六級閱讀全題型突破

前言

　　自2005年全國大學(xué)英語四、六級考試改革項目組和全國大學(xué)英語四、六級考試委員會制定了《全國大學(xué)英語四、六級考試改革方案（試行）》以來，四、六級改革按照預(yù)定的進程穩(wěn)步推進。2006年6月在全國180所試點院校進行了四級新題型試測、2006年12月在全國高校范圍內(nèi)實施了第一次四級新題型考試。六級考試改革緊跟其后，2006年12月在全國180所試點院校進行了六級新題型試測、2007年6月在全國高校范圍內(nèi)實施大學(xué)英語六級新題型考試，至此在完成了改革最初的陣痛之后，四、六級改革終于全新登場?！　∷牧料嗍贡姸鄬W(xué)子在終于擺脫合格證這個曾經(jīng)揮之不去的夢魘之后，其心情可謂欣然。然而喜悅之余，我們更要進一步的叩問：改革后的四、六級意味著什么？是“兩耳不聞英語事，一心只讀專業(yè)書”，從此與艱苦的英語學(xué)習(xí)一刀兩斷？在對外交流日益廣泛，英語人才極其匱乏的今天，答案定是非然?？v觀新四、六級考卷，整體感覺是在變化與不變之間尋找一個平衡點：　　首先，考試的權(quán)威性沒有變。

內(nèi)容概要

本套叢書由從事大學(xué)英語教學(xué)與六級輔導(dǎo)的一線教師精心編寫，旨在幫助考生全面、系統(tǒng)地了解大學(xué)英語六級新題型考試的閱讀題型，掌握閱讀考試的真諦?！读夐喿x全題型突破》分冊內(nèi)容緊扣《大學(xué)英語課程教學(xué)要求（試行）》和《大學(xué)英語六級考試（CET－6）試點考試樣卷》的精神，突出“講練結(jié)合，以練為主”的特點?！读夐喿x全題型突破》分為三部：第一部分剖析大學(xué)英語六級考試閱讀新題型和應(yīng)試策略，第二部分為實戰(zhàn)演練 ，提供了10套練習(xí)題供考生練習(xí)、揣摩使用，第三部分是答案與辨析，對前面所給的練習(xí)題進行詳盡地講解與辨析。    《六級閱讀全題型突破》適用于參加大學(xué)英語六級考試的在校大學(xué)生，同時，也可以作為考研備考和教師備課的參考資料。

書籍目錄

第一章 剖析大學(xué)英語六級新題型之閱讀第二章 專項訓(xùn)練　Test One 　Test Two　Test Three　Test Four　Test Five　Test Six 　Test Seven　Test Eight　Test Nine　Test Ten附錄 答案與解析

章節(jié)摘錄

　　Why this goal？　　Education is about giving people the opportunity to developtheir potential， their personality and their strengths. This does notmerely mean learning new knowledge， but also developing abilitiesto make the most of life. These are called life skills——including theinner capacities and the practical skills we need.　　Many of the inner capacities——often known as psycho-socialskills——cannot be taught as subjects. They are not the same asacademic or technical learning. They must rather be modeled andpromoted as part of learning， and in particular by teachers. Theseskills have to do with the way we behave——towards other people，towards ourselves， towards the challenges and problems of life. Theyinclude skills in communicating， in making decisions and solvingproblems， in negotiating and expressing ourselves， in thinkingcritically and understanding our feelings. More practical life skillsare the kinds of manual skills we need for the physical tasks we face.Some would include vocational skills under the heading of life skills——the ability to lay bricks， sew clothes， catch fish or repair a motorbike.These are skills by which people may earn their livelihood and whichare often available to young people leaving school. In fact， very oftenyoung people learn psycho-social skills as they learn more practicalskills. Learning vocational skills can be a strategy for acquiring bothpractical and psycho-social skills.　　We need to increase our life skills at every stage of life， solearning them may be part of early childhood education， of primaryand secondary education and of adult learning groups.

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