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  • 高等院校英语专业精品系列教材?表达英语综合教程(教师用书)(1&2)[平装]
  • 共1个商家     21.60元~21.60
  • 作者:新仁(作者),王波(作者)
  • 出版社:高等教育出版社;第1版(2008年6月1日)
  • 出版时间:
  • 版次 :
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  • 包装:
  • ISBN:9787040246018

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    《表达英语综合教程》是由高等教育出版社出版的。

    目录

    第一册
    Unit 1 Get to Know English-speaking Countries
    Text A USA
    Text B England

    Unit 2 Teachers Propose, Students Dispose?
    Text A A Classroom Full of Flowers
    Text B Schoolwork: The Student's Job

    Unit 3 Keep a Healthy Body
    Text A How to Lose Weight —— And Whether You Should
    Text B Dine Out Without Clogging Your Arteries

    Unit 4 Keep a Healthy Mind
    Text A Grief
    Text B The Power of Forgiving

    Unit 5 The Internet and Our Life
    Text A One Internet, Two Nations
    Text B Digital Domain: Struggling to Evade the E-mail Tsunami

    Unit 6 Get Yourself Connected
    Text A A False Wikipedia "Biography"
    Text B Guidelines for Using a Cellphone Abroad
    Review Test I

    Unit 7 Like Father, Like Son
    Text A Father Forgets
    Text B Father: Son's Role Model

    Unit 8 Friendship Counts Immensely
    Text A An Incredible Torch Run
    Text B Personal Health

    Unit 9 Do Men Lead and Women Follow?
    Text A A Woman Can Learn Anything a Man Can
    Text B The Two of Us

    Unit 10 Do Patients Trust Doctors?
    Text A From a Web-Savvy Patient to a "Cyberchondriac"
    Text B Patient Tells, Doctor Reads, Writer Shares

    Unit 11 Man and Nature
    Text A Mirages
    Text B Rainbow

    第二册
    Unit 1 Wakening the Soul
    Text A Broken Wing
    Text B The Santa Claus on 1-40

    Unit 2 Childhood Memory
    Text A Latchkey Children —— Knock, Knock, Is Anybody Home?
    Text B The Room with Five Doors

    Unit 3 Body Clock and Luck
    Text A The Secrets Our Body Clocks Reveal
    Text B How to Get Lucky

    Unit 4 Are They Still Kids?
    Text A They Stole Our Childhood
    Text B Stolen Childhood

    Unit 5 Imaginative Learning and Creative Thinking
    Text A Universities and Their Functions
    Text B Learning by Doing

    Unit 6 Skills of Interpersonal Communication
    Text A Six Steps to Put People at Their Ease
    Text B Alone Versus Lonely
    Review Test I

    Unit 7 What Do You Know about Americans?
    Text A The American Character
    Text B Fast-free Living

    Unit 8 Doing Your Share to Save the Earth
    Text A You Can Make a Difference —— an Earth Day Story
    Text B Global Warming's PR Problem

    Unit 9 Growing Pains
    Text A Chameleons and Codas
    Text B Ugly Girl

    Unit 10 The Mixed Nature of Life
    Text A Force of Nature
    Text B In Their Loss, They Found Each Other

    Unit 11 Virtual Reality
    Text A Internet Issues
    Text B A Design for Living on the Intemet

    Unit 12 These Are the Times That Try Men s Souls
    Text A The Christmas Crossing
    Text B Voice of Courage
    Review Test II

