包郵英語口語交流:下冊:Volume Ⅱ

作者：唐利芹，李宇環，張玲編著

出版社：清華大學出版社出版時間：2024-07-01

開本： 26cm 頁數： 154頁

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英語口語交流:下冊:Volume Ⅱ 版權信息

ISBN：9787302667933
條形碼：9787302667933 ; 978-7-302-66793-3
裝幀：平裝-膠訂
冊數：暫無
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英語口語交流:下冊:Volume Ⅱ 本書特色

配套資源豐富，教學大綱、試卷、參考答案齊備，書中還有豐富的數字化音視頻資源

英語口語交流:下冊:Volume Ⅱ 內容簡介

本教材認真貫徹《中國教育現代化2035》，旨在培養和增強學生的跨文化交際意識、思辨創新能力、國際交流和口語表達能力。本書每個單元都設置明確的教學目標，以思辨創新能力為主線，以主題（主題涉及國際化校園生活、人際關系、文化與社會等方面）為導引，以任務和活動為載體，設計可操作性強、種類繁多的口語任務和活動，強調通過英語口語教學和活動，激發學生探究中外文化差異的興趣。

本教材認真貫徹《中國教育現代化2035》，旨在培養和增強學生的跨文化交際意識、思辨創新能力、國際交流和口語表達能力。本書每個單元都設置明確的教學目標，以思辨創新能力為主線，以主題（主題涉及國際化校園生活、人際關系、文化與社會等方面）為導引，以任務和活動為載體，設計可操作性強、種類繁多的口語任務和活動，強調通過英語口語教學和活動，激發學生探究中外文化差異的興趣。
《英語口語交流》分為上下冊，每冊包括5個單元，每個單元包括Warm-up, Listen and Talk, Identify and Imitate，Discuss and Interpret, Speak and Perform 和Design and Produce等部分。**部分“Warm-up”，設計與本單元主題相關的三個問題，作為單元導入。第二部分“Listen and Talk”包括一個音頻材料和三個基于音頻材料的任務，主要訓練學生的聽力策略，提高他們的聽力技巧。第三部分“Identify and Imitate”包括兩個情境對話，學生需要在理解對話的基礎上進行模擬訓練，旨在提高學生聽說技能，幫助學生更好地理解語言的實際使用環境和文化背景，促進學生的明辨性思維和問題解決能力。第四部分“Discuss and Interpret”屬于輸入環節，精選四篇與本單元主題相關的短文，要求學生進行思辨性閱讀（Critical reading），進一步提高他們的邏輯思維、推理能力和解決問題的技巧。通過清晰地表達自己的觀點和理由，學生的口語表達能力會得到相應提升。通過分析不同觀點和立場，學生會從多角度看待問題，增強包容性和開放性思維。第五部分“Speak and Perform”包括兩個案例(cases)。學生需要運用public speaking的一種形式，如presentation, oral report, speech, class debate 等，研究、分析并討論這些真實案例。通過具體的案例，學生可以將所學的理論知識應用到實際情境中，加深理解。案例分析要求學生批判性地思考，質疑現有信息和假設，從而提高明辨性思維能力。第六部分為“Design and Produce”, 包括一個項目(project)。項目構建提供了將課堂上所學知識應用于真實情境的機會，增強學生的實際語言應用能力。通過在實際情境中使用英語，提高學生口語表達的準確性和流利度。項目構建通常需要小組合作，通過協同工作，增強學生的團隊合作和溝通能力。在項目建構過程中，學生需要提出創意、解決問題，培養他們的創造力和目標性思維。此外，此套教材還包括Learning Outcomes（學習成果）、Fun Time（愉快時光）和Self-Evaluation and Reflection（自我評估和反思）環節。
總之，這套教材是為中國ISEC本科學生、普通院校和職業院校非英語專業大學生量身定制的英語口語教材，旨在通過科學的教學設計和豐富的學習內容，提高學生的跨文化交際意識、思辨創新能力和英語口語表達能力。教材內容涵蓋日常生活、學術交流和職場溝通等多個方面，注重培養學生的英語實際應用能力。同時，教材配有多種互動練習和真實情境模擬，激發學生的學習興趣，提高他們的語言自信心和跨文化交流能力。通過這套教材，學生不僅能夠掌握英語口語技巧，還能培養明辨性思維和團隊合作精神，為未來的學術和職業發展打下堅實的基礎。

