暢通英語基礎教程教師參考書1

內(nèi)容概要

　　《暢通英語基礎教程教師參考書1(第2版)》以真實的交際型語言活動為基礎，按照語言表達的難易程度分級編寫，注重語言應用能力培養(yǎng)。從初級到中高級的英語學習全過程都有效地整合了聽、說、，讀、寫、譯5種語言技能訓練。該書布局系統(tǒng)全面、科學合理，將功能、語法、詞匯、語音和跨文化交際技能盡收其中，利于教師按照語言學習和應用的規(guī)律有效地安排教學內(nèi)容與進度，既提高學習者興趣：又鍛煉學習者能力，使所學內(nèi)容與涉外交流、人際交往的真實話題和場景緊密結(jié)合，反復強化，達到學、練、用合一的理想效果。

書籍目錄

Unit 01 Nice to meet you
Unit 02 Home and abroad
Unit 03 My favourite things
Revision 01-03
Unit 04 Work and leisure
Unit 05 Lifestyles
Unit 06 In town
Revision 04-06
Unit 07 What would you like?
Unit 08 How much is that?
Unit 09 You can do it!
Revision 07-09
Unit 10 Looking back
Unit 11 Techno world
Unit 12 Pack your bags
Revision 10-12
Additional reference
Workbook (Teacher's Edition)
Unit 01 Nice to meet you
Unit 02 Home and abroad
Unit 03 My favourite things
Revision 01-03
Unit 04 Work and leisure
Unit 05 Lifestyles
Unit 06 In town
Revision 04-06
Unit 07 What would you like?
Unit 08 How much is that?
Unit 09 You can do it!
Revision 07-09
Unit 10 Looking back
Unit 11 Techno world
Unit 12 Pack your bags
Revision 10-12
Key to supplementary exerises

章節(jié)摘錄

　　variety of reading material， such as magazine articles， letters， e-mails and websites. The texts have been specially adapted to suit young adult learners' needs and interests. They cover a broad range of motivating and contemporary topics and provide students with interesting， multi-cultural information about the real world. The main intention is to provide intensive reading practice， although they also lend themselves to presenting target vocabulary and grammar in context. The reading section is usually divided into three stages： Stage one： A pre-reading task usually precedes the reading text. Its main aims are to introduce the topic of the reading text with questions that relate to the students' personal experience and to activate topic-related vocabulary students already know. It may appear either in the form of questions that generate a short discussion or visual/verbal stimuli in order to help students predict the content of the reading text. As it is a warm-up activity， it is advisable that it should be done systematically before the actual reading task. Stage two： In this stage students read the text for the first time in order to perform a task. The main aim of this stage is to help students understand the gist of the text or the main ideas expressed. The task types vary and include checking predictions， choosing the best title， matching headings with paragraphs， etc. Students should be given some time to perform the task and teachers should point out that unknown words should not　　worry them at this stage. Stage three： In. this stage students are asked to read the text again in order to do the reading activity. The aim is to help students develop certain microskills such as scanning for specific information and reading for details. The task types are varied， including open ended and multiple choice questions， multiple matching， True/ False exercises， gap filling， etc. Students should be given ample time to carry these tasks out in class， especially when they are doing them for the first time. When classroom time is scarce， they can be assigned for homework.　　……

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