大学英语快速阅读1（全新版）（附光盘）

    我们平时进行阅读时，阅读的速度会因所读的材料和阅读目的的不同而有所变化。例如，如果我们阅读的目的是要看懂一篇学术论文或一本教科书的某一章节，那我们的阅读速度显然要比看一份报纸慢一些。也就是说，阅读速度取决于阅读目的。此外，阅读速度和阅读理解之间也存在一定的辩证关系，即阅读速度快了，阅读理解会相应地有所降低。因此，我们的阅读速度要根据阅读目的和阅读材料的内容来定。
人们平时阅读一般的书刊资料时，并不总是要求弄清每一个细节和看懂每一个词。较常见的要求是正确理解文章的中心大意和抓住主要事实和有关细节。在这一前提下，我们进行快速阅读时，阅读理解的准确率不应低于70%。
要提高阅读速度，就要采取正确的方法，摒弃那些不利于提高阅读速度的不良习惯，如阅读读者嘴巴随视线的移动而逐词默读或轻轻地将每个词读出声来，因为这样会大大影响阅读速度。同样，用手指指着单词逐一地往前移也是不可取的，因为这和逐词默读一样也会使我们的阅读速度减慢。

    为适应新时期社会大学英语教学提出的新要求，上海外语教育出版社隆重推出《大学英语》立体化系列教材——书本、录音磁带、多媒体光盘、网络系统、题库等配套齐全。
权威强大的编写队伍：全套教材由复旦大学、北京大学、华东师范大学、中国科学技术大学、华南理工大学、南京大学、武汉大学、南开大学、中国人民大学、中山大学等著名院校和出版机构的资深教授及英语教学专家合作编写而成。
全面合理的课程组合：系列教材由综合、听说、阅读、快速阅读4种教程及语法手册组成；另有预备级教材供起点较低的学生使用。各教程互相呼应，构成有机整体。
综合应用能力的全面培养：在内容设计上每单元围绕一个反映当代生活实际的主题展开，同时兼顾语言知识、应用技能、学习策略和跨文化交际等方面内容的有机融合，指导学生全面深入地获取掌握与各主题有关的语言文化知识及丰富的语料，并针对该现实主题充分进行语言综合应用能力，特别是听说能力的培养和训练。
创新完备的立体化配套体系：系列教材配有录音磁带、多媒体教学光盘、试题库和“新理念大学英语网络教学系统”。该“系统”由教育部立项、按照《大学英语课程教学要求》精心设计和研制，并获教育部专家组评审一致通过。整个体系配套完备，可帮助教师构建新的课堂教学模式，并为学生创造自主式和交互式的学习环境，以适应多样化、网络化、个性化的英语教学需要。

Unit 1
Text A-1 Johnny the Explorer
Text A-2 Growing Pains
Text B-1 Working while You Grow
Text B-2 E.T.- A Fairy Tale of the Space Age
Unit 2
Text A-1 Making Friends
Text A-2 Black and White
Text B-1 Friends
Text B-2 Friendship
Unit 3
Text A-1 Louis Pasteur:A Modern-Day Scientist
Text A-2 Can Computers Replace People?
Text B-1 The Scientific Method(1)
Text B-2 The Scientific Method(2)
Unit 4
Text A-1 A Country of Immigrants
Text A-2 Dolly Parton
Text B-1 The Automobile in American Life
Text B-2 I.M.Pei
Unit 5
Text A-1 Cycling for Air-with Love
Text A-2 The Woman of His Dreams
Text B-1 Early Autumn
Text B-2 Marriage and Romance
Unit 6
Text A-1 Alex,the Talking Parrot
Text A-2 Do Animals Think?
Text B-1 How Desert Animals Survive the Summer Heat and Dryness
Text B-2 The Roadrunner
Unit 7
Text A-1 A Lucky Escape
Text A-2 The Death Car
Text B-1 Jump
Text B-2 Afraid to Fly
Unit 8
Text A-1 Adult Education in the U.S.
Text A-2 Nobody Can Do It Like McDonald's
Text B-1 Correspondence Schools in the U.S.
Text B-2 Biological Clocks
Appendix
Key to Comprehension Exercises

Louis Pasteur: A Modern-Day Scientist
In the summer of 1885, nine-year-old Joseph Meister was a very ill little boy. He had been attacked by a sick dog that had rabies, a very dangerous disease. His doctor tried to help him, but there was no cure for rabies at that time. The doctor told Joseph's parents that perhaps there was one man who could save Joseph's life. His name was Louis Pasteur.
When Pasteur was a young boy in France, he was very curious. Louis was especially interested in medicine, so he spent many hours every day with the chemist who lived in hissmall town. The chemist sold pills, cough syrups, and other types of medicine, just asmodern pharmacists, or druggists, do today. At that time, the chemist had to make all the medicines himself. Young Louis enjoyed watching the chemist as he worked and listeningto him help the customers who came to him each day. Pasteur decided that one day hewanted to help people, too.
As a schoolboy, Pasteur worked slowly and carefully. At first, his teachers thought that young Louis might be a slow learner. Through elementary school, high school, andcollege, Pasteur worked the same thoughtful way. In fact, he was not a slow learner, but avery intelligent young man. He became a college professor and a scientist, and he contin-ued to work very carefully.
Because of Pasteur's patient methods, he was able to make many observations aboutgerms. For example, germs cause meat and milk to spoil. They also cause many serious dis-eases. Pasteur was studying about the germs that cause rabies when Joseph Meister became ill. In fact, Pasteur believed he had a cure for rabies, but he had never given it to a personbefore. At first, Pasteur was afraid to treat Joseph, but his doctor said the child was dy-~ ing. Pasteur gave Joseph an inoculation, or shot, every day for ten days.