《文化透視英語教程3》為中美專家合作編寫，是一套縝密切入英美文化各個層面，培養英語運用能力的有機教程。此套教材的教學基本理念是：把學術焦點放在中西文化的表里差異中，以培養準確、純正的英語，從而生動無礙地掌握語言技能。與國內現有同類教材相比，本套教材有以下特點：全部文章採用英文原文，力圖保持原汁原味；切入英語文化的各個層面、各個情景，以期在更大的語境中提高學生的語言理解和運用能力；深入英語文化，將焦點放在中外文化的差異上，並配有互動式練習。本套教材不僅適用於高校英語專業學生，也適用於入學時英語水平較高的非英語專業英語，以及有一定英語基礎而準備出國深造的英語學習者。
基本介紹
- 書名：文化透視英語教程3
- 出版社：外語教學與研究出版社
- 頁數：412頁
- 開本：16
- 品牌：外語教學與研究出版社
- 作者：何其莘 童明
- 出版日期：2006年5月1日
- 語種：簡體中文, 英語
- ISBN：9787560053325, 7560053327
- 外文名：English through Culture
基本介紹,內容簡介,作者簡介,圖書目錄,編輯推薦,文摘,目錄,序言,
基本介紹
內容簡介
《文化透視英語教程3》由外語教學與研究出版社出版。
作者簡介
何其莘，1986年獲美國肯特州立大學英美文學博士，現任北京外國語大學副校長、教授、博士生導師；全國高校外語專業教學指導委員會副主任、兼英語組組長，全國英國文學學會會長。著有《英國文藝復興時期文學史》(與王佐良合著)、《英國戲劇史》，編著《英國文學選集》、《英國戲劇選讀》、《新概念英語》(新版，與亞歷山大合作)和大學英語專業教材Listen to This等。
童明，原名劉軍，1992年獲美國麻省大學英美文學博士現任美國加州州立大學洛杉磯分校英語系教授。1975年畢業於西安外國語學院，1975-1977年在英國杜倫大學做訪問學者，1981-1984年在紐約聯合國總部任譯員。撰寫的有關英美文學、歐洲文學、文學文化理論的論文散見於美國學術出版社出版的專著和學術刊物。近作有《美國文學史》(英文)(譯林出版社)。
童明，原名劉軍，1992年獲美國麻省大學英美文學博士現任美國加州州立大學洛杉磯分校英語系教授。1975年畢業於西安外國語學院，1975-1977年在英國杜倫大學做訪問學者，1981-1984年在紐約聯合國總部任譯員。撰寫的有關英美文學、歐洲文學、文學文化理論的論文散見於美國學術出版社出版的專著和學術刊物。近作有《美國文學史》(英文)(譯林出版社)。
圖書目錄
Unit 1 Being Ethnic in the U.S.
Colsw Reading None of This Is Fair
Further Reading I.Growing Up Asian in America
II.Cultural Baggage
Listening How It Feels to Be Colored Me
Writing Why Blacks Need Affirmative Action
Unit 2 Language and Society
Colse Reading If Black English Isn't Language,Then Tell Me,What Is?
Further Reading I.Softening the Stories for Chidren
II.To the Victor Belongs the Language
Listening English a Crazy Laguage
Writhing Fairy Tales and Modern Stories
Unit 3 Gun Control in Debate
……
Unit 4 Television and Violence
Unit 5 Gender and Sexuality
Unit 6 Imaging Beauty
Unit 7 Cyber-space: The New Frontier
Unit 8 Sex Education
Unit 9 The Entertainment Business
Unit 10 The Divorce Debate
Unit 11 Leisure and Pastime
Unit 12 How Free Should Media Be
Unit 13 Racial Discrimination and Its Manifestations
Unit 14 Man in Nature
Unit 15 Family Values
Unit 16 Trashing the Planet
Colsw Reading None of This Is Fair
Further Reading I.Growing Up Asian in America
II.Cultural Baggage
Listening How It Feels to Be Colored Me
Writing Why Blacks Need Affirmative Action
Unit 2 Language and Society
Colse Reading If Black English Isn't Language,Then Tell Me,What Is?
