大学体验英语一周一练.4 本书特色

《大学体验英语一周一练(4)》：注重实用表达能力的培养：在语言基础训练中加大听力和口语的学习内容，加强实用阅读、实用会话、实用写作的训练，培养学习者英语综合运用能和在涉外交际中的实用表达能力。注重教材的可操练性：选文短小精悍，生动有趣，便于听、说、读、写、译的训练；练习设计层层深入，通过训练达到学懂、会用的教学目的。强调以人为本，突出“个性化”学习：注重学习者在整个学习过程中自主学习的引导，强调学习者在体验语言的立体化环境中获得语言知识，体验用英语表达和交流思想的美妙。重视文化知识的学习，培养“跨文化意识”：提供大量真实的图片、富有时代感的文字材料以及英语国家丰富的文化背景，开拓学习者的视野。立体化教材为英语学习提供全方位服务：文字版、网络版、电子教案以及多媒体学习课件等提供了立体、互动的英语学习环境。

大学体验英语一周一练.4 目录

Model Test 1Model Test 2Model Test 3Model Test 4Model Test 5Model Test 6Model Test 7Model Test 8Model Test 9Model Test 10

大学体验英语一周一练.4 节选

《大学体验英语一周一练》为大学体验英语课外练习系列，共分四册，供普通院校非英语专、一、二年级学生及有相当水平的学习者使用。实践性是外语教学的特征。如何使练习题具有较强的实践性，题型设计至关重要。《大学体验英语一周一练》提供了大学英语一至四级的试题练习，每册十个单元，分别供一至四学期使用。考虑到使用一册的学生听力相对较弱，因此练习题针对学生水平，遵照循序渐进的原则进行设计。二至四册则严格按照大学英语四级考试标准题型编写，经过反复审查、修改、提炼、测试*终得以完成。练习题还具有较强的实用性和一定的趣味性。教师可以根据教学进度和学生学习情况选择试题进行测试，或者指导学生进行自主学习。《大学体验英语一周一练》全部听力内容由资深外籍专家朗读，并随书附MP3光盘以方便学生使用。由于《大学体验英语一周一练》编写时间较为仓促，编写人员水平有限，书中不完善之处在所难免，恳请使用《大学体验英语一周一练》的广大师生提出宝贵意见和建议，以便我们今后的修订、提高和完善。

大学体验英语一周一练.4 相关资料

Why are so many people so afraid of failure? Quite simply because no one tells us how to fail so that failure becomes a growing experience. We forget that failure is part of the human condition and that, as family therapist Virginia Satir observes, "every person has the right to fail." Most parents work hard at either preventing failure or protecting their children from the knowledge that they have failed. One way is to lower standards. A mother describes her child's hastily made table as "perfect!" even though it wobbles （摇晃） on unevenness. Another way is to shift the blame. If John fails science, his teacher is unfair or stupid. When one of my daughters was ten, she decided to raise money for charity by holding a carnival (狂欢节）. Proud of her, we rashly allowed her to put posters all Over town. We real- ized too late that she couldn't possibly handle all the refreshments, shows and games prom- ised in the posters. The whole family pitched in to prevent embarrassing failure and the next year she advertised an even more ambitious event. Why not? We had kept her from discover- ing her limitations. The trouble with failure-prevention devices is that they leave a child unequipped for life in the real world. The young need to learn that no one can be best at everything, no one can win all the time and that it's possible to enjoy a game even when you don't win. A child who's not invited to a birthday party, who doesn't make the honor roll or the baseball team feels ter- rible, of course. But parents should not offer a quick consolation prize or say, "It doesn't mat- ter," because it does. The youngster should be allowed to experience disappointment —— and then be helped to master it. Failure is never pleasurable. It hurts adults and children alike. But it can make a positive contribution to your life once you learn to use it. Step one is to ask, "Why did I fail?" Resist the natural impulse to blame someone else. Ask yourself what you did wrong, h

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