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  • 大学英语泛读(第1册)(教师用书)(第3版)[平装]
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  • 作者:解又明(作者,编者)
  • 出版社:上海外语教育出版社;第1版(2006年6月1日)
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  • ISBN:9787810958363

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    《大学英语泛读(第1册)(教师用书)(第3版)》:《大学英语》系列教材的再修订,以《大学英语课程教学要求(试行)》为依据,历经三年调研,汲取全国百所高校师生的建议和意见,旨在发扬我国大学英语教学的优良传统,推广成功经验,为新时期人才培养再作贡献。
    融合传统与现代教学理念:强调打好扎实语言基本功,突出综合应用能力的提高;
    发挥综合优势,完善原有体系:大幅度、全方位修订《精读》、《泛读》、《听力》、预备级《泛读》、预备级《听力》,重编《快读阅读》、预备级《精读》,删繁就简《语法与练习》;
    调整起点,充实优化素材:1800词起点(预备级1300词);选材全面完备,经典性与现代性、文学性与科普性完美匹配;
    革新练习,五种技能并重:阅读材料丰富多彩,听力训练形式多样,词汇练习注重复现,语法操练循序渐进,翻译训练实用全面,口语活动精彩纷呈,写作训练由浅入深,四、六级口、笔试中学生常犯的语言错误讲解分析精辟实用;
    辅以现代教育技术手段,充分满足教学需要:同步推出与纸质教材配套的电子教案和学生学习光盘,帮助教师构建新型的课堂教学模式,为学生创造自主式、交互式的学习环境。

    目录

    UNIT ONE
    1.My Uncle Theo
    2.Never Late-The Flying Bluebird
    3.Never Late-The Man in Blue

    UNIT TWO
    4.The Winter s Snow
    5.The Four Seasons in England
    6.The Missing Five-Pound Note

    UNIT THREE
    7.A Useful Stick
    8.Travelling Light
    9.Your Breakfast Is Served,Madam

    UNIT FOUR
    10.Cowboys
    11.The Garden of Eden
    12.A Surprise for Mr.Koffer

    UNIT FIVE
    13.Socrates
    14.The Date Father Didn t Keep
    15.Flying Objects
    TEST PAPER ONE

    UNIT SIX
    16.The Record
    17.The Seven Gifts
    18.The Glove

    UNIT SEVEN
    19.A Good Night s Sleep
    20.Working for the Future
    21.A Difficult Interview

    UNIT EIGHT
    22.Two Letters form London
    23.Pets
    24.En Route

    UNIT NINE
    25.Queen Cleopatra
    26.Chance
    27.Cambridge-A Uniersity Town

    UNIT TEN
    28.Trees Make Cents
    29.Here It Comes,There It Goes
    30.Personal Banking

    TEST PAPER TWO
    KEY TO TEST YOURSELF(1)AND(2)

    序言

    《大学英语》是遵照1986年国家教委审定的《大学英语教学大纲(文理科本科用)》编写的一套系列教材,分精读、泛读、听说、快速阅读和语法与练习五种教程,由全国六所重点大学合作编写。教材于1986年出版试用本,1992年出版正式本,并于同年9月荣获全国高等学校第二届优秀教材特等奖,以及国家教委高等学校第二届优秀教材一等奖。
    1998年,在广泛征求意见的基础上,《大学英语》系列教材根据《大学英语教学大纲(高等学校本科用)》进行了第一次修订。修订本更加注意文、理、工、农、医等各科的通用性,力求给学生打好“宽、厚、牢”的语言基础。
    为了推进大学英语教学改革,适应社会各界对大学生英语能力的要求,教育部于2004年颁布了《大学英语课程教学要求(试行)》(以下简称《课程要求》)。遵照《课程要求》对大学英语提出的教学目标,即“培养学生的英语综合应用能力”,编者于2004年决定对教材进行第二次修订,以满足新时期国家和社会对人才培养的需要。
    本次修订原则:
    1.教材的定位不变。《大学英语》是综合教育型(English for integrative purposes)而非特殊目的型(English for specific purposes)的教材,旨在帮助大学本科各专业学生进一步打下扎实的语言基础。
    2.选材原则不变。正因为《大学英语》是综合教育型的,选材必须做到题材广泛,体裁多样,语言规范,有利于打好语言基础。选材遵循三性原则,即趣味性、知识性、可思性,以激发学生学习英语的兴趣。
    3.在更新课文时注意经典性与时代性的融合,科普性与文学性的融合,使选文内容经得起时间考验,文字经得起反复咀嚼。这两个融合是教材可教性与可学性的保证,也是教材生命力之所在。
    4.本次修订按照《课程要求》所提出的培养“英语综合应用能力”这一目标,着重考虑增强听与说的训练,提高听与说尤其是说的要求。

    文摘

    1.As a warm-up, the teacher may begin by asking the students if they are interested inclassical music and then ask them, if they are, to name some great composers. (Bach,Haydn, Mozart, Beethoven, Schumann, Mendelssohn)
    2.Fred and the author hadn't much in common. There was a world of difference betwe entheir interests. One was interested in making statues and repairing things, the other was fond of music. In spite of that, they were good friends. What then held this friendship together? It was admiration. The author admired Fred's skill as a craftsman and Fredadmired a black statue of a little monkey that sat on the author's mantelpiece.
    3.This story is written with a touch of humour, built on a series of misunderstandings on the part of the author because of his eagerness to help his friend enjoy music. Ask the students to find examples in the text which reflect the misunderstandings.
    1) He took the different expression on his friend's face, the bright eyes and the smile for the effect that the music had on him; so he came to the conclusion that "he had been listening!"
    2) When he found Fred holding the record in his big hands, he thought his friend ap-preciated the record. This discovery made him too pleased to tell him to be careful about the record.
    3) When he asked Fred if he enjoyed it, he meant if Fred enjoyed the music. Fred's af-firmative answer created another misunderstanding on the part of the author. This misunderstanding led him to offer the record to Fred.
    4.This story has a surprise ending: the present Fred gave the author turned out to be madeout of the record. Ask the students if they expect such an ending as they read the story,and then see how many examples of foreshadowing they can find in the text to justifytheir answer.
    1) The author spent hours pointing out the beauties of a particular piece, but all the time Fred was gazing at the little black statue of monkey on the mantelpiece and hadn't been listening to a word the author said.
    2) Fred once told the author that he would love to make a copy of the little monkeysome day.
    3) The different expression on his face, the bright eyes and the smile after Fred saw the record imply that he had discovered something: the record was the very thing he could use to reproduce the statue. When the author offered him the record, he hesi-tated to take it, after all it was a precious record and it would be a pity to melt it.