Further Reading I.Softening the Stories for Chidren
II.To the Victor Belongs the Language
Listening English a Crazy Laguage
Writhing Fairy Tales and Modern Stories
Unit 3 Gun Control in Debate
……
Unit 4 Television and Violence
Unit 5 Gender and Sexuality
Unit 6 Imaging Beauty
Unit 7 Cyber-space: The New Frontier
Unit 8 Sex Education
Unit 9 The Entertainment Business
Unit 10 The Divorce Debate
Unit 11 Leisure and Pastime
Unit 12 How Free Should Media Be
Unit 13 Racial Discrimination and Its Manifestations
Unit 14 Man in Nature
Unit 15 Family Values
Unit 16 Trashing the Planet
編輯推薦
《文化透視英語教程3》由外語教學與研究出版社出版。
文摘
I had had no idea what it meant to buy this kind of land and make it grow green. or how， when the war came， there was no space at all for the subtlety of being who we were-Japanese-Americans. Either/or was the way.I hadn‘t understood that people were literally afraid for their lives then， that their money had been frozen in banks； that there was a five-mile travel limit； that when the early evening curfew came and they were inside their houses， some of them watched helplessly as people they knew went into their barns to steal their belongings. The police were patrolling the road， interested only in violators of curfew. There was no help for them in the face of thievery. I had not been able to imagine before what it must have felt like to be an American-to know absolutely that one is an American-and yet to have almost everyone else deny it. Not only deny it， but challenge that identity with machine guns and troops of white American soldiers. In those circumstances it was difficult to say， “ I’m a Japanese-American.” “American” had to do.
But now I can say that. I am a Japanese-American. It means I have a place here in this country， too. I have a place here on the East Coast， where our neighbor is so much a part of our family that my mother never passes her house at night without glancing at the lights to see if she is home and safe； where my parents have hauled hundreds of pounds of rocks from fields and arduously planted Christmas trees and blueberries， lilacs， asparagus， and crab apples；where my father still dreams of angling a stream to a new bed so that he can dig a pond in the field and fill it with water and fish. “The neighbors already came for their Christmas tree？” he asks inDecember. “Did they like it？ Did they like it？”
I have a place on the West Coast where my relatives still farm， where I heard the stories of feuds and backbiting， and where I saw that people survived and flourished because fundamentally they trusted and relied upon one another. A death in the family is not just a death in a family； it is a death in the community. I saw people help each other with money， materials， labor， attention， and time. I saw men gather once a year， without fail， to clean the grounds of a ninety-year-old woman who had helped the community before， during， and after the war. I saw her remembering them with birthday cards sent to each of their children.
But now I can say that. I am a Japanese-American. It means I have a place here in this country， too. I have a place here on the East Coast， where our neighbor is so much a part of our family that my mother never passes her house at night without glancing at the lights to see if she is home and safe； where my parents have hauled hundreds of pounds of rocks from fields and arduously planted Christmas trees and blueberries， lilacs， asparagus， and crab apples；where my father still dreams of angling a stream to a new bed so that he can dig a pond in the field and fill it with water and fish. “The neighbors already came for their Christmas tree？” he asks inDecember. “Did they like it？ Did they like it？”
I have a place on the West Coast where my relatives still farm， where I heard the stories of feuds and backbiting， and where I saw that people survived and flourished because fundamentally they trusted and relied upon one another. A death in the family is not just a death in a family； it is a death in the community. I saw people help each other with money， materials， labor， attention， and time. I saw men gather once a year， without fail， to clean the grounds of a ninety-year-old woman who had helped the community before， during， and after the war. I saw her remembering them with birthday cards sent to each of their children.
目錄
Unit 1 Being Ethnic in the U.S.
Close Reading None of This Is Fair
Further Reading I. Growing Up Asian in America
II. Cultural Baggage
Listening How It Feels to Be Colored Me
Writing Why Blacks Need Affirmative Action
Unit 2 Language and Society
Close Reading If Black English Isn't a Language, Then Tell Me, What Is?
