中國(guó)科學(xué)院研究生院研究生綜合英語(yǔ)捷進(jìn)教程

內(nèi)容概要

21世紀(jì)是人才輩出、人才濟(jì)濟(jì)的時(shí)代，僅中科院研究生院每年錄取的碩士生就達(dá)到4 000人以上。無(wú)論是教師還是學(xué)生都在探討如何使畢業(yè)生在走向社會(huì)時(shí)能夠具有真才實(shí)學(xué)的本領(lǐng)，例如使其英語(yǔ)達(dá)到嫻熟、運(yùn)用自如的程度?！吨袊?guó)科學(xué)院研究生院研究生綜合英語(yǔ)捷進(jìn)教程》是由中國(guó)科學(xué)院研究生院外語(yǔ)系多位從事研究生公共英語(yǔ)教學(xué)的資深教師編寫的一本研究生英語(yǔ)綜合教材，該教材適合高等院校文、理、工、醫(yī)、農(nóng)、林等各學(xué)科的非英語(yǔ)專業(yè)碩士研究生和部分博士研究生使用。    《中國(guó)科學(xué)院研究生院研究生綜合英語(yǔ)捷進(jìn)教程》的編寫以非英語(yǔ)專業(yè)碩士研究生英語(yǔ)學(xué)位考試為基準(zhǔn)，該考試又簡(jiǎn)稱英語(yǔ)學(xué)位考試，是學(xué)生在獲得碩士學(xué)位證書前必須通過的一門考試。北京研究生會(huì)每年在1月和6月舉行兩次考試?！吨袊?guó)科學(xué)院研究生院研究生綜合英語(yǔ)捷進(jìn)教程》編寫的指導(dǎo)思想是以該考試的考試大綱為出發(fā)點(diǎn)，通過本教材的教學(xué)使研究生能夠掌握常見的各種體裁文章的閱讀技能，學(xué)習(xí)一些英語(yǔ)聽力、閱讀、翻譯以及寫作的基礎(chǔ)知識(shí)，并通過聽、讀、譯、寫等各項(xiàng)練習(xí)的實(shí)際演練，使學(xué)生真正具有較扎實(shí)的英語(yǔ)基本功，為以英語(yǔ)為工具進(jìn)行本專業(yè)的學(xué)習(xí)和研究打下堅(jiān)實(shí)的基礎(chǔ)。    《中國(guó)科學(xué)院研究生院研究生綜合英語(yǔ)捷進(jìn)教程》除附錄之外，共8個(gè)單元。每個(gè)單元首先包括一篇文章，文章體裁多元化，有新聞報(bào)道、說明文、議論文等。課文后配有課文中的生詞、釋義及生詞的例句注解，與課文內(nèi)容相關(guān)的閱讀練習(xí)以及與課文中出現(xiàn)的一些詞匯相關(guān)的詞匯練習(xí)。除了課文之外，每個(gè)單元還包括聽力練習(xí)和聽力技巧、詞匯、完形、翻譯及翻譯技巧、寫作技巧和樣文分析等。該教材的附錄中包括作文常用句型和佳文賞析兩部分。    《中國(guó)科學(xué)院研究生院研究生綜合英語(yǔ)捷進(jìn)教程》一書的主要特點(diǎn)如下：    1．以閱讀文章為主線，每個(gè)單元的文章體裁多樣，注重閱讀能力的培養(yǎng)。    2．強(qiáng)化研究生聽、讀、譯、寫等技巧的訓(xùn)練。每個(gè)單元配有大量的練習(xí)，并且絕大部分的練習(xí)均參考了非英語(yǔ)專業(yè)碩士研究生英語(yǔ)學(xué)位考試的考試大綱，例如聽力、詞匯、翻譯等部分的題型與碩士英語(yǔ)學(xué)位考試題型一致，可以作為備考練習(xí)之用。    3．可讀性好。本教材所選閱讀材料語(yǔ)言純正、規(guī)范，而且絕大多數(shù)都是新近發(fā)表的作品，內(nèi)容新穎。為了便于學(xué)生閱讀真實(shí)的原汁原味的英語(yǔ)文章，生詞表和注釋都放在了每單元課文的后面。 　 4．可操作性強(qiáng)。本教材每課配有課文和大量的練習(xí)，這樣可以使教師在教學(xué)中有較大的選擇性，可以以閱讀課文為教學(xué)重點(diǎn)，也可以以練習(xí)或討論為教學(xué)重點(diǎn)。

