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  • 大学英语系列教材?大学英语:精读1(教师用书)(第3版)(附光盘)[平装]
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  • 作者:张增健(作者),董亚芬(丛书主编)
  • 出版社:上海外语教育出版社;第3版(2008年5月1日)
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  • ISBN:9787810958707

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    《大学英语系列教材?大学英语:精读1(教师用书)(第3版)》由上海外语教育出版社出版。

    目录

    Unit 1 Somet Strategies for Learning English
    Unit 2 Sailing Round the World
    Unit 3 The Present
    Unit 4 Turing Off TV:A Quiet Hour
    Unit 5 I Never Write Right
    Unit 6 Sam Adams,Industrial Engineer
    Unit 7 The Sampler
    Unit 8 A Magician at Stretching a Dollar
    Unit 9 Is There Life on Earth?
    Unit 10 Going Home
    Appendix 1 Key to Exercises(Unit 1-Unit 10)
    Appendix 2 Chinese Translations of the Texts(Unit 1-Unit 10)
    Appendix 3 Chinese Translations of the Reading Passages(Unit 1-Unit 10)

    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(Englishforintegrativepurposes)而非特殊目的型(Englishforspecific: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

    插图:


    There were others to whom time was an enemy,though they knew the battle was alosing one.She felt no different in her inmost self,but outwardly there were cnanges‘There was a lessening of energy SO that things took longer to do,There was a tendencY towithdraw,but of this she knew she must watchful.However limited life might become,itwas essential to keep in stride though the pace might be slower.
    Her group of friends began to decrease. Some went to the comfort Ofretirementhomes,some to the unknown.There were strong-built ones who still enjoyed travel andchided her becanse she nOW chose to stay at home.Through books and in herimaglnationshe did travel.There were many places she had never been-up the longest river to 1ts source or the highest mountain to its summit.She had not been where past civilizations hadlived and disappeared,or gone below the ocean to discover what undersea life was like
    The Generation Gap
    We 0ften hear people talking about the generation gap.The term is new,but the gap isas old as man.By“generation gap”we mean that young people and their Parentsdon tunderstand each other and that different generations have different and even conflicting values' old Mr.Ellis thinks he understands what has happened:“When 1 was a boy,I thoughtthe world was a beautiful place.My life was very pleasant.But when 1 was older,I Iearnedabout people whO were treated badly,people who didn’t have enough to eat·1 wanted to held them,and I married a girl who wanted to help them,too.We went to meetings andtalked a lot,but it didn’t seem to make much difference.
    “Our children grew up in a world at war.They didn’t know when the fighting wouId stoD.Thev wanted their children to have nice clothes and toys.They didn’t want to th。nkabout the future.They thought nothing could be done about it.
    “Now I have grandchildren,and they have their own ideas.They are trying to makethe world better.They are trying to help other people.They are making pe。Ple 1。。te“tOthem.I amproud of their generation”