Further Reading I. Softening the Stories for Children
II. To the Victor Belongs the Language
Listening English Is a Crazy Language
Writing Fairy. Tales and Modern Stories
Unit 3 Gun Control in Debate
Close Reading Just Take Away Their Guns
Further Reading I. Why Handguns Must Be Outlawed
II. The Case for Firearms
Listening More Guns, Less Crime?
Writing Guns in the Courtroom
Unit 4 Television and Violence
Close Reading TV Violence. Does It Cause Real-life Mayhem?
Further Reading I. When Television Is a School for Criminals
II. The Effects of Television on Family Life
Listening Dating
Writing Crack and the Box
Unit 5 Gender and Sexuality
Close Reading Between the Sexes, a Great Divide
Further Reading I. Why Are Women This Miserable?
II. I'd Rather Be Black than Female
Listening Thank Heaven for Little Boys
Writing Sex in the Movies
Unit 6 imaging Beauty
Close Reading Clothing as a Sign System (Part I)
Further Reading I. Clothing as a Sign System (Part II)
II. The Ugly Truth About Beauty
Listening Body Imperfect
Writing Venus Envy
Unit 7 Cyber-space. The New Frontier
Close Reading The Tales They Tell in Cyber-space
Further Reading
I. Men, Women, and Computers
II. Don't Look Back
Listening California Report Cautious on "E-voting"
Writing Rising Internet Use
Unit 8 Sex Education
Close Reading Condoms:The New Diploma
Further Reading
I. The War on embarrassment
II. A Pyrrhic victory
Listening The Secret Struggle Toward Womanhood
Writing Third Base:Identity
Unit 9 The Entertainment Business
Close Reading Hollywood Poison Factory
Further Reading
I. Tough Talk on Entertainment
II. Today's Pop Stars Hurt by Too Much Publicity?
Listening Rock and Roll Music and Political and Social Changes
Writing Mickey Mouse
Unit 10 The Divorce Debate
Close Reading The Perfect Family
Further Reading I. Splitting Up
II. Why Marriages Fail
Listening The Good Marriage
Writing The Divorce Debate in the New York Times
Unit 11 Leisure and Pastime
Close Reading Dostoyevsky and a Decaf
Further Reading I. A Diarist on Diarists
II. Living with My VCR
Listening What to Listen for in Music
Writing Night Life on the Reef: Looking at Nighttime Fish Habits
Unit 12 How Free Should Media Be
Close Reading Let's Put Pornography Back in the Closet
Further Reading I. Hate Radio
II. TV, Freedom, and the Loss of Community
Listening The End of Admiration: The Media and the Loss of Heroes
Writing Soaps, Cynicism, and Mind Control
Unit 13 Racial Discrimination and Its Manifestations
Close Reading The Recoloring of Campus Life
Further Reading I. Blacks Cannot Escape Segregation
II. Watching the Miss America Pageant
Listening The Lesson
Writing Colorblind
Unit 14 Man in Nature
Close Reading Learning to See
Further Reading I. Listening to the Air
II. The Last of the Wild Salmon
Listening The Survival of the City in Our Time
Writing The Death of a Moth
Unit 15 Family Values
Close Reading Myths of Family Past
Further Reading I. The Coming White Underclass
II. Family Album
Listening The Family Legacy
Writing Sex in a Marriage
Unit 16 Trashing the Planet
Close Reading The Greenhouse Blues
Further Reading I. Trashing the Planet?
II. DDT,Science ,and Public Policy
Listening Out,Damn Naturalists
Writing A Review of Trashing the Planet(I)
Close Reading None of This Is Fair
Further Reading I. Growing Up Asian in America
II. Cultural Baggage
Listening How It Feels to Be Colored Me
Writing Why Blacks Need Affirmative Action
Unit 2 Language and Society
Close Reading If Black English Isn't a Language, Then Tell Me, What Is?
Further Reading I. Softening the Stories for Children
II. To the Victor Belongs the Language
Listening English Is a Crazy Language
Writing Fairy. Tales and Modern Stories
Unit 3 Gun Control in Debate
Close Reading Just Take Away Their Guns
Further Reading I. Why Handguns Must Be Outlawed
II. The Case for Firearms
Listening More Guns, Less Crime?
