英语-第二册

英语-第二册

图书基本信息
出版时间:2009-9
出版社:经济科学出版社
作者:朱志华,周俊萍 主编
页数:174
字数:273600
书名:英语-第二册
封面图片
英语-第二册
前言
  《英语(第二册)》是依据劳动和社会保障部培训就业司颁发的最新《英语课教学大纲》的目标要求,并针对中职中专英语教学的特点和目前各省市的教学实际情况进行编写的新版教材。  本册教材注重素质教育的推行和学生英语应用能力的培养,充分考虑中职学生的现状、特点和发展需要,精心选材、精心编写,尽力做到编适于学、编便于学。  本册教材具有以下特点:  1.紧扣大纲,系统全面  本册教材严格按照中国劳动和社会保障出版社颁布的最新《英语课教学大纲》进行编写,它几乎覆盖了《大纲》所要求掌握的所有英语语言知识和技能。  2.一条主线,两大知识  本册教材每单元以一篇阅读为主线,然后围绕阅读展开重难点和语法两大知识模块的讲解。以阅读为载体,知识为构架,便于学生通过阅读掌握语言知识。  3.内容丰富。取材广泛  本册教材共分为20个单元,取材广泛,涉及科技、历史、文化、语言学习等多个领域,内容极为丰富,难易适度。语言现象由简到繁,词汇范围由窄到宽;课文难度步步增高,深度广度渐次加大。  4.循序渐进,统筹科学  本套教材分两册,本册是第二册。两册教材的编写遵循由易到难、循序渐进的原则,让学生能够顺畅地完成中职阶段的英语学习任务,达到大纲所要求的目标。  5.配套齐全,方便自学  本册教材配套齐全,由学生用书、教学参考书和习题册三部分组成,极大地方便了教师教学和学生自学。
内容概要
   《英语(第二册)》是依据劳动和社会保障部培训就业司颁发的最新《英语课教学大纲》的目标要求,并针对中职中专英语教学的特点和目前各省市的教学实际情况进行编写的新版教材。   本册教材注重素质教育的推行和学生英语应用能力的培养,充分考虑中职学生的现状、特点和发展需要,精心选材、精心编写,尽力做到编适于学、编便于学。
书籍目录
Lesson 1 祈使句Lesson 2 have+宾语+过去分词Lesson 3 虚拟语气(一)Lesson 4 原因连接词与介词总汇Lesson 5 现在分词Lesson 6 过去分词Lesson 7 被动语态被动语态Lesson 8 there
be句型Lesson 9 比较级Lesson 10 情态动词Lesson 11 过去进行时Lesson 12 it强调句Lesson 13 表过“虽然,即使,尽管”的让步状语从句Lesson 14 表语从句Lesson 15 非限制性定语从句Lesson 16 同位语从句Lesson 17 主语从句Lesson 18 时间连接词总汇Lesson 19 关系代词that还是whichLesson 20 虚拟语气(二) 附录
章节摘录
  As
for
language
learning,
many
people
believe
thatyoung
children
are
the
best
second
language
learners.
Infact,
studies
have
shown
that
teenagers
and
adults
are
inmany
ways
better
at
learning
a
new
language
thanchildren,
except
in
the
area
of
pronunciation.
This
isprobably
because
they
have
already
known
their
firstlanguage
and
can
use
some
of
their
knowledge
aboutlanguage
and
language
learning
when
learning
a
secondlanguage.
However,
this
doesnt
answer
the
important
question:
what
is
the
best
age
to
learn
a
newlanguage?
This
question
cannot
be
answered
so
simply.  Some
experts
think
that
the
sooner
a
child
starts
to
learn
a
second
language
the
better.
It
cer-tainly
seems
to
make
sense
that
the
earlier
you
start,
the
more
progress
you
will
make
comparedwith
someone
who
siarts
later.
However,
this
is
not
the
case,
particularly
if
the
second
languagecomes
to
take
the
place
of
the
first
language.
And
when
the
first
language
doesnt
develop
proper-ly,
there
is
the
danger
that
the
child
is
not
good
at
either
of
the
two
languages.
It
has
been
foundthat
older
learners
of
a
language
are
more
efficient,
so
they
may
need
less
time
to
learn
thanyounger
learners.
Also,
of
course,
if
more
time
is
spent
learning
a
second
language
during
theschool
day,
then
some
other
subjects
must
be
cut
to
make
way
for
it.
This
may
not
be
desirable.
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