基本信息·出版社：天津大学出版社 ·页码：272 页 ·出版日期：2009年10月 ·ISBN：9787561828236 ·条形码：9787561828236 ·版本：第1版 ·装帧：平装 ...
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710分新题型·大学英语4级考试历年真题与模拟练习(最新版)(附光盘1张) |
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710分新题型·大学英语4级考试历年真题与模拟练习(最新版)(附光盘1张) |
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基本信息·出版社：天津大学出版社
·页码：272 页
·出版日期：2009年10月
·ISBN：9787561828236
·条形码：9787561828236
·版本：第1版
·装帧：平装
·开本：16
·正文语种：英语/中文
·丛书名：天景图书
内容简介 《710分新题型·大学英语4级考试历年真题与模拟练习(最新版)》是根据最新的四级英语710分新题型考试要求编写的，旨在帮助考生顺利通过大学英语四级考试。该书包括三大部分，第一部分为模拟练习，严格按照710分大学英语四级考试题型要求编排；第二部分为历年真题；第三部分为模拟练习与历年真题的参考答案及录音稿，供考生练习和参考。
《710分新题型·大学英语4级考试历年真题与模拟练习(最新版)》所选题材广泛，材料内容力求新颖，具有代表性；题目的编写力求科学，难度与真题试卷相仿。
编辑推荐 《710分新题型·大学英语4级考试历年真题与模拟练习(最新版)》是由天津大学出版社出版的。
目录 COLLEGE ENGLISH MODEL TEST ONE
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
COLLEGE ENGLISH MODEL TEST TWO
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
COLLEGE ENGLISH MODEL TEST THREE
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
COLLEGE ENGLISH MODEL TEST FOUR
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
COLLEGE ENGLISH MODEL TEST FIVE
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
2006年6月大学英语四级真题
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
2006 年12月大学英语四级真题
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
2007年6月大学英语四级真题
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
2007年12月大学英语四级真题
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
2008年6月大学英语四级真题
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
2008年12月大学英语四级真题
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
2
009年6月大学英语四级真题
Part Ⅰ Writing
Part Ⅱ Reading Comprehension（Skimming and Scanning）
Part Ⅲ Listening Comprehension
Part Ⅳ Reading Comprehension（Reading in Depth）
Part Ⅴ Cloze
Part Ⅵ Translation
大学英语四级考试历年真题与模拟练习参考答案
KEY TO MODEL TEST ONE
KEY TO MODEL TEST TWO
KEY TO MODEL TEST THREE
KEY TO MODEL TEST FOUR
KEY TO MODEL TEST FIVE
2006年6月大学英语四级真题参考答案
2006年12月大学英语四级真题参考答案
2007年6月大学英语四级真题参考答案
2007年12月大学英语四级真题参考答案
2008年6月大学英语四级真题参考答案
2008年12月大学英语四级真题参考答案
2009年6月大学英语四级真题参考答案
……
序言 继2004年教育部下发《大学英语课程教学要求（试行）》后，全国高校对大学英语教学改革倾注了极大的热情，为《大学英语课程教学要求》的形成提出了许多的宝贵意见和建议。教育部于2007年颁布了《大学英语课程教学要求》，对大学英语课程教学目标作了相应的调整：培养学生的英语综合应用能力，特别是听说能力，使他们在今后的学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。
为适应我国高等教育发展的新形势，深化教育教学改革，提高教学质量，检测我国在校大学生的英语能力是否达到《大学英语课程教学要求》提出的目标，在教育部高教司领导下，大学英语四、六级考试改革项目组和考试委员会经过反复研讨和论证，并广泛听取大学英语第一线教师和学生的意见，制定了《大学英语四、六级考试大纲（2006修订版）》，从此大学英语四、六级考试从考试内容，题型设计，计分体制到成绩报道方式均做了调整。
文摘 "During my Mindsets coaching session, I was taught how to recruit a diversified workforce.I recruited people from different cultures and skill sets. The agents were able to utilize their fullpotential and experiences to build up the company. When the real estate market began to change,it was because we had a diverse agent pool that we were able to stay in the real estate marketmuch longer than others in the same profession."Blinded by Gender
Dale is an account executive who attended one of my workshops on supervising a diverseworkforce. "Through one of the sessions, I discovered my personal bias," he recalls. "I learned Ihad not been looking at a person as a whole person, and being open to differences." In his case,the blindness was not about culture but rather gender.
"I had a management position open in my department; and the two finalists were a man anda woman. Had I not attended this workshop, I would have automatically assumed the man wasthe best candidate because the position required quite a bit of extensive travel. My reasoningwould have been that even though both candidates were great and could have been successful inthe position, I assumed the woman would have wanted to be home with her children and nottravel." Dale's assumptions are another example of the well-intentioned but incorrect thinkingthat limits an organization's ability to tap into the full potential of a diverse workforce.
"I learned from the class that instead of imposing my gender biases into the situation, Ineeded to present the full range of duties, responsibilities and expectations to all candidates andallow them to make an informed decision." Dale credits the workshop, "because it helped memake decisions based on fairness."Year of the Know-It-All
Doug is another supervisor who attended one of my workshops. He recalls a major lessonlearned from his own employee.
