英語(yǔ)專(zhuān)業(yè)四級(jí)高分突破

內(nèi)容概要

　　《英語(yǔ)專(zhuān)業(yè)四級(jí)高分突破》為了幫助廣大考生在增加難度的“新題型”出臺(tái)后，能夠順利地通過(guò)英語(yǔ)專(zhuān)業(yè)四級(jí)考試，我們編寫(xiě)了這套《英語(yǔ)專(zhuān)業(yè)四級(jí)高分突破》?！　≡摃?shū)是在廣泛征求多所高校專(zhuān)業(yè)四級(jí)強(qiáng)化班考生建議的基礎(chǔ)上，通過(guò)我們?cè)趶?qiáng)化班教學(xué)的親身體驗(yàn)而進(jìn)行編寫(xiě)的。目前圖書(shū)市場(chǎng)上大量的專(zhuān)業(yè)四級(jí)試題集，很多書(shū)存在著答案錯(cuò)誤，解析簡(jiǎn)單或冗長(zhǎng)（如“該句的譯文是”、“該題的答案是”等詞語(yǔ)反復(fù)出現(xiàn)，浪費(fèi)大量空間）等缺點(diǎn)。遇到疑難問(wèn)題，則要查字典、問(wèn)老師。不僅要花費(fèi)很多時(shí)間與精力，還很難掌握考試規(guī)律。該書(shū)正彌補(bǔ)了這方面的不足，同時(shí)增加了該書(shū)最具特色的解釋部分?！　。?）題目：根據(jù)新版教學(xué)大綱編寫(xiě)，按英語(yǔ)專(zhuān)業(yè)四級(jí)考試的形式，匯編成8個(gè)Test。考生自測(cè)時(shí)每套試題須在135分鐘內(nèi)完成?！　。?）解釋部分為該書(shū)最顯著的特點(diǎn)。I.聽(tīng)力：聽(tīng)力給出書(shū)面材料，答題依據(jù)用黑體標(biāo)出。Ⅱ.語(yǔ)法、詞匯：①為便于考生理解原句，提高翻譯水平以及實(shí)際運(yùn)用語(yǔ)言能力，每句均給出中文句意。②選擇項(xiàng)：a.語(yǔ)法結(jié)構(gòu)：用較為簡(jiǎn)潔的語(yǔ)言釋清時(shí)態(tài)、語(yǔ)態(tài)、虛擬語(yǔ)氣、非謂語(yǔ)動(dòng)詞以及從句（連接詞、關(guān)系代詞或關(guān)系副詞）。b.詞匯部分：對(duì)同義詞、近義詞、反義詞、多義詞以及固定搭配做了詳細(xì)的辨析解釋。其中語(yǔ)法結(jié)構(gòu)與詞匯中出現(xiàn)頻率較高的，較易混淆的，做了總結(jié)，并給出了部分例句。Ⅲ.完形填空、閱讀理解：a.為便于考生理解原文，每篇均給出中文譯文或內(nèi)容大意，主題或主題句均用黑體字注出。b.選擇項(xiàng)均用精練的語(yǔ)言給出答題依據(jù)。培養(yǎng)考生形成良好的定位閱讀思維。Ⅳ.作文：給出作文寫(xiě)作套路，考生可背熟此套路，輕松面對(duì)四級(jí)作文。

作者簡(jiǎn)介

　　鄭家順，評(píng)師網(wǎng)全國(guó)外語(yǔ)類(lèi)專(zhuān)業(yè)最受歡迎教授。著名英語(yǔ)專(zhuān)業(yè)四、八級(jí)輔導(dǎo)專(zhuān)家。上課解題思路明晰、方法獨(dú)到，更以其考生獲得高分而受到學(xué)員愛(ài)戴。所著英語(yǔ)專(zhuān)業(yè)四、八級(jí)輔導(dǎo)圖書(shū)，以解題分析切中要害、語(yǔ)言精練而成為考生首選英語(yǔ)專(zhuān)業(yè)四、八級(jí)復(fù)習(xí)資料。

書(shū)籍目錄

入門(mén)分析篇Test 1試題精講Test 2試題精講技能實(shí)戰(zhàn)篇Test 3試題精講Test 4試題精講學(xué)習(xí)提高篇Test 5試題精講Test 6試題精講考前沖刺篇Test 7試題精講Test 8試題精講

章節(jié)摘錄

　　If you want to teach your children how to say sorry， you must be good at saying it yourself，especially to your own children. But how you say it can be quite tricky.　　If you say to your children "Im sorry I got angry with you， but..." what follows that "but"can render the apology ineffective： "I had a bad day" or "your noise was giving me a headache"leaves the person who has been injured feeling that he should be apologizing for his bad behaviorin expecting an apology.　　Another method by which people appear to apologize without actually doing so is to say "Imsorry youre upset" ; this suggests that you are somehow at fault for allowing yourself to get upsetby what the other person has done.　　Then there is the general， all-covering apology， which avoids the necessity of identifying aspecific act that was particularly hurtful or insulting， and which the person who is apologizingshould promise never to do again. Saying "Im useless as a parent" does not commit a person toany specific improvement.　　These pseudo-apologies are used by people who believe saying sorry shows weakness.Parents who wish to teach their children to apologize should see it as a sign of strength， andtherefore not resort to these pseudo-apologies.　　But even when presented with examples of genuine contrition， children still need help tobecome a ware of the complexities of saying sorry.　A three-year-old might need help inunderstanding that other children feel pain just as he does， and that hitting a playmate over thehead with a heavy toy requires an apology. A six-year-old might need reminding that spoilingother childrens expectations can require an apology. A 12-year-old might need to be shown thatraiding the biscuit tin without asking permission is acceptable， but that borrowing a parentsclothes without permission is not.

圖書(shū)封面

評(píng)論、評(píng)分、閱讀與下載

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