綜合大學(xué)英語(yǔ)

前言

　　《綜合大學(xué)英語(yǔ)》（Comprehensive College English）是為高校英語(yǔ)專業(yè)編寫(xiě)的一套精讀課系列教材，共分8冊(cè)，分別用于英語(yǔ)專業(yè)一至四年級(jí)的八個(gè)學(xué)期?！　”窘坛叹帉?xiě)的原則和指導(dǎo)思想是我國(guó)新修訂的《高等學(xué)校英語(yǔ)專業(yè)英語(yǔ)教學(xué)大綱》，在教材的總體設(shè)計(jì)與編寫(xiě)體例上力求按階段（即：基礎(chǔ)階段1-4冊(cè)；高年級(jí)階段5-8冊(cè)）實(shí)現(xiàn)新大綱規(guī)定的加強(qiáng)學(xué)生語(yǔ)言基本功和綜合交際能力的目的要求?；A(chǔ)階段1-4冊(cè)教材系統(tǒng)傳授語(yǔ)言基礎(chǔ)知識(shí)，繼承以往精讀課教材的優(yōu)良傳統(tǒng)，對(duì)學(xué)生進(jìn)行全面的、嚴(yán)格的基本技能訓(xùn)練。在注意增強(qiáng)學(xué)生實(shí)際運(yùn)用語(yǔ)言能力的同時(shí)，注意培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣和學(xué)習(xí)方法，培養(yǎng)他們的邏輯思維能力和獨(dú)立工作能力，豐富他們的文化知識(shí)，增強(qiáng)對(duì)文化差異的敏感，性，為高年級(jí)的學(xué)習(xí)打下較扎實(shí)的基礎(chǔ)。高年級(jí)階段的5-8冊(cè)則繼續(xù)強(qiáng)化基本功訓(xùn)練，進(jìn)一步擴(kuò)大知識(shí)面，把重點(diǎn)放在培養(yǎng)學(xué)生的語(yǔ)言綜合技能、提高人文知識(shí)修養(yǎng)與語(yǔ)言交際能力上，使學(xué)生逐步成長(zhǎng)為能適應(yīng)新世紀(jì)要求的合格的外語(yǔ)專門(mén)人才。但愿通過(guò)我們大家不斷的共同努力，這套系列教程能在這方面作出一點(diǎn)應(yīng)有的貢獻(xiàn)?！　”窘坛逃伤拇ù髮W(xué)、四川師范大學(xué)、電子科技大學(xué)、西南交通大學(xué)、西南財(cái)經(jīng)大學(xué)和華西醫(yī)科大學(xué)等校外語(yǔ)院系通力合作，歷時(shí)四年編成初稿，其中第1冊(cè)、第2冊(cè)、第3冊(cè)和第5冊(cè)的初稿本曾先后在四川大學(xué)、四川師范大學(xué)、華西醫(yī)科大學(xué)和電子科技大學(xué)的英語(yǔ)專業(yè)本科班進(jìn)行過(guò)多次試用，受到師生們的廣泛好評(píng)。盡管如此，由于編者能力有限，這套系列教程一定存在不少缺點(diǎn)和謬誤，懇請(qǐng)專家和各位師友、同學(xué)不吝指正?！　≡诒窘坛痰木帉?xiě)過(guò)程中，自始至終都得到外研社的領(lǐng)導(dǎo)、責(zé)任編輯以及外研社西南信息中心各位師友的大力幫助和悉心指導(dǎo)，值此正式出版印行之際，謹(jǐn)向他們表示衷心的感謝。

內(nèi)容概要

　　《綜合大學(xué)英語(yǔ)》是一套供高等院校英語(yǔ)專業(yè)本科學(xué)生使用的精讀教材，共分8冊(cè)。其中1-4冊(cè)供基礎(chǔ)階段使用，5-8冊(cè)供高年級(jí)階段使用。本系列教程的主要特色：基礎(chǔ)階段（1-4冊(cè)）：系統(tǒng)傳授語(yǔ)言基礎(chǔ)知識(shí)，注重對(duì)學(xué)生進(jìn)行全面嚴(yán)格的基本技能訓(xùn)練；著重增強(qiáng)學(xué)生運(yùn)用語(yǔ)言的能力，培養(yǎng)良好的學(xué)習(xí)習(xí)慣和學(xué)習(xí)方法；擴(kuò)大學(xué)生的知識(shí)面，增強(qiáng)對(duì)文化差異的敏感性。高年級(jí)階段（5-8冊(cè)）：繼續(xù)加強(qiáng)基本功的訓(xùn)練，進(jìn)一步擴(kuò)大知識(shí)面，提高人文知識(shí)的修養(yǎng)強(qiáng)化學(xué)生的語(yǔ)言綜合技能，鞏固和提高語(yǔ)言交際能力。

