普通高等教育十一五國(guó)家級(jí)規(guī)劃教材

前言

　　在互聯(lián)網(wǎng)高速發(fā)展的信息時(shí)代，我們需要閱讀的英語資料浩如煙海，僅靠延長(zhǎng)閱讀時(shí)間來獲取知識(shí)和信息的辦法顯然已不能適應(yīng)時(shí)代發(fā)展的要求。因此，增加大學(xué)英語快速閱讀教學(xué)，培養(yǎng)和訓(xùn)練學(xué)生的快速閱讀能力，就成為大學(xué)英語教學(xué)中不容忽視的一項(xiàng)重要內(nèi)容?！　「鶕?jù)2007年國(guó)家教育部高教司頒布的《大學(xué)英語課程教學(xué)要求》（以下簡(jiǎn)稱《課程要求》），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。而閱讀作為一項(xiàng)基本技能，始終是英語綜合能力訓(xùn)練中的一個(gè)重要環(huán)節(jié)。從一定意義上講，閱讀速度又是衡量閱讀能力的重要指標(biāo)之一?！墩n程要求》提出了三個(gè)層次的英語教學(xué)要求，其中的“一般要求”和“較高要求”均對(duì)快速閱讀能力作了詳細(xì)說明。快速閱讀的一般要求是能夠應(yīng)對(duì)篇幅較長(zhǎng)、難度略低的材料，閱讀速度應(yīng)達(dá)到每分鐘100詞，并能就閱讀材料進(jìn)行略讀（skimming）和尋讀（scanning）；而較高要求是要能夠應(yīng)對(duì)篇幅較長(zhǎng)、難度適中的材料，并且閱讀速度達(dá)到每分鐘120詞。而且兩個(gè)要求均提出學(xué)生通過閱讀能夠掌握中心大意，理解主要事實(shí)和有關(guān)細(xì)節(jié)。由此可見，深化快速閱讀教學(xué)，進(jìn)一步提高閱讀能力，仍是培養(yǎng)和提高大學(xué)生語言運(yùn)用能力的關(guān)鍵所在?！　”鞠盗薪滩氖且浴洞髮W(xué)英語課程教學(xué)要求》為準(zhǔn)則，在參考國(guó)內(nèi)外多種英語快速閱讀教材的基礎(chǔ)上，根據(jù)編者多年從事大學(xué)英語快速閱讀教學(xué)的經(jīng)驗(yàn)，以及我國(guó)非英語專業(yè)本科生目前整體英語水平和實(shí)際英語能力編寫而成。　　……

內(nèi)容概要

　　《21世紀(jì)大學(xué)新英語系列：21世紀(jì)大學(xué)新英語快速閱讀4》共分六冊(cè)，旨在幫助學(xué)生進(jìn)行系統(tǒng)的、有針對(duì)性的快速閱讀訓(xùn)練，掌握基本閱讀技能，培養(yǎng)良好閱讀習(xí)慣，提高閱讀效率。選材方面，我們力求所選文章兼?zhèn)鋾r(shí)代性、信息性、趣味性以及可讀性，語言難度適中，其體裁和題材體現(xiàn)多樣性，話題涵蓋中西文化、教育、生活、媒介、歷史、科技、哲學(xué)、文學(xué)等。練習(xí)方面，我們主要以現(xiàn)行大學(xué)英語四六級(jí)考試中快速閱讀題型為主，又適當(dāng)增加其他形式的題型：既有選擇填空、對(duì)錯(cuò)判斷和填空等基本題型，又有匹配、簡(jiǎn)短回答、摘要以及翻譯等練習(xí)。目的是使學(xué)生在學(xué)習(xí)完本套教材后提高快速閱讀部份的應(yīng)試能力，同時(shí)又增強(qiáng)他們的信息搜索能力。每?jī)?cè)書后附有本冊(cè)練習(xí)的參考答案供師生參考。　　《21世紀(jì)大學(xué)新英語系列：21世紀(jì)大學(xué)新英語快速閱讀4》共分八個(gè)單元，每個(gè)單元由Passage A、Passage B和Passage C三篇文章組成。Passage A和Passage B供課堂使用，Passage C供學(xué)生課外閱讀。

