返回顶部
位置: 大学英语 > 高等教育 > 大学教材 > 大中专教材教辅 > >21世纪大学英语应用型长篇阅读2/“十二五”普通高等教育本科国家级规划教材 PDF版下载
21世纪大学英语应用型长篇阅读2/“十二五”普通高等教育本科国家级规划教材 PDF版下载

软件简介

内容简介

  《21世纪大学英语应用型长篇阅读(1-4)》是“21世纪大学英语应用型”系列教材中的一个子系列教材,旨在适应《大学英语教学指南》中提出的培养大学生英语听、说、读、写、译的能力以及跨文化交际能力而编写的一套教材,着力加强学生在浩瀚的知识海洋中提取重点信息的能力的训练,以及大学英语四、六级考试中长篇阅读部分的应试能力和技巧。当然,每单元习题还包括了2013年新增的段落翻译题型,以及原有的选词填空和短文写作。
  《21世纪大学英语应用型长篇阅读2/“十二五”普通高等教育本科国家级规划教材》是其中的第2册,由章志萍、方卫、王聿玮主编。全书共分8个主题单元,每个主题单元包括3篇和四、六级考试真题相似长度和难度的文章。其中Passage 1和Passage 2为教师上课选择主讲的课文,而Passage 3可以安排学生课后自主练习。
  《21世纪大学英语应用型长篇阅读2/“十二五”普通高等教育本科国家级规划教材》还配有自主学习光盘,可供学生在电脑或其他移动终端上使用。光盘中含有难词与难句释义、文章背景知识,以及练习参考答案等,比书中内容更为丰富。

目录

Unit 1 Food
Passage 1 I Love You, but You Love Meat
Passage 2 How I Got Converted to GMO Food
Passage 3 Food and Mood

Unit 2 Love
Passage 1 How to Make Online Dating Work
Passage 2 The Mysteries of Dating Solved by an Economist
Passage 3 Love Triumphs over Autism (自闭症)

Unit 3 Animals
Passage 1 The Future of Pets
Passage 2 Eating Skippy. Why Australia Has a Problem with Kangaroo Meat
Passage 3 What Cecil the Lion Means to Zimbabwe

Unit 4 Social Media
Passage 1 Rise of Social Media Transforms Philanthropy (慈善事业) in China
Passage 2 Your Social Life Is Not Your Social Media
Passage 3 Sharing the (Self) Love: The Rise of the Selfie and Digital Narcissism (自恋)

Unit 5 China in the 21st Century
Passage 1 Is This China's Century?
Passage 2 Mandarin —— The Best Way to Understand China
Passage 3 China's Urban Explosion. A 21st Century Challenge

Unit 6 Ads
Passage 1 Ads, TV and American Culture
Passage 2 Block Shock
Passage 3 Do Celebrity Endorsements (名人代言) Work?

Unit 7 Sportsmanship
Passage 1 The Handshake —— It's All About Respect
Passage 2 When Did Competitive Sports Take Over American Childhood?
Passage 3 Why I Hate the Super Bowl

Unit 8 Prejudice
Passage 1 The Moment of Impact
Passage 2 Is Racism Just a Form of Stupidity?
Passage 3 Emoji(表情符号) Feminism
Appendix Keys and Answers

精彩书摘

  《21世纪大学英语应用型长篇阅读2/“十二五”普通高等教育本科国家级规划教材》:
  A) Some relationships run aground (搁浅) on the perilous shoals (浅滩) of money, sex orreligion. When Shauna James's new romance hit the rocks, the root reason was wheat.\"I went out with one guy who said I seemed really great but he liked bread too much to date me,\" said Ms. James, 41, a writer in Seattle who cannot eat gluten (谷蛋白). Sharing meals has always been a metaphor for love. But in an age when many people define themselves by what they will eat and what they won't, dietary differences can put a strain (负担) on a romantic relationship.
  B)No-holds-barred (没有限制的) carnivores(食肉动物), for example, may share the view of Anthony Bourdain, who wrote in his book Kitchen Confidential that \"the vegans ... are the enemy of everything good and decent in the human spirit.\" Returning the compliment, many vegetarians say they cannot date anyone who eatsmeat. Vegans, who avoid eating not just animals but animal-derived (衍生的)products, take it further, shivering (颤抖) at the thought of kissing someone who has even sipped (小口喝) honey-sweetened tea. Ben Abdalla, 42, a real estate agent, said he preferred to date fellow vegetarians because meat eaters smell bad and have low energy.
  C) Lisa Romano, 31, a vegan and school psychologist, said she recently ended a relationship with a man who enjoyed backyard grilling (烧烤). He had no problem grilling her vegan burgers alongside his beef patties (小馅饼), but she found the practice unenlightened and disturbing. Her disapproval \"would have become an issue later even if it wasn't in the beginning,\" Ms. Romano said. \"I need someone who is ethically (伦理上) on the same page.\" While some eaters may elevate morality above hedonism (享乐主义), others are suspicious of anyone who does not give in to the pleasure principle.
  D) Judging from postings at food websites like chowhound. com and slashfood. com,people seem more willing to date those who restrict their diet for health or religionrather than mere dislike. Typical sentiments include: \"Medical and religious issues I can work around as long as the person is sincere and consistent, but picky eaters - no way\" and \"picky eaters are remarkably unsexy.\"
  E) Jennifer Esposito, 28, an image consultant, lived for four years with a man who ate only pizza, noodles with butter and the occasional baked potato. \"It was really frustrating because he refused to try anything I made,\" she said. They broke up. \"Food is a huge part of life,\" she said. \"It's something I want to be able to share. \"Ayear ago Ms. Esposito met and married Michael Esposito, 51, who, like her, is an adventurous and omnivorous (什么都吃的) eater. Now, she said, she could not be happier. \"A relationship is about giving and receiving, and he loves what I cook, and I love to cook for him,\" she said.
  F)Food has a strong subconscious link to love, said Kathryn Zerbe, a psychiatrist who specializes in eating disorders at Oregon Health and Science University. That is why refusing a partner's food \"can feel like rejection,\" she said. As with other differences couples face, tolerance and compromise are essential at the dinner table, marital(婚姻 的) therapists said. \"If you can't allow your partner to have latitude (自由) in what he or she eats, then maybe your problem isn't about food,\" said Susan Jaffe, a psychiatrist in Manhattan.
  ……

