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　　高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)系列教材包括《新世紀(jì)英語(yǔ)寫(xiě)作教程》、《新世紀(jì)英語(yǔ)翻譯教程》、《新世紀(jì)英語(yǔ)閱讀教程》和《新世紀(jì)英語(yǔ)語(yǔ)法教程》共四本。本套教材力圖體現(xiàn)我國(guó)高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)教學(xué)實(shí)踐的特點(diǎn)，遵循高職高專(zhuān)教育“實(shí)用為主”、“夠用為度”的總體指導(dǎo)方針；教材的設(shè)計(jì)充分考慮高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)的課程設(shè)置、課時(shí)、教學(xué)要求與高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)人才培養(yǎng)的要求與目標(biāo)，強(qiáng)調(diào)英語(yǔ)語(yǔ)言基本技能訓(xùn)練與培養(yǎng)實(shí)際英語(yǔ)語(yǔ)言能力并重；充分體現(xiàn)了基礎(chǔ)性、實(shí)用性、夠用性和科學(xué)性。全套四本教材在遵循總的編寫(xiě)原則的同時(shí)，又根據(jù)各自課程的特點(diǎn)自成體系。
　　《新世紀(jì)英語(yǔ)閱讀教程》以高職高專(zhuān)層次的英語(yǔ)為著眼點(diǎn)，以教育部頒布的《高職高專(zhuān)教育英語(yǔ)課程教學(xué)基本要求》為理論依據(jù)，突破多年來(lái)閱讀教材的傳統(tǒng)編寫(xiě)模式，將原汁原味的英美國(guó)家短文分門(mén)別類(lèi)、重新編排，配以英美文化背景入門(mén)以及難易適中的單詞、閱讀練習(xí)題等。指導(dǎo)學(xué)生在夯實(shí)閱讀能力、掌握閱讀技巧的同時(shí)，提升寫(xiě)作和翻譯水平，兼?zhèn)鋺?yīng)用與應(yīng)試能力。《新世紀(jì)英語(yǔ)閱讀教程》不僅非常適合高職高專(zhuān)的學(xué)生學(xué)習(xí)，也可供普通高校學(xué)生、成人學(xué)生以及同等英語(yǔ)水平的學(xué)生學(xué)習(xí)和參考。為方便自學(xué)，書(shū)后提供了練習(xí)參考答案。

　　1.本書(shū)的意義
　　《新世紀(jì)英語(yǔ)閱讀教程》以高職高專(zhuān)層次的英語(yǔ)閱讀為著眼點(diǎn)，以教育部頒布的《高職高專(zhuān)教育英語(yǔ)課程教學(xué)基本要求》為理論依據(jù)，以“實(shí)用為主，夠用為度”為指導(dǎo)原則，突破多年來(lái)閱讀教材的傳統(tǒng)編寫(xiě)模式，將原汁原味的英美國(guó)家短文分門(mén)別類(lèi)、重新編排。配以英美文化背景入門(mén)以及難易適中的單詞、閱讀練習(xí)題等。將國(guó)外先進(jìn)的外語(yǔ)教學(xué)理念和我國(guó)高職高專(zhuān)英語(yǔ)教學(xué)的現(xiàn)狀相結(jié)合，既重視語(yǔ)言基礎(chǔ)的學(xué)習(xí)，更重視學(xué)生應(yīng)用能力的培養(yǎng)。指導(dǎo)學(xué)生在夯實(shí)閱讀能力、掌握閱讀技巧的同時(shí)，提升寫(xiě)作和翻譯水平，兼?zhèn)鋺?yīng)用和應(yīng)試能力。
　　2.本書(shū)的特點(diǎn)
　�。�1）形式“三位一體”
　　《新世紀(jì)英語(yǔ)閱讀教程》將目前閱讀普遍使用的精讀、泛讀和快速閱讀分類(lèi)教學(xué)融為一體。三個(gè)部分的閱讀要求不盡相同，訓(xùn)練項(xiàng)目也各有所異。這樣編排既能保證內(nèi)容豐厚，又能保證思路明晰；既能豐富語(yǔ)言知識(shí)和表達(dá)方式，又能拓寬閱讀視野和背景常識(shí)，從而做到有的放矢，融會(huì)貫通。
　�。�2）內(nèi)容“三位一體”
　　《新世紀(jì)英語(yǔ)閱讀教程》將英語(yǔ)閱讀中常見(jiàn)的文化信息、常聽(tīng)的語(yǔ)言理論、常用的應(yīng)試技巧融為一體。突出體現(xiàn)了高職高專(zhuān)教材的實(shí)用性和實(shí)踐性。所選篇章涉及面廣，時(shí)效性強(qiáng)，涵蓋經(jīng)濟(jì)、貿(mào)易、科技、環(huán)境、法律、人文、文化等多個(gè)層面。

　　Closely related to English reserve is English modesty. Within their hearts, the Enghshare perhaps no less conceited than anybody else, but in their relations with others they valueat least a show of modesty. Self-praise is felt to be impolite. If a person is, let us say, verygood at tennis and someone asks him if he is a good player, he will seldom reply "Yes,"because people will think him conceited. He will probably give an answer like, "Im not bad"or "I think I am very good," or "Well, Im very keen on tennis." Even if he had managed toreach the finals in last year s local championships, he would say it in such a way as to suggestthat it was only due to a piece of good luck.
　　The famous English sense of humor is similar. Its starting-point is self-dispraise, and itsgreat enemy is conceit. Its object is the ability to laugh at oneself——at one s own faults, one sown failure, even at ones own ideals. The criticism, "He has no sense of humor" is verycommonly heard in Britain, where humor is highly prized. A sense of humor is an attitude tolife rather than the mere ability to laugh at jokes. This attitude is never cruel or disrespectfulor malicious. The English do not laugh at a cripple or a madman, or a tragedy or anhonorable failure.
　　Since reserve, a show of modesty and a sense of humor are part of his own nature, thetypical Englishman trends to expect them in others. He secretly looks down on more excitablenations, and likes to think of himself as more reliable than they. He doesnt trust big promisesand open shows of feelings, especially if they are expressed in flowery language. He doesnttrust self-praise of any kind. This applies not only to what other people may tell him aboutthemselves orally, but to the letters they may write to him. To those who are fond of floweryexpressions, the Englishman may appear uncomfortably cold.

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