書籍目錄

Unit 1 COLLEGE EDUCATIONPassage 1 Universities Branch OutPassage 2 What Good Is a College Education Anyway?Passage 3 Colleges Taking Another Look at Value ofMerit-based AidUnit 2 SCIENCE AND SUPERSTITIONPassage 1 Bermuda Triangle: Behind the IntriguePassage 2 Are You Superstitious?Passage 3 What Is Science? What Is Pseudoscience?Unit 3 OLD AND YOUNGPassage 1 The New Old and the Conserva-teenPassage 2 The Secrets of Long Life Revealed?Passage 3 Reverse AgeismUnit 4 SPORTS AND HEALTHPassage 1 The Truth about Sports and Weight LossPassage 2 Health Benefits of ExercisePassage 3 The Role of Exercise in My LifeUnit 5 HAPPINESSPassage 1 How to Find Happiness in a Nine to Five JobPassage 2 Finding Happiness: How to Appreciate the Little Things in Life - Small Ways to Find Joy in the Everyday ExperiencePassage 3 Three Treasure Boxes - The Pursuit of HappinessUnit 6 ECOLOGYPassage 1 We Can't Wish Away Climate ChangePassage 2 Going Green Without Going BrokePassage 3 Overpopulation Is the Main Threat to the PlanetUnit 7 TECHNOLOGY AND PROGRESSPassage 1 Does Technology Improve Quality ofOur Lives?Passage 2 Technology and Our Dependence upon ItPassage 3 Caught in the Web - Undesirable Effect oflnternet TechnologyUnit 8 HUMANITY AND NATUREPassage 1 A Grassroots RemedyPassage 2 The Nature of Human Body - Chinese Explanation of Body ClockPassage 3 An Unlikely Way to Save a Species: Serve It for DinnerAppendixKeys and Answers

章節(jié)摘錄

　　1.As never before in their long story， universities have become instruments of national competition as well as insttuments of peace. They are the place of the scientific discoveries that move economies forward， and the primary means of educating the talent requited to obtain and maintain competitive advantages. But at the same time， the opening of national borders to the flow of goods， services， information and especially people has made universities a powerful force for global integration， mutual understanding and geopolitical stability.　　2.In response to the same forces that have driven the world economy， univetsities have become more self-consciously global: seeking students from around the world who represent the entire range of cultures and values， sending their own students abroad to prepare them for global careers， offering courses of study that address the challenges of an interconnected world and collaborative （合作的） reseatch programs to advance science for the benefit of all humanity.　　3.Of the forces shaping higher education none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.0 percent， from 800，000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another， but the flow from developing to developed countries is growing rapidly. The reverse flow， from developed to developmg countries， is on the rise， too. Today foreign students earn 30 percent of the doctotal degrees awarded in the United States and 38 percent of those in the United Kingdom And the number crossing borders for undergraduate study is growing as well， to 8 percent of the undergraduates at America's best institutions and 10 percent of all undergraduates in the U.K. In the United States， 20 percent of the newly hired professors in saence and engineering are foreign-born， and in China many newly hired faculty members at the top research universities received their graduate education abroad.　　4.Universities are also encouraging students to spend some of their undergraduate years in another country. In Europe， more than 140，000 students participate in the Erasmus program each year， taking courses for credit in one of 2，000 partiapating institutions across the continent. And in the United States， institutions are helping place students in summer internships（實(shí)習(xí)） abroad to prepare them for global careers. Yale and Harvard have led the way， offering every undergraduate at least one international study or internship opportunity and providing the finanaal resources to make it possible.　　5.Globalization is also reshaping the way research is done. One new trend involves soutcing portions of a research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research center focused on the genetics of human disease at Shanghai's Fudan University， in collaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graduate students workingin a 4，300-square-meter laboratory facility. Yale faculty， postdoctots and graduate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries， Xu's Yale lab is more productive， thanks to the lower costs of conducting research in China， and Chinese graduate students， postdoctors and faculty get on-the-job training from a wodd-class scientist and his U.S. team.　　……

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