閱讀拓展

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?！　♂槍?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?！　≡诳茖W(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。　　本套教材包括三種：《讀寫教程》、《視聽說》及《閱讀拓展》，每種4冊(cè)，每?jī)?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?！　”咎捉滩木哂幸韵轮饕攸c(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?jī)?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

　　《閱讀拓展2（教師用書）》根據(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

Unit 1 People and PlacesUnit 2 Entertainment and RecreationUnit 3 EducationUnit 4 Man and NatureUnit 5 SocietyUnit 6 Culture and history（Ⅰ）Unit 7 Culture and history（Ⅱ）Unit 8 Holidays and FestivalsUnit 9 Health and MedicineUnit 10 Human MindUnit 11 LiteratureUnit 12 Science and Technology

章節(jié)摘錄

　　It was on such an occasion the other evening， as the conversation moved desultorily here and there， from the most commonplace to thoughts of Jupiter， without any focus and with no need for one， that suddenly the alchemy of conversation took place， and all at once there was a focus. I do not remember what made one of our companions say it she clearly had not come into the bar to say it， it was not something that was pressing on her mind——but her remark fell quite naturally into the talk."Someone told me the other day that the phrase， the Kings English was a term of criticism， that it means language which one should not properly use. "　　The glow of the conversation burst into flames. There were affirmations and protests and denials， and of course the promise， made in all such conversation， that we would look it up on the morning. That would settle it； but conversation does not need to be settled； it could still go ignorantly on.　　It was an Australian who had given her such a definition of "the Kings English，" which produced some rather tart remarks about what one could expect from the descendants of convicts. We had traveled in five minutes to Australia. Of course， there would be resistance to the Kings English in such a society. There is always resistance in the lower classes to any attempt by an upper class to lay down rules for "English as it should be spoken. "　　Look at the language barrier between the Saxon churls and their Norman conquerors. The conversation had swung from Australian convicts of the 19th century to the English peasants of the 12th century. Who was right， who was wrong， did not matter. The conversation was on wings.　　Someone took one of the best-known of examples， which is still always worth the reconsidering. When we talk of meat on our tables we use French words ； when we speak of the animals from which the meat comes we use Anglo-Saxon words. It is a pig in its sty； it is pork （porc） on the table. They are cattle in the fields， but we sit down to beef （boeuf）. Chickens become poultry （ poulet）， and a calf becomes veal （veau）. Even if our menus were not written in French out of snobbery， the English we used in them would still be Norman English. What all this tells us is of a deep class rift in the culture of England after the Norman conquest.　　The Saxon peasants who tilled the land and reared the animals could not afford the meat， which went to Norman tables. The peasants were allowed to eat the rabbits that scampered over their fields and， since that meat was cheap， the Norman lords of course turned up their noses at it. So rabbit is still rabbit on our tables， and not changed into some rendering of lapin. As we listen today to the arguments about bilingual education， we ought to think ourselves back into the shoes of the Saxon peasant. The new ruling class had built a cultural barrier against him by building their French against his own language. There must have been a great deal of cultural humiliation felt by the English when they revolted under Saxon leaders like Hereward the Wake. " The Kings English "——if the term had existed then had become French. And here in America now， 900 years later， we are still the heirs to it.

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