英語口語交流:下冊:Volume Ⅱ英語口語交流:下冊:Volume Ⅱ 前言

China’s rapid economic development and rising international status have strengthened its international exchanges and cooperation with other countries in the world. China’s “going global” development strategy has put forward higher requirements and challenges for college students’ intercultural communication awareness and oral proficiency. It is urgent to cultivate international, compound, and innovative foreign language talents with international vision, understanding of international rules, critical thinking ability and proficiency in intercultural communication.China’s rapid economic development and rising international status have strengthened its international exchanges and cooperation with other countries in the world. China’s “going global” development strategy has put forward higher requirements and challenges for college students’ intercultural communication awareness and oral proficiency. It is urgent to cultivate international, compound, and innovative foreign language talents with international vision, understanding of international rules, critical thinking ability and proficiency in intercultural communication. At present, there are various versions of oral English textbooks published in China, but they are mainly aimed at college students majoring in English, which cannot meet the learning needs of ISEC undergraduate students, ordinary college students and non-English majors in vocational colleges. In addition, numerous oral English textbooks authored by foreign teachers often fail to fully account for the oral English proficiency and cultural context of Chinese students, thus falling short in meeting the diverse needs of oral English instruction across various disciplines, majors, and proficiency levels. In this context, Oral English Communication (volume I and volume II) came into being, which is a set of oral English textbooks tailored for ISEC undergraduates in China. The textbook series is aligned with the objectives outlined in “China’s Education Modernization 2035 Plan (2035 Plan)”, with the goal of fostering and enhancing students’ awareness of intercultural communication, critical thinking, innovation, international communication, and oral English proficiency. Each unit in Oral English Communication sets up a clear teaching goal, prioritizing critical innovation ability as the main focus. Themes serve as guidance, covering topics related to campus life, interpersonal relationships, culture, and society. Tasks and activities serve as vehicles for learning, following the principle that practice supersedes creation and meaning outweighs form. A wide variety of oral tasks and activities with strong operability, such as dialogues, discussions, speeches, and debates, emphasize stimulating students’ interest in exploring cultural differences between China and foreign countries through oral English teaching and activities. They encourage students to analyze the causes of interpersonal communication and social problems, enabling them to make correct and appropriate judgments on the values and concepts conveyed by different viewpoints. In summary, Oral English Communication has its highlights and follows the rule of progressing from easy to difficult and step by step. It focuses on cultivating students’ intercultural communication skills, critical thinking skills, and innovation. The editors of this textbook, hailing from Jilin Normal University and Chifeng College, respectively, are not only distinguished backbone teachers actively engaged in teaching but also qualified ISEC full-time instructors with extensive teaching experience. Considering the dearth of oral English communication textbooks for ISEC undergraduates in China, the editors extensively reviewed relevant literature, textbooks, and online resources, initiating the compilation of this series to align with Chinese teaching and learning standards. During the process of compiling the textbooks, the Office of International Scholarly Exchange Curriculum for undergraduates (ISEC) provided significant support and assistance, inviting experts to offer their valuable opinions. We extend great gratitude to all of them. Additionally, sincere appreciation is extended to Dr. John Matt, the Chair of the Department of Educational Leadership at the University of Montana, U.S.A., for providing his valuable suggestions on the textbooks. Due to the editors’ limited expertise, the textbooks may inevitably fall short of expectations. Experts and readers are encouraged to provide their constructive criticism and suggestions. Editors May 2023

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英語口語交流:下冊:Volume Ⅱ 目錄

UNIT 1Traveling 001
UNIT 2Lifelong Learning 035
UNIT 3Personal Finance 065
UNIT 4Telling Stories 094
UNIT 5Career Planning 123
APPENDIX1Transcripts 154
APPENDIX2Key to Exercises 154
APPENDIX3Syllabus 154
APPENDIX4References 154

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