積極英語(yǔ)閱讀教程

內(nèi)容概要

《積極英語(yǔ)閱讀教程》這套最新版教程的教師用書(shū)增設(shè)了擴(kuò)展閱讀內(nèi)容，將閱讀能力的培養(yǎng)與聽(tīng)力、口語(yǔ)和寫(xiě)作能力的培養(yǎng)結(jié)合起來(lái)；提供了4種有用的教學(xué)技巧，幫助提高和鞏固學(xué)習(xí)者的閱讀流利程度；針對(duì)閱讀教學(xué)領(lǐng)域教師們常提出的問(wèn)題，Neil J．Anderson作了撥云見(jiàn)日的解答；涵蓋了TOEFLR iBT(新托福網(wǎng)絡(luò)測(cè)試)需要的所有閱讀技巧，并制作了表格，對(duì)每種技巧在積極英語(yǔ)閱讀教程中的位置做了定位；最新版提倡“積極閱讀”(ACTIVE Reading)的教學(xué)方法，以幫助學(xué)習(xí)者樹(shù)立自信，成為獨(dú)立、積極的英語(yǔ)閱讀者。     本冊(cè)為教師用書(shū)，第一級(jí)，最新版。

作者簡(jiǎn)介

　　尼爾·J·安德森是閱讀教學(xué)方面的專(zhuān)家，本書(shū)采用了他設(shè)計(jì)的ACTIVE閱讀法，幫助讀者成為更自信、更獨(dú)立——也是更積極的英語(yǔ)閱讀者。

書(shū)籍目錄

Frequently Asked QuestionsUnit Walkthrough: Getting ReadyUnit Walkthrough: Chapters 1 & 3Unit Walkthrough: Real Life Skill & What Do You Think？Using the Audio ComponentReview Units and Activities for Building Reading RateUnit 1: Our Changing DietUnit 2: InventionsUnit 3: Studying AbroadUnit 4: Money and BudgetsUnit 5: Our Modern LifestyleUnit 6: The Olympic GamesUnit 7: Human AchievementsUnit 8: Language and CommunicationUnit 9: Festivals and CelebrationsUnit 10: Growing Older.Unit 11: Look Into the FutureUnit 12: Folk Tales and HoaxesReview Unit 1Review Unit 2Review Unit 3Review Unit 4IPA Chart and TOEFLR iBT Reading Skills

章節(jié)摘錄

　　Integrated Skills Extension: Making a Time BudgetExplain to students that they need to manage their time as well as their money. Use this activity to encouragestudents to track their use of time and develop a practical time budget.　　1. Explain that everyone gets only 24 hours in the day and we always spend it. Explain that unlike money you cannot borrow or earn more time to make up for spent time. Make sure students understand that important work in this activity will be done outside of class.　　2. Ask each student to write a quick list of categories for how they spend their time, such as class time, study time or homework, part-time job, social activities, recreation or sports, eating and sleeping time. Tell students to write about how much time they spend each day doing each activity. Have students calculate how much free time they have. Have students write their names on the paper and hand it in.　　3. Have students work in pairs to find out what categories their partners used. Tell them to note any categories they forgot to use. Some examples include transportation time or time for personal care.　　4. For the next week, have each student keep a written log of how they spend time each day. Expect that days will differ according to whether it is a weekday or weekend and the activity schedule. Tell students that after one week they must come to class with a log of how they spent time during the week. Make sure students understand that the log should be organized by categories.　　5. When the students bring their one-week time logs, give them back their guesses from the week before. Ask students to compare their actual time with their estimates. Ask them if there are new categories that they didnt think about at first. Give students a few minutes to work alone. Have them get in groups of four to compare and contrast their time logs. Have them discuss ways that they can each use time better.　　6. Elicit a class discussion on good student time management. Write student suggestions on the board. Some ideas include.

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