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1、Whats new in this edition?This is the only new edition ever to be undertaken since NCE was originally published.The classic course continues to provide a complete and well-tried system for learning English,enabling students to reach their maximum potential in the four primary skills of understanding
2、,speaking,reading and writing.The sound basic principles which made NCE a worldfamous course have been retained.However,the following important features have been introduced in the new edition:All topical references in the texts and exercises have been brought up to date.All outdated texts have been
3、 completely replaced and accompanied by new exercises and new artwork.The original methodology has been modified to improve communication skills,with active training in listening comprehension right from the very first lesson.Drills and written exercises,previously published separately as supplement
4、ary materials,have been incorporated into the main coursebooks.The following features have been added to help Chinese learners of English:Bi-lingual vocabulary lists;notes in Chinese on texts and exercises and suggested translations of the texts.The pages have been enlarged and,where possible,are se
5、lf-contained,so that lessons are easy to conduct.本版本有什么新内容？本版是新概念英语首次出版以来第一次推出的新版本。这套经典教材一如既往向读者提供一个完整的、经过实践检验的英语学习体系，使学生有可能在英语的 4 项基本技能理解、口语、阅读和写作方面最大限度地发挥自己的潜能。新版本保留了新概念英语得以成为世界闻名英语教程的一整套基本原则，同时又包含了以下重要特色：所有课文和练习中有关时事的内容都已更新。所有过时的课文都已更换，由新课文和配套的新练习、新插图取代。原有的教学法经过调整，以利于提高学生的交际能力。从第一课开始就安排了有效的听力训练。教
6、材更简洁精练，过去作为补充材料单独出版的句型训练和笔头练习均已取消，其精华纳入主干教程。为了帮助中国的英语学习者，新版增加了英汉对照词汇表、课文注释、简短的练习讲解和课文的参考译文。版面加大，在可能情况下，每课书相对独立，以方便课堂教学。General Introduction This Teachers Book This book has been written in response to numerous requests from teachers for more explicit guidance on how to use Fluency in English.The aim
7、 has been to provide a practical handbook which will enable teachers to make the most effective possible use of the Students Book.A description of the material There are forty-eight lessons in Fluency in English,each of which is divided into two parts:Lesson 1:Guided conversation Lesson 2:Compositio
8、n and language study Methodology The method recommended in Fluency in English follows exactly the same style as the one established in Practice and Progress.This introduction contains a brief summary of the method.However,if you feel you need further information,you are strongly recommended to refer
9、 to the Introduction in the Teachers Book of Practice and Progress for a more detailed account of the method,paying particular attention to the stages of each lesson and the allocation of time.Lesson 1:Guided conversation Each lesson begins with Guided conversation.The Guided conversation is in two
10、parts:1 Presentation 2 Activation Presentation of the text(about 20 minutes)The first step is presentation of the text,the stages of which are outlined in every lesson in the Teachers Book.The aim is not only to present the text,but to develop listening comprehension skills by setting a listening ob
11、jective before the students hear the text.Following the presentation,material to conduct the conversation lesson(activation)is then provided on these lines:Comprehension questions(about 5 minutes)The teacher asks questions round the class.These are provided in the Teachers Book,together with suggest
12、ed answers.Asking questions:Ask me if(about 5 minutes)Individual students are invited to ask two questions at a time:first a yes/no question,followed by a Wh-question.Material to conduct this lesson is provided in the Teachers Book.Reconstruct the text(about 10 minutes)Notes based on the text or par
13、t of the text are provided.These notes should be copied on to the blackboard,preferably before the lesson.Individual students round the class are invited to give the gist of the text in their own words by referring to the notes.The teacher corrects individuals only when they finish speaking.Topics f
14、or discussion(about 10 minutes)Three topics are given,usually of increasing difficulty.Individual students are invited to talk briefly about each topic and to join in a conversation conducted in the classroom.Again,the teacher corrects individuals only when they finish speaking.Lesson 2:Composition
15、and language study The remaining exercises for each lesson in the Teachers Book are intended to develop writing skills and a better understanding of the way the English language works.Some or all of the following should be set as homework:Summary writing Composition Multiple choice questions Grammar
16、,vocabulary and special difficulties exercises are best done in the classroom.Each lesson can then be based on correction of homework and a discussion of points arising.The answers provided should be regarded as possible answers,especially where summary writing and composition are concerned.The foll
17、owing information is provided in the Teachers Book:Key to Summary writing Key to Vocabulary Key to Composition Key structures(and answers to exercises)Special difficulties(and answers to exercises)Repetition drill The text of the material on tape is contained in each lesson.Ideally,students should p