Writing Guns in the Courtroom
Unit 4 Television and Violence
Close Reading TV Violence. Does It Cause Real-life Mayhem?
Further Reading I. When Television Is a School for Criminals
II. The Effects of Television on Family Life
Listening Dating
Writing Crack and the Box
Unit 5 Gender and Sexuality
Close Reading Between the Sexes, a Great Divide
Further Reading I. Why Are Women This Miserable?
II. I'd Rather Be Black than Female
Listening Thank Heaven for Little Boys
Writing Sex in the Movies
Unit 6 imaging Beauty
Close Reading Clothing as a Sign System (Part I)
Further Reading I. Clothing as a Sign System (Part II)
II. The Ugly Truth About Beauty
Listening Body Imperfect
Writing Venus Envy
Unit 7 Cyber-space. The New Frontier
Close Reading The Tales They Tell in Cyber-space
Further Reading
I. Men, Women, and Computers
II. Don't Look Back
Listening California Report Cautious on "E-voting"
Writing Rising Internet Use
Unit 8 Sex Education
Close Reading Condoms:The New Diploma
Further Reading
I. The War on embarrassment
II. A Pyrrhic victory
Listening The Secret Struggle Toward Womanhood
Writing Third Base:Identity
Unit 9 The Entertainment Business
Close Reading Hollywood Poison Factory
Further Reading
I. Tough Talk on Entertainment
II. Today's Pop Stars Hurt by Too Much Publicity?
Listening Rock and Roll Music and Political and Social Changes
Writing Mickey Mouse
Unit 10 The Divorce Debate
Close Reading The Perfect Family
Further Reading I. Splitting Up
II. Why Marriages Fail
Listening The Good Marriage
Writing The Divorce Debate in the New York Times
Unit 11 Leisure and Pastime
Close Reading Dostoyevsky and a Decaf
Further Reading I. A Diarist on Diarists
II. Living with My VCR
Listening What to Listen for in Music
Writing Night Life on the Reef: Looking at Nighttime Fish Habits
Unit 12 How Free Should Media Be
Close Reading Let's Put Pornography Back in the Closet
Further Reading I. Hate Radio
II. TV, Freedom, and the Loss of Community
Listening The End of Admiration: The Media and the Loss of Heroes
Writing Soaps, Cynicism, and Mind Control
Unit 13 Racial Discrimination and Its Manifestations
Close Reading The Recoloring of Campus Life
Further Reading I. Blacks Cannot Escape Segregation
II. Watching the Miss America Pageant
Listening The Lesson
Writing Colorblind
Unit 14 Man in Nature
Close Reading Learning to See
Further Reading I. Listening to the Air
II. The Last of the Wild Salmon
Listening The Survival of the City in Our Time
Writing The Death of a Moth
Unit 15 Family Values
Close Reading Myths of Family Past
Further Reading I. The Coming White Underclass
II. Family Album
Listening The Family Legacy
Writing Sex in a Marriage
Unit 16 Trashing the Planet
Close Reading The Greenhouse Blues
Further Reading I. Trashing the Planet?
