專業(yè)學(xué)位碩士研究生英語

內(nèi)容概要

本書共設(shè)計(jì)16個(gè)單元，每個(gè)單元緊扣一個(gè)主旨進(jìn)行展開，并依據(jù)學(xué)習(xí)功能分為五大版塊。本書既可供全日制專業(yè)學(xué)位碩士研究生使用，也可作為在職攻讀專業(yè)學(xué)位的碩士生教材。其主要特色有：    經(jīng)典性：本書各單元的主旨文章文筆優(yōu)美，經(jīng)典而雋永。    專業(yè)性：本書的選題涉及政治、經(jīng)濟(jì)、文化、藝術(shù)、科技等方面，充分考慮了法律碩士、社會工作碩士、教育碩士、漢語國際教育碩士、藝術(shù)碩士等專業(yè)學(xué)位碩士研究生的專業(yè)需求。    實(shí)踐性：本書提倡學(xué)習(xí)者進(jìn)行團(tuán)隊(duì)合作與協(xié)商，在版塊設(shè)置與練習(xí)設(shè)計(jì)環(huán)節(jié)尤其重視針對學(xué)習(xí)者的模擬訓(xùn)f練、案例分析和實(shí)踐研究。    自主性：本書希望學(xué)習(xí)者能從學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，自主選擇閱讀篇章與練習(xí)版塊，并能就篇章主旨與練習(xí)活動進(jìn)行體驗(yàn)性思考。    適用性：本書有覆蓋不同專業(yè)與職業(yè)特色的主旨文章，又有幫助學(xué)習(xí)者夯實(shí)基礎(chǔ)的語法框架回顧，同時(shí)，又有輔助學(xué)習(xí)者進(jìn)行國際化交流的翻譯訓(xùn)練。

書籍目錄

Unit One Excuse Notes  Part Ⅰ Text Reading    Text：Excuses，Excuses  Part Ⅱ Reading forAmusement  Part Ⅲ Grammar時(shí)態(tài)（一）  Part Ⅳ Translation翻譯概論Unit Two Men V：S.Women  Part Ⅰ Text Reading    Text：Men Go to Their Caves and Women Talk  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar時(shí)態(tài)（二）  Part Ⅳ Translation詞語的轉(zhuǎn)換（一）Unit Three Language Learning  Part Ⅰ Text Reading    Text：East Meets West in U.S.Schools  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar被動語態(tài)  Part Ⅳ Translation詞語的轉(zhuǎn)換（二）Unit Four Art of Life  Part Ⅰ Text Reading    Text：The Twelfth Tuesday We Talk about Forgiveness  Part Ⅱ Reading for Amusement  Part HI Grammar情態(tài)動詞  Part Ⅳ Translation增詞法（一）Unit Five Naming  Part Ⅰ Text Reading    Text：Would a Roshanda by Any Other Name Smell as Sweet？  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar非謂語動詞（一）——動詞不定式  Part Ⅳ Translation增詞法（二）Unit Six Employment  Part Ⅰ Text Reading    Text：I Was Fired！  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar非謂語動詞（二）——動名詞  Part Ⅳ Translation減詞法（一）Unit Seven Behavior  Part Ⅰ Text Reading    Text：That’S Outrageous！  PartⅡ Reading for Amusement  Part Ⅲ Grammar非謂語動詞（三）——分詞  Part Ⅳ Translation減詞法（二）Unit Eight Ⅱterary Works——  Part Ⅰ Text Reading    Text：A Clean.Well-Lighted Place  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar復(fù)合句（一）——名詞性從句  Part Ⅳ Translation正反譯與反正譯（一）Unit Nine Parenting  Part Ⅰ Text Reading    Text：Why Children Need Father-Love and Mother-Love  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar復(fù)合句（二）——限定性定語從句  Part Ⅳ Translation正反譯與反正譯（二）Unit Ten Globalization  Part Ⅰ Text Reading    Text：11/9 versus 9/11  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar復(fù)合句（三）——非限定性定語從句  Part Ⅳ Translation換序Unit Eleven Values  Part Ⅰ Text Reading    Text：The Traditional Chinese Values  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar復(fù)合句（四）——狀語從句  Part Ⅳ Translation斷句與轉(zhuǎn)句Unit Twelve Education  Part Ⅰ Text Reading    Text：Don’t Blame Teachers When It’S Parents Who Are Failing  Part Ⅱ Reading forAmusement  Part Ⅲ Grammar虛擬語  Part Ⅳ Translation轉(zhuǎn)態(tài)譯法Unit Thirteen Friendship  Part Ⅰ Text Reading    Text：Relationships：Friends and Acquaintances  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar主謂一致  Part Ⅳ Translation合句與縮句Unit Fourteen Science  Part Ⅰ Text Reading    Text：Space and Time  Part Ⅱ Reading for Amusement  Part Ⅱ Grammar強(qiáng)調(diào)  Part Ⅳ Translation習(xí)語翻譯Unit Fifteen Aesthetics  Part Ⅰ Text Reading    Text：Beauty  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar倒裝  Part Ⅳ Translation漢語無主句的翻譯Unit Sixteen War  Part Ⅰ Text Reading    Text：A Picture Made Him a Hero.Then His Life Fell Apart  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar省略  Part Ⅳ Translation漢語省略句的翻譯

章節(jié)摘錄

　　[1] I was in my third year of teaching creative writing at Ralph Mckee VocationalSchool in Staten Island, New York, when one of my students, 16-year-old Mikey, gave mea note from his mother. It explained his absence from class the day before.　　[2] "Dear Mr. McCourt, Mikeys grandmother who is eighty years of age fell downthe stairs from too much coffee3 and I kept Mikey at home to take care of her and hisbaby sister so I could go to my job at the ferry terminal. Please excuse Mikey and hell dohis best in the future. P.S. His grandmother is OK." I had seen Mikey writing the note athis desk, using his left hand to disguise his handwriting. I said nothing.　　[3] Most parental-excuse notes I received back in those days were penned by mystudents. Theyd been forging excuse notes since they learned to write, and if I were toconfront each forger Id be busy 24 hours a day.　　[4] I threw Mikeys note into a desk drawer along with dozens of other notes. Whilemy classes took a test, I decided to read all the notes Id only glanced at before. I madetwo piles, one for the genuine ones written by mothers, the other for forgeries. Thesecond was the larger pile, with writing that ranged from imaginative to lunatic.　　[5] I was having an epiphany.　　[6] Isnt it remarkable, I thought, how the students whined and said it was hardputting 200 words together on any subject？ But when they forged excuse notes, theywere brilliant. The notes I had could be turned into an anthology of Great AmericanExcuses. They were samples of talent never mentioned in song, story or study.　　[7] Here was American high school writing at its best——raw, real, urgent, lucid, brief,and lying. I read:　　[8] The stove caught fire and the wallpaper went up and the fire department keptus out of the house all night.

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