新編大學(xué)英語(yǔ)閱讀教程

內(nèi)容概要

為很快適應(yīng)和落實(shí)教育部最近頒發(fā)的《大學(xué)英語(yǔ)課程教學(xué)要求》，深化教學(xué)改革，培養(yǎng)學(xué)生的英語(yǔ)綜合應(yīng)用能力，滿足新時(shí)期國(guó)家對(duì)人才的需要；更為了結(jié)合我省學(xué)生的實(shí)際情況，我們依據(jù)《全國(guó)大學(xué)英語(yǔ)四級(jí)考試樣卷》新題型，組織具有豐富的教學(xué)經(jīng)驗(yàn)、多次參加新題型培訓(xùn)的一線教師編寫了這套閱讀理解專項(xiàng)教材。希望本套書能在進(jìn)一步提高我省外語(yǔ)教學(xué)質(zhì)量方面做一點(diǎn)貢獻(xiàn)。    本教材旨在培養(yǎng)學(xué)生正確的閱讀習(xí)慣，提高學(xué)生的閱讀速度和閱讀理解能力。在選材時(shí)注重內(nèi)容的可讀性、趣味性、知識(shí)性、時(shí)代性、語(yǔ)言文字的規(guī)范性和文體的多樣性。課文大多數(shù)選自英美原著、正式出版的英文報(bào)刊雜志等。    本套教材共分四冊(cè)，每?jī)?cè)分閱讀技巧和十個(gè)單元，每單元分兩部分：第一部分為快速閱讀，含一篇短文，共10題，1-4題為是非判斷題，5-7題為選擇題，8-10題為句子填空題，即完成句子；第二部分為仔細(xì)閱讀，含三篇短文，第一篇為選詞填空，共10題，從所給的15個(gè)詞中選10個(gè)詞填空。后兩篇為單項(xiàng)選擇，每篇5題，共10題。    使用本教材時(shí)，應(yīng)注意以下幾點(diǎn)：    1.讓學(xué)生養(yǎng)成先了解問(wèn)題后讀文章的良好習(xí)慣，做到有的放矢，以達(dá)到提高閱讀速度和準(zhǔn)確率的效果。    2.學(xué)生閱讀時(shí)不能查詞典，如有生詞，可根據(jù)上下文和構(gòu)詞法進(jìn)行猜測(cè)以確定詞義，或直接跳過(guò)那些不影響理解的生詞。    3.學(xué)生應(yīng)注意培養(yǎng)邊閱讀、邊理解、邊記憶的良好習(xí)慣。讀完課文即做練習(xí)；做練習(xí)時(shí)，不再翻閱已讀過(guò)的課文。    4.學(xué)生應(yīng)在建議時(shí)間內(nèi)快速讀完文章，較準(zhǔn)確地完成課后練習(xí)。

書籍目錄

閱讀技巧Unit One　Part Ⅰ　Part ⅡUnit Two 　Part Ⅰ　Part ⅡUnit Three　Part Ⅰ　Part ⅡUnit Four 　Part Ⅰ　Part ⅡUnit Five 　Part Ⅰ　Part ⅡUnit Six　Part Ⅰ　Part ⅡUnit Seven 　Part Ⅰ　Part ⅡUnit Eight 　Part Ⅰ　Part ⅡUnit Nine 　Part Ⅰ　Part ⅡUnit Ten 　Part Ⅰ　Part ⅡKey to Units

章節(jié)摘錄

　　Contextualizing Practice　　People use language differently in different contexts. It is important if students have the chance to experience the language in meaningful contexts. This means teachers need to identify a situation in which a target structure is commonly used. Then the students can use the language to canary， out a simulated task in the classroom. In this way， both meaning and the usage of the structure can be naturally obtained. Personalizing Practice　　We all remember things best when they are relevant and close to our personal experiences or when we can express our personal views. As a teacher， we can help students learn better by personalizing the context so that students can talk or write about their own life experiences and their personal opinions， and ask questions for which they are interested in finding out answers. For examples， we can draw on students' experiences of their school life， their personal views on issues of their interest， e.g. different lifestyles， environmental problems， learning habits， etc. and offer them opportunities to draw on their knowledge about famous people， music and pop songs. Building up Confidence　　We all perform best when we are confident about ourselves. It is inevitable that we all make mistakes. Especially when students grow older， they care a lot about their face and do not want to be laughed at by others in class. Therefore， it is very important for the teacher to create a relaxed and supportive environment and help them build up their confidence. Only when students feel confident and comfortable to speak， will they participate actively in the activities and tasks you design for them； and only by more participation and more practice can they improve their speaking fluency. 　　……

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