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Simple introduction of the books
New Intercharg is introduced to China in 2000 by Cambridge University Press and Foreign Language Teaching and Reaching Press, which is designed for non-native learners. Actually, it is the best seller in the world so far.The teaching material is suitable as speaking and listening materials, including 6 levels altogether, from beginning level to high levels.
Teachers and students speak quite highly of it. The reasons are:
First of all, it is designed according to the advanced theory of CLT with the idea of learning English in context. (content based syllabus) It strongly stresses the language fluency, flexibility and accuracy in communication aiming at cultivating students’ integrated skills.(communicative language teaching)
Main activities advocated in this course book include topic discussions, grammar structures, language functions, vocabulary expansion and pronunciation training, providing students with the most opportunities to practice English.
Second, New Interchange has concrete requirements in grammar, function, topic,
listening, speaking, reading, writing, pronunciation and vocabulary, which are arranged together well. (task-based syllabus):
Comprehensive grammar presentation and practice
Expanded opportunities to develop listening skills
High-interest readings leading to thoughtful discussion
Student-centered fluency activities
Interleaved Teacher's Editions
Audio CDs as alternatives to Class and Student's Audio Cassettes
Video Program revised for use with New Interchange
CD-ROMs for Intro, Level 1, and Level 2 that offer a wealth of self-study activities
Third, fresh topics and real-world content in every unit.
Beautiful design, illustrations, photos and funny cartoon pictures which can arouse
students’ interests in learning English very practical (situationa syllabus)
Fourth,editors think language is best learned when used for meaningful communication. Therefore, students can use the language as much as possible. Various ways of activity organization also seasons the procedure of teaching. suitable for large classes, but also for small ones.(Jack 2001:xiv).
Last but not least,
New Interchange has a series of related materials: Interleaved Teacher's Editions,
Audio CDs as alternatives to Class and Student's Audio Cassettes
Video Program revised for use with New Interchange
CD-ROMs for Intro, Level 1, and Level 2 that offer a wealth of self-study activities
In teaching practice, communicative language teaching is widly used.
The origins of communicative Language Teaching are to be founded in the changes in the British language teaching tradition dating from the late 1960s. (Jack 2008: 153) It is probably the approach most used by trained language teachers today. But it is implemented in very different ways by different teachers working in different contexts. It is an approach with wide variations, not a well-defined method. By its very nature it is eclectic.（Paul 2001:193)
Two limitations for using widely
1.This set of series costs as twiceas other teaching materials.
2.New Interchange is not suitablefor the students who are rich in vocabulary at first.
Bibliography
Jack C. Richards 2001. New Interchange Teacher’s Edition. Cambridge University Press。
Jack C. Richards. 2008 The Context of Language Teaching.Beijing: Foreign Language Teaching and Reseach Press.
Paul Davies and Eric Pearse. 2001.Success in English Teaching. Shanghai Foreign Language Education Press.
Karl Krahnke Approches to Syllabus Design for Foreign Language Teaching. Prentice-hall, INC. Englewood Cliffs, NJ 07632
鲁红霞. 国内外英语教材评价研究.基础教育外语教学研究，2007（4）
舒百梅﹑陈佑林.外语教学法.北京： 高等教育出版社，2004.
New Intercharg is introduced to China in 2000 by Cambridge University Press and Foreign Language Teaching and Reaching Press, which is designed for non-native learners. Actually, it is the best seller in the world so far.The teaching material is suitable as speaking and listening materials, including 6 levels altogether, from beginning level to high levels.
Teachers and students speak quite highly of it. The reasons are:
First of all, it is designed according to the advanced theory of CLT with the idea of learning English in context. (content based syllabus) It strongly stresses the language fluency, flexibility and accuracy in communication aiming at cultivating students’ integrated skills.(communicative language teaching)
Main activities advocated in this course book include topic discussions, grammar structures, language functions, vocabulary expansion and pronunciation training, providing students with the most opportunities to practice English.
Second, New Interchange has concrete requirements in grammar, function, topic,
listening, speaking, reading, writing, pronunciation and vocabulary, which are arranged together well. (task-based syllabus):
Comprehensive grammar presentation and practice
Expanded opportunities to develop listening skills
High-interest readings leading to thoughtful discussion
Student-centered fluency activities
Interleaved Teacher's Editions
Audio CDs as alternatives to Class and Student's Audio Cassettes
Video Program revised for use with New Interchange
CD-ROMs for Intro, Level 1, and Level 2 that offer a wealth of self-study activities
Third, fresh topics and real-world content in every unit.
Beautiful design, illustrations, photos and funny cartoon pictures which can arouse
students’ interests in learning English very practical (situationa syllabus)
Fourth,editors think language is best learned when used for meaningful communication. Therefore, students can use the language as much as possible. Various ways of activity organization also seasons the procedure of teaching. suitable for large classes, but also for small ones.(Jack 2001:xiv).
Last but not least,
New Interchange has a series of related materials: Interleaved Teacher's Editions,
Audio CDs as alternatives to Class and Student's Audio Cassettes
Video Program revised for use with New Interchange
CD-ROMs for Intro, Level 1, and Level 2 that offer a wealth of self-study activities
In teaching practice, communicative language teaching is widly used.
The origins of communicative Language Teaching are to be founded in the changes in the British language teaching tradition dating from the late 1960s. (Jack 2008: 153) It is probably the approach most used by trained language teachers today. But it is implemented in very different ways by different teachers working in different contexts. It is an approach with wide variations, not a well-defined method. By its very nature it is eclectic.（Paul 2001:193)
Two limitations for using widely
1.This set of series costs as twiceas other teaching materials.
2.New Interchange is not suitablefor the students who are rich in vocabulary at first.
Bibliography
Jack C. Richards 2001. New Interchange Teacher’s Edition. Cambridge University Press。
Jack C. Richards. 2008 The Context of Language Teaching.Beijing: Foreign Language Teaching and Reseach Press.
Paul Davies and Eric Pearse. 2001.Success in English Teaching. Shanghai Foreign Language Education Press.
Karl Krahnke Approches to Syllabus Design for Foreign Language Teaching. Prentice-hall, INC. Englewood Cliffs, NJ 07632
鲁红霞. 国内外英语教材评价研究.基础教育外语教学研究，2007（4）
舒百梅﹑陈佑林.外语教学法.北京： 高等教育出版社，2004.