英语时文泛读_范守义总主编_9787301145111

《21世纪英语专业系列教材：英语时文泛读（第2册）》特点：
选材语言地道，内容新颖，题材广泛，贴近生活，时代气息浓郁，可读性强；
根据不同主题设置不同单元，知识内容自成体系；
练习设计合理、实用，紧扣课文内容，针对性强，形式灵活；
难易程度恰当，有助于扩大国际视野，以适应日益增长的外交与对外文化交流的需要。

北京大学出版社自2005年以来已出版《语言与应用语言学知识系列读本》多种，为了配合第十一个五年计划，现又策划陆续出版《21世纪英语专业系列教材》。这个重大举措势必受到英语专业广大教师和学生的欢迎。
作为英语教师，最让人揪心的莫过于听人说英语不是一个专业，只是一个工具。说这些话的领导和教师的用心是好的，为英语专业的毕业生将来找工作着想，因此要为英语专业的学生多多开设诸如新闻、法律、国际商务、经济、旅游等其他专业的课程，但事与愿违，英语专业的教师们很快发现，学生投入英语学习的时间少了，掌握英语专业课程知识甚微，即使对四个技能的掌握也并不比大学英语学生高明多少，而那个所谓的第二专业在有关专家的眼中只是学到些皮毛而已。
英语专业的路在何方？有没有其他路可走？这是需要我们英语专业教师思索的问题，中央领导关于创新是一个民族的灵魂和要培养创新人才等的指示精神，让我们在层层迷雾中找到了航向：、显然，培养学生具有自主学习能力和能进行创造性思维是我们更为重要的战略目标，使英语专业的人才更能适应21世纪的需要，迎接2l世纪的挑战。
如今，北京大学出版社外语部的领导和编辑同志们，也从教材出版的视角探索英语专业的教材问题，从而为贯彻英语专业教学大纲做些有益的工作，为教师们开设大纲中所规定的必修、选修课程提供各种教材。《21世纪英语专业系列教材》是普通高等教育“十一五”国家级规划教材和国家“十一五”重点出版规划项目《面向新世纪的立体化网络化英语学科建设丛书》的重要组成部分，这套系列教材要体现新世纪英语教学的自主化、协作化、模块化和超文本化，结合外语教材的具体情况。既要解决语言、教学内容、教学方法和教育技术的时代化，也要坚持弘扬以爱国主义为核心的民族精神。因此，今天北京大学出版社在大力提倡专业英语教学改革的基础上，编辑出版各种英语专业技能、英语专业知识和相关专业知识课程的教材，以培养具有创新性思维的和具有实际工作能力的学生，充分体现了时代精神。
北京大学出版社的远见卓识，也反映了英语专业广大师生盼望已久的心愿，由北京大学等全国几十所院校具体组织力量，积极编写相关教材。

11 Somebody has to keep a vigilant eye on a reality that huge，especially when it is a reality that decides this UniversityS present and future.
12 Never miss an opportunity to project the Universitys image，so laden with academic virtue，in ways that confirm that image essential accuracy. Somebody has to coordinate the look and feel of an academic institution that mails out literally millions of pieces of paper each year And somebody has to serve as the ultimate spokesperson for GW when the media Call-which they increasingly do.
13 Feel comfortable in conversation with everyone from the President of the United States to foreign heads of state.When a school is engaged in a“boom”as vigorous as the one that now typifies GW national and international involvements swiftly multiply In recent years，I have found myself in intense personal conversation with the chief officials of New Zealand， Morocco，Israel，Costa Rica，Egypt and other nations All were people who thought of GW as an intellectual and pedagogical Power|loU se .So I had to look and sound like a university president whose daily climb into the cabin of his powerhouse was something he took for granted！
14 Keep in touch，at a plausible，personal level with all of the constituencies represented by the University .The young woman of my first paragraph，who needed temporary housing， was someone I ran into on a food linc at our J Street cafeteria Across the desk from me I see faculty members on countless occasion .Informal personal conversations number hundreds in an average year Staff I“bump into”wherever I go on this campus either personally or telehonically.
15 So I’m actually a“sad musician”of sorts racing around one of the biggest concerts on our planet，urging the trumpets to play a little louder or the second violinist to stop sneering at the first the result is a symphony notable for its harmonics rather than for grunts，groans，screams of pain，and missed opportunities GW is the kind of a place that feels proudest when it delivers exactly the services it markets to the public——above all，the capacity to earn one’S living，after graduation，in ways that fill the soul while they also fill the wallet and the stomach.

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