積極英語閱讀教程

內(nèi)容概要

　　《積極英語閱讀教程》這套最新版教程的教師用書增設了擴展閱讀內(nèi)容，將閱讀能力的培養(yǎng)與聽力、口語和寫作能力的培養(yǎng)結合起來；提供了4種有用的教學技巧，幫助提高和鞏固學習者的閱讀流利程度；針對閱讀教學領域教師們常提出的問題，Neil J．Anderson作了撥云見日的解答；涵蓋了TOEFLR iBT(新托福網(wǎng)絡測試)需要的所有閱讀技巧，并制作了表格，對每種技巧在積極英語閱讀教程中的位置做了定位；最新版提倡“積極閱讀”(ACTIVE Reading)的教學方法，以幫助學習者樹立自信，成為獨立、積極的英語閱讀者?！　”緝詾榻處熡脮谌?，最新版。

作者簡介

　　尼爾·J·安德森是閱讀教學方面的專家，本書采用了他設計的ACTIVE閱讀法，幫助讀者成為更自信、更獨立——也是更積極的英語閱讀者。

書籍目錄

Frequently Asked QuestionsUnit Walkthrough: Getting ReadyUnit Walkthrough: Chapters 1 & 2Unit Walkthrough: Real Life Skill & What Do You Think?Using the Audio ComponentReview UnitsFour Activities for Building Reading RateUnit 1: TravelUnit 2: FashionUnit 3: Disappearing AnimalsUnit 4: Big MoneyUnit 5: Cultural EventsUnit 6: Its a MysteryUnit 7: HealthUnit 8: Space and FlightUnit 9: The Changing FamilyUnit 10: EducationUnit 11: The Mystery of MemoryUnit 12: Art and LiteratureReview Unit 1Review Unit 2Review Unit 3Review Unit 4International Phonetic Alphabet (IPA)Coverage of TOEFLR iBT Reading Skills

章節(jié)摘錄

　　Speaking/Listening Skill Extension: The Worst Storm Ever　　Students tell about the worst storm they ever experienced.　　1. Ask students to think about the worst storm they ever experienced. What kind of storm was it? Where were they——at home or away on vacation? What did they do to cope with the storm? Students should make brief notes on each of these points.　　2. Tell students to form groups of four, then two pairs within each group. Within each pair, have students take turns telling their storm stories while the other partner listens carefully. The speaker may use notes, but not the listener.　　3. When the pairs have told their stories, they work with the other pair. However, in this case, the partner tells the story, not the original person who experienced the storm.　　4. After each person tells his/her partners story, the original storyteller can correct any inaccurate information before the next person speaks.　　Integrated Skill Extension: Strangest Vacation Contest　　Partners work together to make a sales strategy for promoting tourism in an unlikely place.　　1. The reading tells of how tourism departments in India are trying to turn a liability (something that is a disadvantage) into an asset (something that is an advantage and valuable). Tell students that they will work on a plan for a place they know.　　2. Divide the class into pairs of students. Each pair brainstorms to think of an unlikely vacation spot. It could be a place such as an industrial city that does not have holiday facilities such as beaches, scenic beauty, or famous attractions. It could also be a place that is pleasant during some times of the year, but not attractive at other times. For example, what do people do in ski resorts when there is no snow?　　3. After brainstorming, have each pair research their unlikely vacation spot to find out what it does offer to visitors. For example, tourists visiting deserts in the Arabian Gulf can ride camels or go skiing on sand dunes. Even famous Paris has underground tours of its sewers!　　4. After gathering information, each pair makes a poster about their unlikely destination. The partners use the poster to give a one-minute presentation to the rest of the class.　　5. When all teams have given their presentations, the class votes on the strangest place to visit.　　Writing Skill Extension: In My Dreams　　Individual students write about a place they dream of visiting.　　1. Each student does a five-minute "quick write" on the place they would most like to visit.　　2. Next, students look on the Internet for information about the place. They make notes of information that fits their existing ideas about the place and new information that changes their view (for better or worse).　　3. Students re-read their "quick write" and write a second draft incorporating the new information.

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