搏流英語(yǔ)綜合教程

前言

　　本書(shū)是為執(zhí)教《搏流英語(yǔ)綜合教程》系列教材的教師編寫(xiě)的教學(xué)參考書(shū)，共6冊(cè)，對(duì)應(yīng)（搏流英語(yǔ)綜合教程）學(xué)生用書(shū)和《博流英語(yǔ)擴(kuò)展教程》1至6冊(cè)，本書(shū)除可供教師作為教學(xué)參考用書(shū)以外，還可以供自學(xué)《搏流英語(yǔ)綜合教程》課程的學(xué)生作自學(xué)參考用書(shū)。　　本書(shū)包括以下內(nèi)容：（1）每單元的教學(xué)目標(biāo)：（2）教學(xué)方法和步驟；（3）教師示范語(yǔ)言；（4）《搏流英語(yǔ)綜合教程》答案和聽(tīng)力文本；（5）語(yǔ)法和詞匯測(cè)試；（6）語(yǔ)法解釋?zhuān)唬?）《搏流英語(yǔ)擴(kuò)展教程》答案和聽(tīng)力文本。參考上述內(nèi)容，教師可以對(duì)整個(gè)課程開(kāi)展教學(xué)、評(píng)估和測(cè)試。本教材系由原版教材引進(jìn)改編，我國(guó)教師在使用時(shí)要注意以下幾點(diǎn)：　　1.教學(xué)原則　　本教材主張以學(xué)生為中心、以教師為主導(dǎo)的教學(xué)原則。教師要盡量從學(xué)生的語(yǔ)言水平、知識(shí)范圍和學(xué)習(xí)能力出發(fā)，用“對(duì)子、小組、個(gè)別”等形式引導(dǎo)學(xué)生開(kāi)展語(yǔ)言活動(dòng)。在學(xué)生嘗試語(yǔ)言交流的基礎(chǔ)上，有的放矢地開(kāi)展語(yǔ)言示范和語(yǔ)言講解，然后在此基礎(chǔ)上鼓勵(lì)學(xué)生進(jìn)一步開(kāi)展語(yǔ)言交流活動(dòng)，最后教師提供各種形式的反饋，如此層層推進(jìn)，完成教學(xué)任務(wù)。要注意語(yǔ)言功能和結(jié)構(gòu)知識(shí)之間的配合，反對(duì)只顧熱鬧，不顧語(yǔ)言知識(shí)，或只顧語(yǔ)言知識(shí)，不顧語(yǔ)言交際功能的教學(xué)方法。　　2.內(nèi)容取舍　　本教材內(nèi)容豐富，材料復(fù)雜，根據(jù)目前的課時(shí)結(jié)構(gòu)可以有兩種方法處理：一是聽(tīng)說(shuō)課也部分采用

內(nèi)容概要

　　每單元的教學(xué)目標(biāo)，教學(xué)方法和步驟，教師示范語(yǔ)言，語(yǔ)法和詞匯測(cè)試，語(yǔ)法解釋等內(nèi)容。

書(shū)籍目錄

UNIT 1 Crossing BarriersUNIT 2 Moods and FeelingsSelf-Assessment Module 1UNIT 3 Making a LivingUNIT 4 Make Yourself at HomeSelf-Assessment Module 2UNIT 5 Modern LivingUNIT 6 Going PlacesSelf-Assessment Module 3UNIT 7 HistoryUNIT 8 Learning LessonsSelf-Assessment Module 4UNIT 9 Planet IssuesUNIT 10 The Cycle of LifeSelf-Assessment Module 5Key to Further Practice SectionTapescriptsKey to WorkbookTapescripts for Workbook

章節(jié)摘錄

　　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 cant 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 didnt sound terribly optimistic about early solutions, pointing outthat the scientific communitys 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.

編輯推薦

　　《搏流英語(yǔ)綜合教程（教師用書(shū)4）》強(qiáng)調(diào)交際內(nèi)容的實(shí)用性，注重語(yǔ)言訓(xùn)練的系統(tǒng)性，語(yǔ)言知識(shí)與人文知識(shí)結(jié)合，”教、學(xué)、考”相互照應(yīng)，可操作性強(qiáng).練習(xí)形式活潑，圖文并茂，版式新穎。

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