《英語讀寫教程(下)》針對在校大學生的語言基礎、思維能力和學習興趣的不同，材料選擇首先確定了學生感興趣的32個話題，力爭在選材時做到內容豐富、題材廣泛以及體裁多樣。內容主要從英美等國的報刊書籍以及網路資源中選出，主要涉及語言、文化、習俗、科技、人物等，力求深入淺出。根據教學需要，編者對所選材料進行了刪節、修改和簡化。課文長度為500—700詞左右，其重點在於加強學生的語言基本功，為後期的語言學習打下較為堅實的基礎。
基本介紹
- 書名：英語讀寫教程
- 作者：柏樺
- 出版日期：2008年8月1日
- 語種：英語, 簡體中文
- ISBN：9787040253191
- 品牌：高等教育出版社
- 外文名：Reading Writing
- 出版社：高等教育出版社
- 頁數：433頁
- 開本：16
- 定價：39.90
內容簡介,圖書目錄,文摘,序言,
內容簡介
《英語讀寫教程(下)》由高等教育出版社出版。
圖書目錄
Unit 1 LOVE
Text 1 The Day ofLove
Structured Writing Choosing and Narrowing a Topic
Applied Writing Application Letter
Text 2 LoveIsJust aThread
Reading Skills A Tip for Speeding Up Your Reading(1)
Text 3 The Apple Tree
Grammar Focus 被動語態
Unit 2 CULTURE
Text 1 VqhatCausestheCulturalDifference
Structured Writing Brainstorming
Applied Writing Resume
Text2 TheChineseTeaCulture
Reading Skills ATipfor SpeedingUpYourReading(2)
Text 3 WhenYouThinkoftheAmericanPopCulture
Grammar Focus 不定式
Unit 3 MUSIC&DANCING
Text 1 BritishMusic
Structured Writing Grouping
Applied Writing Certificates
Text 2 TheRoleDancingPlaysinaCulture
Reading Skills Guessing the Meaning of Words from Context(1)
Text 3 JazzMusic
Grammar Focus 動名詞
Unit 4 ENVIRONMENT
Text 1 Global Warming
StructuredWriting WritingtheTopic Sentence
Applied Writing Recommendation Letter
Text 2 EnvironmentPledgeofGreenOlympicCaranles
Reading Skills Guessing the Meaning of Words from Context(2)
Text 3 WasteTreatment
Grammar Focus 分詞
Test Yourself(Units 1-4)
Ullit 5 CELEBRmES
Text 1 John Fitzgerald Kennedy
Structured Writing Simple Outlining
Applied Writing Advertisement
Text 2 The People's Princess
Reading Skills Reading for the Main Idea
Text 3 YangLiwei
Grammar Focus 分詞的獨立主格結構
Unit 6 SCIENCE
Text 1 History ofthe Hot Balloon
Structured Writing Writing a Paragraph
Applied Writing Public Signs
Text2 DeathIs aNewInvention
Reading Skills Slang
Text 3 Who Is the VictimofScience
Grammar Focus 主謂一致
Unit 7 PERSONALITY
Text 1 Types ofPersonafities
Structured Writing The Topic Sentence
Applied Writing Condolence and Sympathy
Text2 Jane Eyre——ABeautifulSoul
Reading Skills Spotting Authors’Navigation Aids
Text 3 InsuranceAgent
Grammar Focus 主語從句
Unit 8 MEDIA
Text 1 Mass Media
Structured Writing The Concluding Sentence
Applied Writing Lost and Found
Text 2 Media EfieCtS
Reading Skills Reading Comprehension Question(1)
Text 3 "relevision
Grammar Focus 賓語從句
Test Yourself(Units 5—8)
Unit 9 ADVENTURE
Text 1 BoostYour Confidence
Structured Writing A Supporof the Controlling Idea
Applied Writing Credit Lerer
Text2 Russian、Flag PlantedUndertheNorthPole
Reading Skills Reading Comprehension Question(2)
Text 3 Spirit ofAdventure
Grammar Focus 表語從句
Unit 10 ECoNoMY
Text 1 Do Not Get Carried Away、with the GDP
