专业学位硕士研究生英语

出版时间：2010-5  出版社：中国人民大学出版社  作者：唐光洁，王庆玲　主编  页数：281  

内容概要

本书共设计16个单元，每个单元紧扣一个主旨进行展开，并依据学习功能分为五大版块。本书既可供全日制专业学位硕士研究生使用，也可作为在职攻读专业学位的硕士生教材。其主要特色有：    经典性：本书各单元的主旨文章文笔优美，经典而隽永。    专业性：本书的选题涉及政治、经济、文化、艺术、科技等方面，充分考虑了法律硕士、社会工作硕士、教育硕士、汉语国际教育硕士、艺术硕士等专业学位硕士研究生的专业需求。    实践性：本书提倡学习者进行团队合作与协商，在版块设置与练习设计环节尤其重视针对学习者的模拟训f练、案例分析和实践研究。    自主性：本书希望学习者能从学习兴趣、生活经验和认知水平出发，自主选择阅读篇章与练习版块，并能就篇章主旨与练习活动进行体验性思考。    适用性：本书有覆盖不同专业与职业特色的主旨文章，又有帮助学习者夯实基础的语法框架回顾，同时，又有辅助学习者进行国际化交流的翻译训练。

书籍目录

Unit One Excuse Notes  Part Ⅰ Text Reading    Text：Excuses，Excuses  Part Ⅱ Reading forAmusement  Part Ⅲ Grammar时态（一）  Part Ⅳ Translation翻译概论Unit Two Men V：S.Women  Part Ⅰ Text Reading    Text：Men Go to Their Caves and Women Talk  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar时态（二）  Part Ⅳ Translation词语的转换（一）Unit Three Language Learning  Part Ⅰ Text Reading    Text：East Meets West in U.S.Schools  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar被动语态  Part Ⅳ Translation词语的转换（二）Unit Four Art of Life  Part Ⅰ Text Reading    Text：The Twelfth Tuesday We Talk about Forgiveness  Part Ⅱ Reading for Amusement  Part HI Grammar情态动词  Part Ⅳ Translation增词法（一）Unit Five Naming  Part Ⅰ Text Reading    Text：Would a Roshanda by Any Other Name Smell as Sweet？  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar非谓语动词（一）——动词不定式  Part Ⅳ Translation增词法（二）Unit Six Employment  Part Ⅰ Text Reading    Text：I Was Fired！  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar非谓语动词（二）——动名词  Part Ⅳ Translation减词法（一）Unit Seven Behavior  Part Ⅰ Text Reading    Text：That’S Outrageous！  PartⅡ Reading for Amusement  Part Ⅲ Grammar非谓语动词（三）——分词  Part Ⅳ Translation减词法（二）Unit Eight Ⅱterary Works——  Part Ⅰ Text Reading    Text：A Clean.Well-Lighted Place  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar复合句（一）——名词性从句  Part Ⅳ Translation正反译与反正译（一）Unit Nine Parenting  Part Ⅰ Text Reading    Text：Why Children Need Father-Love and Mother-Love  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar复合句（二）——限定性定语从句  Part Ⅳ Translation正反译与反正译（二）Unit Ten Globalization  Part Ⅰ Text Reading    Text：11/9 versus 9/11  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar复合句（三）——非限定性定语从句  Part Ⅳ Translation换序Unit Eleven Values  Part Ⅰ Text Reading    Text：The Traditional Chinese Values  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar复合句（四）——状语从句  Part Ⅳ Translation断句与转句Unit Twelve Education  Part Ⅰ Text Reading    Text：Don’t Blame Teachers When It’S Parents Who Are Failing  Part Ⅱ Reading forAmusement  Part Ⅲ Grammar虚拟语  Part Ⅳ Translation转态译法Unit Thirteen Friendship  Part Ⅰ Text Reading    Text：Relationships：Friends and Acquaintances  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar主谓一致  Part Ⅳ Translation合句与缩句Unit Fourteen Science  Part Ⅰ Text Reading    Text：Space and Time  Part Ⅱ Reading for Amusement  Part Ⅱ Grammar强调  Part Ⅳ Translation习语翻译Unit Fifteen Aesthetics  Part Ⅰ Text Reading    Text：Beauty  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar倒装  Part Ⅳ Translation汉语无主句的翻译Unit Sixteen War  Part Ⅰ Text Reading    Text：A Picture Made Him a Hero.Then His Life Fell Apart  Part Ⅱ Reading for Amusement  Part Ⅲ Grammar省略  Part Ⅳ Translation汉语省略句的翻译

章节摘录

　　[1] I was in my third year of teaching creative writing at Ralph Mckee VocationalSchool in Staten Island, New York, when one of my students, 16-year-old Mikey, gave mea note from his mother. It explained his absence from class the day before.　　[2] "Dear Mr. McCourt, Mikeys grandmother who is eighty years of age fell downthe stairs from too much coffee3 and I kept Mikey at home to take care of her and hisbaby sister so I could go to my job at the ferry terminal. Please excuse Mikey and hell dohis best in the future. P.S. His grandmother is OK." I had seen Mikey writing the note athis desk, using his left hand to disguise his handwriting. I said nothing.　　[3] Most parental-excuse notes I received back in those days were penned by mystudents. Theyd been forging excuse notes since they learned to write, and if I were toconfront each forger Id be busy 24 hours a day.　　[4] I threw Mikeys note into a desk drawer along with dozens of other notes. Whilemy classes took a test, I decided to read all the notes Id only glanced at before. I madetwo piles, one for the genuine ones written by mothers, the other for forgeries. Thesecond was the larger pile, with writing that ranged from imaginative to lunatic.　　[5] I was having an epiphany.　　[6] Isnt it remarkable, I thought, how the students whined and said it was hardputting 200 words together on any subject？ But when they forged excuse notes, theywere brilliant. The notes I had could be turned into an anthology of Great AmericanExcuses. They were samples of talent never mentioned in song, story or study.　　[7] Here was American high school writing at its best——raw, real, urgent, lucid, brief,and lying. I read:　　[8] The stove caught fire and the wallpaper went up and the fire department keptus out of the house all night.

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