Then
there is a series of stages which focus on Reading and understanding, in which the main ideas and detailed meaning of
the passage are explored
Dealing with unfamiliar words, where there are three types of words and
activities. The coloured words are high-frequency words which the students
are expected to learn to use productively, and the activities which accompany
them are designed to explore their meaning, form and usage. The second type
is the lexical sets which are related to the topic. The accompanying activities
are designed to help the students learn to use these expressions. The final type
of words are those which are beyond the required level, but which need to be
understood in order to be able to understand the main idea of the passage. The
accompanying activity encourages the students to develop skills to deal with
unfamiliar words, both within and beyond the passage
Reading and interpreting, in which aspects of inference, style, and writer's
Purpose are examined
Developing critical thinking, a series of questions which develop the ideas
presented in the passage, and encourage independent and critical thinking
Talking point is a short section where the unit theme is further explored in an
opportunity for less intensive discussion and interaction
Active reading(2) contains the second main reading Passage, and covers the same
stages as in Active reading(1). The passage explores the unit theme from a different
Perspective and is written in a different genre from the passage in Active reading(1)
This ensures that the students are exposed to a variety of viewpoints and genres
Talking point occurs again, and serves a similar function to the first Talking point
Language in use is designed to explore aspects of grammar and complex sentence
Patters which are presented in the two reading passages, There is also extra
information about particular words or expressions, as well as activities on
collocations. The section finishes with culture translation from and into Chinese
is a new feafure of the second edition. The activities aim to cultivate students
translation skills and their intercultural communication skills
Reading across cultures contains a Passage which shows an aspect of cultural life,
customs or behaviour in a cou
ture other than China, and with which the
students may not be familiar. There are comprehension questions and questions
which provide an opportunity for the students to compare the culture shown in the
Passage with their own cultu
Guided writing uses the Passage in Reading across cultures as a model for writing
Practice. Aspects of language which are commonly found in written English
g, are explored, and the section fin
th an activity
designed to help the students produce a new and unique Piece of writing which
practises the aspects of language explored ear
