大學(xué)英語精讀1·教師用書

前言

　　《大學(xué)英語》是遵照1986年國家教委審定的《大學(xué)英語教學(xué)大綱（文理科本科用）》編寫的一套系列教材，分精讀、泛讀、聽說、快速閱讀和語法與練習(xí)五種教程，由全國六所重點大學(xué)合作編寫。教材于1986年出版試用本，1992年出版正式本，并于同年9月榮獲全國高等學(xué)校第二屆優(yōu)秀教材特等獎，以及國家教委高等學(xué)校第二屆優(yōu)秀教材一等獎?！　?998年，在廣泛征求意見的基礎(chǔ)上，《大學(xué)英語》系列教材根據(jù)《大學(xué)英語教學(xué)大綱（高等學(xué)校本科用）》進行了第一次修訂。修訂本更加注意文、理、工、農(nóng)、醫(yī)等各科的通用性，力求給學(xué)生打好"寬、厚、牢"的語言基礎(chǔ)。　　為了推進大學(xué)英語教學(xué)改革，適應(yīng)社會各界對大學(xué)生英語能力的要求，教育部于2004年頒布了《大學(xué)英語課程教學(xué)要求（試行）》（以下簡稱《課程要求》）。遵照《課程要求》對大學(xué)英語提出的教學(xué)目標，即"培養(yǎng)學(xué)生的英語綜合應(yīng)用能力"，編者于2004年決定對教材進行第二次修訂，以滿足新時期國家和社會對人才培養(yǎng)的需要。　　本次修訂原則：　　1.教材的定位不變?！洞髮W(xué)英語》是綜合教育型（Englishforintegrativepurposes）而非特殊目的型（Englishforspecific：purposes）的教材，旨在幫助大學(xué)本科各專業(yè)學(xué)生進一步打下扎實的語言基礎(chǔ)?！　?.選材原則不變。正因為《大學(xué)英語》是綜合教育型的，選材必須做到題材廣泛，體裁多樣，語言規(guī)范，有利于打好語言基礎(chǔ)。選材遵循三性原則，即趣味性、知識性、可思性，以激發(fā)學(xué)生學(xué)習(xí)英語的興趣?！　?.在更新課文時注意經(jīng)典性與時代性的融合，科普性與文學(xué)性的融合，使選文內(nèi)容經(jīng)得起時間考驗，文字經(jīng)得起反復(fù)咀嚼。這兩個融合是教材可教性與可學(xué)性的保證，也是教材生命力之所在?！　?.本次修訂按照《課程要求》所提出的培養(yǎng)"英語綜合應(yīng)用能力"這一目標，著重考慮增強聽與說的訓(xùn)練，提高聽與說尤其是說的要求。

內(nèi)容概要

本書是《大學(xué)英語》系列教材（第三冊）精讀第一冊的教師用書。內(nèi)容包括第一至第十單元精讀課文教案，以及“精讀課文練習(xí)答案”、“精讀課文參考譯文”和“閱讀材料參考譯文”等三個附錄?！　　洞髮W(xué)英語》（第三版）精讀學(xué)生用書更換了相當一部分課文，教師用書自然隨之作出相應(yīng)的更新。新課文教案的編寫原有課文教案的修版，我們都力求做到語言新簡潔、內(nèi)容生動活潑。而教案編寫的原有框架。也有所突破?！　”緯贪傅脑O(shè)計或修改，不但著意發(fā)揮教師在教學(xué)過程中的主導(dǎo)作用，同時更注重提高學(xué)生的參與程度，以加強教學(xué)活動中的師生互動作用。教學(xué)活動內(nèi)容的安排，即著眼于學(xué)生讀寫能力的逐漸加強，更注意學(xué)生聽說能力的穩(wěn)步提高，盡量體現(xiàn)聽、說、讀、寫兼顧并相互滲透的原則?！　”緯O(shè)置的教案，系供教師備課參考使用，教師可以根據(jù)班級的具體情況，刪選使用上述各項內(nèi)容，甚或另行設(shè)計教案。作者無意為教師講課劃定或某種模式。講課如同創(chuàng)作，極具個性色彩，不應(yīng)受任何條條框框的約束。教學(xué)效果的好壞，在一定程度上，取決于教師自身的素質(zhì)、實踐經(jīng)驗以及現(xiàn)場即興發(fā)揮等因素。事實上，也只有飽含激情、富于個性色彩的課堂教學(xué)，才能真正吸引學(xué)生，激活他們的學(xué)習(xí)熱情，進而有效地貫徹課堂教學(xué)的意圖。

書籍目錄

Unit 1  Somet Strategies for Learning EnglishUnit 2　Sailing Round the WorldUnit 3　The PresentUnit 4　Turing Off TV:A Quiet HourUnit 5　I Never Write RightUnit 6　Sam Adams,Industrial EngineerUnit 7　The SamplerUnit 8　A Magician at Stretching a DollarUnit 9　Is There Life on Earth?Unit 10　Going HomeAppendix 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）

章節(jié)摘錄

　　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”

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