書(shū)籍目錄

Unit OneText A： Peking University AddressText B： Five Evidences of an EducationPhonetics： Pronunciation——FricativesGrammar：The Subject-Verb CoreUnit TwoText A： Versatile ManText B： TwoVersatile Men： Leonardo da Vinci and Sir Philip SidneyPhonetics： Pronunciation——PlosivesGrammar.Predicate Verbs “Frozen” VerbsUnit ThreeText A： Do This and Youll Be Welcome AnywhereText B： Beautiful Smile and LovePhonetics： Pronunciation AffricatesGrammar.Verb Pattern （1）：Linking Verb + Subject Complement （VC）Unit FourText A： The StationText B： Gather Ye Rose-buds： Philosophies of LifePhonetics： Pronunciation—— NcsdsGrammar.Verb Pattern （2）：Intransitive Verb （V）Unit FiveText A： Rites of PassageText B： Her ShadowPhonetics： Pronunciation——LateralGrammar： Verb Pattern （3）： Verb + Object （VO）Unit SixText A： The Days When I Couldnt Speak （I）Text B： The Days When I Couldnt Speak （Ⅱ）Phonetics： Pronunciation——Semi-VowelsGrammar： Verb Pattern （4）： Verb +Object +Complement（VOC）Unit SevenText A： In and of Ourselves We TrustText B： A Traffic Light Is a Brainless MachinePhonetics： Pronunciation——Frictionless ContinuantGrammar： Verb Pattern （5）： Verb + Indirect Object + Direct Object （VOO）Unit EightText A： As Some May One Day SeeText B： A City without GreenPhonetics： Pronunciation——Consonant ClustersGrammar： Subject- Verb ConcordUnit NineText A： Human Life as a PoemText B： On How to Grow OldPhonetics： Pronunciation——The Front VowelsGrammar： Present TenseUnit TenText A： Night WatchText B： The Dying Girl That No One HelpedPhonetics： Pronunciation——The Back VowelsGrammar： Past Tense （1）Unit ElevenText A： Mother TongueText B： A Widely-used But Crazy LanguagePhonetics： Pronunciation——The Central VowelsGrammar： Past Tense （2）Unit TwelveText A： American Space, Chinese PlaceText B： Travel With CharleyPhonetics： Pronunciation——The Closing Diphthongs （1）Grammar. Past Tense （3）Unit ThirteenText A：Why ！ Decided to Be a WriterText B： The Joys of WritingPhonetics： Pronunciation ——The Closing Diphthongs （2）Grammar： Future TenseUnit FourteenText A： New Lifestyles from Old PhilosophiesText B： WisdomPhonetics： Pronunciation—— The Centring DiphthongsGrammar： The Passive VoiceGlossary

章節(jié)摘錄

　　Plain that one may gain no inconsiderable body of learning in some special field of knowledge without at the same time acquiring those habits and traits which are the marks of an educated gentleman.l An education will make its mark and find its evidences in certain traits， characteristics， and capacities which have to be acquired by patient endeavor， by following good example， and by receiving wise discipline and sound instruction.　　2These traits or characteristics may be variously described and classified， but among them are five that should always stand out clearly enough to be seen of all men.　　3The first of these is correctness and precision in the use of the mother tongue. When one hears English well spoken， with pure diction， correct pronunciation， and an almost unconscious choice of the right word， he recognizes it at once.　　4A second and indispensable trait of the educated man is refined and gentle manners. “Manners makyth the man，” wrote William of Wykeham over his gates at Winchester and at Oxford.3 He pointed to a great truth. When manners are superficial， artificial， and forced， they are bad manners. When， however， they reveal a refined and cultivated nature， they are good manners. There are certain things that gentlemen do not do， and they do not do them simply because they are bad manners. The gentleman instinctively knows the difference between those things which he may and should do and those things which he may not and should not do.　　5A third trait of the educated man is the power and habit of reflection. Human beings for the most part live wholly on the surface.4 They do not read those works of prose and poetry which have become classic because they reveal power and habit of reflection and induce the power in others.5 When one reflects long enough to ask the question how， he is on the way to knowing something about science. When he reflects long enough to ask the question why， he may， if he persists， even become a philosopher.　　6A fourth trait of the educated man is the power of growth. He continues to grow and develop from birth to his dying day. His interests expand， his contacts multiply， his knowledge increases， and his reflection becomes deeper and wider. It would appear to be true that not many human beings， even those who have had a school and college education， continue to grow after they are twenty-four of twenty five years of age.

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