現(xiàn)代大學(xué)英語(yǔ)精讀二？《現(xiàn)代大學(xué)英語(yǔ)精讀2:同步測(cè)試》內(nèi)容簡(jiǎn)介如下：目的明確：該書(shū)緊密?chē)@《現(xiàn)代大學(xué)英語(yǔ)精讀2》的每個(gè)單元核心內(nèi)容設(shè)計(jì)，旨在幫助學(xué)生鞏固并提升詞匯、語(yǔ)法、閱讀理解及翻譯等基礎(chǔ)技能，特別針對(duì)中央英語(yǔ)專(zhuān)業(yè)四級(jí)考試的考察標(biāo)準(zhǔn)。內(nèi)容豐富：每個(gè)單元包含兩篇精心挑選的文章，每篇文章后配有五道閱讀理解題目，那么，現(xiàn)代大學(xué)英語(yǔ)精讀二？一起來(lái)了解一下吧。
《華研外語(yǔ)·現(xiàn)代大學(xué)英語(yǔ)課文輔導(dǎo)：精讀2》是一本詳盡的英語(yǔ)學(xué)習(xí)指南，旨在幫助大學(xué)生深入理解英語(yǔ)課文。該書(shū)精心設(shè)計(jì)，內(nèi)容豐富多樣，每個(gè)單元結(jié)構(gòu)嚴(yán)謹(jǐn)，主要包括以下幾個(gè)部分：
首先，文化背景部分為讀者提供了課文所涉及的深層文化內(nèi)涵，有助于增強(qiáng)對(duì)文本的全面理解。緊接著，課文概要提煉了主要內(nèi)容，使讀者對(duì)文章有一個(gè)快速的把握。
課文賞析部分深入分析了文章的結(jié)構(gòu)和語(yǔ)言特色，幫助讀者提升閱讀技巧和欣賞能力。重點(diǎn)詞匯與短語(yǔ)的講解，不僅有助于記憶，還能提升詞匯運(yùn)用水平。詞匯雙解部分則提供了詞義的多維度解析，幫助讀者掌握詞匯的準(zhǔn)確用法。
難句解析部分針對(duì)文中復(fù)雜的句子結(jié)構(gòu)進(jìn)行拆解，幫助讀者突破閱讀難關(guān)。參考譯文和練習(xí)答案則為學(xué)習(xí)者提供了實(shí)踐和檢驗(yàn)的平臺(tái)，便于自我評(píng)估和提高。
同步練習(xí)部分設(shè)計(jì)了一系列實(shí)戰(zhàn)性的練習(xí)題目，確保學(xué)習(xí)者能夠?qū)⑺鶎W(xué)知識(shí)應(yīng)用到實(shí)際中。備考箱則匯集了專(zhuān)四真題和名校名師的點(diǎn)評(píng)，為考試復(fù)習(xí)提供了寶貴的資料和指導(dǎo)。
值得一提的是，光盤(pán)中還贈(zèng)送了豐富的學(xué)習(xí)資源，包括課后詞匯錄音、課文錄音、不同級(jí)別的考試真題（四級(jí)、六級(jí)、專(zhuān)四、專(zhuān)八、考研、雅思等）、英語(yǔ)新聞（VOA、BBC、CNN）以及名人演講和英語(yǔ)視聽(tīng)美文，為全方位的語(yǔ)言學(xué)習(xí)提供了多元化的支持。
現(xiàn)代大學(xué)英語(yǔ)精讀2Unit1TextA原文及全文翻譯如下：
Another School Year—What For?
John Ciardi
Let me tell you one of the earliest disasters in my career as a teacher.
It was January of1940and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms,and looked at me as if to say"All right, teach me something.
"Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips."Look,"he said,"I came here to be a pharmacist.Why do I have to read this stuff?"And not having a book of his own to point to, he pointed to mine which was lying on the desk.
New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled,not in a drugstore-mechanics school, but in a college and that at the end of his course he meant to reach for a scroll that would read Bachelor of Science.
It would not read: Qualified Pill-Grinding Technician.It would certify that he had specialized in pharmacy, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history.That is to say, he had not entered a technical training school but a university and in universities students enroll for both training and education.
I could have told him all this, but it was fairly obvious he wasn't going to be around long enough for it to matter.
Nevertheless, I was young and I had a high sense of duty and I tried to put it this way: "For the rest of your life," I said, "your days are going to average out to about twenty-four hours.
They will be a little shorter when you are in love, and a little longer when you are out of love, but the average will tend to hold. For eight of these hours, more or less, you will be asleep."
"Then for about eight hours of each working day you will, I hope, be usefully employed.Assume you have gone through pharmacy school—or engineering, or law school, or whatever—during those eight hours you will be using your professional skills.You will see to it that the cyanide stays out of the aspirin.
That the bull doesn't jump the fence, or that your client doesn't go to the electric chair as a result of your incompetence.These are all useful pursuits. They involve skills every man must respect, and they can all bring you basic satisfactions.
Along with everything else, they will probably be what puts food on your table, supports your wife, and rears your children. They will be your income, and may it always suffice.
