表達(dá)英語綜合教程

前言

　　本書是與《表達(dá)英語綜合教程》（以下簡稱《教程》）1-4冊相配套的教師用書，主要供教師備課和授課時參考使用。全書共分為兩冊，第1冊與《教程》第1-2冊配合使用，第2冊與《教程》第3-4冊配合使用，分別提供每單元’Fext A中的以讀促思（Read to Think）、以讀促說（Read toSpeak）、以讀促寫（Read to Write）、以讀促譯（Read to Translate）、語言研習(xí)（Language Studies）五個部分的答案和’Text B中的細(xì)讀（Reading for Details）、略讀（Reading for Main Ideas）兩個部分的答案，以及兩套模擬測試題的參考答案?！　　侗磉_(dá)英語綜合教程》共4冊，供高等院校英語專業(yè)本科l一2年級基礎(chǔ)階段使用。具體使用建議如下，每學(xué)期使用1冊，每冊共分12個單元，每單元教學(xué)時間為6課時，也可根據(jù)各院校教學(xué)計劃而定。每個單元圍繞一個主題，包含兩篇課文（主、副課文各一篇）。每6個單元結(jié)束后設(shè)計1套復(fù)習(xí)測試題，檢查和鞏固學(xué)生的英語水平。每單元具體由以下9個部分組成：　　每單元精選一句語言精練、思想內(nèi)容深刻并且與該單元內(nèi)容有一定聯(lián)系的經(jīng)典名句，如諺語、歇后語、名言等，要求學(xué)生課前熟記或背誦，培養(yǎng)學(xué)生的世界觀和道德情操，使學(xué)生盡快進(jìn)入該單元的學(xué)習(xí)狀態(tài)。　　課前準(zhǔn)備（Pre-reading Activities）　　圍繞本單元的主題和課文內(nèi)容開展相關(guān)的課堂導(dǎo)入活動，要求學(xué)生查找資料，就課文將要涉及的內(nèi)容了解相關(guān)背景信息，開展交流和討論?！　≈髡n文（TextA）　　主課文Text A用于課堂精講，一般2課時完成；副課文Text，B可以在課堂講解，也可以作為課后補(bǔ)充閱讀材料?！　∫宰x促思（Read to Think）　　本部分包含針對主課文內(nèi)容和結(jié)構(gòu)的兩類問題。教師在課堂上可以就課文的內(nèi)容、結(jié)構(gòu)、語言等組織學(xué)生進(jìn)行討論，并回答問題，幫助學(xué)生加深理解課文?！　∫宰x促說（Read to Speak）　　這部分提供與本單元主題相關(guān)的口語練習(xí)話題?？谡Z練習(xí)形式主要包括復(fù)述、自由發(fā)言、即席討論、辯論等，教師可以要求學(xué)生事先準(zhǔn)備，也可以讓學(xué)生以對子、小組、大組發(fā)言等形式練習(xí)。　　以讀促寫（Read to Write）　　這部分包括續(xù)寫、改寫、指導(dǎo)性寫作、自由寫作等形式，主要訓(xùn)練學(xué)生運(yùn)用在本單元所學(xué)過的單詞、詞組、句型等表達(dá)類似課文中的思想內(nèi)容。教師可要求學(xué)生當(dāng)堂寫作，也可以作為課后作業(yè)布置給學(xué)生。

內(nèi)容概要

　　《表達(dá)英語綜合教程》是《表達(dá)英語綜合教程》與1—2冊相配套的教師用書，主要供教師備課和授課時參考使用。全書提供每單元Text A中的以讀促思（Read to Think）、以讀促說（Read to Speak）、以讀促寫（Read to Write）、以讀促譯（Read to Translate）、語言研習(xí)（Language Studies）五個部分的答案和Text B中的細(xì)讀（Reading for Details）、略讀（Reading for Main Ideas）兩個部分的答案，以及兩套模擬測試題的參考答案。 《表達(dá)英語綜合教程》供高等院校英語專業(yè)本科1年級基礎(chǔ)階段使用。

