新编英语教程

章节摘录

　　The Parent in Us　　There are psychologists who believe that the Parent is a large collection of "recordings" thal is stored in a person's brain. These recordings are basically made during the first five years of the person's life. They are quite complete， and they contain a record of everything the little person heard or saw. Almost all of them can be recalled under the proper conditions.　　Between 6 and 10 years of age， parents spend less time with their child due to the fact thal the child has begun school and is quickly developing his own friends and getting involved in afterschool activities. While early childhood focuses more on manners and getting along with others， middle childhood focuses on helping the child become more independent rather than relying on his parents for everything. Although the time spent with the child is less， studies show that the parental "recording" in the life of the child is still very strong. It is important to realize that because this is the developmental stage preceding adolescence'o， it is a time of preparation for the adolescent stage in life. Making sure a strong and sound set of "recordings" is laid can help ease the transition from childhood to adolescence in the coming years.　　The parent-child relationship is the most important relationship the child has. A very important part of these recordings is the set of rules and laws that has been imposedii by the young person's parents. These rules and laws help shape the young person's beliefs about himself or herself and about the world， And， as the child has no way to judge them， these rules and laws are recorded in his brain as "truth."　　What do these rules and laws say? Well， that depends upon what the parent said and did. Some common ones might be： "Be kind." "Be careful." "Don't lie." "Don't steal." "Mother loves you." "Father is wise." "Work is good." Such rules help socialize and comfort a child.　　However， some of the other rules might be upsetting， demeaning or misleading： "Do it this way." "Don't do it that way." "You're bad." "You're stupid." "You're mean." "You're ridiculous." "Never give a sucker an even break." Such statements and rules can damage a person.　　Every person's parent recording is different. Every person has a unique childhood. One psychologist simply points out two things： （1) each has a parent recording in his brain， and （2) this recording sometimes "comes on" and tells him what to do. lt's a voice out. of the past， telling him what to do in the present.　　This may give the child problems. First， the information or rules in parents may be incorrect or out of date. Second， parents sometimes can influence their child without their being aware of it. 　　……

书籍目录

Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Unit9
Unit10
Unit11
Unit12
Unit13
Unit14
Unit15

编辑推荐

　　《新编英语教程2（第3版）（教师用书）》具有以下特点：　　继续保持“题材——结构——功能——任务”的编写特色，大幅更新语料，适当精简内容，合理调整各册难度。　　强调夯实语言基本功，兼顾情感态度、学习策略和文化意识培养，致力于提高学生独立思考、分析解决问题的能力。　　配备大量形式多样练习，注重实效，循序渐进，全面提高学生综合语言技能。　　提供丰富配套资源，同步推出电子教案，可帮助教师构建全新互动的课堂教学模式，充分满足教学需要。

作者简介

《新编英语教程》第三版1-4册绵写组（下称"编写组")以《国家中长期教育改革和发展规划纲要》和《高等学校本科英语专业规范》两个文件为编写工作的指导思想，明确新时期我国高等教育的历史使命，即"适应国家经济社会对外开放的要求，培养大批具有国际视野、通晓国际规则、能够参与国际事务与国际竞争的国际化人才"，明确高等院校英语专业的人才培养目标，即"培养具有较高的人文素养、熟练的英语语言技能、厚实的英语语言文学专业知识和其他相关专业知识，能运用英语和本族语从事教育、管理、翻译、外事、外贸、研究等各种工作的英语专业人才"



 编写组十分重视学习者英语综合能力的培养，对"英语综合能力"的认识突破"语言加技能"的传统框架，深刻认识到综合语言运用能力的培养和形成是建立在学生的"语言技能、语言知识、情感态度、学习策略和文化意识"等素养整体发展的基础上，明确新版教程必须体现国际化的时代精神和以人为本的教育理念，有利于培养学生良好的英语语言素质、积极的学习态度和规范的学习习惯;有利于促进学生心智、情感、态度与价值观的发展以及综合人文素养的提高；有利于促进探究式、任务型、交际性的教学的实施；有利于培养学生独立思考的习惯、观察分析的能力、合作参与的意识、勇于创新的精神以及人际沟通的技能。



 编写组树立国家级规划教材的精品意识和责任意识，坚持以下编写原则：1)遵循"题材一结构一功能一任务"的编写原则，融语言知识、语言技能、情感态度、学习策略和文化意识于一体；2)语言生动、真实、自然，内容健康向上，贴近学生生活，符合学生的心理特征和认知规律，能激发学生的学习兴趣；3)重视教学过程，重视语言知识的感知和体验，重视语言信息的获取和处理，重视听说读写技能的综合运用，教学内容和形式相统一，输入与输出相协调，循序渐进，合理体现词语和语法项目的复现率；4)提供丰富的中外文化内容，注重培养学生跨文化交际的能力；5)精心选材，以经典文和现代文为两大主要取材来源。题材、体裁广泛，以人文社科类的散杂文和短篇文学作品为主，兼收反映自然科学成果以及报道经济法律界人与事方面的文章和报告,小说散文、诗歌戏剧、传志杂记、书信函电、政法公文、广告宣传、叙事议论等体裁均有合理的比例。



 编写组认真研究、深入分析了《新编英语教程》第二版1-4册的使用反馈意见，对选文信息、题材内容、语言难度、单元数量、练习设置、配套教辅等方面存在的问题进行了深刻反思和积极的修改,修改幅度达50%。



 第三版继承第二版强调英语语言知识和综合技能精确使用的理念，充分考虑人才培养目标、规格以及90后学生的认知特点，摒弃行为主义学习理论所推崇的机械训练方法，强调符合人本主义精神、以跨文化交流为目的的任务交际型的语言能力的培养，合理删减并调整"语言结构"、"对话交谈"和"主副课文"的内容和难度，适当增加具有经典性、时代性、趣味性、多样性等特点的优质选文，同时新增促进语言输入、引导语言输出的"听与说"项目。

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