讀寫教程·學(xué)生用書（第二冊(cè)）

前言

　　21世紀(jì)是一個(gè)高度全球化的時(shí)代，社會(huì)對(duì)英語人才的需求也已呈現(xiàn)多元化趨勢(shì)。培養(yǎng)具有扎實(shí)的基本功、寬廣的知識(shí)面、一定的專業(yè)知識(shí)、較強(qiáng)能力和較好素質(zhì)的新型英語專業(yè)人才，是我國目前對(duì)高等學(xué)校英語專業(yè)教學(xué)的迫切要求。與之相適應(yīng)，編寫符合新的時(shí)代要求的英語專業(yè)教材自然也成為廣大師生的必然需要?！　「鶕?jù)高等學(xué)校外語教學(xué)指導(dǎo)委員會(huì)《關(guān)于外語專業(yè)面向21世紀(jì)本科教育改革的若干意見》，21世紀(jì)英語專業(yè)教材至少應(yīng)具備以下幾個(gè)基本特征：（1）教學(xué)內(nèi)容和語言能夠反映快速變化的時(shí)代；（2）要處理好專業(yè)知識(shí)、語言訓(xùn)練和相關(guān)學(xué)科知識(shí)間的關(guān)系；（3）教材不僅僅著眼于知識(shí)的傳授，而且要有助于學(xué)生的鑒賞批評(píng)能力、思維能力、創(chuàng)新能力的培養(yǎng)；（4）具有較強(qiáng)的實(shí)用性和針對(duì)性。　　針對(duì)這些要求，結(jié)合近幾年高等學(xué)校英語專業(yè)教學(xué)改革的實(shí)踐經(jīng)驗(yàn)，以及我省英語教學(xué)的實(shí)際需要，安徽大學(xué)外語學(xué)院張紅霞博士等主持設(shè)計(jì)了新教材的編寫方案，安徽大學(xué)出版社組織了數(shù)位省內(nèi)英語教學(xué)專家，對(duì)教材編寫方案進(jìn)行了多次研討與論證，在盡量吸取國內(nèi)其他英語專業(yè)教材及公共英語教材、國外主要英語（外語）教材寶貴經(jīng)驗(yàn)的基礎(chǔ)上，注意取其長并避缺、補(bǔ)短，力求新教材科學(xué)、有效且有所突破與創(chuàng)新。　　在科學(xué)論證、廣泛討論的基礎(chǔ)上，我們組織全省十幾所高校英語專業(yè)院系的骨干力量，編寫了這套“新開端英語專業(yè)基礎(chǔ)課系列教材”。作為安徽省自主編寫的第一套英語專業(yè)基礎(chǔ)課教材，本套教材從一開始就受到安徽省教育廳的充分肯定、重視，被列入安徽省高等學(xué)?！笆晃濉币?guī)劃教材?！　”咎捉滩陌ㄈN：《讀寫教程》、《視聽說》及《閱讀拓展》，每種4冊(cè)，每冊(cè)均有相配套的教師用書，適合大學(xué)英語專業(yè)一、二年級(jí)的學(xué)生及相應(yīng)水平的英語學(xué)習(xí)者使用。教師用書不僅附有學(xué)生用書練習(xí)答案，還為教師提供了豐富的背景、專業(yè)知識(shí)介紹以及相應(yīng)的教學(xué)建議，方便教師使用。　　本套教材具有以下主要特點(diǎn)：　　1.以整體語言理論為指導(dǎo)，充分體現(xiàn)“同步發(fā)展”的編寫理念。每種教材在突出自身重點(diǎn)的基礎(chǔ)上，又注重聽、說、讀、寫、譯技能的全面發(fā)展和提高。三種教材不同的課型間有著密切聯(lián)系，每種每冊(cè)教材的相應(yīng)單元都圍繞同一主題，從不同的角度加以編排，內(nèi)容互相關(guān)聯(lián)，便于學(xué)習(xí)互動(dòng)、遷移。由此可以拓寬學(xué)生視野，提高基礎(chǔ)詞匯、重點(diǎn)詞匯的出現(xiàn)率，擴(kuò)大詞匯量，使重點(diǎn)語言知識(shí)、文化信息在不同的情境中反復(fù)出現(xiàn)，得到強(qiáng)化，加深記憶，促進(jìn)學(xué)生對(duì)語言的理解和接受，有效地提高學(xué)習(xí)效果。可以說，整套教材的“套”的概念名副其實(shí)，不僅能夠促進(jìn)任課教師之間互相交流、統(tǒng)一進(jìn)度，而且能夠提高學(xué)生的學(xué)習(xí)興趣，促進(jìn)學(xué)生語言能力全面、均衡地發(fā)展。

