英語快速閱讀（第二冊）

前言

　　根據(jù)1993年國家教委頒布的《非英語專業(yè)研究生英語（第一外語）教學(xué)大綱》，碩士生外語教學(xué)的目的是培養(yǎng)學(xué)生具有較熟練的閱讀能力，一定的寫、譯能力和基本的聽、說能力，能夠以外語為工具進(jìn)行本專業(yè)的學(xué)習(xí)和研究?？梢钥闯觯芯可⒄Z教學(xué)仍把閱讀教學(xué)放在各項技能的首位。此外大綱還具體規(guī)定了研究生在經(jīng)過基礎(chǔ)階段的學(xué)習(xí)之后，在閱讀能力方面須達(dá)到的要求：掌握并能運用各項閱讀技能（如概括中心思想、猜同悟意、預(yù)見、推理和推論等），具有語篇水平的分析能力。能較順利地閱讀并正確理解有相當(dāng)難度的一般性題材文章和其他讀物，速度達(dá)到每分鐘60詞～70詞，讀后能夠理解中心思想及內(nèi)容。計時閱讀難度略低、生詞不超過總詞數(shù)2％的材料，速度達(dá)到每分鐘100詞～120詞，讀后能理解中心思想及主要內(nèi)容。由此可見，深化閱讀教學(xué)，進(jìn)一步提高閱讀能力，仍是培養(yǎng)和提高研究生語言運用能力的關(guān)鍵所在?！　”咎捉滩氖且浴斗怯⒄Z專業(yè)研究生英語（第一外語）教學(xué)大綱》為指南，在參考國內(nèi)外多種英語快速閱讀教材的基礎(chǔ)上，根據(jù)編者多年從事研究生英語快速閱讀教學(xué)的經(jīng)驗，以及我國非英語專業(yè)研究生目前整體英語水平和實際英語能力，經(jīng)過編委會認(rèn)真、廣泛的討論之后編寫而成的?！　　队⒄Z快速閱讀》分第一、二兩冊，供非英語專業(yè)碩士或博士研究生一學(xué)年使用，與中國人民大學(xué)出版社出版的《新編研究生英語系列教程》（第二版）、《研究生英語系列教材》（第三版）和《研究生英語綜合教程》配合使用。本套教材旨在幫助讀者擴大英語詞匯量，提高閱讀速度和閱讀理解能力，廣泛深入地了解世界各國，尤其是歐美國家的歷史文化、風(fēng)土人情以及自然科學(xué)和人文科學(xué)等方面的知識?！　”咎捉滩木帉憞?yán)謹(jǐn)。第一冊遵循理論與實踐相結(jié)合的原則，講練結(jié)合，分為兩大部分：（1）快速閱讀概述及應(yīng)試技巧；（2）快速閱讀練習(xí)，共32篇短文。第二冊共精選短文48篇，內(nèi)容涉及中西文化、教育、生活、媒介、歷史、科技、哲學(xué)、文學(xué)等，按閱讀量與難度的遞增分為3個部分，每部分包括16篇文章。兩冊書選材的原則突出體現(xiàn)科學(xué)性、信息性、可讀性和趣味性，內(nèi)容豐富、有趣、時尚，旨在幫助學(xué)生進(jìn)行系統(tǒng)的、有針對性的快速閱瀆訓(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。練習(xí)形式多樣，既有選擇填空的客觀題型，又有簡短回答、填空、對錯判斷等主觀題型；既注重尋讀、略讀、猜詞悟意、寫摘要等快速閱讀基本技能的訓(xùn)練，又與各級考試的閱讀題型相結(jié)合；每冊書后附有本冊書練習(xí)的參考答案供師生參考。使用本套教材非常有利于學(xué)生通過各種水平的英語考試?！　胁糠治恼碌陌鏅?quán)分別屬于不同的個人或機構(gòu)，請各版權(quán)持有者通過出版社與本書編者聯(lián)系處理?！　∧嫌诰幷咚接邢?，書中錯誤疏漏之處在所難免，敬請廣大讀者和同行專家批評指正?！　【幷摺　?009年2月

