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　　分類: 图书,英语与其他外语,大学英语,教材,
　　品牌: 钟利平

基本信息·出版社：华中科技大学出版社

·页码：157 页

·出版日期：2009年09月

·ISBN：9787560955841

·条形码：9787560955841

·包装版本：第1版

·装帧：平装

·开本：16

·正文语种：中文/英语

·丛书名：21世纪应用型大学英语系列教材

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内容简介《读写教程(1)》为《读写教程》的第一册，既可以作为独立学院等学校的英语教材，也可以作为大学英语考试CET4和CET6的培训教材，还可以作为大学英语选修课教材。《读写教程》的每个单元都通过讨论与学习者相关的话题导入教学；然后是相关词汇、阅读、语法和写作技能的学习，中间穿插形式多样的练习；最后，在充分学习、掌握相关内容和技能的基础上，进行考试学习和写作练习。

编辑推荐《读写教程(1)》：21世纪应用型大学英语系列教材

目录

Unit One Education

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus:Read and Reflect

Part Ⅲ Grammar: Nouns

Part Ⅳ Fast Reading

Unit Two Festival

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus:Read and Reflect

Part Ⅲ Grammar:Pronouns

Part Ⅳ Fast Reading

Unit Three Population and Environment

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus: Read and Reflect

Part Ⅲ Grammar: Adjectives

Part Ⅳ Fast Reading

Unit Four Science and Technology

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus: Read and Reflect

Part Ⅲ Grammar: Adverbs

Part Ⅳ Fast Reading

Unit Five Language and Culture

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus: Read and Reflect

Part Ⅲ Grammar: Tenses

Part Ⅳ Fast Reading

Unit Six Health

Part ⅠPre-reading Task

Part Ⅱ In-focus: Read and Reflect

Part Ⅲ Grammar: Passive Voice

Part Ⅳ Fast Reading

Unit Seven Common Sense

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus: Read and Reflect

Part Ⅲ Grammar: Modal Verbs

Part Ⅳ Fast Reading

Unit Eight Society

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus:Read and Reflect

Part Ⅲ Grammar: Subjunctive Mood

Part Ⅳ Fast Reading

Unit Nine Biography

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus: Read and Reflect

Part Ⅲ Grammar: Non-predicate Verbs

Part Ⅳ Fast Reading

Unit Ten Others

Part Ⅰ Pre-reading Task

Part Ⅱ In-focus:Read and Reflect

Part Ⅲ Grammar: Sentences

Part Ⅳ Fast Reading

……[看更多目录]

序言外语是获取世界科技、文化等信息，提高民族科学文化素质，加强国际交往与合作的重要工具。我国的改革开放政策和21世纪对人才的需要，使外语教学成为我国高等学校教学中的一个不可缺少的部分。（21世纪应用型大学英语系列教材》根据教育部大学英语改革精神和我国高等学校尤其是独立学院大学英语教学实际的要求，加强了实用性、针对性教学，并以培养学生的英语综合应用能力为目标，特别突出和加强听力、阅读、写作能力的训练和培养，是一套理念创新、内容实用、体系完整并具独立学院特色的全新系列教材。

该教材的主要特点之一是“学用结合“教考结合”。本书字里行间既贯穿着外语学习方法、策略及英语测试学的基本原理，又结合大学英语基础阶段的实际情况，概括了具有可操作性的“应试原则”和“应试对策”。与其他同类教材相比，本书的另一重要特点是：提倡大学英语四、六级考试必须重视文化导入；提出“CET4和CET6英语考试成功一语言理解+文化认知”。对近几年考试试卷的研究表明，文化导人是大学英语四、六级考试命题的一个显著趋势，所以，本书命制了有关文化背景知识和英语交际能力的测试题目（比如英语阅读语篇的选择与分类），找出了独立学院学生在英语复习过程中易犯的文化错误并加以校正（比如英译汉的错误分析与校正），进而有针对性地介绍了英美国家的文化背景知识（比如新考试题型文章的文化热点话题）。这些都不失为把文化导人大学英语学习的有效做法。

《21世纪应用型大学英语系列教材》是以学生感兴趣的话题，如教育、节假日、人口与环境、科学技术、语言与文化、健康、日常生活、社会及人物传记等文化知识为主体，以发展语言实践能力为主线，突出语言的交际功能及其工具性特点，以培养学生考过四级为近期目标和用英语进行交流的能力为最终目的的立足独立学院英语教学的教材。

本教材的编写目的在于激发学生的学习兴趣，帮助学生形成独立自主、行之有效的学习策略，发展学生的交际能力；同时加强学生观察、想象、记忆、思维和创造能力的训练，并通过中西方文化习俗的导入。增强学生的国家、社会和世界意识。培养其个性与爱心，为他们的可持续发展打下良好的基础。

文摘插图：

To be a good teacher, you need some of the gifts of a good actor: you must be able tohold the attention and interest of your audience; you must be a clear speaker, with a good,strong, pleasing voice which is fully under your control; and you must be able to act whatyou are teaching, in order to make its meaning clear.

Watch a good teacher, and you wilt see that he does not sit motionless before hisclass: he stands the whole time he is teaching; he walks about, using his arms, hands andfingers to help him in his explanations, and his face to express feelings. Listen to him, andyou will hear the loudness, the quality and the musical note of his voice always changingaccording to what he is talking about.

The fact that a good teacher has some of the gifts of a good actor doesn't mean that hewill indeed be able to act well on the stage, for there are very important differencesbetween the teacher's work and the actor's. The actor has to speak words which he haslearnt by heart; he has to repeat exactly the same words each time he plays a certain part,even his movements and the ways in which he uses his voice are usually fixed beforehand.What he has to do is to make all these carefully learnt words and actions seem natural onthe stage.

A good teacher works in quite a different way. His audience takes an active part in hisplay: they ask and answer questions, they obey orders, and if they don't understand some-thing, they say so. The teacher therefore has to suit his act to the needs of his audience,which is his class. He cannot learn his part by heart, but must invent it as he goes along.

I have known many teachers who were fine actors in class hut were unable to take partin a stage play because their brains wouldn't keep discipline: they could not keep strictly towhat another had written.

 

 

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