泛讀（第二冊）

前言

　　培養(yǎng)高校英語專業(yè)學(xué)生的文化素養(yǎng)要有合適的教材：不是那種僅僅文字漂亮卻沒有太多文化內(nèi)涵的傳統(tǒng)教材，而是具有時代特征，選自政治、經(jīng)濟、社會真實交往，含有豐富文化內(nèi)涵的讀本，同時兼有能夠啟發(fā)學(xué)生思考和分析的活潑、互動的教學(xué)方法以及配套的課外實踐活動。這就是中國人民大學(xué)出版社推出“超越概念”這套英語專業(yè)系列教材的宗旨?！　　俺礁拍睢笔且惶淄暾母咝Ｓ⒄Z專業(yè)本科系列教材，涵蓋了2000年教育部頒布執(zhí)行的《高等學(xué)校英語專業(yè)英語教學(xué)大綱》中規(guī)定的“英語技能”和“英語知識”兩大課程板塊中的所有課程，由一批長期從事國內(nèi)高校英語專業(yè)本科教學(xué)的中國教師和一批美國學(xué)者（均為20世紀80年代赴美留學(xué)，而后在美國大學(xué)獲得博士學(xué)位和終身教職的華裔教授）合作編寫而成?！　∨c國內(nèi)高校當前使用比較廣泛的幾套英語專業(yè)教材相比，“超越概念”有以下幾個特點：　　第一，教材采用了中美教授、學(xué)者合作編寫的形式。由中外學(xué)者合編教材國內(nèi)已有先例，但是本套教材無論從編撰者的數(shù)量到編寫人員的素質(zhì)，從雙方合作的廣度到相互交流的深度，從教材種類所涵蓋的范圍到其內(nèi)容的真實性，都是前所未有的。編寫初始由中方編者提出編寫思路、選材要求，之后將要求交付美方編者，由美方編者在美國選材。在選材過程中，雙方經(jīng)過多次討論，最后確定每一篇課文的內(nèi)容與長度。然后由中方編者根據(jù)所選內(nèi)容編寫配套的練習(xí)，最后由美方審讀并潤色。這種分工方式最充分地利用了雙方的優(yōu)勢：中方編者不但有在國外學(xué)習(xí)、工作、獲取學(xué)位的經(jīng)歷，而且長期在國內(nèi)高校從事英語教學(xué)，對國內(nèi)學(xué)生的需求以及國內(nèi)現(xiàn)有教材的情況了如指掌，可以準確地把握教材的內(nèi)容和難易程度。而美方編者的優(yōu)勢在于對西方，特別是美國的英語教學(xué)和文化的認知與了解。他們出國前均為國內(nèi)高校英語教師，并有在美國大學(xué)英語系不低于20年的教學(xué)經(jīng)驗。他們不但對國外的英語教學(xué)了如指掌，更重要的是對英語語言和文化有一種直覺的感知，而這種感知是從任何教科書中學(xué)不到的。憑著這種感知，他們不但可以在教材的最終審定過程中杜絕那種語法全對但讀起來不像英語的中式英語，更能夠在選材的過程中準確把握住西方文化核心的東西。

內(nèi)容概要

本書為“超越概念——高等院校英語專業(yè)系列教材”之泛讀教材，供大學(xué)本科一、二年級學(xué)生及同等水平學(xué)習(xí)者使用。泛讀教材共四冊，每冊分16個單元，供任課教師每周處理一個單元。　　本書的編寫以《普通高中英語課程標準》對各種技能、知識和詞匯量的要求為起點，以教育部頒布的《高等學(xué)校英語專業(yè)英語教學(xué)大綱》對各個級別的閱讀量、難度和速度的要求為依據(jù)。其獨特設(shè)計充分體現(xiàn)了泛讀課程自身的特點，注重體裁和題材的多樣化和視角的多元性，同時兼顧題材的系統(tǒng)性，旨在開闊學(xué)生的視野，增強其閱讀能力和分析能力。

作者簡介

　　何其莘，博士，北京外國語大學(xué)教授，博士生導(dǎo)師。1994年－2005年任北外副校長，現(xiàn)為中國人民大學(xué)外國語學(xué)院院長、清華大學(xué)雙聘教授、廣東外語外貿(mào)大學(xué)等29所院校的客座教授、教育部高校英語專業(yè)教學(xué)指導(dǎo)委員會主任、全國翻譯碩士專業(yè)學(xué)位教育指導(dǎo)委員會副主任、全國英國文學(xué)學(xué)會會長、全國有突出貢獻的中青年專家?！　钚⒚?，博士，教授。畢業(yè)于西安外國語大學(xué)，后獲英國諾丁漢大學(xué)英語碩士學(xué)位、美國鮑陵格林州立大學(xué)英語博士學(xué)位。在俄亥俄州鮑陵格林大學(xué)和新澤西州海洋郡學(xué)院任教二十余年，教授英文寫作、英美文學(xué)和語言學(xué)等課程，現(xiàn)為新澤西州海洋郡學(xué)院英語系終身教授。

