现代大学英语精读二？《现代大学英语精读2:同步测试》内容简介如下：目的明确：该书紧密围绕《现代大学英语精读2》的每个单元核心内容设计，旨在帮助学生巩固并提升词汇、语法、阅读理解及翻译等基础技能，特别针对中央英语专业四级考试的考察标准。内容丰富：每个单元包含两篇精心挑选的文章，每篇文章后配有五道阅读理解题目，那么，现代大学英语精读二？一起来了解一下吧。
《华研外语·现代大学英语课文辅导：精读2》是一本详尽的英语学习指南，旨在帮助大学生深入理解英语课文。该书精心设计，内容丰富多样，每个单元结构严谨，主要包括以下几个部分：
首先，文化背景部分为读者提供了课文所涉及的深层文化内涵，有助于增强对文本的全面理解。紧接着，课文概要提炼了主要内容，使读者对文章有一个快速的把握。
课文赏析部分深入分析了文章的结构和语言特色，帮助读者提升阅读技巧和欣赏能力。重点词汇与短语的讲解，不仅有助于记忆，还能提升词汇运用水平。词汇双解部分则提供了词义的多维度解析，帮助读者掌握词汇的准确用法。
难句解析部分针对文中复杂的句子结构进行拆解，帮助读者突破阅读难关。参考译文和练习答案则为学习者提供了实践和检验的平台，便于自我评估和提高。
同步练习部分设计了一系列实战性的练习题目，确保学习者能够将所学知识应用到实际中。备考箱则汇集了专四真题和名校名师的点评，为考试复习提供了宝贵的资料和指导。
值得一提的是，光盘中还赠送了丰富的学习资源，包括课后词汇录音、课文录音、不同级别的考试真题（四级、六级、专四、专八、考研、雅思等）、英语新闻（VOA、BBC、CNN）以及名人演讲和英语视听美文，为全方位的语言学习提供了多元化的支持。
现代大学英语精读2Unit1TextA原文及全文翻译如下：
Another School Year—What For?
John Ciardi
Let me tell you one of the earliest disasters in my career as a teacher.
It was January of1940and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms,and looked at me as if to say"All right, teach me something.
"Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips."Look,"he said,"I came here to be a pharmacist.Why do I have to read this stuff?"And not having a book of his own to point to, he pointed to mine which was lying on the desk.
New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled,not in a drugstore-mechanics school, but in a college and that at the end of his course he meant to reach for a scroll that would read Bachelor of Science.
It would not read: Qualified Pill-Grinding Technician.It would certify that he had specialized in pharmacy, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history.That is to say, he had not entered a technical training school but a university and in universities students enroll for both training and education.
I could have told him all this, but it was fairly obvious he wasn't going to be around long enough for it to matter.
Nevertheless, I was young and I had a high sense of duty and I tried to put it this way: "For the rest of your life," I said, "your days are going to average out to about twenty-four hours.
They will be a little shorter when you are in love, and a little longer when you are out of love, but the average will tend to hold. For eight of these hours, more or less, you will be asleep."
"Then for about eight hours of each working day you will, I hope, be usefully employed.Assume you have gone through pharmacy school—or engineering, or law school, or whatever—during those eight hours you will be using your professional skills.You will see to it that the cyanide stays out of the aspirin.
That the bull doesn't jump the fence, or that your client doesn't go to the electric chair as a result of your incompetence.These are all useful pursuits. They involve skills every man must respect, and they can all bring you basic satisfactions.
Along with everything else, they will probably be what puts food on your table, supports your wife, and rears your children. They will be your income, and may it always suffice.
"But having finished the day's work, what do you do with those other eight hours? Let's say you go home to your family.What sort of family are you raising? Will the children ever be exposed to a reasonably penetrating idea at home?
Will you be presiding over a family that maintains some contact with the great democratic intellect?Will there be a book in the house? Will there be a painting a reasonably sensitive man can look at without shuddering? Will the kids ever get to hear Bach"?
That is about what I said, but this particular pest was not interested."Look," he said, "you professors raise your kids your way; I'll take care of my own. Me, I'm out to make money."
"I hope you make a lot of it," I told him, "because you're going to be badly stuck for something to do when you're not signing checks."
Fourteen years later I am still teaching, and I am here to tell you that the business of the college is not only to train you, but to put you in touch with what the best human minds have thought.If you have no time for Shakespeare, for a basic look at philosophy, for the continuity of the fine arts.
For that lesson of man's development we call history—then you have no business being in college.You are on your way to being that new species of mechanized savage, the push-button Neanderthal.Our colleges inevitably graduate a number of such life forms.
But it cannot be said that they went to college; rather the college went through them—without making contact.
No one gets to be a human being unaided. There is not time enough in a single lifetime to invent for oneself everything one needs to know in order to be a civilized human.
Assume, for example, that you want to be a physicist. You pass the great stone halls of, say, M.I.T., and there cut into the stone are the names of the scientists. The chances are that few if any of you will leave your names to be cut into those stones.
Yet any of you who managed to stay awake through part of a high school course in physics, knows more about physics than did many of those great scholars of the past. You know more because they left you what they knew, because you can start from what the past learned for you.
And as this is true of the techniques of mankind, so it is true of mankind's spiritual resources. Most of these resources, both technical and spiritual, are stored in books. Books are man's peculiar accomplishment. When you have read a book, you have added to your human experience.
Read Homer and your mind includes a piece of Homer's mind. Through books you can acquire at least fragments of the mind and experience of Virgil, Dante, Shakespeare—the list is endless. For a great book is necessarily a gift; it offers you a life you have not the time to live yourself.
