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

Author: Wu Xiaozhen, Ji Peiying, Yao Yanjin, Editors-in-Chief
Publisher:
Publishing Date: 2002-02-01
Features: To meet the new requirements of college English teaching in society, Shanghai Foreign Language Education Press proudly presents 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 reasonable course combination: The series consists of four types of textbooks—Comprehensive, Listening & Speaking, Reading, and Fast Reading—as well as a grammar handbook; 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 guide students in deeply and comprehensively acquiring and mastering language and cultural knowledge related to each theme, along with abundant materials, while fully practicing their comprehensive language application skills on the realistic theme. A 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 second 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; 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, and strive to reflect the achievements of recent reforms in college English teaching. The organization of teaching content emphasizes the cultivation of students' comprehensive English skills. Each unit lesson plan is structured into the following four parts: 1. Reference lesson plans, including the arrangement of class hours and content for each unit. Each unit generally requires five class hours. The theme related to the text runs through the entire 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 students opportunities to practice, helping them expand their knowledge and language skills, and comprehensively cultivating their practical abilities in reading, listening, speaking, writing, and translation. 2. Text analysis, including the genre, structure, rhetorical devices, and writing characteristics of the text. 3. Cultural annotations, including author biographies, character introductions, and background knowledge related to the text, such as British and American cultural, educational, social life, and customs. 4. Language learning, including 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 examples. Regarding whether or not to explain these to students and when to do so, teachers may exercise flexibility. When planning teaching activities, teachers may selectively use the above content based on their actual teaching situation.