內(nèi)容概要

《英語快速閱讀》分第一、二兩冊，供非英語專業(yè)碩士或博士研究生一學(xué)年使用，與中國人民大學(xué)出版社出版的《新編研究生英語系列教程》（第二版）、 《研究生英語系列教材》（第三版）和《研究生英語綜合教程》配合使用。本套教材旨在幫助讀者擴大英語詞匯量，提高閱讀速度和閱讀理解能力，廣泛深入地了解世界各國，尤其是歐美國家的歷史文化、風(fēng)土人情以及自然科學(xué)和人文科學(xué)等方面的知識，培養(yǎng)讀者的世界眼光和跨文化意識?！　蓛詴x材的原則突出體現(xiàn)科學(xué)性、信息性、可讀性和趣味性，內(nèi)容豐富、有趣。時尚。練習(xí)形式多樣，既有選擇填空的客觀題型，又有簡短回答、填空，對錯判斷等主觀題型；既注重尋讀、略讀。猜詞悟意。寫摘要等快速閱讀基本技能的訓(xùn)練，又與各級考試的閱讀題型接軌。使用本套教材十分有利于學(xué)生通過各種水平的英語考試。

書籍目錄

Part Ⅰ  Passage 1  Passage 2  Passage 3  Passage 4  Passage 5  Passage 6  Passage 7  Passage 8  Passage 9  Passage 10  Passage 11  Passage 12  Passage 13  Passage 14  Passage 15  Passage 16Part Ⅱ  Passage 1  Passage 2  Passage 3  Passage 4  Passage 5  Passage 6  Passage 7  Passage 8  Passage 9  Passage 10  Passage 11  Passage 12  Passage 13  Passage 14  Passage 15  Passage 16Part Ⅲ  Passage 1  Passage 2  Passage 3  Passage 4  Passage 5  Passage 6  Passage 7  passage 8  Passage 9  Passage 10  Passage 11  passage 12  Passage 13  passage 14  Passage 15  Passage 16

章節(jié)摘錄

　　For most of US，work is the central，dominating fact of life.We spend more thanhalf our conscious hours at work，preparing for work，traveling to and from work.Whatwe do there largely determines our standard of living and to a considerable extent thestatus we are accorded by our fellow citizens as well.It is sometimes said that becauseleisure has become more important the indignities and injustices of work can bepushed into a corner；that because most work is pretty intolerable，the people who doit should compensate for its boredoms，frustrations and humiliations by concentratingtheir hopes on the other parts of their lives.I reject that as a counsel of despair.For theforeseeable future the material and psychological rewards which work can provide，andthe conditions in which work is done，will continue to play a vital part in determiningthe satisfaction that Iife can offer.Yet only a small minority can control the pace at whichthey work or the conditions in which their work is done；only for a small minority doeswork offer scope for creativity，imagination，or initiative.　Inequality at work and in work is still one of the cruelest and most glaring formsof inequality in our society.We cannot hope to solve the more obvious problems ofindustrial life，many of which arise directly or indirectly from the frustrations created byinequality at work，unless we tackle it head-on.Still less can we hope to create a decentand humane society.　　The most glaring inequality is that between managers and the rest.For mostmanagers，work is an opportunity and a challenge.Their jobs engage their interestand allow them to develop their abilities.They are constantly learning；they are ableto exercise responsibility；they have a considerable degree of control over their own-and others-working lives.Most important of all，they have the opportunity to initiate.By contrast，for most manual workers，and for a growing number of white collarworkers，work is a boring，monotonous，even painful experience.They spend all theirworking lives in conditions which would be regarded as intolerable-for themselves-by those who take the decisions which let such conditions continue.The majority have little control over their work；it provides them with no opportunity for personaldevelopment.Often production is SO designed that workers are simply part of the.technology.In offices，many jobs are SO routine that workers justifiably feel themselvesto be mere cogs in the bureaucratic machine.As a direct consequence of their work experience，many workers feel~ilienated from their work and their firm，whether it is in public or in private ownership. Rising educational standards feed rising expectations，yet the amount of controlwhich the worker has over his own work situation does not rise accordingly.In many cases his control has been reduced.Symptoms of protest increase-rising sickness and absenteeism，high turnover of employees，restrictions on output，and strikes，both unofficial and official.There is not much escape out and up-wards.As management becomes more professional-in itself a good thing-the opportunity for promotionfrom the shop floor becomes less.The only escape is to another equal frustrating manual job；the only compensation is found not in the job but outside it，if there is a rising standard of living.

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