18、ractise e ach repetition drill by themselves until they are word perfect.Alternatively,the drill may be conducted in class during the lesson.Each drill illustrates a particular grammatical point which may be presented and explained in the classroom.The drills in Fluency in English are entirely situa
19、tional and intended to be entertaining as well as instructive.Key to Multiple choice questions 总体介绍 教师用书 这本书应无数教师的要求而写的。他们都希望在如何使用流利英语方面得到更多明确的指导。本书的宗旨是为教师提供一本实用的手册，以便使教师有可能最充分地利用学生用书。教材内容 流利英语中共有 48 篇课文，每课又可以分两个课时完成：第 1 课时：教师引导下的会话 第 2 课时：作文和语言练习 教学方法 在流利英语中我们建议使用实践与进步中已经建立起来的教学方法。我们在此对这套教学方法作一简要的总
20、结。如果你觉得需要更多的信息，我们极力建议你参阅实践与进步的教师用书中对教学方法的更详尽描述，特别要注意每篇课文中的教学步骤以及时间分配。第 1 课时：教师引导下的会话 每篇课文以教师引导下的会话开始。教师引导下的会话分为两部分：1 介绍课文 2 组织活动 介绍课文（大约 20 分钟）第一步是介绍课文，其中的每个步骤都已在教师用书的每篇课文中列出。这一步的目的不仅仅是介绍课文，而且是通过在听录音前为学生指定一个听力训练目标来训练学生的听力。在介绍课文之后，用以进行教师引导下的会话的材料按以下方式提供：理解性问题（大约 5 分钟）教师在班上提问。这些问题都列在教师用书上，并附有参考答案。学生提问
21、题：Ask me if（大约 5 分钟）请学生单独提问题，一次问两个问题。第一个是一般疑问句，随后是特殊疑问句。这部分所需材料都在教师用书上。复述课文（大约 10 分钟）以课文或部分课文的内容为基础的要点可以在教师用书上找到。这些要点应抄到黑板上，最好在课前抄好。邀请班上的学生使用这些要点用自己的话讲述课文的主要内容。只在学生讲完后教师才可以纠正学生的错误。讨论题（大约 10 分钟）有 3 个讨论题，一般情况下其难度逐渐增大。应邀请学生简单扼要地谈一谈对每个题目的看法，并参加班上的讨论。教师也同样要在学生讲完后才纠正他们的错误。第 2 课时：作文和语言练习 教师用书中的其他练习是为了训练学生的
22、写作能力，并提高他们的英语理解能力。以下几项练习可以全部或选择一部分作为课外作业：摘要写作 作文 多项选择题 语法、词汇和难点练习最好在课堂上做。这样课堂时间可以用于改正作业和讨论由此而引发的一些问题。教师用书上所提供的答案应视作“可以接受的答案”，特别是摘要写作和作文练习。教师用书中还有以下内容：摘要写作答案 词汇练习答案 作文练习答案 关键句型（和练习答案）难点（和练习答案）句型练习 录音带的书面材料在每篇课文中都可以找到。最理想的做法是让学生自己做句型练习，直到纯熟为止。另一种做法是在课堂上做这个练习。每个句型都有一个特定的语法要点，可以在课堂上讲解。流利英语的句型练习全是情景会话式的，
23、对学生来说可谓寓教于乐。多项选择题答案 Key to Pre-unit Test 1 Comprehension Possible answers 1 The boy was able to get to the sea bed quickly because the weight of the stone carried him down.2 The boy found it difficult to swim after he was inside the tunnel because it was so narrow and because the water pushed him up
24、 against the roof.3 The boy got into a panic as he swam through the tunnel because he wondered if the tunnel might be filled with weed.Vocabulary Possible answers goggles(1.1)=large spectacles with rubber frames that people wear when they dive or swim underwater so that the water cannot get into the
25、ir eyes.filled his lungs(1.3)=breathed,or drew in,as much air into his lungs as he could,until they were full.wriggling(1.5)=moving or twisting his shoulders with short,quick movements forward and backward,or from side to side.as levers(1.9)=like tools,often metal bars,that are used for lifting or m
26、oving something heavy or stiff.dizzied(1.10)=made him feel dizzy or slightly confused and light-headed.inflated(1.11)=blown up or swollen(with air),full of air.slimy(1.13)=unpleasantly slippery,like rotten seaweed.Summary writing A possible answer His lungs were hurting,but he went on counting.At a
27、hundred and fifteen,he saw a crack with sunlight coming through,but he could not swim up.He had to go on through the tunnel although his head was aching and his lungs cracking.He pulled himself forward,repeating a hundred and fifteen and feeling that he was going to become unconscious.Suddenly there
28、 was green light,he groped forward,felt nothing and kicked up into the open sea.(80 words)Composition A possible answer The most frightening experience I have ever had.The story of the boy swimming to the open sea through a long water-filled tunnel immediately reminded me of an experience I had a fe
29、w years ago.I was still at school at the time.The town I lived in was situated on the coast and in a valley with hills round it,and some friends and I used to enjoy cycling up into the hills at weekends to go caving.I must explain that the local hills had been formed from soft rock and were full of
30、caves,which in their turn had been formed over millions of years by streams and underground rivers.One weekend,we decided to go down one cave which was quite difficult.In fact we had arranged for a professional experienced caver to act as our guide and take us down.We cycled out and met our guide at
31、 a cavers hut,changed into our caving clothes,collected our equipment together-helmets and lamps,ropes,rope ladders and so on-and walked to the entrance of the cave.At first we had no difficulties.Then,when we were about 30 metres below ground and were walking along in an underground stream,the roof
32、 of the tunnel dipped down in front of us and we came to a large pool of water.We thought that was the end of the tunnel.Not at all.Instead of turning back,our guide said:The tunnel goes under the water here for two or three metres.Just lie down on your stomach,take a deep breath and pull yourself t
33、hrough.Youll only be under water for a few seconds.Just follow me.We were all horrified-but we did it.That was the most frightening experience I have ever had and I dreaded the idea of going back through in order to get out of the cave again.Fortunately,our guide then told us that there was another
