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  • 搏流英语综合教程4(教师用书)[平装]
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  • 作者:陈进封(作者,编者)
  • 出版社:高等教育出版社;第1版(2008年2月1日)
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  • ISBN:9787040232929

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    《搏流英语综合教程(教师用书4)》强调交际内容的实用性,注重语言训练的系统性,语言知识与人文知识结合,”教、学、考”相互照应,可操作性强.练习形式活泼,图文并茂,版式新颖。

    目录

    UNIT 1 Crossing Barriers
    UNIT 2 Moods and Feelings
    Self-Assessment Module 1
    UNIT 3 Making a Living
    UNIT 4 Make Yourself at Home
    Self-Assessment Module 2
    UNIT 5 Modern Living
    UNIT 6 Going Places
    Self-Assessment Module 3
    UNIT 7 History
    UNIT 8 Learning Lessons
    Self-Assessment Module 4
    UNIT 9 Planet Issues
    UNIT 10 The Cycle of Life
    Self-Assessment Module 5
    Key to Further Practice Section
    Tapescripts
    Key to Workbook
    Tapescripts for Workbook

    序言

    本书是为执教《搏流英语综合教程》系列教材的教师编写的教学参考书,共6册,对应(搏流英语综合教程)学生用书和《博流英语扩展教程》1至6册,本书除可供教师作为教学参考用书以外,还可以供自学《搏流英语综合教程》课程的学生作自学参考用书。
    本书包括以下内容:(1)每单元的教学目标:(2)教学方法和步骤;(3)教师示范语言;(4)《搏流英语综合教程》答案和听力文本;(5)语法和词汇测试;(6)语法解释;(7)《搏流英语扩展教程》答案和听力文本。参考上述内容,教师可以对整个课程开展教学、评估和测试。本教材系由原版教材引进改编,我国教师在使用时要注意以下几点:
    1.教学原则
    本教材主张以学生为中心、以教师为主导的教学原则。教师要尽量从学生的语言水平、知识范围和学习能力出发,用“对子、小组、个别”等形式引导学生开展语言活动。在学生尝试语言交流的基础上,有的放矢地开展语言示范和语言讲解,然后在此基础上鼓励学生进一步开展语言交流活动,最后教师提供各种形式的反馈,如此层层推进,完成教学任务。要注意语言功能和结构知识之间的配合,反对只顾热闹,不顾语言知识,或只顾语言知识,不顾语言交际功能的教学方法。
    2.内容取舍
    本教材内容丰富,材料复杂,根据目前的课时结构可以有两种方法处理:一是听说课也部分采用<搏流英语综合教程)教材,这样做的好处是将教材中的听说训练放到另一种课去上,减少综合英语课程教师的压力;二是本教材的内容全部由综合英语课程负担,这时,教师一定要对教学内容进行合理取舍。建议教师将需要教师示范、学生交流和教师反馈的内容放在课上开展,将需要大量阅读的内容放在课后,让学生以小组为单位自学。自学一定要有恰当的教学管理,小组成员之间要互相帮助、互相检查,完成检查后要在各自的书上签名。教师可以要求小组成员轮流将小组自学过程中遇到的困难记录下来,每周一次,用英语撰写自学报告,教师根据这些报告,在课堂上集中处理学生遇到的难点。本书中标有“OC,,记号的部分为改编者建议使用者课后学习的内容,教师可根据实际情况进行取舍。
    3.可选部分
    本教材部分单元的若干内容标有(选择性学习内容)的字样。这是改编者根据我国学生的情况改编的。一般来说,这些部分有的过于简单,或者不是该单元的核心内容,或者是其他练习中已经有足够的练习机会。课时比较少的教师可跳过这些内容。
    4.教学进度
    每册综合教程共有5个模块,10个单元,每个模块建议采用3周的时间完成,其中两周完成两个单元的内容,一周用来完成文化学习、扩展知识加上模块测试。其余的时间用来安排复习、辅导和教学检查。

    文摘

    插图:


    Interlocutor: Thank you.
    Self-Assessment Module 5
    Presenter: Swarms of jellyfish are causing Scottish fish farmers quite abit of concern. Margaret Smith has the report.
    Woman" Silently, in their millions, they begin to appear. No one knowswhere the swarms come from or why - but they do come. In theShetlands, where fish farming is vital to the economy, the arrival ofthese jellyfish can spell disaster for the local people.
    Jellyfish float towards small marine animals which they sting oncontact and then eat. Farmed salmon, trapped inside cages, cannotescape. The fish are driven mad by the irritation, and end upthrowing themselves against the sides of their cages, causingthemselves serious injuries.
    Other jellyfish, which may not sting, drift into the cages and clog upthe gills of farmed fish, literally choking them to death. The death tollof farmed fish may measure in the millions.The effects on individual farmers can be catastrophic. It can mean atotal loss for a fish farm if a swarm appears.
    The problem with these jellyfish is that we know very little aboutthem. Jellyfish are ancient creatures, which have a strange andcomplicated lifestyle, but they have been ignored by science. Sincewe can't eat them and they are of no economic value, nobody hasstudied them.
    Now, all that is changing: jellyfish are causing us to lose money, andjellyfish studies are on the agenda.
    Ten universities have been recruited by the European Union to takepart in a three-year study. Their first task is to understand the lifestyleof these transparent killers, and then try to control them or at leastpredict what they will do next.
    Professor Lesley Duff of the Marine Biology department of theUniversity of Stifling briefed journalists this morning, and emphasisedthe amount of work that has to be done before an effective solutioncan be found. Some ideas include an early warning system for fishfarmers, which would allow them to stop feeding the fish for a fewdays and so make them stronger and able to live on less oxygen. Buthe didn't sound terribly optimistic about early solutions, pointing outthat the scientific community's knowledge about jellyfish isembarrassingly limited.
    Research is focusing on three major areas around the North Sea.Sandsound Voe in Shetland, with its fish and mussel farms, is one ofthem. The second is Limf]orden in Denmark, an area of 1575 squarekilometres, which used to have an important fishery industry. After ajellyfish attack last year, the industry is in desperate trouble. Jellyfishare being blamed for eating the eggs of fish and - more worryingly -not allowing the ecosystem to recover. Finally, the third area is theMar Menor lagoon in Spain, an important tourist area. The lagoontraditionally supported an important population of fish, but stockshave almost disappeared. Jellyfish have always been present but twospecies, unrecorded until some years ago, have appeared. Theyunderwent a population explosion in 1993, a phenomenon that hasbeen repeated every summer since.Margaret Smith, north-west Scotland.