè)課文Ⅲ選自百科全書和雜志，內(nèi)容大多數(shù)結(jié)合課文工、Ⅱ的題材。第六冊(cè)采用商業(yè)書信等材料。　　4.語(yǔ)言綜合練習(xí)。大部分來(lái)自原來(lái)的學(xué)生用書。　　三、新增教師用書。共分兩部分?！　?.第一部分保留了原在練習(xí)參考答案中針對(duì)課文I、Ⅱ的部分練習(xí)答案。新增課文工語(yǔ)言點(diǎn)的補(bǔ)充注釋和用法舉例。新增聽(tīng)說(shuō)練習(xí)的錄音書面材料?！　?.練習(xí)冊(cè)中練習(xí)的答案?！　∥覀兿Ｍ缎戮幱⒄Z(yǔ)教程》第五、六冊(cè)能更好地為高校英語(yǔ)專業(yè)高年級(jí)教學(xué)服務(wù)。

內(nèi)容概要

《新編英語(yǔ)教程》（修訂版）是供高等學(xué)校英語(yǔ)專業(yè)四年制本科生使用的綜合英語(yǔ)教材，能幫助學(xué)生練好堅(jiān)實(shí)的語(yǔ)言基本功，使他們的英語(yǔ)綜合技能達(dá)到得心應(yīng)手、運(yùn)用自如的程度；使他們具有寬廣的社會(huì)科學(xué)和自然科學(xué)方面的知識(shí)；使他們能靈活地進(jìn)行有效的社會(huì)交際活動(dòng)?！　　缎戮幱⒄Z(yǔ)教程》共分九級(jí)：　　預(yù)備級(jí)——為學(xué)生提供最基本的英語(yǔ)語(yǔ)音、語(yǔ)法和詞匯知識(shí)及其應(yīng)用方法，是日后熟練　　掌握英語(yǔ)綜合技能的奠基石。本級(jí)教材有學(xué)生用書、練習(xí)冊(cè)、教師用書?！　〉?至4級(jí)——供基礎(chǔ)階段學(xué)生使用，每級(jí)都有學(xué)生用書、練習(xí)冊(cè)、教師用書、MP3錄音。　　第5至6級(jí)——供高年級(jí)學(xué)生使用，每級(jí)都有學(xué)生用書、練習(xí)冊(cè)、教師用書、MP3錄音?！　〉?至8級(jí)——供高年級(jí)學(xué)生使用，每級(jí)都有學(xué)生用書、練習(xí)參考答案。

書籍目錄

Unit One　TEXT I Two Words to Avoid, Two to Remember　TEXT II The Romance of WordsUnit Two　TEXT I The Fine Art of Putting Things Off　TEXT II GossipUnit Three　TEXT I Walls and Barriers　TEXT II Barrier SignalsUnit Four　TEXT I The Lady, or the Tiger？ Part I　TEXT II The Princess and the Tin BoxUnit Five　TEXT I The Lady, or the Tiger？ Part II　TEXT II Mrs. Packletide's TigerUnit Six　TEXT I Dull Work　TEXT II Doing ChoresUnit Seven　TEXT I Beauty　TEXT II Sexism in English: A Feminist ViewUnit Eight　TEXT I Appetite　TEXT II Wanting an OrangeUnit Nine　TEXT I A Red Light for Scofflaws　TEXT II TrustUnit Ten　TEXT I Straight-A Illiteracy　TEXT II The Qualities of Good WritingUnit Eleven　TEXT I On Consigning Manuscripts to Floppy Discs and Archives to Oblivion　TEXT II This Is Progress？Unit Twelve　TEXT I Grant and Lee: A Study in Contrasts　TEXT II Grant and LeeUnit Thirteen　TEXT I Euphemism　TEXT II ClutterUnit Fourteen　TEXT I That Astounding Creator--Nature　TEXT II When the Young Have It GoodUnit Fifteen　TEXT I Teaching as Mountaineering　TEXT II A Liberal EducationReferences

章節(jié)摘錄

　　Normally, when an expository writer chooses a subject to write about, he is choosing a subject to define. "Appetite", in an average dictionary, is defined as "natural desire for satisfying some want or need, esp. for food" which provides a very general explanation of the Word. But Lee in this passage would rather define it as "one of the major pleasures in life", "the keenness of living", "any condition of unsatisfied desire, any burning in theblood ... ", etc. As can be readily seen in "Appetite", to construct a definition over and above the dictionary one is .evidently not his major concern. By interpreting what "appetite" means to him, Lee actually is seeking to explain to his reader a relatively more abstract idea, a subject, a look at how to keep away from boredom in life. This explanation proves effective in that Lee has successfully utilized an approach revolving around definition which allows a complicated concept or even an abstraction to be looked at concretely instead of abstractly, thus helping to make it easier to comprehend.　　Appetite is more often than not associated with the want for food, a feeling everyone has experienced and finds it easy to bring back to mind as to what it is like. In defining "appetite", however, Lee obviously intends to focus on desire in a broader sense. To make what he has ,in mind more comprehensible, the author frequently switches from one concept to the other so that the reader is given a chance to walk back and forth between the concrete and the abstract. Comparison is, therefore, one of a number of ways to approach definition.

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