College English (New Edition) Comprehensive Coursebook (2) Teacher's Book

Author: Wu Xiaozhen / Ji Peiying / Yao Yanjin, Editors-in-Chief
Publisher:
Publishing Date: 2003-05-01
Features: To meet the new requirements of college English teaching in society, Shanghai Foreign Language Education Press proudly launches the "College English" series of integrated teaching materials—comprising textbooks, audio cassettes, multimedia CDs, online systems, and a question bank, all fully equipped. A of collective wisdom: The entire series is co-authored by experienced professors and English teaching experts from renowned institutions such as Fudan University, Peking University, East China Normal University, University of Science and Technology of China, South China University of Technology, Nanjing University, Wuhan University, Nankai University, Renmin University of China, and Sun Yat-sen University, as well as leading publishing organizations. Comprehensive and well-structured curriculum: The series consists of four types of textbooks—Comprehensive, Listening & Speaking, Reading, and Fast Reading—as well as a grammar manual; a preparatory-level textbook is also available for students with lower starting levels. Each textbook is interconnected, forming an organic whole. Balancing language proficiency and comprehensive application skills: Centered around the "Comprehensive Textbook," each unit explores a theme reflecting contemporary life, supplemented by the "Listening & Speaking Textbook," "Reading Textbook," and "Fast Reading Textbook." These materials guide students to deeply acquire and master language and cultural knowledge related to each theme, along with abundant language materials, while also providing thorough training in comprehensive language application skills for the practical theme. A dual-winning strategy for quality development and successful exam performance: Each textbook includes exercises similar to those found in the CET-4 and CET-6 exams. This is the teacher's manual for the third volume of the "College English" (New Edition) "Comprehensive Textbook," designed for teacher reference. The manual is divided into the following sections: lesson plans from Unit 1 to Unit 8; answer keys for exercises; and reference translations of Text A and Text B. The lesson plans strictly adhere to the requirements of the "College English Teaching Syllabus" (Revised Edition) regarding reading, listening, speaking, writing, and translation, while also reflecting the achievements of recent reforms in college English teaching. The organization of teaching content focuses on cultivating students' comprehensive English skills. Each unit's lesson plan is structured into the following four parts: 1. Reference lesson plans, which outline the schedule and content for each unit. Typically, each unit requires five class periods. The theme related to the text runs throughout the lesson plan, with teaching content divided into three parts: pre-reading activities, during-reading activities, and post-reading activities. Pre-reading activities aim to activate students' existing knowledge schemas; during-reading activities continuously provide learning tasks to ensure active participation in classroom activities; post-reading activities offer practice opportunities, helping students expand their knowledge and language skills, and comprehensively cultivating their practical abilities in reading, listening, speaking, writing, and translation. 2. Text analysis, which includes an examination of the text's genre, structure, rhetorical devices, and writing style. 3. Cultural annotations, covering author biographies, character introductions, and background knowledge related to the text, such as British and American cultural, educational, social, and folk customs. 4. Language learning, which includes annotations on difficult points in the text, as well as examples of sentence patterns and idioms. Key words selected from Text A and requiring repeated practice are annotated as language points with accompanying examples. Due to the polysemy of English words, their usage should be explained flexibly by the teacher, depending on whether and when it is necessary. When planning teaching activities, teachers may selectively use the above content based on their actual teaching situation.