書籍目錄

UNIT ONE   Thinking Starters   Text A: Speech at Worcester Polytechnic Institute   Text B: Just Be Yourself   Reading Skills: Comparison and Contrast (I)   Readings and Self-testing UNIT TWO   Thinking Starters   Text A: War   Text B: A Glimpse of Heaven   Reading Skills: Comparison and Contrast (II)   Readings and Self-testing UNIT THREE   Thinking Starters   Text A: School Violence Is Exaggerated by the Media   Text B: The History of Gun Control   Reading Skills: Long and Difficult Sentences (I)   Readings and Self-testing UNIT FOUR   Thinking Starters   Text A: Speech at Kean College   Text B: The Anthropology of Manners   Reading Skills: Long and Difficult Sentences (II)   Readings and Self-testing UNIT FIVE   Thinking Starters   Text A: I'm Still Me!--Steve's Story   Text B: Sex, Lies and Conversation   Reading Skills: Fact and Opinion (I)   Readings and Self-testing   #NIT SIX   Thinking Starters   Text A: The Case for a Sovereign Quebec   Text B: Violence in the Media   Reading Skills: Fact and Opinion (II)   Readings and Self-testing UNIT SEVEN   Thinking Starters   Text A: Diplomacy in the Age of Terror   Text B: The Age of Nonpolarity   Reading Skills: Making Inference (I)   Readings and Self-testing UNIT EIGHT   Thinking Starters   Text A: The Inheritance of Tools   Text B: The Inheritance of Tools (continued)   Reading Skills: Making Inference (11)   Readings and Self-testing UNITNINE   Thinking Starters   Text A: Two Kinds   Text B: Two Kinds (continued)   Reading Skills: Cause and Effect (I)   Readings and Self-testing UNITTEN   Thinking Starters   Text A: Why Men Become Men   Text B: A Proposal I Never Thought I'd Consider   Reading Skills: Cause and Effect (II)   Readings and Self-testing   ELEVEN   Thinking Starters   Text A: Cyberspace: If You Don't Love It, Leave It   Text B: The Longest Day   Reading Skills: Critical Reading (I)   Readings and Self-testing UNIT TWELVE   Thinking Starters   Text A: A Little Theory   Text B: The Most Important Book I Read: The Stranger by Albert Camus   Reading Skills: Critical Reading (11)   Readings and Self-testing UNIT THIRTEEN   Thinking Starters   Text A: Access to Cheap Drugs Can Slow the AIDS Epidemic in Africa   Text B: The Global AIDS Epidemic Is a Serious Problem   Reading Skills: Reading for Main Ideas   Readings and Self-testing UNIT FOURTEEN   Thinking Starters   Text A: Working for a Constitution: James Madison   Text B: To Move Toward Independence: Thomas Jefferson   Reading Skills: Reading for Thesis Statement   Readings and Self-testing UNIT FIFTEEN   Thinking Starters   Text A: Sixty Feet Deep   Text B: Green Acres   Reading Skills: Understanding Text Structure and Organization (I)   Readings and Self-testing UNIT SIXTEEN   Thinking Starters   Text A: The Genes That Jump   Text B: Understanding Eskimo Science   Reading Skills: Understanding Text Structure and Organization (11)   Readings and Self-testing

章節(jié)摘錄

　　And yes, there are also porn-oriented services, where people share dirty pictures andcommunicate with one another about all kinds of practices, often anonymously. Whether theseservice encourage the fantasies they depict is subject to debate——the same debate that has ragedabout pornography in other media. But the point is that no one is forcing this stuff on anybody. Whats unique about cyberspace is that it liberates us from the tyranny of government,where everyone lives by the rule of the majority. In a democracy, minority groups and minoritypreferences tend to get squeezed out, whether they are minorities of race and culture orminorities of individual taste. Cyberspace allows communities of any size and kind to flourish; incyberspace, communities are chosen by the users, not forced on them by accidents of geography.This freedom gives the rules that preside in cyberspace a moral authority that rules in terrestrialenvironments dont have. Most people are stuck in the country of their birth, but if you dont likethe rules of a cyberspace community you can just sign off. Love it or leave it. Likewise, if parentsdont like the rules of a given cyberspace community, they can restrict their childrens access to it. Whats likely to happen in cyberspace is the formation of new communities, free of theconstraints that cause conflict on earth. Instead of a global village, which is a nice dream butimpossible to manage, well have invented another world of self-contained communities thatcater to their own members inclinations without interfering with anyone elses. The possibilityof a real market-style evolution of governance is at hand. In cyberspace, well be able to test andevolve rules governing what needs to be governed——intellectual property, content and accesscontrol, rules about privacy and free speech. Some communities will allow anyone in; others willrestrict access to members who qualify on one basis or another. Those communities that proveself-sustaining will prosper （and perhaps grow and split into subsets with ever-more-particularinterests and identities）. Those that cant survive——either because people lose interest or getscared off——will simply wither away.

編輯推薦

　　超越權(quán)威：凝聚全國英語專業(yè)教學(xué)指導(dǎo)委員會主任何其莘教授數(shù)十年教學(xué)、科研及教材編寫經(jīng)驗.是何其莘教授的又一次自我超越?！　〕絿纾簠R集眾多中美名家的經(jīng)驗與智慧，吸收國際先進理念，旨在提升本土教學(xué)水平?！　〕絺鹘y(tǒng)：打破以功能訓(xùn)練為主的傳統(tǒng)教材編寫模式，充分考慮當前教學(xué)實踐，新教學(xué)方法和手段，突出文化特征，培養(yǎng)學(xué)生人文素質(zhì)和文化意識。

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