文化透视英语教程3/普通高等教育“十一五”国家级规划教材

《文化透视英语教程3/普通高等教育“十一五”国家级规划教材》为中美专家合作编写，是一套缜密切入英美文化各个层面，培养英语运用能力的有机教程。《文化透视英语教程3/普通高等教育“十一五”国家级规划教材》的教学基本理念是：把学术焦点放在中西文化的表里差异中，以培养准确、纯正的英语，从而生动无碍地掌握语言技能。与国内现有同类教材相比，《文化透视英语教程3/普通高等教育“十一五”国家级规划教材》有以下特点：
全部文章采用英文原文，力图保持原汁原味；
切入英语文化的各个层面、各个情景，以期在更大的语境中提高学生的语言理解和运用能力；
深入英语文化，将焦点放在中外文化的差异上，并配有互动式练习。
《文化透视英语教程3/普通高等教育“十一五”国家级规划教材》不仅适用于高校英语专业学生，也适用于入学时英语水平较高的非英语专业英语，以及有一定英语基础而准备出国深造的英语学习者。

何其莘（1986年获美国肯特州立大学英美文学博士），现任北京外国语大学副校长、教授、博士生导师；全国高校外语专业教学指导委员会副主任、兼英语组组长，全国英国文学学会会长。著有《英国文艺复兴时期文学史》（与王佐良合著）、《英国戏剧史》，编著《英国文学选集》、《英国戏剧选读》、《新概念英语》（新版，与亚历山大合作）和大学英语专业教材《英语初级听力》、《英语中级听力》、《英语高级听力》等。
童明[美国]（笔名，原名刘军）（1992年获美国麻省大学英美文学博士）现任美国加州州立大学洛杉矶分校英语系教授。1975年毕业于西安外国语学院，1975-1977年在英国杜伦大学做访问学者，1981-1984年在纽约联合国总部任译员。撰写的有关英美文学、欧洲文学、文学文化理论的论文散见于美国学术出版社出版的专著和学术刊物。近作有《美国文学史》（英文）。

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 Isnt 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. Id 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. Dont 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. Todays 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 Lets 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)

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 hadnt 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, " Im 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.

凡在非英语国家施教或学习英语，教材实为决定性之要素。中国近百年来的英语教学史上，已出现过儿套颇受欢迎的教材，例如《英语》（许国璋主编），又如《新概念英语》（亚历山大编写，其新版由亚历山大与何其莘合编）一这些教材适应了我国在不同时期英语教学的需要。
本书《文化透视英语教程》（English Through Culture）为中美专家合作编写，是一套缜密切入英美文化各个层面、培养英语运用能力的有机教程，不仅适用于高校英语专业学生，也适用于已通过大学英语四级考试的非英语专业学生和有一定英语基础、准备出国深造的英语学习者。
此套教材的特色在于其基本概念是：把学术焦点放在中西文化的表里差异上，以期使学生领会准确、纯粹的英语.从而自然无碍地掌握语言技能。（反观若以语法为主要途径，而忽视感性腠理者，岂非每流于“中式英语”之弊。）
盖语言所表达之信息，必与特定的生活习惯、思维方式、历史习俗等息息相关。要精确地掌握英语，务需尽可能及早深入其文化内涵。本书编者都有在英美学习和生活的经历，也有在中美高等院校长期执教的实践经验，因之力图剀切中边，诠释语言与文化的微妙关系以尽其志责。
与国内现有的同类教材相比，本教材还具有以下三个特点：
1.全部教材采用原文，如需适当压缩改写，也力图保持“原汁原味”。听、说、读、写材料，均选自各种文化语境，兼顾不同风格，既多样又在专题之下相互配合，有利于学生大量接触和积累准确的语言知识。
2.切入英语文化的各个层面、各个情景，在更广的语境中提高学生的语言理解能力和运用能力，将听、说、读、写、译五项技能有机地结合在一起，进行综合训练。这样，可弥补过分侧重语言点讲授法的不足。
3.深入英语文化，将焦点放在中外文化的差异上，不仅便于学习地道的英语，而且有益于开拓视野，启发思路。这套教材兼为文化读本，每个单元都有精练的文化知识介绍。此外，与课文配套的练习强调互动，促使学生在学习的各个阶段参与教学活动。
此外，需要说明的是，本书旨在提高学生语言能力，帮助学生了解现今的美国文化，其中观点并不代表编者立场。由于书中文章全部节选自美国最新出版物，某些观点难免有些偏颇，请读者在学习语言文化的同时对文中的论点加以甄别。
在教材编写过程中，编者曾向美国多位从事语言文学教学的专家、学者、教师和编辑请教、求证和核实。谨此向他们表示衷心的感谢。