Structured Writing Comparison and Contrast
Applied Writing Trade Dispute
Text2 AsianDevelopmentBank
Reading Skills Figurative Language(1)
Text 3 Why Decry the Wealth Gap
Grammar Focus 同位語從句
Unit 11 STRESS
Text 1 LearningtoHandleStress
Structured Writing Cause and Effect
Applied Writing Inquiries and Replies
Text 2 ASpeechAboutStress
Reading Skills Figurative Language(2)
Text 3 FeelingStress
Grammar Focus 定語從句
Unit 12 ANIMAL&NATURE
Text 1 Animal Education
Structured Writing Unity and Coherence
Applied Writing Replies tO Inquiries
Text 2 Protection Efforts forBirds in Yunnan
Reading Skills Scanning
Text 3 Why Is Ecological Balance Important
Grammar Focus 狀語從句(一)
TestYourself(Umts 9-12)
Unit 13 HEAlTH
Text 1 A Gift ofLife
Structured Writing Narration
Applied Writing Offer
Text2 Drinkto—andfor—Y0amHealth
Reading Skills Skimming
Text 3 Study：ObesityIs“SociallyContagious”
Grammar Focus 狀語從句(二)
Unit 14 DISASTlERS
Text 1 AReport：TreatFloodsAs SeriouslyAsTerrorism
Structured Writing Description
Applied Writing Acknowledging Orders
Text 2 I-IiroshimaMemories
Reading Skills Extensive Reading
Text 3 Tangshan Earthquake：A Deadly Disaster
Grammar Focus 倒裝
Unit 15 SoCIAL PRoBLEMS
Text 1 Who ShouldTake ResponsibilityforKids’Crimes
Structured Writing Exposition
Applied Writing Bargaining Letter
Text 2 FacingUptoViolenceinAmerica
Reading Skills Intensive Reading
Text 3 Evaluation of Rural Unemployment
Grammar Focus 虛擬語氣(一)
Unit 16 JOBS
Text 1 A Career Plan
Structured Writing Argumentation
Applied Writing Contracts
Text2 TenTipsforLeaders
Reading Skills A Review of Figurative Language
Text 3 DoYouHavePassionforYourJob
Grammar Focus 虛擬語氣(二)
Test Yourself(Units 13-16)
Appendix 1 The Appreciation of English Articles
Appendix 2 Glossary
Appendix 3 KeystoTestYourself
Text 1 The Day ofLove
Structured Writing Choosing and Narrowing a Topic
Applied Writing Application Letter
Text 2 LoveIsJust aThread
Reading Skills A Tip for Speeding Up Your Reading(1)
Text 3 The Apple Tree
Grammar Focus 被動語態
Unit 2 CULTURE
Text 1 VqhatCausestheCulturalDifference
Structured Writing Brainstorming
Applied Writing Resume
Text2 TheChineseTeaCulture
Reading Skills ATipfor SpeedingUpYourReading(2)
Text 3 WhenYouThinkoftheAmericanPopCulture
Grammar Focus 不定式
Unit 3 MUSIC&DANCING
Text 1 BritishMusic
Structured Writing Grouping
Applied Writing Certificates
Text 2 TheRoleDancingPlaysinaCulture
Reading Skills Guessing the Meaning of Words from Context(1)
Text 3 JazzMusic
Grammar Focus 動名詞
Unit 4 ENVIRONMENT
Text 1 Global Warming
StructuredWriting WritingtheTopic Sentence
Applied Writing Recommendation Letter
Text 2 EnvironmentPledgeofGreenOlympicCaranles
