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首页 新概念英语教师用书新版4-流利英语

新概念英语教师用书新版4-流利英语

新概念英语教师用书新版4-流利英语

m6ningbo
2009-04-07 0人阅读 举报 0 0 暂无简介

简介:本文档为《新概念英语教师用书新版4-流利英语pdf》,可适用于考试题库领域

What'snewinthiseditionThisistheonlyneweditionevertobeundertakensinceNCEwasoriginallypublishedTheclassiccoursecontinuestoprovideacompleteandwelltriedsystemforlearningEnglish,enablingstudentstoreachtheirmaximumpotentialinthefourprimaryskillsofunderstanding,speaking,readingandwritingThesoundbasicprincipleswhichmadeNCEaworldfamouscoursehavebeenretainedHowever,thefollowingimportantfeatureshavebeenintroducedinthenewedition:·Alltopicalreferencesinthetextsandexerciseshavebeenbroughtuptodate·Alloutdatedtextshavebeencompletelyreplacedandaccompaniedbynewexercisesandnewartwork·Theoriginalmethodologyhasbeenmodifiedtoimprovecommunicationskills,withactivetraininginlisteningcomprehensionrightfromtheveryfirstlesson·Drillsandwrittenexercises,previouslypublishedseparatelyassupplementarymaterials,havebeenincorporatedintothemaincoursebooks·ThefollowingfeatureshavebeenaddedtohelpChineselearnersofEnglish:BilingualvocabularylistsnotesinChineseontextsandexercisesandsuggestedtranslationsofthetexts·Thepageshavebeenenlargedand,wherepossible,areselfcontained,sothatlessonsareeasytoconduct本版本有什么新内容?本版是《新概念英语》首次出版以来第一次推出的新版本。这套经典教材一如既往向读者提供一个完整的、经过实践检验的英语学习体系使学生有可能在英语的项基本技能理解、口语、阅读和写作方面最大限度地发挥自己的潜能。新版本保留了《新概念英语》得以成为世界闻名英语教程的一整套基本原则同时又包含了以下重要特色:·所有课文和练习中有关时事的内容都已更新。·所有过时的课文都已更换由新课文和配套的新练习、新插图取代。·原有的教学法经过调整以利于提高学生的交际能力。从第一课开始就安排了有效的听力训练。·教材更简洁精练过去作为补充材料单独出版的句型训练和笔头练习均已取消其精华纳入主干教程。·为了帮助中国的英语学习者新版增加了英汉对照词汇表、课文注释、简短的练习讲解和课文的参考译文。·版面加大在可能情况下每课书相对独立以方便课堂教学。GeneralIntroductionThisTeacher'sBookThisbookhasbeenwritteninresponsetonumerousrequestsfromteachersformoreexplicitguidanceonhowtouseFluencyinEnglishTheaimhasbeentoprovideapracticalhandbookwhichwillenableteacherstomakethemosteffectivepossibleuseoftheStudents'BookAdescriptionofthematerialTherearefortyeightlessonsinFluencyinEnglish,eachofwhichisdividedintotwoparts:Lesson:GuidedconversationLesson:CompositionandlanguagestudyMethodologyThemethodrecommendedinFluencyinEnglishfollowsexactlythesamestyleastheoneestablishedinPracticeandProgressThisintroductioncontainsabriefsummaryofthemethodHowever,ifyoufeelyouneedfurtherinformation,youarestronglyrecommendedtorefertotheIntroductionintheTeacher'sBookofPracticeandProgressforamoredetailedaccountofthemethod,payingparticularattentiontothestagesofeachlessonandtheallocationoftimeLesson:GuidedconversationEachlessonbeginswithGuidedconversationTheGuidedconversationisintwoparts:PresentationActivationPresentationofthetext(aboutminutes)Thefirststepispresentationofthetext,thestagesofwhichareoutlinedineverylessonintheTeacher'sBookTheaimisnotonlytopresentthetext,buttodeveloplisteningcomprehensionskillsbysettingalisteningobjectivebeforethestudentshearthetextFollowingthepresentation,materialtoconducttheconversationlesson(‘activation’)isthenprovidedontheselines:Comprehensionquestions(aboutminutes)TheteacherasksquestionsroundtheclassTheseareprovidedintheTeacher'sBook,togetherwithsuggestedanswersAskingquestions:Askmeif⋯(aboutminutes)Individualstudentsareinvitedtoasktwoquestionsatatime:firstayesnoquestion,followedbyaWhquestionMaterialtoconductthislessonisprovidedintheTeacher'sBookReconstructthetext(aboutminutes)NotesbasedonthetextorpartofthetextareprovidedThesenotesshouldbecopiedontotheblackboard,preferablybeforethelessonIndividualstudentsroundtheclassareinvitedtogivethegistofthetextintheirownwordsbyreferringtothenotesTheteachercorrectsindividualsonlywhentheyfinishspeakingTopicsfordiscussion(aboutminutes)Threetopicsaregiven,usuallyofincreasingdifficultyIndividualstudentsareinvitedtotalkbrieflyabouteachtopicandtojoininaconversationconductedintheclassroomAgain,theteachercorrectsindividualsonlywhentheyfinishspeakingLesson:CompositionandlanguagestudyTheremainingexercisesforeachlessonintheTeacher'sBookareintendedtodevelopwritingskillsandabetterunderstandingofthewaytheEnglishlanguageworksSomeorallofthefollowingshouldbesetashomework:SummarywritingCompositionMultiplechoicequestionsGrammar,vocabularyandspecialdifficultiesexercisesarebestdoneintheclassroomEachlessoncanthenbebasedoncorrectionofhomeworkandadiscussionofpointsarisingTheanswersprovidedshouldberegardedas‘possibleanswers’,especiallywheresummarywritingandcompositionareconcernedThefollowinginformationisprovidedintheTeacher'sBook:KeytoSummarywritingKeytoVocabularyKeytoCompositionKeystructures(andanswerstoexercises)Specialdifficulties(andanswerstoexercises)RepetitiondrillThetextofthematerialontapeiscontainedineachlessonIdeally,studentsshouldpractiseeachrepetitiondrillbythemselvesuntiltheyarewordperfectAlternatively,thedrillmaybeconductedinclassduringthelessonEachdrillillustratesaparticulargrammaticalpointwhichmaybepresentedandexplainedintheclassroomThedrillsinFluencyinEnglishareentirelysituationalandintendedtobeentertainingaswellasinstructiveKeytoMultiplechoicequestions总体介绍教师用书这本书应无数教师的要求而写的。他们都希望在如何使用《流利英语》方面得到更多明确的指导。本书的宗旨是为教师提供一本实用的手册以便使教师有可能最充分地利用学生用书。教材内容《流利英语》中共有篇课文每课又可以分两个课时完成:第课时:教师引导下的会话第课时:作文和语言练习教学方法在《流利英语》中我们建议使用《实践与进步》中已经建立起来的教学方法。我们在此对这套教学方法作一简要的总结。如果你觉得需要更多的信息我们极力建议你参阅《实践与进步》的教师用书中对教学方法的更详尽描述特别要注意每篇课文中的教学步骤以及时间分配。第课时:教师引导下的会话每篇课文以教师引导下的会话开始。教师引导下的会话分为两部分:介绍课文组织活动介绍课文(大约分钟)第一步是介绍课文其中的每个步骤都已在教师用书的每篇课文中列出。这一步的目的不仅仅是介绍课文而且是通过在听录音前为学生指定一个听力训练目标来训练学生的听力。在介绍课文之后用以进行教师引导下的会话的材料按以下方式提供:理解性问题(大约分钟)教师在班上提问。这些问题都列在教师用书上并附有参考答案。学生提问题:Askmeif⋯(大约分钟)请学生单独提问题一次问两个问题。第一个是一般疑问句随后是特殊疑问句。这部分所需材料都在教师用书上。复述课文(大约分钟)以课文或部分课文的内容为基础的要点可以在教师用书上找到。这些要点应抄到黑板上最好在课前抄好。邀请班上的学生使用这些要点用自己的话讲述课文的主要内容。只在学生讲完后教师才可以纠正学生的错误。讨论题(大约分钟)有个讨论题一般情况下其难度逐渐增大。应邀请学生简单扼要地谈一谈对每个题目的看法并参加班上的讨论。教师也同样要在学生讲完后才纠正他们的错误。第课时:作文和语言练习教师用书中的其他练习是为了训练学生的写作能力并提高他们的英语理解能力。以下几项练习可以全部或选择一部分作为课外作业:摘要写作作文多项选择题语法、词汇和难点练习最好在课堂上做。这样课堂时间可以用于改正作业和讨论由此而引发的一些问题。教师用书上所提供的答案应视作“可以接受的答案”特别是摘要写作和作文练习。教师用书中还有以下内容:摘要写作答案词汇练习答案作文练习答案关键句型(和练习答案)难点(和练习答案)句型练习录音带的书面材料在每篇课文中都可以找到。最理想的做法是让学生自己做句型练习直到纯熟为止。另一种做法是在课堂上做这个练习。每个句型都有一个特定的语法要点可以在课堂上讲解。《流利英语》的句型练习全是情景会话式的对学生来说可谓寓教于乐。