《大學英語精讀拓展練習冊3(第3版)》的特點： 分析重點、難點，幫助學生掃清學習障礙。內容講解絲絲入扣，易於學生掌握和運用。題型設計合理、多樣，從各個角度幫助學生鞏固所學知識，為學生通過英語四、六級考試打好基礎。
基本介紹
- 書名：大學英語精讀拓展練習冊3
- 出版社：上海外語教育出版社
- 頁數：224頁
- 開本：16
- 作者：張四友
- 出版日期：2007年8月1日
- 語種：簡體中文, 英語
- ISBN：9787544605090
內容簡介,圖書目錄,文摘,序言,
內容簡介
《大學英語精讀拓展練習冊3(第3版)》：《大學英語》系列教材自1992年正式出版以來，曾榮獲全國高等學校第二屆優秀教材特等獎、國家教委高等學校第二屆優秀教材一等獎，深受全國廣大師生歡迎。隨著時代的發展，該套教材也與時俱進，先後經過兩次修訂，最新修訂後的《大學英語(第三版)》系列教材於2006年起陸續出版。
為了幫助學生充分吸收教材所授知識，更好地掌握教材內容，上海外語教育出版社策劃、組織編寫了本套《拓展練習冊》，配合該套教材的《精讀》教程使用。
緊扣教材，提供全面的語言訓練，兼顧學生各項語言能力的發展。
選材生動，貼近生活，拓展學生知識面，增強學生學習興趣。
為了幫助學生充分吸收教材所授知識，更好地掌握教材內容，上海外語教育出版社策劃、組織編寫了本套《拓展練習冊》，配合該套教材的《精讀》教程使用。
緊扣教材，提供全面的語言訓練，兼顧學生各項語言能力的發展。
選材生動，貼近生活，拓展學生知識面，增強學生學習興趣。
圖書目錄
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Test for Units 1—5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Test for Units 6—10
Test for Units 1—10
Appendix：Key tO the Exercises
Unit 2
Unit 3
Unit 4
Unit 5
Test for Units 1—5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Test for Units 6—10
Test for Units 1—10
Appendix：Key tO the Exercises
文摘
插圖：
"Glad to meet you," I said. Then, trying to hide my nervousness, I added, "How are you？"
"I'm fine. The question is: How are you？"
"What do you mean？" I asked.
"Something must be eating you," he said, proud the way foreigners are when they've mastered a bit of American slang. "You should be able to qualify with your eyes closed."
"Believe me, I know it," I told him, and it felt good to say that to someone.
For the next few minutes we talked together. I didn't tell Long what was "eating" me, but he seemed to understand my anger, and he took pains to reassure me. Although he'd been schooled in the Nazi youth movement, he didn't believe in the Aryan-supremacy business any more than I did. We laughed over the fact that he really looked the part, though. An inch taller than me, he had a lean, muscular frame, clear blue eyes, blond hair and a strikingly handsome face. Finally, seeing that I had calmed down somewhat, he pointed to the take-off board.
"Look," he said. "Why don't you draw a line a few inches behind the board and aim at making your take-off from there？ You'll be sure not to foul, and you certainly ought to jump far enough to qualify. What does it matter if you're not first in the trials？ Tomorrow is what counts."
Suddenly all the tension seemed to leave my body as the truth of what he said hit me. Confidently, I drew a line a full foot behind the board and proceeded to jump from there. I qualified with almost a foot to spare.
That night I walked over to Luz Long's room in the Olympic village to thank him. I knew that if it hadn't been for him, I probably wouldn't be jumping in the finals the following day. We sat and talked for two hours —— about track and field, ourselves, the world situation, a dozen other things.
When I finally got up to leave, we both knew that a real friendship had been formed. Luz would go out to the field the next day trying to beat me if he could, But I knew that he wanted me to do my best —— even if that meant my winning.
As it turned out, Luz broke his own past record. In doing so, he pushed me on to a peak performance. I remember that at the instant I landed from my final jump——the one which set the Olympic record of 26 feet 51/16 inches —— he was at my side, congratulating me. Despite the fact that Hitler glared at us from the stands not a hundred yards away, Luz shook my hand hard, and it wasn't a fake "smile with a broken heart" sort of grip, either.
All the gold medals and cups I have wouldn't make a plating on the 24-carat friendship I felt for Luz Long at the moment. I realized then that Luz was just what Pierre de Coubertin, founder of the modern Games, must have had in his mind when he said, "The important thing in the Olympic Games is not winning but taking part. The essential thing in life is not conquering but fighting well."
"Glad to meet you," I said. Then, trying to hide my nervousness, I added, "How are you？"
"I'm fine. The question is: How are you？"
"What do you mean？" I asked.
"Something must be eating you," he said, proud the way foreigners are when they've mastered a bit of American slang. "You should be able to qualify with your eyes closed."
"Believe me, I know it," I told him, and it felt good to say that to someone.