Reading Skills Guessing the Meaning of Words from Context(2)
Text 3 WasteTreatment
Grammar Focus 分詞
Test Yourself(Units 1-4)
Ullit 5 CELEBRmES
Text 1 John Fitzgerald Kennedy
Structured Writing Simple Outlining
Applied Writing Advertisement
Text 2 The People's Princess
Reading Skills Reading for the Main Idea
Text 3 YangLiwei
Grammar Focus 分詞的獨立主格結構
Unit 6 SCIENCE
Text 1 History ofthe Hot Balloon
Structured Writing Writing a Paragraph
Applied Writing Public Signs
Text2 DeathIs aNewInvention
Reading Skills Slang
Text 3 Who Is the VictimofScience
Grammar Focus 主謂一致
Unit 7 PERSONALITY
Text 1 Types ofPersonafities
Structured Writing The Topic Sentence
Applied Writing Condolence and Sympathy
Text2 Jane Eyre——ABeautifulSoul
Reading Skills Spotting Authors’Navigation Aids
Text 3 InsuranceAgent
Grammar Focus 主語從句
Unit 8 MEDIA
Text 1 Mass Media
Structured Writing The Concluding Sentence
Applied Writing Lost and Found
Text 2 Media EfieCtS
Reading Skills Reading Comprehension Question(1)
Text 3 "relevision
Grammar Focus 賓語從句
Test Yourself(Units 5—8)
Unit 9 ADVENTURE
Text 1 BoostYour Confidence
Structured Writing A Supporof the Controlling Idea
Applied Writing Credit Lerer
Text2 Russian、Flag PlantedUndertheNorthPole
Reading Skills Reading Comprehension Question(2)
Text 3 Spirit ofAdventure
Grammar Focus 表語從句
Unit 10 ECoNoMY
Text 1 Do Not Get Carried Away、with the GDP
Structured Writing Comparison and Contrast
Applied Writing Trade Dispute
Text2 AsianDevelopmentBank
Reading Skills Figurative Language(1)
Text 3 Why Decry the Wealth Gap
Grammar Focus 同位語從句
Unit 11 STRESS
Text 1 LearningtoHandleStress
Structured Writing Cause and Effect
Applied Writing Inquiries and Replies
Text 2 ASpeechAboutStress
Reading Skills Figurative Language(2)
Text 3 FeelingStress
Grammar Focus 定語從句
Unit 12 ANIMAL&NATURE
Text 1 Animal Education
Structured Writing Unity and Coherence
Applied Writing Replies tO Inquiries
Text 2 Protection Efforts forBirds in Yunnan
Reading Skills Scanning
Text 3 Why Is Ecological Balance Important
Grammar Focus 狀語從句(一)
TestYourself(Umts 9-12)
Unit 13 HEAlTH
Text 1 A Gift ofLife
Structured Writing Narration
Applied Writing Offer
Text2 Drinkto—andfor—Y0amHealth
Reading Skills Skimming
Text 3 Study：ObesityIs“SociallyContagious”
Grammar Focus 狀語從句(二)
Unit 14 DISASTlERS
Text 1 AReport：TreatFloodsAs SeriouslyAsTerrorism
Structured Writing Description
Applied Writing Acknowledging Orders
Text 2 I-IiroshimaMemories
Reading Skills Extensive Reading
Text 3 Tangshan Earthquake：A Deadly Disaster
Grammar Focus 倒裝
Unit 15 SoCIAL PRoBLEMS
Text 1 Who ShouldTake ResponsibilityforKids’Crimes
Structured Writing Exposition
Applied Writing Bargaining Letter
