高級英語

前言

　　編寫本書的目的：　　目前英語專業(yè)三年級所使用的由上海外國語大學(xué)李觀儀教授主編的《新編英語教程》第五冊和第六冊，雖然配有一定的練習(xí)和相應(yīng)的答案，但是其中有關(guān)同義詞辨析的練習(xí)以及課文中的語言難點缺乏指導(dǎo)性的解析，對于學(xué)生自學(xué)，難度較大，而且其中與課文密切的語言復(fù)用練習(xí)分量比較少，難以滿足強(qiáng)化語言基本技能訓(xùn)練的要求。《高級英語（一）教與學(xué)指南》（Practice Tests for Advanced English Ⅰ）旨在為《新編英語教程》第五冊的精讀課文的教學(xué)提供足夠分量的參考材料，以及為英語教育專業(yè)本科段函授教學(xué)和自學(xué)考試助學(xué)提供大量針對性的練習(xí)，從而使在職的自學(xué)者能根據(jù)本教學(xué)指南，基本完成《新編英語教程》第五冊的學(xué)習(xí)，達(dá)到規(guī)定的要求。　　本書的主要特點：　　1.緊扣精讀課文編寫練習(xí)，實用性、針對性強(qiáng)?！　?.對于同義詞辨析的練習(xí)配以詳盡的解釋和相應(yīng)的例句，旨在幫助學(xué)生真正弄懂并掌握這些詞的用法?！　?.設(shè)計了旨在提高學(xué)生語言運用熟練程度的系列練習(xí)，分別為：　?。?）英語釋義　?。?）英語句型轉(zhuǎn)換　?。?）漢譯英　　（4）完形填空　　（5）成段改錯　　4.練習(xí)均配有參考答案。

內(nèi)容概要

　　《高級英語2：教與學(xué)指南（修訂版）》旨在為《新編英語教程》第五冊的精讀課文的教學(xué)提供足夠分量的參考材料，以及為英語教育專業(yè)本科段函授教學(xué)和自學(xué)考試助學(xué)提供大量針對性的練習(xí)，從而使在職的自學(xué)者能根據(jù)本教學(xué)指南，基本完成《新編英語教程》第五冊的學(xué)習(xí)，達(dá)到規(guī)定的要求。
　　目前英語專業(yè)三年級所使用的由上海外國語大學(xué)李觀儀教授主編的《新編英語教程》第五冊和第六冊，雖然配有一定的練習(xí)和相應(yīng)的答案，但是其中有關(guān)同義詞辨析的練習(xí)以及課文中的語言難點缺乏指導(dǎo)性的解析，對于學(xué)生自學(xué)，難度較大，而且其中與課文密切的語言復(fù)用練習(xí)分量比較少，難以滿足強(qiáng)化語言基本技能訓(xùn)練的要求。

書籍目錄

Unit One TWO WORDS TO AVOID, TWO TO REMEMBER
Unit Two THE FINE ART OF PUTTING THINGS OFF
Unit Three WALLS AND BARRIERS
Unit Tour THE LADY, OR THE TIGER? (Ⅰ)
Unit Five THE LADY, OR THE TIGER? (Ⅱ)
Unit Six DULL WORK
Unit Seven BEAUTY
Unit Eight APPETITE
Unit Nine A RED LIGHT FOR SCOFFLAWS
Unit Ten STRAIGHT-A ILLITERACY
Unit Eleven ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVES
TO OBLIVION
Unit Twelve GRANT AND LEE
Unit Thirteen EUPHEMISM
Unit Fourteen THAT ASTOUNDING CREATOR-NATURE
Unit Fifteen TEACHING AS MOUNTAINEERING
廣東省高等教育自學(xué)考試英語教育(本科)高級英語(二)考試大綱
高級英語(二)試題樣題
Additional Exercise VESUVIUS ERUPTS

章節(jié)摘錄

　　1. Grant and Lee were in complete contrast， representing two diametrically opposed elements in American life. Grant was the modern man emerging; beyond him, ready to come on the stage, was the great age of steel and machinery, of crowded cities and a restless burgeoning vitality. Lee might have ridden down from the old age of chivalry, lance in hand, silken banner fluttering over his head. Each man was the perfect champion of his cause, drawing both his strengths and his weaknesses from the people he led.　　2. Grant, the Westerner, would fight with an equal tenacity for the broader concept of society. He fought so because everything he lived by was tied to growth, expansion, and a constantly widening horizon. What he lived by would survive or fall with the nation itself. He could not possibly stand by unmoved in the face of an attempt to destroy the Union. He would combat it with everything he had, because he could only see it as an effort to cut the ground out from under his feet.　　3. These frontier men were the precise opposites of the tidewater aristocrats. Back of them, in the great surge that had taken people over the Alleghenies and into the opening Western country, there was a deep, implicit dissatisfaction with a past that had settled into grooves. They stood for democracy, not from any reasoned conclusion about the proper ordering of human society, but simply because they had grown up in the middle of democracy and knew how it worked. Their society might have privileges, but they would be privileges each man had won for himself. Forms and patterns meant nothing.

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