《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。
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.