基本信息出版社：上海外语教育出版社
页码：94 页
出版日期：1996年05月
ISBN：7810461028
条形码：9787810461023
版本：第1版
装帧：平装
开本：16
正文语种：英语
内容简介 《展望未来英语教程教师用书(2)》主要讲述了：《展望未来》是一套分成四个等级的英语教材。本教材旨在将学生的英语水平从初级阶段提高到能参加“剑桥第一证书”的预考阶段。《展望未来》中级教程具有以下一些特点：可供选用的录像带一盒，内容由源于英国和美国的戏剧片、动画片和记录片等可视资料构成。
采用一套明确、实用的交际教学法，配以《教师用书》所提供的教师培训材料。
提供一份按欧洲委员会修订并扩充的Waystage和Th reshoId规定所制定的教学大纲，这份教学大纲强调使用日常生活中的真实英语。
为参加Threshold修订级剑桥大学考试的考生提供综合性的应考准备。自始至终系统培养学生在语法、功能性语言、词汇、应用技能、语音等方面的综合能力。
注重培养学生的表达能力，其中包括培养他们的功能性与创造性的写作能力。不间断地提供机会，对多种文化进行比较。
定期的“进度检查”部分着重检查学生对语法、语言功能和词汇的掌握情况。“对讲”部分提供使人感兴趣的活动，以便学生开展更为自由的讨论，同时也促使学生进行真实的交际，提高他们在口语表达时的流利程度。
每单元中的“语言规则参考”部分，内容简明扼要。
提供英美文学作品的摘要。
《练习册》中的“自学”部分有助于学生提高学习技能。
《练习册》中的短篇故事有助于促使学生进行泛读。
“练习册录音带”含主要用词。
《展望未来》中级教程的全套教材含：
学生用书、练习册、教师用书、课堂用录音带、练习册录音带。
编辑推荐 《展望未来英语教程教师用书(2)》是由上海外语教育出版社出版发行的。
目录
Introduction
The course
Why is the Look Ahead course special?
What levels does the Longman classroom course cover?
Whay are the components of the Longman classroom course?
Underlying principles of the Longman
classroom course
Key featrres
What are the key features of Students'Book2?
What are the key features of WorkBook2?
What are the key features of Teacher's Book2?
What is recorded on the Class Cassettes?
What is recorded on the WorkBook2 Cassettes?
What are the featrres of the Classroom Video?
Methodology and classroom practice
Presenting new language
The Discovering Language boxes
Handling guided practice activities
De aling with new vocabulary
Maaging freer communicative activities
Handling reading acivities
Handling writing activities
Error correction
Exploiting illustrations
The importance of sounds ,stress and intonation
Using the video material
Using the mother tongue
Use of the mother tongue
Supplementing the coures
Lesson Notes
Language Awareness Worksheets
Workbook Answer Key and Tape script
……
文摘 插图：
13 Using the Summary sectionThe Summary section at the end of each unit can beused in several ways. Here are some possibilities:
It can be used as a quick check at the end of everyunit. Students read through it and ask you if theyhave any questions on the language covered.
It can be used for extra practice. Ask students tothink of other examples of the functionallanguage, preferably related to their own lives,and to provide contexts.
It can be used for revision at the end of the course.Students can read through the Summaries toidentify any problems they have; these can thenbe researched in more detail in the GrammarReference section.
14 Use of the mother tongue
In multilingual classes all teaching and learningmust obviously be done through the medium ofEnglish. When students share the same firstlanguage, however, teachers can have difficultdecisions to make. On the one hand, you maybelieve that if students study English for only a fewhours a week, they should make the most of theopportunity to work entirely in English. This willhelp students to learn to think in English and todevelop strategies for overcoming languageproblems, as they would have to do in an English-speaking environment. On the other hand, you mayfeel that it is unrealistic and artificial to ignorestudents' competence in their first language and todeny them the opportunity to ask questions anddiscuss problems which they cannot hope toexpress in English. You may also feel that it is notpossible to ensure that every student in a large classspeaks English all the time.
One solution is to set guidelines （or rules！） fortimes when the first language may or may not bespoken and to make these very clear. They can beenforced by a fine-box, for example, the proceeds ofwhich fund an end-of-course party or a localcharity. Any of the following might be times whenuse of the first language is allowed:
A quick translation of a wo
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