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高等學校外語專業教學指導委員會在頒布的《高等學校英語專業英語教學大綱》中明確指出：“基礎階段的主要教學任務是傳授英語基礎知識，對學生進行全面的、嚴格的基本技能訓練，培養學生實際運用語言的能力、良好的學風和正確的學習方法，為進入高年級打下扎實的專業基礎。”鑒于此，專業英語基礎階段的教學一定要突出“基礎性十應用性”的特點。
聽力是日常生活中使用最頻繁的語言技巧。研究表明：正常的英語交際中，聽的量是說的2倍，是讀的4倍，是寫的5倍。聽力的重要性及其學習的難度都要求我們要重視聽力教學，把英語聽力教學提高到一個新水平。 目前，學生練習聽力主要是依靠教材，教材對學生練習聽力起著舉足輕重的作用。著名學者范誼指出：“教材在大學英語教學體系中，處于中樞地位。 一方面，它是教學大綱的具體化；另一方面，它又制約和影響著課堂教學的方法和模式。”因此，要提高英語聽力教學水平，就必須不斷完善英語聽力教材編寫質量，以激發學生積極的參與意識，由此提高他們的聽力能力。
在此宗旨的指引下，《英語聽力》編寫小組的成員們查閱了大量資料，搜集準備了大量真實的英語聽力素材。真實的語料能夠很好地激發學生的好奇心，刺激學生積極地參與到聽力學習過程中。如教材中每個單元皆有的英語新聞廣播不僅能引起學生強烈的好奇心，而且能激發他們積極的參與意識。直接收聽英語新聞廣播對提高聽力理解能力、把各種微技能的訓練統一起來是大有益處的。 此外，使用娛樂性強的英語素材，如：故事、散文、歌曲、電影等，趣味性強，形象生動，能夠吸引學生的注意力，調節學習情緒，增加課堂活力。這些真實聽力材料的使用，彌補了單一性聽力教材的不足，增加了聽力訓練量，豐富了聽力訓練手段，也有利于培養學生在真實情境中的聽說交際能力。
名人/編輯推薦
目次
前言
Unit 1 College Life
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News
Section Five Compound Dictation
Section Six Retelling
Section Seven Cultural Information
Unit 2 Education
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News
Section Five Compound Dictation
Section Six Retelling
Unit 3 Fashion
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News
Section Five Compound Dictation
Section Six Retelling
Section Seven Listening Tips
Unit 4 Travel
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News
Section Five Compound Dictation
Section Six Retelling
Section Seven Cultural Information
Unit 5 Social Problems
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News
Section Five Compound Dictation
Section Six Retelling
Unit 6 Culture Shock
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News
Section Five Compound Dictation
Section Six Retelling
Section Seven Cultural Information
Unit 7 Science & Technology
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News
Section Five Compound Dictation
Section Six Retelling
Unit 8 Lowcarbon Life
Section One Getting Ready
Section Two ConversatiOns
Section Three Passages
Section Four News
Section Five Dictation
Section Six Retelling
Section Seven Cultural Information
Unit 9 Economic Crisis
Section One Getting Ready
Section Two Conversations
Section Three Passages
Secton Four News
Section Five Dictation
Section Six Retelling
Section Seven Listening Tips
Unit 10 Interview
Section One Getting Ready
Section Two ConversatiOns
Section Three Passages
Section Four News
Section Five Dictation
Section Six Retelling
Section Seven Listening Tips
Unit 11 Pastime＆Amusements
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News t
Section Five Dictation
Section Six Retellingt
Section Seven Cultural Information
Unit 12 Wedding
Section One Getting Ready
Section Two Conversations
Section Three Passages
Section Four News
Section Five Dictation
Section Six Retelling
Section Seven Cultural Information
書摘/試閱
Background Information
The archetypal Catch-22, as formulated by Heller, involves the case of John Yossarian, a U.S.Army Air Forces bombardier, who wishes to be grounded from combat flight evaluated by the squadrons flight surgeon and then found "unfit to fly."("Unfit" would be any pilot who is actually willing to fly such dangerous missions; as one would have to be mad to want to take on such missions.) But the problem is that to be declared unfit, he must first ask for an evaluation, which is considered as a sufficient proof for being declared sane.These conditions make it impossible to be declared unfit.
Therefore, it means a logical paradox arising from a situation in which an individual needs something that can only be acquired by not being in that very situation; therefore, the acquisition of this thing becomes logically impossible.Catch-22s are of ten spoken with regard to rules, regulations, procedures, or situations in which one has knowledge of being or becoming a victim but has no control over it occurring.
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