新21世紀(jì)大學(xué)英語綜合練習(xí)

前言

　　2004年教育部制定的《大學(xué)英語課程教學(xué)要求》，明確提出“大學(xué)英語的教學(xué)目標(biāo)是培養(yǎng)學(xué)生的英語綜合應(yīng)用能力，特別是聽說能力，使他們在今后工作和社會交往中能用英語有效地進(jìn)行口頭和書面的信息交流?！边@一要求無疑是為當(dāng)今的大學(xué)英語教學(xué)樹立了方向標(biāo)：著力改變以語法、閱讀為核心的英語教學(xué)傳統(tǒng)，而朝著語言技能全面并舉的方向傾斜。新大綱推動(dòng)了英語教學(xué)的變革，而教學(xué)的實(shí)際需求，更催喚著新一代教材的誕生?！缎?1世紀(jì)大學(xué)英語》，正是在這一形勢下審慎推出的一套力求體現(xiàn)大學(xué)英語編寫新理念的系列教材。　　上世紀(jì)90年代后期我們在編寫《21世紀(jì)大學(xué)英語》時(shí)，除了強(qiáng)調(diào)選材的內(nèi)容清新、語言生動(dòng)外，在練習(xí)編寫和教學(xué)過程中更突出聽、說、讀、寫、譯諸方面語言技能的培養(yǎng)。與此同時(shí)，也開始利用現(xiàn)代化教育技術(shù)手段，如課件光盤及學(xué)習(xí)軟件系統(tǒng)等，積極展開以學(xué)生為中心的課堂教學(xué)活動(dòng)?，F(xiàn)今推出的《新21世紀(jì)大學(xué)英語》系列教材，以功能意念貫穿始終，充分利用現(xiàn)代計(jì)算機(jī)技術(shù)、網(wǎng)絡(luò)技術(shù)和多媒體教學(xué)手段，全面提高學(xué)生的英語視、聽、說、讀、寫、譯的實(shí)用技能，以“立體化”的方式體現(xiàn)教學(xué)活動(dòng)的實(shí)用性以及語言的交際功能?！　　缎?1世紀(jì)大學(xué)英語》是根據(jù)國家教育部頒發(fā)的《大學(xué)英語課程教學(xué)要求》并參照《大學(xué)英語四、六級考試大綱》精神而編寫的系列教材，包括《綜合教程》、《綜合練習(xí)》、《教師參考書》（各四冊）及相關(guān)配套網(wǎng)絡(luò)平臺。原《21世紀(jì)大學(xué)英語》教材，是采用主題教學(xué)法則（theme-based）加以編寫的，即：單元內(nèi)A＼B課文中形成同一主題，另外再在《綜合練習(xí)》內(nèi)也配以一定數(shù)量的同類題材練習(xí)材料?！缎?l世紀(jì)大學(xué)英語》雖仍沿用這一教學(xué)法則，但是進(jìn)一步把視、聽、說、讀、寫、譯各項(xiàng)能力互相交織且有機(jī)結(jié)合起來，這種針對性強(qiáng)的、符合外語教學(xué)規(guī)律的綜合反復(fù)訓(xùn)練，既利于提高學(xué)生的綜合應(yīng)用能力，又完整實(shí)現(xiàn)了真正意義上的主題教學(xué)法。

內(nèi)容概要

　　《新21世紀(jì)大學(xué)英語2綜合練習(xí)》以功能意念貫穿始終，充分利用現(xiàn)代計(jì)算機(jī)技術(shù)、網(wǎng)絡(luò)技術(shù)和多媒體教學(xué)手段，全面提高學(xué)生的英語視、聽、說、讀、寫、譯的實(shí)用技能，以“立體化”的方式體現(xiàn)教學(xué)活動(dòng)的實(shí)用性以及語言的交際功能。

書籍目錄

Unit 1 Bonds of FriendshipPart I ListeningPart II Vocabulary and StructurePart III TranslatingPart IV ReadingPart V WritingUnit 2 Road to SuccessPart I ListeningPart II Vocabulary and StructurePart III TranslatingPart IV ReadingPart V WritingUnit 3 Being True to One's SelfPart I ListeningPart II Vocabulary and StructurePart III TranslatingPart IV ReadingPart V WritingUnit 4 Cultural ValuesPart I ListeningPart 11 Vocabulary and StructurePart III TranslatingPart IV ReadingPart V WritingUnit 5 APiece of AdvicePart I ListeningPart II Vocabulary and StructurePart III TranslatingPart IV ReadingPart V WritingUnit 6 Future WorldPart I ListeningPart II Vocabulary and StructurePart III TranslatingPart IV ReadingPart V WritingUnit 7 Non-Human EarthlingsPart I ListeningPart II Vocabulary and StructurePart III TranslatingPart IV ReadingPart V WritingUnit 8 New TechnologyPart I ListeningPart II Vocabulary and StructurePart III TranslatingPart IV ReadingPart V WritingKey

章節(jié)摘錄

　　"I was dying inside for him，" she said. "There were enough of us on the bus who were feeling awful -- we could have done something. But none of us said anything， " Peggy still can't explain why she didn't stick up for Stewart. She had known those boys since they were all little kids， and she didn't find them threatening. She thinks if she had spoken up on his behalf， other kids might have helped her to make the teasing stop.　　But perhaps most surprising -- and upsetting -- to Peggy is that she considers herself a moral person， yet those convictions aren't backed up by her conduct on the bus."I think I would say something now， but I don't know for sure，" she said.　　"Maybe if I saw someone being beaten up and killed， I'd just stand there. That still worries me. "Many of us share Peggy's concern. We've all found ourselves in similar situations： the times we've seen someone harassed （騷擾） on the street and didn't intervene （介入） ； when we've driven past a car stranded （拋錨） by the side of the road， assuming another driver would pull over to help； even when we've noticed litter on the sidewalk and left it for someone else to pick up. We see a problem， consider some kind of positive action， then respond by doing..， nothing. Something holds us back. We remain bystanders.　　Why don't we help in these situations? This is a question that haunts all of us. Every day we serve as bystanders to the world around us -- not just to people in need on the street but to larger social， political， and environmental problems that concern us， but which we feel powerless to address on our own. Indeed， the bystander phenomenon pervades the history of the past century.　　......

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