內(nèi)容概要

　　21世紀(jì)是一個(gè)高度全球化的時(shí)代，社會(huì)對(duì)英語人才的需求也已呈現(xiàn)多元化趨勢(shì)。培養(yǎng)具有扎實(shí)的基本功、寬廣的知識(shí)面、一定的專業(yè)知識(shí)、較強(qiáng)能力和較好素質(zhì)的新型英語專業(yè)人才，是我國目前對(duì)高等學(xué)校英語專業(yè)教學(xué)的迫切要求。與之相適應(yīng)，編寫符合新的時(shí)代要求的英語專業(yè)教材自然也成為廣大師生的必然需要?！　「鶕?jù)高等學(xué)校外語教學(xué)指導(dǎo)委員會(huì)《關(guān)于外語專業(yè)面向21世紀(jì)本科教育改革的若干意見》，21世紀(jì)英語專業(yè)教材至少應(yīng)具備以下幾個(gè)基本特征：（1）教學(xué)內(nèi)容和語言能夠反映快速變化的時(shí)代；（2）要處理好專業(yè)知識(shí)、語言訓(xùn)練和相關(guān)學(xué)科知識(shí)間的關(guān)系；（3）教材不僅僅著眼于知識(shí)的傳授，而且要有助于學(xué)生的鑒賞批評(píng)能力、思維能力、創(chuàng)新能力的培養(yǎng)；（4）具有較強(qiáng)的實(shí)用性和針對(duì)性。

書籍目錄

People and PlacesEntertainment and RecreationEducationMan and NatureSocietyCulture and History（Ⅰ）Culture and History(Ⅱ）Holidays and FestivalsHealth and MedicineHuman MindLiteratureScience and Technology

章節(jié)摘錄

　　Clearly there was something missing in me. Nature had endowed the rest of the human race with a sixth sense and left me out. This must be so， I mused， on my way back to the class， since whether I had broken a window， or failed to remember Boyle's Law， or been late for school， my teachers produced me one， adult answer. "Why can't you think?"　　As I saw the case， I had broken the window because I had tried to hit Jack Arney with a cricket ball and missed him； I could not remember Boyle's Law because I had never bothered to learn it； and I was late for school because I preferred looking over the bridge into the river. In fact， I was wicked. Were my teachers， perhaps， so good that they could not understand the depths of my depravity? Were they clear， untormented people who could direct their every action by this mysterious business of thinking? The whole thing was incomprehensible. In my earlier years， I found even the statuette of the Thinker confusing. I did not believe any of my teachers were naked， ever. Like someone born deaf， but bitterly determined to find out about sound， I watched my teachers to find out about thought.　　There was Mr. Houghton. He was always telling me to think. With a modest satisfaction， he would tell that he had thought a bit himself. Then why did he spend so much time drinking? Or was there more sense in drinking than there appeared to be? But if not， and if drinking were in fact ruinous to health——and Mr. Houghton was ruined， there was no doubt about that why was he always talking about the clean life and the virtues of fresh air? He would spread his arms wide with the action of a man who habitually spent his time striding along mountain ridges.　　"Open air does me good， boys——I know it！"　　Sometimes， exalted by his own oratory， he would leap from his desk and hustle us outside into a hideous wind.　　"Now， boys！ Deep breaths！ Feel it right down inside you——huge draughts of God's good air！"　　He would stand before us， rejoicing in his perfect health， an open-air man. He would put his hands on his waist and take a tremendous breath. You could hear the wind trapped in the cavern of his chest and struggling with all the unnatural impediments. His body would reel with shock and his ruined face go white at the unaccustomed visitation. He would stagger back to his desk and collapse there， useless for the rest of the morning. 　　……

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