新剑桥生活与商务英语365(3)教师用书(剑桥英语365)(CAMBRIDGE for work and life english)
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品牌: 迪格南
基本信息·出版社：人民邮电出版社
·页码：128 页
·出版日期：2009年
·ISBN：7115195854/9787115195852
·条形码：9787115195852
·包装版本：1版
·装帧：平装
·开本：16
·正文语种：英语
·丛书名：剑桥英语365
·外文书名：CAMBRIDGE for work and life english
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内容简介《新剑桥生活与商务英语365》系列分3个级别，主要针对在职人员，是一套将工作和生活融为一体，时尚而系统的新锐商务英语教材。英文原版2005年获英国文化协会ELT图书创新奖。如果你在工作中要用英语进行交流，并常常需要商务外出或会见宾客，那么这套书正适用于你。它是一套在商务、生活与休闲中寻求平衡，在语法、词汇、发音、与专业沟通技巧之间寻求平衡，在听、说、读、写实践技能之间寻求平衡的书。书中的每一单元都会为你提供在生活与商务活动中最直接和最鲜活的英语知识。《新剑桥生活与商务英语365》为教师用书3。
编辑推荐English365is a Business English and general Englishcourse. It is for learners who want to develop theirEnglish skills for their work and their social andtravel needs, and therefore reflects the work-lifebalance of busy working adults. Student's Book 2 isfor lower-intermediate to intermediate level learners.The Teacher's Book provides:
an introduction to the course and how to work with it
detailed notes on the units in the Student's Book
30 extra photocopiable classroom activities,
each one linked to a unit in the Student's Book,
supported byteacher's notes
10 extra photocopiabte activities designed toincrease students' awareness of their ownlearning styles and to improve the effectivenessof their learning, also supported by teacher's notes.
目录
Thanks and acknowledgements 3
Student's Book Contents 6
1 Introduction to English365 Book 3
Welcome
Course components
Organisation of the Student's Book
Starting up the course
2 Introduction to the Teacher's Book
Getting ready
Common elements
Teaching type 1 units
Teaching type 2 units
Teaching type 3 units
3 Teacher's notes: Units 1-30
1 Martinique meets Paris
2 The art of management
3 Hitting the headlines
4 Orient Express
5 Financial planning
6 Top cities
7 Motivating careers
8 Twin towns
9 How's the weather?
10 Emotional computers
11 Quality control
12 I was a couch potato
13 Developing people
14 Project management
15 Are customers always right?
16 Thomas Cook in India
17 The marketing mix
18 Wish you were here
19 Media world
20 Everybody's business
21 The Curious Incident of the Dog in the Night-time
22 Photo management
23 Children's world
24 Going up?
25 International education - planning for the future
26 Public relations
27 When I'm 74
28 Working in the USA
29 Talk to a lawyer
30 Personal change
4 Extra classroom activities
Teacher's notes
1 Have you ever ...?
2 The right decision?
3 Have you heard the news?
4 A new business
5 A good problem
6 Not in my backyard
7 A remarkable success
8 I'm going to do something about it
9 Sounds fantastic!
10 A game of two parts
11 So you mean ...?
12 IV takeover
13 It can't be!
14 Negotiating a contract
15 Getting what you want
16 Really rarely
17 Unethical marketing?
18 You know you want to ...
19 A health and safety audit
20 It's for all of you
21 Have you read that one about ...?
22 If I were you ...
23 Big hair
24 It's my life
25 I will
26 This has been really useful
27 The money doctor
28 She said ..., he said ...
29 Business and the law
30 I need to talk to you
You can access the following on the Website:
·ten Better learning activities with accompanying Teacher's notes
·a Teacher's diary
·two revision units
·a worksheet for every unit.
See www.cambridge.org/elt/english365.
……[看更多目录]
文摘The language of the Teacher's notes The 30 sets of notes in the next section are intended toprovide you with ideas and support if you need them. Theyare not prescriptive. The imperative style （as in 'Ask', 'Check','Tell', etc.） is therefore only to keep the notes short andsimple, not to tell you how best to do something. The lessimperative style 'You could also ...', You may like to ...'signals additional ideas not directly found in the Student'sBook.Talking to studentsWhile most students at this level will be able to understandyou, there may be some variation in their profiles. Somestudents may not have studied English for some time, somemay have continued on from another course. It is worthrepeating that when we speak to our students, we shouldremember to:
speak clearly and fairly slowly
use vocabulary and structures （most of which） they can understand
as far as possible, use intonation and pronunciation patterns which replicate speech at normal speed. So, for example, try to keep unstressed words and syllables unstressed even when you are speaking more slowly than usual.It's your responsibility to make sure students understandwhat you say. You can help them maximise the usefulness ofwhat language they already possess.
