閱讀教程1（教師手冊(cè)）

前言

　　“新世紀(jì)大學(xué)英語系列教材”《閱讀教程》是根據(jù)教育部高等教育司頒發(fā)的《大學(xué)英語課程教學(xué)要求》編寫的，共分四冊(cè)，供大學(xué)英語教學(xué)基礎(chǔ)階段使用，和《綜合教程》、《視聽說教程》、《寫作教程》及《快速閱讀》等一起，共同實(shí)現(xiàn)《大學(xué)英語課程教學(xué)要求》規(guī)定的“一般要求”的教學(xué)目標(biāo)?！　”窘滩牧η篌w現(xiàn)以下特色：　　1.緊扣《大學(xué)英語課程教學(xué)要求》，聚焦閱讀課的中心任務(wù)，集中提高學(xué)生獲取信息的能力和閱讀理解能力，并讓學(xué)生通過自主學(xué)習(xí)提高對(duì)四、六級(jí)考試閱讀題的解題能力?！　?.注重人文主義教育，通過選取生動(dòng)有趣的故事，突出向善、向上、愛人、助人、樂觀進(jìn)取、服務(wù)社會(huì)等主題，使學(xué)生在學(xué)習(xí)語言的同時(shí)塑造自己的性格，發(fā)展健康的個(gè)性，提高自身素質(zhì)。　　3.注意為學(xué)生自主學(xué)習(xí)創(chuàng)造條件，除了注重課文的趣味性之外，還特別設(shè)計(jì)了Reading for Pleasure部分，提供小故事、小幽默、文字游戲等材料，使學(xué)生想讀、愛讀，以便養(yǎng)成閱讀習(xí)慣。　　4.注重跟蹤學(xué)生的閱讀理解能力，每個(gè)單元的結(jié)尾都有多道閱讀理解自測(cè)題，并附有總分統(tǒng)計(jì)，方便學(xué)生隨時(shí)自測(cè)，了解自己的閱讀理解能力?！　　堕喿x教程》力求完成《大學(xué)英語課程教學(xué)要求》所賦予的任務(wù)，在多門英語基礎(chǔ)課中扮演好自己的角色。但理想和現(xiàn)實(shí)之間始終存在著矛盾，缺陷和疏漏永遠(yuǎn)是我們必須面對(duì)的事實(shí)，對(duì)這部教材來說也是如此。為此，我們誠(chéng)懇地希望讀者不吝指謬。

內(nèi)容概要

新世紀(jì)大學(xué)英語系列教材是按照《大學(xué)英語課程教學(xué)要求》，由外教社組織國(guó)內(nèi)十余所著名高校英語教學(xué)專家，邀請(qǐng)國(guó)際知名視聽教學(xué)專家，為我國(guó)大學(xué)生度身打造而成。本書是科學(xué)性、系統(tǒng)性和時(shí)代性的完美體現(xiàn)：以國(guó)內(nèi)外先進(jìn)外語教學(xué)理論為指導(dǎo)，融多種教學(xué)模式和手段為一體，滿足一般要求、較高要求和更高要求的分層次教學(xué)需要。選材貼近時(shí)代、貼近生活；強(qiáng)化聽說，注重聽、說、讀、寫、譯等技能協(xié)調(diào)發(fā)展；練習(xí)編寫充分體現(xiàn)實(shí)用性、新穎性和可操作性。語言能力和文化素質(zhì)的同步提升:注重培養(yǎng)學(xué)習(xí)者的英語思維習(xí)慣，開拓跨文化交際視野，實(shí)現(xiàn)語言綜合應(yīng)用能力和人文素養(yǎng)的全面提高。分類指導(dǎo)和因材施教的教學(xué)原則：綜合、視聽說、閱讀、寫作、快速閱讀等主干教程和經(jīng)貿(mào)、文化類選修課教程，涵蓋語言知識(shí)、應(yīng)用技能、學(xué)習(xí)策略和跨文化交際，充分滿足個(gè)性化教學(xué)的需要，有助于學(xué)生提高語言綜合應(yīng)用能力，從容應(yīng)對(duì)各級(jí)語言能力測(cè)試?；谟?jì)算機(jī)和課堂的教學(xué)模式：提供完整、多元、立體化的英語教學(xué)平臺(tái)，個(gè)性化的學(xué)習(xí)光盤、方便實(shí)用的電子教案、豐富多樣的網(wǎng)絡(luò)資源，使課堂內(nèi)外教與學(xué)充分體現(xiàn)交互性、自主式和合作型的新型教學(xué)模式，實(shí)現(xiàn)培養(yǎng)學(xué)生終身學(xué)習(xí)能力的教學(xué)目標(biāo)。