"But having finished the day's work, what do you do with those other eight hours? Let's say you go home to your family.What sort of family are you raising? Will the children ever be exposed to a reasonably penetrating idea at home?
Will you be presiding over a family that maintains some contact with the great democratic intellect?Will there be a book in the house? Will there be a painting a reasonably sensitive man can look at without shuddering? Will the kids ever get to hear Bach"?
That is about what I said, but this particular pest was not interested."Look," he said, "you professors raise your kids your way; I'll take care of my own. Me, I'm out to make money."
"I hope you make a lot of it," I told him, "because you're going to be badly stuck for something to do when you're not signing checks."
Fourteen years later I am still teaching, and I am here to tell you that the business of the college is not only to train you, but to put you in touch with what the best human minds have thought.If you have no time for Shakespeare, for a basic look at philosophy, for the continuity of the fine arts.
For that lesson of man's development we call history—then you have no business being in college.You are on your way to being that new species of mechanized savage, the push-button Neanderthal.Our colleges inevitably graduate a number of such life forms.
But it cannot be said that they went to college; rather the college went through them—without making contact.
No one gets to be a human being unaided. There is not time enough in a single lifetime to invent for oneself everything one needs to know in order to be a civilized human.
Assume, for example, that you want to be a physicist. You pass the great stone halls of, say, M.I.T., and there cut into the stone are the names of the scientists. The chances are that few if any of you will leave your names to be cut into those stones.
Yet any of you who managed to stay awake through part of a high school course in physics, knows more about physics than did many of those great scholars of the past. You know more because they left you what they knew, because you can start from what the past learned for you.
And as this is true of the techniques of mankind, so it is true of mankind's spiritual resources. Most of these resources, both technical and spiritual, are stored in books. Books are man's peculiar accomplishment. When you have read a book, you have added to your human experience.
Read Homer and your mind includes a piece of Homer's mind. Through books you can acquire at least fragments of the mind and experience of Virgil, Dante, Shakespeare—the list is endless. For a great book is necessarily a gift; it offers you a life you have not the time to live yourself.
And it takes you into a world you have not the time to travel in literal time. A civilized mind is, in essence, one that contains many such lives and many such worlds.If you are too much in a hurry, or too arrogantly proud of your own limitations, to accept as a gift to your humanity some pieces of the minds of Aristotle, or Chaucer or Einstein, you are neither a developed human nor a useful citizen of a democracy.
I think it was La Rochefoucauld who said that most people would never fall in love if they hadn't read about it. He might have said that no one would ever manage to become human if they hadn't read about it.
I speak, I'm sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that a university has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.
The faculty, by its very existence, says implicitly: "We have been aided by many people, and by many books, in our attempt to make ourselves some sort of storehouse of human experience.