多项选择题答案KeytoPreunitTestComprehensionPossibleanswersTheboywasabletogettotheseabedquicklybecausetheweightofthestonecarriedhimdownTheboyfounditdifficulttoswimafterhewasinsidethetunnelbecauseitwassonarrowandbecausethewaterpushedhimupagainsttheroofTheboygotintoapanicasheswamthroughthetunnelbecausehewonderedifthetunnelmightbefilledwithweedVocabularyPossibleanswersgoggles()=large‘spectacles’withrubberframesthatpeoplewearwhentheydiveorswimunderwatersothatthewatercannotgetintotheireyesfilledhislungs()=breathed,ordrewin,asmuchairintohislungsashecould,untiltheywerefullwriggling()=movingortwistinghisshoulderswithshort,quickmovementsforwardandbackward,orfromsidetosideaslevers()=liketools,oftenmetalbars,thatareusedforliftingormovingsomethingheavyorstiffdizzied()=madehimfeeldizzyorslightlyconfusedandlightheadedinflated()=blownuporswollen(withair),fullofairslimy()=unpleasantlyslippery,likerottenseaweedSummarywritingApossibleanswerHislungswerehurting,buthewentoncountingAtahundredandfifteen,hesawacrackwithsunlightcomingthrough,buthecouldnotswimupHehadtogoonthroughthetunnelalthoughhisheadwasachingandhislungscrackingHepulledhimselfforward,repeatingahundredandfifteenandfeelingthathewasgoingtobecomeunconsciousSuddenlytherewasgreenlight,hegropedforward,feltnothingandkickedupintotheopensea(words)CompositionApossibleanswerThemostfrighteningexperienceIhaveeverhadThestoryoftheboyswimmingtotheopenseathroughalongwaterfilledtunnelimmediatelyremindedmeofanexperienceIhadafewyearsagoIwasstillatschoolatthetimeThetownIlivedinwassituatedonthecoastandinavalleywithhillsroundit,andsomefriendsandIusedtoenjoycyclingupintothehillsatweekendstogocavingImustexplainthatthelocalhillshadbeenformedfromsoftrockandwerefullofcaves,whichintheirturnhadbeenformedovermillionsofyearsbystreamsandundergroundriversOneweekend,wedecidedtogodownonecavewhichwasquitedifficultInfactwehadarrangedforaprofessionalexperiencedcavertoactasourguideandtakeusdownWecycledoutandmetourguideatacavers'hut,changedintoourcavingclothes,collectedourequipmenttogetherhelmetsandlamps,ropes,ropeladdersandsoonandwalkedtotheentranceofthecaveAtfirstwehadnodifficultiesThen,whenwewereaboutmetresbelowgroundandwerewalkingalonginanundergroundstream,theroofofthetunneldippeddowninfrontofusandwecametoalargepoolofwaterWethoughtthatwastheendofthetunnelNotatallInsteadofturningback,ourguidesaid:‘ThetunnelgoesunderthewaterherefortwoorthreemetresJustliedownonyourstomach,takeadeepbreathandpullyourselfthroughYou'llonlybeunderwaterforafewsecondsJustfollowme’WewereallhorrifiedbutwediditThatwasthemostfrighteningexperienceIhaveeverhadandIdreadedtheideaofgoingbackthroughinordertogetoutofthecaveagainFortunately,ourguidethentoldusthattherewasanotherwayoutthroughanothertunnelwhichdidnotinvolvedivingunderwaterWewereallverypleased!(words)LessonFindingfossilmanListeningcomprehensionIntroducethetextT:Todaywe'lltalkaboutthemethodsavailabletousforlearningaboutthedistantpastUnderstandthetopicT:WhatcanyouseeinthepictureListeningobjectiveT:Listentothetext(orreaditsilently)andseeifyoucananswerthisquestion:WhyarelegendshandeddownbystorytellersusefulPlaythetapeorreadthetextorwaitforthestudentstofinishreadingsilentlyAnswerthequestionAfterthereading,askthequestionagain:WhyarelegendshandeddownbystorytellersusefulTrainthestudentsnottoshoutouttheanswerInstead,askonestudent,thenasktheotherstoagreeordisagreewithashowofhandsAnswer:Becausetheytellussomethingabouteventsthattookplacebeforepeoplecouldwrite()IntensivereadingPlaythetapeorreadthetextagain,pausingaftereverysentencetocheckthestudentsunderstandObtainbriefexplanationstodifficultiesinthetextfromthestudentsthemselvesOnlyuseChineseifaconfirmatorytranslationisnecessaryPlaythetapeorreadthetextagainReadingaloudAskoneortwostudentstoreadthetextaloudComprehensionquestionsWheredidpeoplefirstlearntowrite(IntheNearEast)Howlongagowasthat(Fivethousandyearsago)Doesthatmeanthatwecanreadabouttheirhistory(Yes,itdoes)Aretherestillsomepartsoftheworldtodaywherepeoplecan'twrite(Yes,thereare)Whatcansuchpeopledotopreservetheirhistory(Recountitassagas)Whataresagas(Theyarelegendsorstoriesthatarehandeddownfromonegenerationtoanother)Inwhatwayaretheselegendsuseful(Theycantellussomethingaboutthemigrationsofpeoplewholivedlongago)Whichscientistsorexpertsstudythiskindofinformation(Anthropologists)WhatdidanthropologistswanttofindoutaboutthePolynesianpeoples(Theywantedtofindoutwheretheirremoteancestorshadcomefrom)Accordingtotheirsagas,wherehadsomeofthesepeoplecomefrom(FromIndonesia)Howlongagohadthesemigrationstakenplace(Abouttwothousandyearsago)Doweknowanythingabutthesagasofthefirstpeoplewhoweretikeourselves(No,wedon't)Whyisthisso(Becausetheylivedsolongagothateventheirsagasare(orhavebeen)forgotten)Canarchaeologistsrelyonhistoryorlegendstotellthemaboutthefirst‘modernmen’(No,theycan't)Butwedohavesomeevidenceofourremoteancestors,don'twe(Yes,wedo)Whatsortsofthingsdidancientmenmake(Toolsofstone,especiallyflint)Whydidtheyuseflint(Becauseitiseasiertoshapethanotherkindsofstone)Whydon'twefindwoodandskinsaswell(Becausetheyhaverottedaway)Whataboutthebonesofthepeoplewhomadethesestonetools(Theyhavedisappearedwithouttrace)Askingquestions:Askmeif⋯T:AskmeifpeoplefirstlearnedtowritefivethousandyearsagoS:DidpeoplefirstlearntowritefivethousandyearsagoT:When⋯S:Whendidpeoplefirstlearntowritepeoplefirstlearnedtowritefivethousandyearsago(When)therearestillpartsoftheworldwherepeoplecannotwrite:(Howmany)theypreservetheirhistorybyrecountingsagas(How)sagasarelegendshandeddownfromonegenerationtoanother(What)theselegendsareusefultoanthropologists(Inwhatway)welearnsomethingaboutthemigrationsofancientpeoples(What⋯about)theremoteancestorsofthePolynesianscamefromIndonesia(Where)thesemigrationstookplaceabouttwothousandyearsago(Howlongago)thesagasofthefirst‘modernmen’areforgotten(Why)thereisanywrittenorspokenevidenceofourremoteancestors(Whyisn'tthere)ancientmenmadestonetools(Whatkindsoftools)theymightalsohaveusedwoodandskins(Whatelse)ReconstructthetextWereadthingshappened,yearsNearEastfirstlearnedtowriteSomepartsofworldevennownotwriteOnlywaypreservehistoryrecountassagaslegendshandeddownonegenerationstorytellerstoanotherLegendsusefultellaboutmigrationsofpeoplelivedlongagobutnonewritedownwhatdidAnthropologistswonderedwhereremoteancestorsPolynesianpeoplesnowlivingPacificIslandscamefromSagasexplainsomeofthemfromIndonesia,yearsagoButfirstpeoplelikeourselvessolongagoevensagasforgottenSoarchaeologistsneitherhistorynorlegendshelpthemtofindoutfirst‘modernmen’fromFortunatelyancientmentoolsofstoneflintbecauseeasiertoshapeotherkindsMayusedwoodandskinsbutrottedawayStonenotdecaysotoolslongagoremainbonesofmendisappearedwithouttraceTopicsfordiscussionWhatistheoldestpieceofwritingyouknowaboutWhatisitabout,andwhenwasitwrittenDescribetheoldestobjectyouhaveeverseenWherewasitWhenwasitmadeDoyouthinkitisimportanttopreservea)storiesfromthepast,b)oldcustomsandtraditions,c)historicalbuildingsandartefactsWhyWhynotKeytoComprehensionPossibleanswersAnthropologistscanlearnsomethingaboutthehistoryofancientpeopleswhohavenotleftwrittenrecordsbystudyingthesagasthathavebeenhandeddownfromonegenerationofstorytellerstoanotherAncientmenpreferredtouseflintformakingtoolsbecauseitiseasiertoshapethanotherkindsofstoneKeytoVocabularyApossibleanswerInmostcountries,themoneytopreserveancientbuildingsandworksofartcomesfromtourism,buttourismcanalsodestroythethingsweseektopreserveThechildrensatinacirclewhiletheactorrecountedthestoryofthebeginningoftheworldThesedays,scientistscantesttheirtheoriesaboutthemigrationsofearlypeoplesbylookingatthegeographicaldistributionofparticulargenetictypeswithinmodernpopulationsRecently,anthropologistsattheBritishMuseumpresentedanexhibitionabouttheceremoniesandtraditionsoftheMexicanDayoftheDeadRockandcavepaintingsmadeintheremotepasthavenowbeenfoundinmostpartsoftheworldLeftwheretheyfall,deadtreesgraduallydecay,providingahomeformushroomsandinsects,sothatthecycleoflifebeginsagainThepaintingwasmissing,andwhoeverhadtakenithadsimplyvanishedwithouttraceKeytoSentencestructureApossibleanswerASeetextBAnarchaeologiststudiestheremainsleftbypeoplewholivedlongago,suchastheirdwellings,theirtools,theirburials,soastolearnhowandwheretheylivedCTheearliestwrittenrecordswehavecomefromtheNearEast,andareabout,yearsoldFortheperiodbeforewrittenrecordsbegan,wehavetorelyonsagas,storieshandeddownorallyfromonegenerationtoanotherStonetoolswhich,unlikewoodandskins,donotdecay,alsoprovideevidenceofourremoteancestorsKeytoKSExercisesAWecanuseeitherapastparticipleconstruction:toolsmadeofstone,orarelativeclause:whichwho(m)bepastparticiple:Tools(whichwere)madeofstonewereusedforscrapingandcuttingLegends(whichhavebeen)recordedintheformofsagasprovidesomeinformationaboutthemigrationsofancientpeoplesTheremains(whichwere)foundatthebackofthecaveweredatedtoabout,yearsbeforethepresentBSaysomethingtosomeonetellsomeonesomething(not*telltosomeone*)saytoldsaytellCWeformphrasalverbstoexpresswheresomethingis‘obtainedfrom’:verbobjectfrom:DoyoumindmyaskingwhereyougotitfromIboughtitfromasecondhandshopinSouthLondonDAfterhelpobject,wecanuseeithertheinfinitivewithtoorthebareinfinitive:Wouldyoumindhelpingmetoliftthisbox,pleaseThechildrenhelpedmemakethetreedecorationsESeetextFWeusemayperfectinfinitivetoexpresspossibilityinthepastMayhaveisslightlylesscertainthanasimplepast,andslightlylessuncertainthanmighthave:YourmothermayhavecalledwhenyouwereoutYoumayhaveleftyourumbrellainthewaitingroomHemayhavechangedhismindSpecialdifficultiesAPartalwaysreferstoapartofawhole:apartofacountry,apartoftheworld,partsofthisbuilding,etcPlacereferstolocation:aplaceintown,aplaceontheshelf,placeswherethingsarekeptHistoryisanobjectiveaccountofaseriesofevents:thehistoryofacountry,aperson'shistory,thehistoryof

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