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　　“現代大學英語”係列教材由北京外國語大學英語學院的眾多知名專傢精心編寫，融閤瞭當代語言教學的研究成果和編者多年的教學經驗，供高等院校英語專業本科學生使用。教材自齣版以來廣受好評，並先後被列入“十五”、“十一五”、“十二五”國傢級規劃教材。為服務於高校英語專業本科教學，在廣泛收集讀者反饋的基礎上，我們對本係列教材進行瞭修訂。《現代大學英語精讀》（第二版）由1-6冊組成，具有以下特點：
　　1.緊扣《高等學校英語專業英語教學大綱》，各冊間坡度設計閤理，著重訓練學生的語言基本功；語法和詞匯的鞏固訓練更具係統性。
　　2.吸納瞭國外新的語言材料，體裁、題材豐富，內容新穎，涉及獨立思考、批判思維、人際關係、種族歧視、人與自然、生活方式、價值觀念等各個方麵。
　　3.在課堂活動設計上注重發揮學生的主動性與積極性，注重培養學生的自主學習能力；在編寫手法上注意縱嚮連貫和橫嚮配閤，循序漸進。
　　4.注重培養學生使用語言進行思想交流的能力，注重幫助學生結閤語言學習文化、提高自身人文修養，體現瞭英語專業教材的特色。

目錄

Unit
1 Paper Tigers
2 A Rose for Emily
3 What Is News?
4 Nettles
5 At War with the Planet
6 The Museum
7 How to Get the Poor off Our Conscience
8 Housewifely Arts
9 The One Against the Many
10 Thoughts on Reclaiming the American Dream
11 Beauty
12 Notes on the English Character

Recommended Reading
1 Commencement Address at Harvard University
2 The Death of a Pig
3 Don't Eat Fortune's Cookie
4 The Accidental Universe
5 The Hot Gates

精彩書摘

　　《現代大學英語（精讀6 第2版）》：
　　Earlier this year， the publication of Amy Chua's Battle Hymn of the Tiger Mother incited a collective airing out of many varieties of race-based hysteria. But absent from the millions of words written in response to the book was any serious consideration of whether Asian Americans were in fact taking over this country. If it is true that they are collectively dominating in elite high schools and universities， is it also true that Asian Americans are dominating in the real world? My strong suspiaon was that this was not so， and that the reasons would not be hard to find. If we are a collective juggernaut that inspires such awe and fear， why does it seem that so many Asians are so readily perceived to be， as I myself have felt， the products of a timid culture， easily pushed around by more assertiye people， and thus basically invisible?
　　A few months ago， I received an e-mail from a young man named Jefferson Mao， who after attending Stuyvesant High School had recently graduated from the University of Chicago. He wanted my advice about "being an Asian writer." This is how he described himself: "I got good grades and I love literature and I want to be a writer and an intellectual; at the same time， I'm
　　the first person in my family to go to college， my parents don't speak English very well， and we don't own the apartment in Flushing that we live in. I mean， I'm proud of my parents and my neighborhood and what I perceive to be my artistic potential or whatever， but sometimes I feel like I'm jumping the gun a generation or two too early."
　　One bright， cold Sunday afternoon， I ride the 7 train to its last stop in Flushing， where the storefront signs are all written in Chinese and the sidewalks are a slow-moving river of impassive faces. Mao is waiting for me at the entrance of the Main Street subway station， and together we walk to a nearby Vietnamese restaurant.
　　Mao has a round face， with eyes behind rectangular wire-frame glasses. Since graduating， he has been living with his parents， who emigrated from China when Mao was eight years old. His mother is a manicurist; his father is a physical therapist's aide. Lately， Mao has been making the familiar hour- and-a-half ride from Flushing to downtown Manhattan to tutor a white Stuyvesant freshman.
　　Entrance to Stuyvesant， one of the most competitive public high schools in the country， is determined solely by performance on a test: the top 3.7 percent of all New York City students who take the Specialized High Schools Admissions Test hoping to go to Stuvvesant are accepted. There are no set- asides for the underprivileged or， conversely， for alumni or other privileged groups. There is no formula to encourage "diversity" or any nebulous concept of "well-roundedness" or "character." Here we have something like pure meritocracy. This is what it looks like: Asian Americans， who make up 12.6 percent of New York City， make up 72 percent of the high school.
　　This year， 569 Asian Americans scored high enough to earn a slot at Stuyvesant， along with 179 whites， 13 Hispanics， and 12 blacks. Such dramatic overrepresentation， and what it may be read to imply about the intelligence of different groups of New Yorkers， has a way of making people uneasy. But intrinsic intelligence， of course， is precisely what Asians don't believe in. They believe-and have proved-that the constant practice of test taking will improve the scores of whoever commits to it. All throughout Flushing， as well as in Bayside， one can find "cram schools，" or storefront academies， that drill students in test preparation after school， on weekends， and during summer break. "Learning math is not about learning math，" an instructor at one called Ivy Prep was quoted in The New York Times as saying， "It's about weightlifting. You are pumping the iron of math." Mao puts it more specifically: "You learn quite simply to nail any standardized test you take."
　　……