We are here to make available to you, as best we can, that expertise.
又一學(xué)年——為了什么？
約翰?查爾迪
讓我給你們講講我在教學(xué)生涯中最早遇到的困難。
《現(xiàn)代大學(xué)英語(yǔ)2》描述如下：
編撰者：由楊立民和徐克容共同編撰。
內(nèi)容結(jié)構(gòu)：
第一部分：詳盡闡述課文內(nèi)容和相關(guān)背景，幫助學(xué)生更好地融入學(xué)習(xí)情境。
第二部分：聚焦語(yǔ)言重點(diǎn)，包括詞匯、語(yǔ)法、新句型、語(yǔ)法點(diǎn)、短語(yǔ)、詞組和構(gòu)詞規(guī)則等，旨在提升學(xué)生的語(yǔ)言運(yùn)用能力。
第三部分：深入解析課文，細(xì)致剖析可能存在的語(yǔ)言難點(diǎn)，確保學(xué)生能深入理解文章內(nèi)涵。
第四部分：提供課文的譯文，幫助學(xué)生從不同角度理解原文，增強(qiáng)跨文化理解能力。
第五部分：包含練習(xí)答案及詳盡的說(shuō)明和解釋?zhuān)荚谝龑?dǎo)學(xué)生理解解題思路，提升解決問(wèn)題的能力。
課程內(nèi)容：涵蓋了從Unit 1到Unit 16的豐富課程內(nèi)容，如”Another School Year–What For?“、”Say Yes”等，每個(gè)單元都包含了上述五個(gè)部分的內(nèi)容，為教師提供了全面的教學(xué)支持。
說(shuō)“會(huì)”
托拜厄斯·沃爾夫
妻子正在洗碗，丈夫在旁擦干廚具。與他認(rèn)識(shí)的大多數(shù)男人不同，他會(huì)主動(dòng)幫忙分擔(dān)家務(wù)。幾個(gè)月前，他無(wú)意間聽(tīng)到，他妻子的朋友祝賀她能夠擁有這樣體貼的丈夫。
他們閑聊著，不知怎的突然談到“白人是否應(yīng)該與黑人結(jié)婚”這一話題。他說(shuō)綜合考慮，他認(rèn)為這是個(gè)壞主意。
“為什么呢？”她問(wèn)。
“聽(tīng)著”，他說(shuō)，“我和黑人一塊上學(xué)、工作，相處地也不錯(cuò)。用不著你在那兒暗示我我是個(gè)種族主義者。”
“我沒(méi)有暗示什么”，她說(shuō)，“我只是不明白白人與黑人結(jié)婚有什么問(wèn)題，僅此而已。”
“他們與我們有著不同的語(yǔ)言和文化。但這對(duì)我來(lái)說(shuō)無(wú)所謂，我喜歡聽(tīng)他們說(shuō)話。”
“但你不愿娶黑人，不是嗎？”她問(wèn)。
“結(jié)婚就不同了，有著不同文化背景的黑人與白人永遠(yuǎn)無(wú)法真正了解彼此。”
“但你妻子不是這樣嗎？”他妻子問(wèn)。
“是的，不同。”他厲聲說(shuō)。她妻子不斷重復(fù)他的話，顯得他們的關(guān)系聽(tīng)起來(lái)非常虛偽，他對(duì)此感到很生氣。“這些都沒(méi)洗干凈”，他說(shuō)著便把所有的銀制廚具扔回水槽。
她盯著水槽，雙唇緊閉，然后把手猛地伸入水槽中。“啊！”她尖叫起來(lái)，退后了一步，握著右手腕把手拿起來(lái)。她的拇指正在流血。
“待在那兒別動(dòng)”，他說(shuō)。他跑上樓去浴室，在藥箱里翻找酒精、棉花和創(chuàng)可貼。
本教材有以下特點(diǎn): 1. 本教材是北京外國(guó)語(yǔ)大學(xué)英語(yǔ)系的一項(xiàng)重要科研成果,匯集了英語(yǔ)教學(xué)專(zhuān)家們的豐富教學(xué)經(jīng)驗(yàn),體現(xiàn)了前沿的教學(xué)思想。 2. 教材吸納了國(guó)外最新的語(yǔ)言材料,題材豐富,內(nèi)容新穎,包括了現(xiàn)代生活的各個(gè)方面,具有鮮明的時(shí)代特征。 3. 教材在總體目標(biāo)、語(yǔ)言項(xiàng)目、詞匯范圍和練習(xí)方式上,都體現(xiàn)了新大綱的要求,符合國(guó)家標(biāo)準(zhǔn)。 4. 教材在教學(xué)法上博采眾長(zhǎng),不拘一格;在教學(xué)原則上注意發(fā)揮學(xué)生的主動(dòng)性與積極性;在編寫(xiě)手法上注意縱向連貫和橫向配合,循序漸進(jìn)。 5.與教材配套的有錄音帶、多媒體軟件等輔助學(xué)習(xí)材料,體現(xiàn)了立體教學(xué)的特點(diǎn),方便讀者學(xué)習(xí)。 6.教材注意語(yǔ)言與文化的結(jié)合,注重提高學(xué)生的人文修養(yǎng),體現(xiàn)了英語(yǔ)專(zhuān)業(yè)教材的特色。
Acknowledgement
Abbreviations
Texts
Lesson One
Text A Another School Year—What For?
Text B The Thought Card
Lesson Two
Text A Maheegun My Brother
Text B The Land of the Lock
Lesson Four
Text A The Nightingale and the Rose
Text B Nightingale
Lesson Five
Text A Say Yes
Text B Arrangement in Black and White
Lesson Six
Text A The Man in the Water
Text B The Broken Lantern
Lesson Seven
Text A The Greatest Invention
Text B The Flying Machine
Lesson Eight
Text A Psychologically Speaking
Text B Psychologically Speaking (continued)
Lesson Nine
Text A Quick Fix Society
Text B Remarks by Bill Clinton at Grand Canyon National Park
Lesson Ten
Text A The Richer, the Poorer
Text B The Story of Jane Pilgrim
Lesson Eleven
Text A You Have to Get Me Out of Here
Text B Help for the Helper
Lesson Twelve
Text A Confessions of a Miseducated Man
Text B Understanding Society and Culture Through Eating
Lesson Thirteen
Text A Blueprint for Success
Text B My Wood
Lesson Fourteen
Text A Space Shuttle Challenger
Text B Blimps
Lesson Fifteen
Text A The Riddle of Time
Text B Mr. Imagination
Vocabulary List
Idiomatic Expressions and Collocations
Verb Patterns
以上就是現(xiàn)代大學(xué)英語(yǔ)精讀二的全部?jī)?nèi)容，《現(xiàn)代大學(xué)英語(yǔ)2》描述如下：編撰者：由楊立民和徐克容共同編撰。內(nèi)容結(jié)構(gòu)：第一部分：詳盡闡述課文內(nèi)容和相關(guān)背景，幫助學(xué)生更好地融入學(xué)習(xí)情境。第二部分：聚焦語(yǔ)言重點(diǎn)，包括詞匯、語(yǔ)法、新句型、語(yǔ)法點(diǎn)、短語(yǔ)、詞組和構(gòu)詞規(guī)則等，旨在提升學(xué)生的語(yǔ)言運(yùn)用能力。第三部分：深入解析課文，內(nèi)容來(lái)源于互聯(lián)網(wǎng)，信息真?zhèn)涡枳孕斜鎰e。如有侵權(quán)請(qǐng)聯(lián)系刪除。