And it takes you into a world you have not the time to travel in literal time. A civilized mind is, in essence, one that contains many such lives and many such worlds.If you are too much in a hurry, or too arrogantly proud of your own limitations, to accept as a gift to your humanity some pieces of the minds of Aristotle, or Chaucer or Einstein, you are neither a developed human nor a useful citizen of a democracy.
I think it was La Rochefoucauld who said that most people would never fall in love if they hadn't read about it. He might have said that no one would ever manage to become human if they hadn't read about it.
I speak, I'm sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that a university has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.
The faculty, by its very existence, says implicitly: "We have been aided by many people, and by many books, in our attempt to make ourselves some sort of storehouse of human experience.
We are here to make available to you, as best we can, that expertise.
又一学年——为了什么？
约翰•查尔迪
让我给你们讲讲我在教学生涯中最早遇到的困难。
《现代大学英语2》描述如下：
编撰者：由杨立民和徐克容共同编撰。
内容结构：
第一部分：详尽阐述课文内容和相关背景，帮助学生更好地融入学习情境。
第二部分：聚焦语言重点，包括词汇、语法、新句型、语法点、短语、词组和构词规则等，旨在提升学生的语言运用能力。
第三部分：深入解析课文，细致剖析可能存在的语言难点，确保学生能深入理解文章内涵。
第四部分：提供课文的译文，帮助学生从不同角度理解原文，增强跨文化理解能力。
第五部分：包含练习答案及详尽的说明和解释，旨在引导学生理解解题思路，提升解决问题的能力。
课程内容：涵盖了从Unit 1到Unit 16的丰富课程内容，如”Another School Year–What For?“、”Say Yes”等，每个单元都包含了上述五个部分的内容，为教师提供了全面的教学支持。
说“会”
托拜厄斯·沃尔夫
妻子正在洗碗，丈夫在旁擦干厨具。与他认识的大多数男人不同，他会主动帮忙分担家务。几个月前，他无意间听到，他妻子的朋友祝贺她能够拥有这样体贴的丈夫。
他们闲聊着，不知怎的突然谈到“白人是否应该与黑人结婚”这一话题。他说综合考虑，他认为这是个坏主意。
“为什么呢？”她问。
“听着”，他说，“我和黑人一块上学、工作，相处地也不错。用不着你在那儿暗示我我是个种族主义者。”
“我没有暗示什么”，她说，“我只是不明白白人与黑人结婚有什么问题，仅此而已。”
“他们与我们有着不同的语言和文化。但这对我来说无所谓，我喜欢听他们说话。”
“但你不愿娶黑人，不是吗？”她问。
“结婚就不同了，有着不同文化背景的黑人与白人永远无法真正了解彼此。”
“但你妻子不是这样吗？”他妻子问。
“是的，不同。”他厉声说。她妻子不断重复他的话，显得他们的关系听起来非常虚伪，他对此感到很生气。“这些都没洗干净”，他说着便把所有的银制厨具扔回水槽。
她盯着水槽，双唇紧闭，然后把手猛地伸入水槽中。“啊！”她尖叫起来，退后了一步，握着右手腕把手拿起来。她的拇指正在流血。
“待在那儿别动”，他说。他跑上楼去浴室，在药箱里翻找酒精、棉花和创可贴。
本教材有以下特点: 1. 本教材是北京外国语大学英语系的一项重要科研成果,汇集了英语教学专家们的丰富教学经验,体现了前沿的教学思想。 2. 教材吸纳了国外最新的语言材料,题材丰富,内容新颖,包括了现代生活的各个方面,具有鲜明的时代特征。 3. 教材在总体目标、语言项目、词汇范围和练习方式上,都体现了新大纲的要求,符合国家标准。 4. 教材在教学法上博采众长,不拘一格;在教学原则上注意发挥学生的主动性与积极性;在编写手法上注意纵向连贯和横向配合,循序渐进。 5.与教材配套的有录音带、多媒体软件等辅助学习材料,体现了立体教学的特点,方便读者学习。 6.教材注意语言与文化的结合,注重提高学生的人文修养,体现了英语专业教材的特色。
Acknowledgement
Abbreviations
Texts
Lesson One
Text A Another School Year—What For?
Text B The Thought Card
Lesson Two
Text A Maheegun My Brother
Text B The Land of the Lock
Lesson Four
Text A The Nightingale and the Rose
Text B Nightingale
Lesson Five
Text A Say Yes
Text B Arrangement in Black and White
Lesson Six
Text A The Man in the Water
Text B The Broken Lantern
Lesson Seven
Text A The Greatest Invention
Text B The Flying Machine
Lesson Eight
Text A Psychologically Speaking
Text B Psychologically Speaking (continued)
Lesson Nine
Text A Quick Fix Society
Text B Remarks by Bill Clinton at Grand Canyon National Park
Lesson Ten
Text A The Richer, the Poorer
Text B The Story of Jane Pilgrim
Lesson Eleven
Text A You Have to Get Me Out of Here
Text B Help for the Helper
Lesson Twelve
Text A Confessions of a Miseducated Man
Text B Understanding Society and Culture Through Eating
Lesson Thirteen
Text A Blueprint for Success
Text B My Wood
Lesson Fourteen
Text A Space Shuttle Challenger
Text B Blimps
Lesson Fifteen
Text A The Riddle of Time
Text B Mr. Imagination
Vocabulary List
Idiomatic Expressions and Collocations
Verb Patterns
以上就是现代大学英语精读二的全部内容，《现代大学英语2》描述如下：编撰者：由杨立民和徐克容共同编撰。内容结构：第一部分：详尽阐述课文内容和相关背景，帮助学生更好地融入学习情境。第二部分：聚焦语言重点，包括词汇、语法、新句型、语法点、短语、词组和构词规则等，旨在提升学生的语言运用能力。第三部分：深入解析课文，内容来源于互联网，信息真伪需自行辨别。如有侵权请联系删除。