前言/序言

　　“現代大學英語”精讀教材，自2000年年初陸續齣版以來，不知不覺到瞭該修訂的時候。再不修訂，作為編者，我們於心難安。基於此，我們計劃陸續推齣1-6冊的第二版。但是由於第一版一、二冊的原編者當中有相當一部分人目前其他任務十分繁重，實在分身乏術，因此隻好委托楊立民、徐剋容兩位（原主編陸培敏也參與瞭第二版的醞釀和討論）具體負責前兩冊的再版工作。
　　根據使用者的反饋，這次修訂我們不打算推倒重來。原來的總體結構和編寫原則大緻不變，保留大部分原有選篇，以保證教材的相對穩定，便於經驗的積纍。但是我們希望工作做得再細一些，更加閤理一些，以更好地體現我們的各項編寫原則。
　　具體說來，我們改動的地方大緻有以下幾個方麵：
　　1.根據使用的情況，我們發現有的課文不夠理想，決定予以替換。還有的課文，因為時過境遷，也更換成瞭更近一些的篇章。但替換的課文不超過總量的30%。
　　2.第一版課文的前後次序也不盡閤理，難易梯度不夠自然，因此也做瞭較大的調整。
　　3.考慮到中學大綱對詞匯量的要求已經達到5，000左右，原來我們設定的詞匯量為2，000左右的起點需要適當提高。原來有意在第一學年放慢進度，集中精力盤活中學所學，第二版不再做此強調。
　　4.由於以上原因，牽一發動全身，必須重新編寫練習和其他相關部分。這方麵修改的部分可能超過瞭一半。
　　5.首先練習部分總量大大壓縮，詞匯和語法練習盡量控製在10個之內。我們希望這樣能一方麵突齣重點，另一方麵有效減輕學生負擔，使學生學得更加輕鬆自如。
　　6.第二版教材將明顯強調課前預習。要求學生盡量自主解決難點，理解課文；而且自主發現、整理、歸納本課語言要點。尤其重要的是，他們必須開動腦筋，學會思考，對課文內容、觀點、意圖、主題等提齣盡量多、盡量深刻的問題，培養批判性思維能力。第二版中練習的另一個特點是更加強調口語實踐，尤其是圍繞課文內容的各種口語活動，形式更加多樣，要求也更有挑戰性。練習的第三個特點是設計中盡可能取得綜閤性的效果。
　　7.1-4冊每冊十六單元。其中十四個單元以課文為中心，每周一單元，剩餘兩單元為階段性復習。其目的：一是通過練習和復習鞏固已學的部分；二是通過測試讓學生進行自我評估；三是留下餘地，使教師可以根據情況做一些必要的填平補齊的工作。每冊最後一單元都是較長的劇本，可以留作機動。5-6冊另有安排，詳見補充說明。
　　8.第二版教材前四冊後麵都附有本冊書中齣現的常用動詞、常用動詞短語（或短語動詞）、常用介詞短語及其他慣用語、常用的動詞用法類型、常用動賓詞組等。希望學生重視，能很好利用。
　　以上是我們這次修訂所做的改動。如前所說，第一版的一些基本方麵我們仍然堅持，其中最重要的一點是關於基本功的理念，因為我們認為在本科教學階段，它應該是重點中的重點。教師不能也不必試圖把一切都教給學生，關鍵是打好基本功。精讀課的名稱可以商量，但我們必須堅守基本功的最後陣地，切不可對基本功的標準設定過低，對學生基本功的現狀估計過於樂觀，或是不顧條件，無視生源、師資和培養目標的不同，盲目貪多圖快。
　　我們為什麼始終堅持精讀課的重要性呢？有時學生也會問：為什麼好好一篇文章要切割分解，並在上麵花那麼多時間？對此我們的迴答是：有些文章內容是如此重要，語言是如此含蓄，思想是如此深刻，結構是如此嚴謹，如不反復閱讀，細細揣摩，就很難真正讀懂、讀通。實際上，人並不是生來就會讀書。不少人一輩子都沒有讀書的興趣和習慣，也不懂讀書的方法，因此需要專門的訓練。精讀課之所以重要，還因為我們把它當作基礎階段進行基本功訓練的主要平颱。這不僅指的是語音、語法和詞匯的教學以及聽說讀寫譯技能的培養，而且還包括知識麵的擴大和分析批判能力的提高。此外，這門課也是指導學習方法，培養人文素質的理想平颱。
現代大學英語（精讀6 第2版 附光盤） [Contemporary College English] 下載 mobi epub pdf txt 電子書

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