For the next few minutes we talked together. I didn't tell Long what was "eating" me, but he seemed to understand my anger, and he took pains to reassure me. Although he'd been schooled in the Nazi youth movement, he didn't believe in the Aryan-supremacy business any more than I did. We laughed over the fact that he really looked the part, though. An inch taller than me, he had a lean, muscular frame, clear blue eyes, blond hair and a strikingly handsome face. Finally, seeing that I had calmed down somewhat, he pointed to the take-off board.
"Look," he said. "Why don't you draw a line a few inches behind the board and aim at making your take-off from there？ You'll be sure not to foul, and you certainly ought to jump far enough to qualify. What does it matter if you're not first in the trials？ Tomorrow is what counts."
Suddenly all the tension seemed to leave my body as the truth of what he said hit me. Confidently, I drew a line a full foot behind the board and proceeded to jump from there. I qualified with almost a foot to spare.
That night I walked over to Luz Long's room in the Olympic village to thank him. I knew that if it hadn't been for him, I probably wouldn't be jumping in the finals the following day. We sat and talked for two hours —— about track and field, ourselves, the world situation, a dozen other things.
When I finally got up to leave, we both knew that a real friendship had been formed. Luz would go out to the field the next day trying to beat me if he could, But I knew that he wanted me to do my best —— even if that meant my winning.
As it turned out, Luz broke his own past record. In doing so, he pushed me on to a peak performance. I remember that at the instant I landed from my final jump——the one which set the Olympic record of 26 feet 51/16 inches —— he was at my side, congratulating me. Despite the fact that Hitler glared at us from the stands not a hundred yards away, Luz shook my hand hard, and it wasn't a fake "smile with a broken heart" sort of grip, either.
All the gold medals and cups I have wouldn't make a plating on the 24-carat friendship I felt for Luz Long at the moment. I realized then that Luz was just what Pierre de Coubertin, founder of the modern Games, must have had in his mind when he said, "The important thing in the Olympic Games is not winning but taking part. The essential thing in life is not conquering but fighting well."
序言
《大學英語》系列教材於1992年出版正式本，並於同年9月榮獲全國高等學校第二屆優秀教材特等獎，以及國家教委高等學校第二屆優秀教材一等獎。
1998年，教材作者在廣泛徵求意見的基礎上，對該系列教材作了第一次修訂，更加注意教材的通用性，力求幫助學生打好語言基礎。
2004年6月，為了推進大學英語教學改革，提高教學質量，滿足社會各界對大學生英語能力的要求，教育部頒布了《大學英語課程教學要求（試行）》（以下簡稱《課程要求》），指出大學英語的教學目標是“培養學生的英語綜合套用能力”。教材作者於是決定根據《課程要求》對教材作第二次修訂，以滿足新時期國家和社會對人才培養的需要。修訂後的《大學英語（第三版）》系列教材於2006年已經陸續出版。
為了幫助學生充分吸收教材所授知識，更深刻地掌握教材內容，從而保證教材的效用得到充分的發揮，上海外語教育出版社組織編寫了本套《拓展練習冊》，配合該套教材的《精讀》教程使用。
與教材相對應，每冊《拓展練習冊》含10個單元。每單元結構設計如下：
Vocabulary：這部分的編寫原則是從明確詞義的練習開始，過渡到詞型變化練習，然後深化到用法練習上；設計有拼寫與詞義練習、構詞練習、詞性變換練習、詞語替換練習、填空練習等多種題型，新穎活潑，使學生對每單元的重點辭彙從詞義、詞性、派生、同義反義等方面進一步學習和掌握，提高對辭彙的全面理解和復用能力。
Structure：選取每單元的幾個重點句型結構，進行簡潔說明，並設計強化練習，幫助學生進一步掌握。
1998年，教材作者在廣泛徵求意見的基礎上，對該系列教材作了第一次修訂，更加注意教材的通用性，力求幫助學生打好語言基礎。
2004年6月，為了推進大學英語教學改革，提高教學質量，滿足社會各界對大學生英語能力的要求，教育部頒布了《大學英語課程教學要求（試行）》（以下簡稱《課程要求》），指出大學英語的教學目標是“培養學生的英語綜合套用能力”。教材作者於是決定根據《課程要求》對教材作第二次修訂，以滿足新時期國家和社會對人才培養的需要。修訂後的《大學英語（第三版）》系列教材於2006年已經陸續出版。
為了幫助學生充分吸收教材所授知識，更深刻地掌握教材內容，從而保證教材的效用得到充分的發揮，上海外語教育出版社組織編寫了本套《拓展練習冊》，配合該套教材的《精讀》教程使用。
與教材相對應，每冊《拓展練習冊》含10個單元。每單元結構設計如下：
Vocabulary：這部分的編寫原則是從明確詞義的練習開始，過渡到詞型變化練習，然後深化到用法練習上；設計有拼寫與詞義練習、構詞練習、詞性變換練習、詞語替換練習、填空練習等多種題型，新穎活潑，使學生對每單元的重點辭彙從詞義、詞性、派生、同義反義等方面進一步學習和掌握，提高對辭彙的全面理解和復用能力。
Structure：選取每單元的幾個重點句型結構，進行簡潔說明，並設計強化練習，幫助學生進一步掌握。