34、way out through another tunnel which did not involve diving underwater.We were all very pleased!(336 words）Lesson 1 Finding fossil man Listening comprehension 1 Introduce the text T:Today well talk about the methods available to us for learning about the distant past.2 Understand the topic T:What ca
35、n you see in the picture?3 Listening objective T:Listen to the text(or read it silently)and see if you can answer this question:Why are legends handed down by storytellers useful?4 Play the tape or read the text or wait for the students to finish reading silently 5 Answer the question After the read
36、ing,ask the question again:Why are legends handed down by storytellers useful?Train the students not to shout out the answer.Instead,ask one student,then ask the others to agree or disagree with a show of hands.Answer:Because they tell us something about events that took place before people could wr
37、ite.(11.4-5)6 Intensive reading Play the tape or read the text again,pausing after every sentence to check the students understand.Obtain brief explanations to difficulties in the text from the students themselves.Only use Chinese if a confirmatory translation is necessary.7 Play the tape or read th
38、e text again 8 Reading aloud Ask one or two students to read the text aloud.Comprehension questions 1 Where did people first learn to write?(In the Near East.)2 How long ago was that?(Five thousand years ago.)3 Does that mean that we can read about their history?(Yes,it does.)4 Are there still some
39、parts of the world today where people cant write?(Yes,there are.)5 What can such people do to preserve their history?(Recount it as sagas.)6 What are sagas?(They are legends or stories that are handed down from one generation to another.)7 In what way are these legends useful?(They can tell us somet
40、hing about the migrations of people who lived long ago.)8 Which scientists or experts study this kind of information?(Anthropologists.)9 What did anthropologists want to find out about the Polynesian peoples?(They wanted to find out where their remote ancestors had come from.)10 According to their s
41、agas,where had some of these people come from?(From Indonesia.)11 How long ago had these migrations taken place?(About two thousand years ago.)12 Do we know anything abut the sagas of the first people who were tike ourselves?(No,we dont.)13 Why is this so?(Because they lived so long ago that even th
42、eir sagas are(or have been)forgotten.)14 Can archaeologists rely on history or legends to tell them about the first modern men?(No,they cant.)15 But we do have some evidence of our remote ancestors,dont we?(Yes,we do.)16 What sorts of things did ancient men make?(Tools of stone,especially flint.)17
43、Why did they use flint?(Because it is easier to shape than other kinds of stone.)18 Why dont we find wood and skins as well?(Because they have rotted away.)19 What about the bones of the people who made these stone tools?(They have disappeared without trace.)Asking questions:Ask me if T:Ask me if pe
44、ople first learned to write five thousand years ago.S:Did people first learn to write five thousand years ago?T:When?S:When did people first learn to write?1 people first learned to write five thousand years ago.(When)2 there are still parts of the world where people cannot write:(How many)3 they pr
45、eserve their history by recounting sagas.(How)4 sagas are legends handed down from one generation to another.(What)5 these legends are useful to anthropologists.(In what way)6 we learn something about the migrations of ancient peoples.(What about)7 the remote ancestors of the Polynesians came from I
46、ndonesia.(Where)8 these migrations took place about two thousand years ago.(How long ago)9 the sagas of the first modern men are forgotten.(Why)10 there is any written or spoken evidence of our remote ancestors.(Why isnt there)11 ancient men made stone tools.(What kinds of tools)12 they might also h
47、ave used wood and skins.(What else)Reconstruct the text 1 We read-things happened-5,000 years-Near East-first learned to write.2 Some parts of world-even now-not write.3 Only way-preserve history-recount as sagas-legends-handed down-one generation storytellers to another.4 Legends useful-tell about
48、migrations of people-lived long ago-but none-write down-what did.5 Anthropologists wondered where-remote ancestors-Polynesian peoples-now living Pacific Islands came from.6 Sagas explain-some of them-from Indonesia-2,000 years ago.7 But-first people-like ourselves-so long ago-even sagas forgotten.8
49、So archaeologists-neither history nor legends-help them to find out-first modern men from.9 Fortunately-ancient men-tools of stone-flint-because-easier to shape-other kinds.10 May-used wood and skins-but rotted away.11 Stone not decay-so tools-long ago-remain-bones of men-disappeared without trace.T
50、opics for discussion 1 What is the oldest piece of writing you know about?What is it about,and when was it written?2 Describe the oldest object you have ever seen.Where was it?When was it made?3 Do you think it is important to preserve a)stories from the past,b)old customs and traditions,c)historica