書籍目錄

第一冊Unit 1 Get to Know English-speaking CountriesText A USAText B EnglandUnit 2 Teachers Propose， Students Dispose？Text A A Classroom Full of FlowersText B Schoolwork： The Students JobUnit 3 Keep a Healthy BodyText A How to Lose Weight —— And Whether You ShouldText B Dine Out Without Clogging Your ArteriesUnit 4 Keep a Healthy MindText A GriefText B The Power of ForgivingUnit 5 The Internet and Our LifeText A One Internet， Two NationsText B Digital Domain： Struggling to Evade the E-mail TsunamiUnit 6 Get Yourself ConnectedText A A False Wikipedia "Biography"Text B Guidelines for Using a Cellphone AbroadReview Test IUnit 7 Like Father， Like SonText A Father ForgetsText B Father： Sons Role ModelUnit 8 Friendship Counts ImmenselyText A An Incredible Torch RunText B Personal HealthUnit 9 Do Men Lead and Women Follow？Text A A Woman Can Learn Anything a Man CanText B The Two of UsUnit 10 Do Patients Trust Doctors？Text A From a Web-Savvy Patient to a "Cyberchondriac"Text B Patient Tells， Doctor Reads， Writer SharesUnit 11 Man and NatureText A MiragesText B Rainbow第二冊Unit 1 Wakening the SoulText A Broken WingText B The Santa Claus on 1-40Unit 2 Childhood MemoryText A Latchkey Children —— Knock， Knock， Is Anybody Home？Text B The Room with Five DoorsUnit 3 Body Clock and LuckText A The Secrets Our Body Clocks RevealText B How to Get LuckyUnit 4 Are They Still Kids？Text A They Stole Our ChildhoodText B Stolen ChildhoodUnit 5 Imaginative Learning and Creative ThinkingText A Universities and Their FunctionsText B Learning by DoingUnit 6 Skills of Interpersonal CommunicationText A Six Steps to Put People at Their EaseText B Alone Versus LonelyReview Test IUnit 7 What Do You Know about Americans？Text A The American CharacterText B Fast-free LivingUnit 8 Doing Your Share to Save the EarthText A You Can Make a Difference —— an Earth Day StoryText B Global Warmings PR ProblemUnit 9 Growing PainsText A Chameleons and CodasText B Ugly GirlUnit 10 The Mixed Nature of LifeText A Force of NatureText B In Their Loss， They Found Each OtherUnit 11 Virtual RealityText A Internet IssuesText B A Design for Living on the IntemetUnit 12 These Are the Times That Try Men s SoulsText A The Christmas CrossingText B Voice of CourageReview Test II

章節(jié)摘錄

　　9）That implies the students began to treat their studies seriously and also gathered their confidence to learn better．　　10）Eye contact with every student indicates her strong desire to interact with the students．It also indicates that the teacher is no long lacking in confidence．　　11）The teacher managed to teach the students by telling her own experience．When she was a child， she was regarded as a“retard”：she could not write her own names；she could not spell words and numbers．But after hard working，she became a teacher．　　12）After hearing the teachers words，the students began studying hard．They wanted to make improvements．　　13）Only when the students realized the importance of grammar could they learn it effectively．　　14）Because she once wanted to quit teaching，something that later proved to be rewarding．　　15）The author regards teaching as a rewarding job in that she has changed the studentsviews on themselves and is appreciated by them．　　16）Open．　　2．Read to understand the organization of the text．　　1）On her first day of teaching，the author taught several classes and every class was going well．　　Thus，the author concluded teaching was not difficult．But the author mentioned the last period， period 7．The special mention of this class makes readers expect something unsuccessful to happen．　　2）The passage can be roughly divided into three sections．The first section，from Paragraph 1 to Paragraph 10，reports the authors unsuccessful teaching of the class．The second section， from Paragraph 11 to Paragraph 21，mainly talks about how the author successfully made the students study hard．The last section，from Paragraph 22 to Paragraph 29，tells us how deeply the students appreciated the author．　　3）Another teacher was introduced into the story so as to make a sharp contrast with the author： to show what an ordinary teacher would do while what a responsible teacher would do．The introduction of another teacher helps the development of the whole essay：that the teachers tough measures show the authors inability to control the class；that the teachers words help the author learn more about her students．　　4）Dialogues can provide an accurate and vivid account of what has happened．Dialogues can promote the development of the plot．　　5）The part provides some background information about the students：Why are they special？　　6）Short paragraphs are more forceful．　　71 The story develops in a chronological／temporal order．The essay consists of such signals as“on my first day”，“the next afternoon”，“months flew by”，“the month of June approach”，“on my final day of classes”，“two years later”，etc．

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