新活力大學(xué)英語（上冊(cè)）

內(nèi)容概要

本套大學(xué)英語教材是根據(jù)國(guó)家教育部大學(xué)英語教學(xué)的要求，并結(jié)合大學(xué)生的特點(diǎn)編寫的。該套教材分讀寫和聽說兩種，每種三冊(cè)，每?jī)?cè)配備教師參考書和課件光盤。讀寫教材主要覆蓋以下四個(gè)方面的內(nèi)容：    一、閱讀和寫作。語言是交際工具，英語學(xué)習(xí)就是要把英語作為交際工具來學(xué)習(xí)。從教學(xué)的角度講，就是要培養(yǎng)學(xué)生運(yùn)用英語進(jìn)行交際的能力。閱讀、理解一篇文章是一種交際行為，在有一定輸入的基礎(chǔ)上引導(dǎo)學(xué)生寫作也是一種交際行為，它是學(xué)生運(yùn)用語言進(jìn)行積極思維活動(dòng)的更高層次的交際行為。對(duì)于很多大學(xué)生來說，一方面，要提高他們的閱讀理解能力就必須讓他們閱讀大量的英語語言材料；另一方面，由于他們的基礎(chǔ)還不是很牢固，因此在基礎(chǔ)階段語言材料的選擇上更注重趣味性，練習(xí)形式注重活潑與多樣性，并在大量閱讀提高語感的基礎(chǔ)上設(shè)計(jì)一些緊扣閱讀文章內(nèi)容的翻譯和寫作活動(dòng)，以提高他們的語言復(fù)用能力和表達(dá)能力。    二、詞匯。詞匯是語言學(xué)習(xí)的基石，也是學(xué)生感到最棘手的方面。其困難主要在兩個(gè)方面：記住單詞難，記住之后在具體語言環(huán)境中運(yùn)用更難。因此本教材除了承襲以往教材給單詞注音、標(biāo)漢語意義的特點(diǎn)外，還在每個(gè)四級(jí)單詞后給出一個(gè)例句，為學(xué)生學(xué)習(xí)該單詞提供具體的“語言環(huán)境”。本教材在詞匯方面的另一個(gè)突破是在詞匯練習(xí)中對(duì)一些單詞從構(gòu)詞法的角度講解，幫助學(xué)生記憶和擴(kuò)大詞匯量。此外，每篇課文中選出三到五個(gè)四級(jí)詞組作為詞匯學(xué)習(xí)的重點(diǎn)，逐步為學(xué)生備考四級(jí)打基礎(chǔ)。    三、語法。語法是連詞成句的基礎(chǔ)，也是大學(xué)生比較薄弱的另一個(gè)方面。本教材在上、中冊(cè)中系統(tǒng)講解英語語法規(guī)則，如動(dòng)詞的時(shí)態(tài)、動(dòng)詞的語態(tài)、非限定性動(dòng)詞、形容詞和副詞及其比較結(jié)構(gòu)、情態(tài)動(dòng)詞、主謂語一致、強(qiáng)調(diào)句、倒裝句、平行結(jié)構(gòu)、虛擬語氣、定語從句和狀語從句，等等。在每講解一類語法規(guī)則后都設(shè)計(jì)了一些相應(yīng)的練習(xí)，做到講練結(jié)合。    四、文化。語言是文化的一部分，也是文化的載體。因此，語言學(xué)習(xí)不僅僅是語言知識(shí)的學(xué)習(xí)，也是文化的交流，是文化素質(zhì)教育的平臺(tái)。本教材在每課后選取了與課文內(nèi)容相關(guān)的影視片斷，幫助學(xué)生進(jìn)一步了解相關(guān)的文化信息，并在觀看影視片斷之后安排了一些發(fā)散性的、引導(dǎo)性的語言教學(xué)活動(dòng)，培養(yǎng)學(xué)生的跨文化意識(shí)和文化素質(zhì)。

書籍目錄

Unit 1  Language Learning  Part One   In-Class Reading    Want to Learn a Language? Don't Make It a Mount Everest  Part Two   After-Class Reading    Passage I   Reading--the Most Important Way to Learn Engli    Passage II  Improving Your Reading Strategies  Part Three Video Program  My Fair Lady  Part Four  Grammar  詞類和句子成分Unit 2  Education  Part One   In-Class Reading  Part Two   After-Class Reading    Passage I  Bill Gatesl: Education Does Count    Passage 1[  Standardized Tests?  Part Three Video Program  lt's Up to You!  Part Four  Grammar  基本句型Unit 3  Tales of People  Part One   In-Class Reading  Part Two   After-Class Reading    Passage I  The Bottom Line    Passage 1[  Who Was Mary?  Part Three Video Program  A Place of Our Own  Part Four  Grammar  動(dòng)詞的時(shí)態(tài)Unit 4  Touring Around the World  Part One   In-Class Reading  Beautiful Moscow  Part Two   After-Class Reading    Passage I   Finland    Passage II  Roaming in Hong Kong  Part Three Video Program  The Magic of Cuba  Part Four  Grammar  動(dòng)詞的語態(tài)Test OneUnit 5  Psychology   Part One  In-Class Reading   Personality and Your Health Part Two   After-Class Reading   Passage I  Howto Handle Stress, Anxieties and Worries   Passage II  Searching for Smiles Part Three Video Program  Stress and Health Problems Part Four  Grammar  非謂語動(dòng)詞 (--)——不定式Unit 6  Animal Kingdom  Part One   In-Class Reading    Endangered Species  Part Two   After-Class Reading     Passage I  Interesting Facts About Ants    Passage II  Cats and Dogs  Part Three Video Program  The Wonderful Dogs  PartFour  Grammar  非謂語動(dòng)詞（二）——?jiǎng)用~Unit 7  Special Festivals  Part One   In-Class Reading    The History of Thanksgiving Day  Part Two  After-Class Reading    Passage I  Christmas in America    Passage II  Spring Festival  Part Three Video Program  Thanksgiving Day  ……Unit 8  High TechnologyTest Two

章節(jié)摘錄

　　Standardized Tests？　　Tests， grades and homework， represent teaching by fear. Scare kids into learning.Score well on tests， and pathways to success widen. Do poorly and they narrow. Everyonecan ask students not what was learned in the course but "What did you get on the test".　　And the illusion of excellence remains： The heavier a kids book-crammed backpackon leaving school， the more the kid is learning. Fear-based learning works for a while——until the course ends， when test-givers and graders can no longer threaten.　　Quality teachers see students as burnable： Set students on fire with a passion foruseful knowledge and they will burn for a lifetime. In desire-based learning， a momentcomes when the receiver of knowledge thinks， "l need this， its important to my life."　　Not passing a standardized test for promotion or graduation is fatal， whatever theirreal achievement in school course work， or however uncertain the validity of a test todemonstrate any meaningful connection to the real world or genuine learning.　　Schools are people by two kinds of teachers： those who want power over studentsand those who seek power with. The power-over set are mind-controllers who let studentsknow that academic excellence demands a high price， with payments coming in the formof academic suffering： tough tests， rigid grading standards and loads of homework.　　Educators seeking power with their students de-emphasize all that. They go alongwith Robert Frostls free-form method of teaching. In these classes in a college， Frostwalked in the first day of each semester with no books， no syllabus， no reading list， butonly a frightening question for his students： What do you want to learn？ No teacher hadever asked them that. Frost and his students took it from there.

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