Text 2 FacingUptoViolenceinAmerica
Reading Skills Intensive Reading
Text 3 Evaluation of Rural Unemployment
Grammar Focus 虛擬語氣(一)
Unit 16 JOBS
Text 1 A Career Plan
Structured Writing Argumentation
Applied Writing Contracts
Text2 TenTipsforLeaders
Reading Skills A Review of Figurative Language
Text 3 DoYouHavePassionforYourJob
Grammar Focus 虛擬語氣(二)
Test Yourself(Units 13-16)
Appendix 1 The Appreciation of English Articles
Appendix 2 Glossary
Appendix 3 KeystoTestYourself
文摘
Questions 16 to 20 are based 011．the following passage．
More than seven hundred years ago，the Prince of Wales had a very big and brave clog called Gelert．One daythe Prince wanted to go hunting witll his men．He told his dog to stay at home and look after his baby son．Thebaby was in a wooden cradle．which was like a small bed．
When the Prince came back from hunting，Gelert ran out to meet his master．He wagged his tail and jumpedup to put his paws on the Prince's chest．Then the Prince saw the blood on Gelert's jaws and head．“What haveyou done？”the Prince said．He rushed into his house and looked for his baby son,The cradle was lying on its sideon the floor．The clothes were torn and there was blood on them．“So you have killed my son？”the Prince saidangrily．“You unfaithful dog！”He took out his sword and killed the dog．
Just as Gelert was dying，he managed to bark．Then the Prince heard a baby call to the dog．The Prince ranout of the house and saw his son lying on the ground unhurt．Near him was a dead wolf．Then the Prince knewthat Gelert had defended the baby and killed the wolf．The Prince rail back into the house but he was too late．Gelert was dead．The Prince was very sad indeed．Tears ran down his face when he realized he had killed hisfaithful friend．
The Prince carried the body of his brave dog to the top of a mountain and buried him there．After this，thePrince never smiled again．Every morning at dawn，he walked up the mountain and stood by the dog's grave for afew minutes．If you go to Mount Snowdon in Wales，people will show you where Gelert is buried．There is a signby his grave．It reminds people of a brave and faithful dog．
More than seven hundred years ago，the Prince of Wales had a very big and brave clog called Gelert．One daythe Prince wanted to go hunting witll his men．He told his dog to stay at home and look after his baby son．Thebaby was in a wooden cradle．which was like a small bed．
When the Prince came back from hunting，Gelert ran out to meet his master．He wagged his tail and jumpedup to put his paws on the Prince's chest．Then the Prince saw the blood on Gelert's jaws and head．“What haveyou done？”the Prince said．He rushed into his house and looked for his baby son,The cradle was lying on its sideon the floor．The clothes were torn and there was blood on them．“So you have killed my son？”the Prince saidangrily．“You unfaithful dog！”He took out his sword and killed the dog．
