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  • 新标准英语教师用书(第9册)(1年级起点)[平装]
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  • 作者:陈琳(编者),RussellStannard(编者),DeborahGrigor(编者),PrinthaEllis(编者)
  • 出版社:外语教学与研究出版社;第1版(2005年6月1日)
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  • ISBN:9787560048369

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    《新标准英语教师用书(1年级起点)(第11册)》:本教材(New Standard English)是由外语教学与研究出版社和英国麦克米伦出版公司依据最新国家《英语课程标准》联合编写的供小学、初中、高中使用的“一条龙”英语教材。
    教材特色:
    根据国家《英语课程标准》编写,符合国家标准,适应21世纪对英语人才培养的需要,具有前瞻性。
    从小学一年级到高中三年级,配套成龙,上下衔接,具有连续性。
    以“题材-功能-结构-任务”为编写原则,为学习者努力营造语境,精心设计内容,学练结合,符合语言教学规律,具有新颖性和可操作性。
    以学生为中心,按学生身心发展规律与兴趣特点设计大量语言活动,以激发学生的学习兴趣。它既体现素质教育的要求又遵循语言教学的理论,具有科学性。
    由中英两国英语教学专家合作编写,由中英两国权威外语出版机构联合出版,质量可靠。

    作者简介

    编者:陈琳 (英国)Russell Stannard (英国)Deborah Grigor (英国)Printha Ellis

    目录

    致教师
    How to Teach: An Introduction
    内容目次
    Example Teaching Module
    Module 1
    Module 2
    Module 3
    Module 4
    Module 5
    Module 6
    Module 7
    Module 8
    Module 9
    Module 10
    Review Module
    Projects
    Reading for Pleasure

    序言

    根据国家教育部颁布的国家义务教育阶段《英语课程标准》编写的《英语》(新标准)“一条龙”小学教材在全国各地发行使用已近三年,它已成为我国目前最受欢迎的小学英语教材之一。
    在这三年时间里,《英语》(新标准)系列教材所体现的素质教育原则,题材一功能一结构-任务的教学路子,以及从内容到版面各个方面所显示出来的创新的编写思路,得到了全国广大师生的认同与赞许。可以说,随着《英语》(新标准)教材的使用面日益扩大,国家《英语课程标准》所提出的外语教育理念也日益深入人心,得到广泛的验证。
    四年来,这套教材在广大师生的使用中经受住了考验。大家充分肯定了它的时代性、实用性、基础性和人文性,认为它是一套高水平、高质量的好教材。但与此同时,随着国家《英语课程标准》的广泛实施,广大教师教学水平的不断改进,以及学生外语基础的日益提高,基础英语教育和教学的形势有了新的发展。因此,我们认为,我们应当面对这个新的局面,及时修订,编写新版《英语》(新标准)教材。
    新版《英语》(新标准)小学教材保留并发扬了它固有的优势:贯彻素质教育、遵循国家标准、中外专家合作、教学理念先进、多媒体配套成龙、美术设计新颖等。在此基础上,新版本根据我国外语教与学的实际,以辩证法的思想处理教材编写中所存在的各种关系——知识与技能、学得与习得、听说与读写、输入与输出、功能与结构等,力图使教材既体现国内外先进的外语教学理念,又能从我国实际出发,注意在基础教育阶段中为学生的外语学习的长期可持续发展打下良好的基础。此外,我们对《教师用书》也作了较大的修改,使它更具可操作性。
    我们相信,新版《英语》(新标准)小学教材一定能得到广大师生的欢迎,并在大家的关心和帮助下不断有新的提高。

    文摘

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    Speaking
    There is no doubt that developing speaking is one of the hardest things to do in the classroom. Teachers are often confronted with large classrooms and having 40 or 50 students talking at the same time is difficult and hard to control. Indeed the key to teaching students to speak and developing communicative situations is in the students themselves. If they are aware of the importance of speaking and the fact that it is a skill in itself, then they will understand why we do so many speaking activities in the book. It is vital that students realise that they can learn to listen, read and write well in English and still not be able to speak. This is in fact one of the biggest frustrations for many language learners. Too many students believe that simply because they know lots of words, can read or write the language well, that they will eventually be able to speak the language, sadly this is not true. Many linguists argue that speaking exercises are more cognitive than the same exercises done in the written form. For example, there seems to be some proof that if a student did an oral exercise to practice the past (for example, telling the rest of the class what they did yesterday) that they are more likely to retain the new language for use in the future, than if they had written down what they had done yesterday. Learning a language is being able to retain language and speaking seems to aid retention. It is important that both the teacher and the students understand this. Our job is to maximise the time students spend processing language and to help them to retain as much language as we can. If speaking is one of the most effective ways of making this happen, then it should play a major role in our classrooms.Writing Just like speaking, writing is a skill in itself. Indeed the author of this book is a perfect example. He can speak several languages quite fluently but is unable to write them. Indeed this is quite common for people in their native tongues. Many people in England can speak English but are unable to read or write the language. Recent research has shown of the importance ofcreating context for writing activities. When we write, we have a reason for writing, we are always thinking of the reader, and write with the reader in mind. It is clear that we go through a number of processes when we write, we often plan before we write, we organise our writing, etc. Clearly the writing exercises in New Standard English are quite small but they reflect much of the new research. Writing activities are contextualised, we use the student's experiences as the foundation of many of the writing activities. We create reasons for writing and set up exercises and activities in preparation for writing. Students may have to interview people, gather information, etc. in preparation for the writing activities. These types of writing activities try to reflect the true nature of writing. Students produce reports, graphs, letters, E-mails, etc.Reading It is often difficult for students living in foreign countries to get enough opportunities to speak the language. In a speaking situation students use and hear large amounts of the English they have learnt. It is one of the most effective ways of revising and processing language. Reading is probably the second best. A learner, who can read well, can pick up a book and read several thousand words on each page. Research has shown that reading is a very powerful language-learning tool as students are using language, reading it in meaningful contexts and processing large amounts of vocabulary. For students living in countries that don't speak English, reading is a very useful skill and offers a real opportunity to use and process the knowledge students have acquired. From Book 1, independent reading is encouraged by the use of our Graded Readers. The books offer and encourage students to develop a vital skill and one that can offer a whole world of English in the form of books, newspapers, leaflets, the Internet, short stories, poems, songs, etc.