書籍目錄

Ⅰ. Text　Unit 1 　 Part One: Reading   　 Generation Gap: Who Is to Blame?　  Part Two: Listening　  Part Three: Vocabulary　  Part Four: Cloze　  Part Five: Translation　  Part Six: Writing and Samples　Unit 2　  Part One: Reading　    Responsibility of Media　  Part Two: Listening　  Part Three: Vocabulary　  Part Four: Cloze　  Part Five: Translation　  Part Six: Writing and Samples　Unit 3　  Part One: Reading　    The Bald Eagle m USA's National Emblem　  Part Two: Listening　  Part Three: Vocabulary　  Part Four: Cloze　  Part Five: Translation　  Part Six- Writing and Samples　Unit 4　  Part One: Reading　    Self-preservati0n and Human Reaction to Stimuli　  Part Two: Listening　  Part Three: Vocabulary　  Part Four: Cloze　  Part Five: Translation  　Part Six: Writing and Samples　Unit 5　  Part One: Reading　    People on the Move　  Part Two: Listening　  Part Three: Vocabulary　  Part Four: Cloze　  Part Five: Translation　  Part Six: Writing and Samples　Unit 6　  Part One: Reading　    The Power of Media in Political Life　  Part Two: Listening　  Part Three: Vocabulary　  Part Four: Cloze　  Part Five: Translation　  Part Six: Writing and Samples　Unit 7　  Part One: Reading　    Let's Call a Ceasef'tre in the "War on Obesity".　  Part TWo: Listening　  Part Three: Vocabulary　  Part Four: Cloze　  Part Five: Translation　  Part Six: Writing and Samples　Unit 8　  Part One: Reading 　   The Christmas Gift　  Part Two: Listening　  Part Three: Vocabulary　  Part Four: Cloze　  Part Five: Translation　  Part Six: Writing and SamplesⅡ. Keys and Listening Scripts　Unit 1　Unit 2　Unit 3　Unit 4　Unit 5　Unit 6　Unit 7　Unit 8Ⅲ. Simulated TestⅣ. AppendixⅤ. References

章節(jié)摘錄

　　Pull factors are those associated with the place of destination. Most often these are economic such as better job opportunities or the availability of good land to farm. The latter was an important factor in attracting settlers to the United States during the nineteenth century. In general， pull factorsadd up to an apparently better chance for a good life and material well-being than is a choice between several attractive potential destinations; the deciding factor might be a non-economic consideration such as the presence of relatives， friends， or a least fellow countrymen already yestablished in the new place who are willing to help the newcomer settle in. Considerations of this sort lead to the development of migratory streams.　　Besides push and pull factors， there are what the sociologists call "intervening obstacle" －deterrents to migration. Even if push and/or pull factors are very strong they still may be out weighed by intervening obstacles， such as the distance of the move， the trouble and cost of moving， the difficulty of entering the new country， and the problems likely to be encountered on arrival.　　The decision to move is also influenced by "personal factors" of the prospective migrant. The same push-pull factors and obstacles operate differently on different people， sometimes because they are at different stages of their lives， or just because of their varying abilities and person alities.The prospect of pulling up stakes and moving to a new and perhaps very strange environment may appear interesting and challenging to a young， footloose man and appallingly difficult to a slightly older man with a wife and young children. Similarly， the need to learn a new language and customs may intrigue one person and frighten another.　　Regardless of why people move， migration of large numbers of people causes friction. The United States and other "receiving" countries （the term used for countries that welcome large numbers of migrants） have experienced adjustment problems with each new wave of immigrants.The newest arrivals are usually given the lowest paying jobs and are resented by natives who may have to compete with them for those jobs. It has unusually taken several decades for each group to gain acceptance in the mainstream of society in the receiving country.

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