出版时间:2012-1 出版社:中国人民大学 作者:张锦芯 页数:491
内容概要
《2013年考研英语新教程(2013人大考研)》是一本具有针对性、实用性而且全面的考研英语词汇辅导书。20个单元,由易至难,从夯实基础到超越真题,全程护读,以阅读为中心,涵盖大纲全部题型,语言基础,技能双提高,主题丰富,涉及历年真题热门话题,扩大知识面,配翻译,做注解,精选词汇词义。
作者简介
张锦芯,中国人民大学外国语学院教授,应用语言学研究生导师,著名考研英语辅导专家。所著考研图书以难度系数接近真题著称,并融知识性、方法性、实用性和针对性为一体,深受广大考生好评。
书籍目录
第一部分 中级篇--夯实基础
UI Computer Science and the Web计算机与网络
Text Computers in Class
Reading Comprehension
(包括“答案与题解”)
Notes
课文参考译文
练习
Ⅰ.Ctoze
Ⅱ.Reading Passages
(包括“疑难长句翻译与注解”)
Part A阅读理解
Part B观点与例证
Ⅲ.Translation
Ⅳ.Writing(包括“审题指导”)
Part A应用文
Part B英语写作
练习答案与题解
U2 Medical Science and Health医学与健康
Text Steve Jobs and the Lure of Alternative Healing
Reading Comprehension
(包括“答案与题解”)
Notes
课文参考译文
练习
Ⅰ.Cloze
Ⅱ.Reading Passages
(包括“疑难长句翻译与注解”)
Part A阅读理解
Part B选择搭配
Ⅲ.Translation
Ⅳ.Writing(包括“审题指导”)
Part A应用文
Part B英语写作
练习答案与题解
U3 Ethics and Morality伦理与道德
Text Does Redshirting Give Children an Advantage?
Reading Comprehension
(包括“答案与题解”)
Notes
课文参考译文
练习
Ⅰ.Cloze
Ⅱ. Reading Passages
(包括“疑难长句翻译与注解”)
Part A阅读理解
Part B选择搭配
Ⅲ.Translation
IV. Writing(包括“审题指导”)
Part A英文摘要
Part B英语写作
练习答案与题解
U4 World View and Values世界观与价值观
Text Respecting What We Destroy Reading Comprehension
(包括“答案与题解”)
Notes
课文参考译文
练习
Ⅰ.Cloze
Ⅱ.Reading Passages
(包括“疑难长句翻译与注解”)
Part A阅读理解
Part B观点与例证
Ⅲ.Translation
Ⅳ.Writing(包括“审题指导”)
Part A应用文
Part B英语写作
练习答案与题解
U5 New Sciences and Technology科普新知识
Text Will Books Be Napsterized? Reading Comprehension
(包括“答案与题解”)
Notes
课文参考译文
练习
Ⅰ.Cloze
Ⅱ.Reading Passages
(包括“疑难长句翻译与注解”)
Part A阅读理解
Part B选择搭配
Ⅲ.Translation
Ⅳ.Writing(包括“审题指导”)
Part A英文摘要
Part B英语写作
练习答案与题解
U6 History and Culture历史与文化
Text Fact Impact Reading Comprehension
(包括“答案与题解”)
Notes
课文参考译文
练习
Ⅰ.Cloze
Ⅱ.Reading Passages
(包括“疑难长句翻译与注解”)
Part A阅读理解
Part B选择搭配
Ⅲ.Translation
Ⅳ.Writing(包括“审题指导”)
Part A应用文
Part B英语写作
练习答案与题解
U7 Industry and Agriculture工业与农业
Text The Merits of Genteel Poverty Reading Comprehension
(包括“答案与题解”)
Notes
课文参考译文
练习
Ⅰ.Cloze
Ⅱ.Reading Passages
(包括“疑难长句翻译与注解”)
Part A阅读理解
Part B段落排序
Ⅲ.Translation
Ⅳ.Writing(包括“审题指导”)
Part A应用文
Part B英语写作
……
第二部分 挑战高分(高分部分)
章节摘录
版权页:插图:Is this happening in your neighborhood? Children, notebook computers stuck under their arms,await the yellow bus for the trip to middle school. On the surface, the question of computers in schoolsis a no-brainer. It would be strange to insist that today's technology shouldn't be used to make the class-room experience more individualized, more effective, more immediate, more exciting. Computers havebeen in schools more than 20 years-and probably even done some good. But the idea of a personal computer as a necessary daily tool for every American grammar schoolpupil is altogether a different thing, Beware the superficially attractive vision of lO-year-olds doing mostof their work-and homewrk-on a computer. It's another illusory silver bullet that promises to solveall of society's ilis through technology. Regardless of whether parents or taxpayers buy the machinery,it's a bad policy.Determining the proper role of computers in schools is too important to be left to computer suppli-ers and educators. An educated public with clear and realistic expectations needs to help determine theright track for technology.Educators forever seem to seek the ultimate in curricular or teaching tools. They are always pre- occupied with innovation-junior high school, new math, whole language, open classrooms and masterylearning, to name a few. Some ideas turned out well and over time have earned permanent positions inour education systems. Others reflected change for change'.s sake and wound up in the trash bin, wherethey belong.
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