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  • 积极英语阅读教程:最新版.第4级.教师用书[平装]
  • 共1个商家     8.40元~8.40
  • 作者:安德森(NeilJ.Anderson)(作者),夏谷鸣(合著者)
  • 出版社:上海外语教育出版社;第1版(2010年2月1日)
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  • 包装:
  • ISBN:9787544615549

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    《积极英语阅读教程:最新版.第4级.教师用书》上海外语教育出版社出版。

    作者简介

    尼尔·J·安德森是阅读教学方面的专家,本书采用了他设计的ACTIVE阅读法,帮助读者成为更自信、更独立——也是更积极的英语阅读者。

    目录

    Frequently Asked Questions
    Unit Walkthrough: Getting Ready
    Unit Walkthrough: Chapters 1 & 2
    Unit Walkthrough: Real Life Skill & What Do You Think?
    Unit Walkthrough: Using the Audio Component
    Unit Walkthrough: Review Units
    Unit 1: Looking for Work
    Unit 2: Computer Culture
    Unit 3: Travel Adventures
    Unit 4: Haunted by the Past
    Unit 5: A Good Read
    Unit 6: A New Generation of Thinking
    Unit 7: It's Dinner Time!
    Unit 8: Beyond Planet Earth
    Unit 9: Energy for Life
    Unit 10: Language and Life
    Unit 11: The Natural World
    Unit 12: Music: Influence and Innovation
    Review Unit 1
    Review Unit 2
    Review Unit 3
    Review Unit 4
    IPA Chart and TOEFL iBT Reading Skills

    文摘

    Using the Audio Componont
    With every level of the second edition of ACTIVE Skills for Reading, there is an audio component onMP3, which consists of recordings of the reading passages in the book. Using the audio can be nefit both teachers and students: Non-native English teachers, for example, may wish to listen for correct pronunciation and intonation of vocabulary items and expressions in the reading. For students, the audioallows them to hear how vocabulary and expressions inthe reading are spoken by a native English speaker.Please note, however, that the passages have been recorded by native English speakers, at near native English speed. These recordings are not design edto be used for listening comprehension exercises inclass, but rather as a way of attuning students' ears tothe sound of native-spoken English. Students can been couraged to build their reading fluency by listening tothe MP3 while they read, and trying to keep the same pace as the recording. This will give them add itionalpractice to increase their reading rate.
    Review Units
    After every three units there is a Review Unit. Thereare two primary purposes of the Review Unit. First, toprovide practice in the development of reading fluencyand second, to allow readers to review the vocabularytaught in the earlier three units.
    Every Review Unit contains a Fluency Strategy box that contains information on the strategy for that unit, andgives students guidance on how to develop and use it.Make sure students read this strategy box before theystart the activity. The reading passage then providesexplicit practice of the fluency strategy.
    First Reading
    There are three readings in each Review Unit. The first reading focuses on explicit instruction of a specificfluency strategy. Muscle reading, SQ5R, PARCER, andReading ACTIVEly are addressed in Book 4.
    Self Check After the first reading passage, there is a Serf Check,which gives an opportunity for students to reflect ontheir experience using the fluency strategy taught inthat Review Unit.
    Second and Third Reading
    Passages
    The primary focus for the second and third reading passages in each Review Unit is to build up readingfluency. To help students increase reading fluency, useactivities such as Rate Build-Up, Repeated Reading,or Class-Paced Reading for the second passage. For the third passage, students should be encouraged touse Self-Paced Reading. These specific activities for building reading rate are described below.
    Four Activities for Building
    Reading Rate
    To help students increase their reading rate, considerusing one of the following activities.
    1. Rate Build-Up DrillStudents are given sixty seconds to read as much
    material as they can. After the first sixty-second periodends, they start reading again from the beginning of the text for an additional sixty seconds. This drill is repeated a third and a fourth time. Students should be able to reread the "old" material faster and faster,extending into new material. By the end of the activity, students should be reading more material in the lastsixty-second period than in the first. As students repeat this rate-building activity, their reading rate should increase. After four sixty-second periods, encourage students to continue reading the passage through to the end.