Just as Gelert was dying，he managed to bark．Then the Prince heard a baby call to the dog．The Prince ranout of the house and saw his son lying on the ground unhurt．Near him was a dead wolf．Then the Prince knewthat Gelert had defended the baby and killed the wolf．The Prince rail back into the house but he was too late．Gelert was dead．The Prince was very sad indeed．Tears ran down his face when he realized he had killed hisfaithful friend．
The Prince carried the body of his brave dog to the top of a mountain and buried him there．After this，thePrince never smiled again．Every morning at dawn，he walked up the mountain and stood by the dog's grave for afew minutes．If you go to Mount Snowdon in Wales，people will show you where Gelert is buried．There is a signby his grave．It reminds people of a brave and faithful dog．
序言
大學英語是學生進入大學後必修的一門語言類課程。它既是一門語言技能基礎課程，又是一門跨文化能力培養課程，在人才素質培養過程中起著舉足輕重的作用。
在經濟全球化進程不斷加快的今天，我們需要不同層次的各類專業人才為社會服務。如何針對不同層次需求，培養具有較高跨文化交際能力且滿足各類工作崗位需要的學生，是擺在我國高等教育面前一個急需解決的課題。因此，開展教材建設，採用多元化的人才培養模式組織教學，按照學習對象各自不同的語言基礎，構建“分層教學、分類指導、分別達標”的課程體系刻不容緩。
《英語讀寫教程》（上、下冊）遵循了“因材施教”的人本原則，充分考慮了學生的語言基礎現實。採取由淺入深的編寫方法使教材能夠體現層次化和階梯化。目前，針對中等水平以上學生所編寫的教材已經比較豐富，但針對語言基礎相對薄弱的學生所編寫的教材尚顯不足。鑒於此，編寫組展開充分的調研，深入了解這部分學生的學習需求，編寫了這套教材，以滿足教學的需要。
《英語讀寫教程》（上、下冊）的編寫目的在於通過本教材的使用，使學生掌握2500左右的單詞和短語，能夠讀懂中等難度以下的英文文章，了解西方的文化，並能夠掌握一定的寫作技巧，具備一定的寫作能力。同時也兼顧對學生語音基礎、語法基礎的培養，使學生具備一定的語感，為今後的學習打下堅實的基礎。
《英語讀寫教程》（上、下冊），注重內容的趣味性、廣泛性、可思性和前瞻性，同時兼顧語言的規範性和文體的多樣性。教材以話題導入教學內容，所涉及的話題有：大學生活、友情、餐飲、愛好、夢想、家庭、教育、節日、語言學習、網路、時尚、幸福與成功、生活方式、道德與準則、風度、旅行、愛情、文化、藝術、環境、名人、科學、個性、媒體、冒險、動物與自然、經濟、壓力、健康、災難、社會問題和就業等方面。眾所周知，閱讀不僅是語言輸入的主要來源，也是聽、說、讀、寫、譯等技能提高的主要基礎，沒有足夠的語言輸入，其他技能的發展也是有限的。因此，本教材補充了閱讀賞析資料，使其行文布局更有利於學生的自主學習。
在經濟全球化進程不斷加快的今天，我們需要不同層次的各類專業人才為社會服務。如何針對不同層次需求，培養具有較高跨文化交際能力且滿足各類工作崗位需要的學生，是擺在我國高等教育面前一個急需解決的課題。因此，開展教材建設，採用多元化的人才培養模式組織教學，按照學習對象各自不同的語言基礎，構建“分層教學、分類指導、分別達標”的課程體系刻不容緩。
《英語讀寫教程》（上、下冊）遵循了“因材施教”的人本原則，充分考慮了學生的語言基礎現實。採取由淺入深的編寫方法使教材能夠體現層次化和階梯化。目前，針對中等水平以上學生所編寫的教材已經比較豐富，但針對語言基礎相對薄弱的學生所編寫的教材尚顯不足。鑒於此，編寫組展開充分的調研，深入了解這部分學生的學習需求，編寫了這套教材，以滿足教學的需要。
《英語讀寫教程》（上、下冊）的編寫目的在於通過本教材的使用，使學生掌握2500左右的單詞和短語，能夠讀懂中等難度以下的英文文章，了解西方的文化，並能夠掌握一定的寫作技巧，具備一定的寫作能力。同時也兼顧對學生語音基礎、語法基礎的培養，使學生具備一定的語感，為今後的學習打下堅實的基礎。
《英語讀寫教程》（上、下冊），注重內容的趣味性、廣泛性、可思性和前瞻性，同時兼顧語言的規範性和文體的多樣性。教材以話題導入教學內容，所涉及的話題有：大學生活、友情、餐飲、愛好、夢想、家庭、教育、節日、語言學習、網路、時尚、幸福與成功、生活方式、道德與準則、風度、旅行、愛情、文化、藝術、環境、名人、科學、個性、媒體、冒險、動物與自然、經濟、壓力、健康、災難、社會問題和就業等方面。眾所周知，閱讀不僅是語言輸入的主要來源，也是聽、說、讀、寫、譯等技能提高的主要基礎，沒有足夠的語言輸入，其他技能的發展也是有限的。因此，本教材補充了閱讀賞析資料，使其行文布局更有利於學生的自主學習。