書籍目錄

Unit 1   Part I  Reading for Information　　Pre-Reading Questions　　Text: For Big Bruno, a Man We Can Look Up To.　　Exercises　　Reading Strategies (1): Skimming and Scanning 　Part II Reading for Pleasure　　Text: I'm a Loser Baby!　　Exercises　Part III Homework　　Enjoy Your Reading: A Flat Tire　　Test Your ReadingUnit 2　Part I  Reading for Information　　Pre-Reading Questions　　Text: My Miraculous Life　　Exercises　Part II Reading for Pleasure　　Text: My Well-Balanced Life on a Wooden Leg　　Exercises　Part III Homework　　Enjoy Your Reading: Paradox of Our limes　　Test Your ReadingUnit 3　Part I  Reading for Information　　Pre-Reading Questions　　Text: Working Christmas Day　　Exercises　　Reading Strategies (2): Guessing Unknown Words　Part II Reading for Pleasure　　Text: Hungry for Your Love　　Exercises　Part III Homework　　Enjoy Your Reading: Hit the Floor　　Test Your ReadingUnit 4　Part I  Reading for Information　　Pre-Reading Questions　　Text: A Gift of Dreams　　Exercises　Part II Reading for Pleasure　　Text: My Mother's Gift　　Exercises　Part III Homework　　Enjoy Your Reading: Wise Old Gentleman and Noisy Kids 　　Test Your ReadingUnit 5　Part I  Reading for Information　　Pre-Reading Questions　　Text: Maria Montessori, a Pioneer in Modem Education　　Exercises　　Reading Strategies (3): Speed Reading　Part II Reading for Pleasure　　Text: How to Get Your Dream Job　　Exercises　Part III Homework　　Enjoy Your Reading: A Cursing Parrot　　Test Your ReadingUnit 6　Part I  Reading for Information  　　Pre-Reading Questions  　　Text: A Thief　　Exercises　……Unit 7Unit 8Appendix 1 Glossary

章節(jié)摘錄

　　The Personal Qualities of a Teacher　　Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher？ Probably no two people would draw up exactly the same lists, but I think the following would be generally accepted.　　First, the teachers personality should be pleasantly live and attractive. This does not rule out people who are physically plain, or even ugly, because many such have great personal charm. But it does rule out such types as the over-excitable, melancholy, frigid, sarcastic, cynical, frustrated, and over-bearing; I would say too, that it excludes all of dull or purely negative personality. I still stick to what I said in my earlier book: that school children probably "suffer more from bores than from brutes".　　Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity for sympathy —— in the literal meaning of that word; a capacity to tune in to the minds and feelings of other people, especially, since most teachers are school teachers, to the minds and feelings of children. Closely related with this is the capacity to be tolerant —— not, indeed, of what is wrong, but of the frailty and immaturity of human nature which induce people, and again especially children, to make mistakes.　　Thirdly, I hold it essential for a teacher to be both intellectually and morally honest. This does not mean being a plaster saint. It means that he will be aware of his intellectual strengths, and limitations, and will have thought about and decided upon the moral principles by which his life shall be guided. There is no contradiction in my going on to say that a teacher should be a bit of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to put on an act —— to enliven a lesson, correct a fault, or award praise. Children, especially young children, live in a world that is rather larger than life.

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