    序言

    本书是与《表达英语综合教程》(以下简称《教程》)1-4册相配套的教师用书,主要供教师备课和授课时参考使用。全书共分为两册,第1册与《教程》第1-2册配合使用,第2册与《教程》第3-4册配合使用,分别提供每单元’Fext A中的以读促思(Read to Think)、以读促说(Read toSpeak)、以读促写(Read to Write)、以读促译(Read to Translate)、语言研习(Language Studies)五个部分的答案和’Text B中的细读(Reading for Details)、略读(Reading for Main Ideas)两个部分的答案,以及两套模拟测试题的参考答案。
    《表达英语综合教程》共4册,供高等院校英语专业本科l一2年级基础阶段使用。具体使用建议如下,每学期使用1册,每册共分12个单元,每单元教学时间为6课时,也可根据各院校教学计划而定。每个单元围绕一个主题,包含两篇课文(主、副课文各一篇)。每6个单元结束后设计1套复习测试题,检查和巩固学生的英语水平。每单元具体由以下9个部分组成:
    每单元精选一句语言精练、思想内容深刻并且与该单元内容有一定联系的经典名句,如谚语、歇后语、名言等,要求学生课前熟记或背诵,培养学生的世界观和道德情操,使学生尽快进入该单元的学习状态。
    课前准备(Pre-reading Activities)
    围绕本单元的主题和课文内容开展相关的课堂导入活动,要求学生查找资料,就课文将要涉及的内容了解相关背景信息,开展交流和讨论。
    主课文(TextA)
    主课文Text A用于课堂精讲,一般2课时完成;副课文Text,B可以在课堂讲解,也可以作为课后补充阅读材料。
    以读促思(Read to Think)
    本部分包含针对主课文内容和结构的两类问题。教师在课堂上可以就课文的内容、结构、语言等组织学生进行讨论,并回答问题,帮助学生加深理解课文。
    以读促说(Read to Speak)
    这部分提供与本单元主题相关的口语练习话题。口语练习形式主要包括复述、自由发言、即席讨论、辩论等,教师可以要求学生事先准备,也可以让学生以对子、小组、大组发言等形式练习。
    以读促写(Read to Write)
    这部分包括续写、改写、指导性写作、自由写作等形式,主要训练学生运用在本单元所学过的单词、词组、句型等表达类似课文中的思想内容。教师可要求学生当堂写作,也可以作为课后作业布置给学生。

    文摘

    插图:


    9)That implies the students began to treat their studies seriously and also gathered their confidence to learn better.
    10)Eye contact with every student indicates her strong desire to interact with the students.It also indicates that the teacher is no long lacking in confidence.
    11)The teacher managed to teach the students by telling her own experience.When she was a child, she was regarded as a“retard”:she could not write her own names;she could not spell words and numbers.But after hard working,she became a teacher.
    12)After hearing the teacher's words,the students began studying hard.They wanted to make improvements.
    13)Only when the students realized the importance of grammar could they learn it effectively.
    14)Because she once wanted to quit teaching,something that later proved to be rewarding.
    15)The author regards teaching as a rewarding job in that she has changed the students'views on themselves and is appreciated by them.
    16)Open.
    2.Read to understand the organization of the text.
    1)On her first day of teaching,the author taught several classes and every class was going well.
    Thus,the author concluded teaching was not difficult.But the author mentioned the last period, period 7.The special mention of this class makes readers expect something unsuccessful to happen.
    2)The passage can be roughly divided into three sections.The first section,from Paragraph 1 to Paragraph 10,reports the author's unsuccessful teaching of the class.The second section, from Paragraph 11 to Paragraph 21,mainly talks about how the author successfully made the students study hard.The last section,from Paragraph 22 to Paragraph 29,tells us how deeply the students appreciated the author.
    3)Another teacher was introduced into the story so as to make a sharp contrast with the author: to show what an ordinary teacher would do while what a responsible teacher would do.The introduction of another teacher helps the development of the whole essay:that the teacher's tough measures show the author's inability to control the class;that the teacher's words help the author learn more about her students.
    4)Dialogues can provide an accurate and vivid account of what has happened.Dialogues can promote the development of the plot.
    5)The part provides some background information about the students:Why are they special?
    6)Short paragraphs are more forceful.
    71 The story develops in a chronological/temporal order.The essay consists of such signals as“on my first day”,“the next afternoon”,“months flew by”,“the month of June approach”,“on my final day of classes”,“two years later”,etc.