前言/序言

  教育部最新推出的《大学英语教学指南》(以下简称《教学指南》)是指导我国大学英语教学新的纲领性文件。《教学指南》明确规定大学英语的教学目标是培养学生的英语应用能力,增强跨文化交际意识和交际能力,同时发展自主学习能力,提高综合文化素养,使他们在学习、生活、社会交往和今后的工作中能够有效地使用英语,满足国家、社会、学校和个人的需要。根据我国现阶段基础教育、高等教育和社会发展的现状,大学英语教学目标分为三个等级,即基础目标、提高目标和发展目标。基础目标是大部分在大学入学时已经或接近达到高中英语七级水平的学生应达到的基本要求。提高目标和发展目标是国际化程度和对英语应用能力要求较高的学科和专业,或学生在大学入学时已达到高中英语八级或九级的学生所应选择的要求。
  《教学指南》明确大学英语课程的特点就是兼具工具性和人文性。工具性指的是大学英语教学要注重培养大学生的英语听、说、读、写、译的能力和跨文化交际能力,并掌握与专业或未来工作有关的学术英语或职业英语,获得在学术或职业领域用英语进行交流的能力。而人文性指的是大学英语教学要让学生了解国外的社会历史与文化,增进对不同文化的理解、对中外文化异同的意识。人文性的核心是以人为本,弘扬人的价值,注重人的综合素质培养和全面发展。为此,《教学指南》提出大学英语课程要注重基础性和应用性相结合,包含系统、开放、动态和立体的多门课程设置,课程内容应包括通用英语(English for General Purposes)、专门用途英语(English for Specific Purposes)及跨文化交际(Intercultural Communication)。
  “21世纪大学英语应用型”系列教材力求体现《教学指南》的原则和精神,在编写宗旨、单元设计、材料选择、课堂活动和课堂练习的设计上力图忠实地诠释《教学指南》的各项指标。本系列教材为综合英语类的必修课程教材,教材包括:
  《21世纪大学英语应用型综合教程(修订版)》(基础级、1-4册);
  《21世纪大学英语应用型综合教程教学参考书(修订版)》(基础级、1-4册);
  《21世纪大学英语应用型自主练习(修订版)》(基础级、1-4册);
  《21世纪大学英语应用型视听说教程(第3版)》(基础级、1-4册);
  《21世纪大学英语应用型视听说教程教学参考书(第3版)》(基础级、1-4册);
  《21世纪大学英语应用型阅读教程》(1-4册);
  《21世纪大学英语应用型长篇阅读》(1-4册);
  以及相关配套的语法、写作、口语和大学英语四、六级考试辅导教材。
  一、编写原则
  1.体现《教学指南>和四、六级考试大纲的原则和精神
  本系列教材力求体现<教学指南》和最新《大学英语四/六级考试大纲》的原则和精神,在编写宗旨、单元设计、材料选择、课堂活动和课堂练习的设计上力图忠实地诠释《教学指南》和最新《大学英语四/六级考试大纲》的各项指标,开拓新时代大学英语教与学的新领域。
  2.体现现代信息技术与英语教学的整合运用
  本系列教材建立在外语课程与计算机网络全面整合的基础之上,充分利用现代信息技术,培养学生的英语综合应用能力,尤其是听说能力。
  3.体现课堂教学与测试的有机结合
  本系列教材顺应现行大学英语四、六级考试及四、六级机考改革的要求,在纸质课本练习和网络平台的练习设计上,覆盖现行大学英语四、六级考试题型及四、六级机考题型,并紧密结合雅思、托福等国际化英语水平测试。

21世纪大学英语应用型长篇阅读2/“十二五”普通高等教育本科国家级规划教材 PDF版下载下载地址

GOOGLE广告