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  • 积极英语阅读教程:最新版.第1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),赫布利(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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  • ISBN:9787544614948

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    《积极英语阅读教程:最新版.第1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 & 3
    Unit Walkthrough: Real Life Skill & What Do You Think?
    Using the Audio Component
    Review Units and Activities for Building Reading Rate
    Unit 1: Our Changing Diet
    Unit 2: Inventions
    Unit 3: Studying Abroad
    Unit 4: Money and Budgets
    Unit 5: Our Modern Lifestyle
    Unit 6: The Olympic Games
    Unit 7: Human Achievements
    Unit 8: Language and Communication
    Unit 9: Festivals and Celebrations
    Unit 10: Growing Older.
    Unit 11: Look Into the Future
    Unit 12: Folk Tales and Hoaxes
    Review Unit 1
    Review Unit 2
    Review Unit 3
    Review Unit 4
    IPA Chart and TOEFLR iBT Reading Skills

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    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 didn't 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.