II. DDT,Science ,and Public Policy
Listening Out,Damn Naturalists
Writing A Review of Trashing the Planet(I)
序言
凡在非英語國家施教或學習英語，教材實為決定性之要素。中國近百年來的英語教學史上，已出現過兒套頗受歡迎的教材，例如《英語》（許國璋主編），又如《新概念英語》（亞歷山大編寫，其新版由亞歷山大與何其莘合編）一這些教材適應了我國在不同時期英語教學的需要。
本書《文化透視英語教程》（English Through Culture）為中美專家合作編寫，是一套縝密切入英美文化各個層面、培養英語運用能力的有機教程，不僅適用於高校英語專業學生，也適用於已通過大學英語四級考試的非英語專業學生和有一定英語基礎、準備出國深造的英語學習者。
此套教材的特色在於其基本概念是：把學術焦點放在中西文化的表里差異上，以期使學生領會準確、純粹的英語.從而自然無礙地掌握語言技能。（反觀若以語法為主要途徑，而忽視感性腠理者，豈非每流於“中式英語”之弊。）
蓋語言所表達之信息，必與特定的生活習慣、思維方式、歷史習俗等息息相關。要精確地掌握英語，務需儘可能及早深入其文化內涵。本書編者都有在英美學習和生活的經歷，也有在中美高等院校長期執教的實踐經驗，因之力圖剴切中邊，詮釋語言與文化的微妙關係以盡其志責。
與國內現有的同類教材相比，本教材還具有以下三個特點：
1.全部教材採用原文，如需適當壓縮改寫，也力圖保持“原汁原味”。聽、說、讀、寫材料，均選自各種文化語境，兼顧不同風格，既多樣又在專題之下相互配合，有利於學生大量接觸和積累準確的語言知識。
2.切入英語文化的各個層面、各個情景，在更廣的語境中提高學生的語言理解能力和運用能力，將聽、說、讀、寫、譯五項技能有機地結合在一起，進行綜合訓練。這樣，可彌補過分側重語言點講授法的不足。
3.深入英語文化，將焦點放在中外文化的差異上，不僅便於學習地道的英語，而且有益於開拓視野，啟發思路。這套教材兼為文化讀本，每個單元都有精練的文化知識介紹。此外，與課文配套的練習強調互動，促使學生在學習的各個階段參與教學活動。
此外，需要說明的是，本書旨在提高學生語言能力，幫助學生了解現今的美國文化，其中觀點並不代表編者立場。由於書中文章全部節選自美國最新出版物，某些觀點難免有些偏頗，請讀者在學習語言文化的同時對文中的論點加以甄別。
在教材編寫過程中，編者曾向美國多位從事語言文學教學的專家、學者、教師和編輯請教、求證和核實。謹此向他們表示衷心的感謝。
本書《文化透視英語教程》（English Through Culture）為中美專家合作編寫，是一套縝密切入英美文化各個層面、培養英語運用能力的有機教程，不僅適用於高校英語專業學生，也適用於已通過大學英語四級考試的非英語專業學生和有一定英語基礎、準備出國深造的英語學習者。
此套教材的特色在於其基本概念是：把學術焦點放在中西文化的表里差異上，以期使學生領會準確、純粹的英語.從而自然無礙地掌握語言技能。（反觀若以語法為主要途徑，而忽視感性腠理者，豈非每流於“中式英語”之弊。）
蓋語言所表達之信息，必與特定的生活習慣、思維方式、歷史習俗等息息相關。要精確地掌握英語，務需儘可能及早深入其文化內涵。本書編者都有在英美學習和生活的經歷，也有在中美高等院校長期執教的實踐經驗，因之力圖剴切中邊，詮釋語言與文化的微妙關係以盡其志責。
與國內現有的同類教材相比，本教材還具有以下三個特點：
1.全部教材採用原文，如需適當壓縮改寫，也力圖保持“原汁原味”。聽、說、讀、寫材料，均選自各種文化語境，兼顧不同風格，既多樣又在專題之下相互配合，有利於學生大量接觸和積累準確的語言知識。
2.切入英語文化的各個層面、各個情景，在更廣的語境中提高學生的語言理解能力和運用能力，將聽、說、讀、寫、譯五項技能有機地結合在一起，進行綜合訓練。這樣，可彌補過分側重語言點講授法的不足。
3.深入英語文化，將焦點放在中外文化的差異上，不僅便於學習地道的英語，而且有益於開拓視野，啟發思路。這套教材兼為文化讀本，每個單元都有精練的文化知識介紹。此外，與課文配套的練習強調互動，促使學生在學習的各個階段參與教學活動。
此外，需要說明的是，本書旨在提高學生語言能力，幫助學生了解現今的美國文化，其中觀點並不代表編者立場。由於書中文章全部節選自美國最新出版物，某些觀點難免有些偏頗，請讀者在學習語言文化的同時對文中的論點加以甄別。
在教材編寫過程中，編者曾向美國多位從事語言文學教學的專家、學者、教師和編輯請教、求證和核實。謹此向他們表示衷心的感謝。
