《英语阅读与写作教程（第2册）》以“主题”为线索进行编排，含阅读篇、写作篇和拓展篇三个板块，每一板块既相互独立，又前后呼应，相辅相成；通过“读写结合、以读促写”，使学习者有内容可写、有范文可依，实现语言输入与输出的有机结合；作业设计主要采用“团队探究”的模式，重点设计以“小组”为单位的课外阅读、赏析和写作作业，培养学生积极主动的探索能力和团队合作精神。同时根据不同的教学内容和任务，制定详细的评价指标，指导学生学习活动的全过程，增强其自我监控能力。《英语阅读与写作教程（第2册）》可作为高等学校英语专业本科一、二年级阅读与写作的教程使用。
《英语阅读与写作教程（第2册）》注重读写技能训练和思维能力、创新能力的培养，拓宽人文学科知识和科技知识，提高人文素养，培养学习者自我监控能力和团队合作精神，读写结合，以读促写，实现语言输入与输出的有机结合。
Unit 1 Schooling
Session A Scanning
Session B Using the Writing Process
Session C Further Development: Achieving Unity
Unit 2 Technology
Session A Skimming for Main Ideas of an Essay
Session B Writing an Outline
Session C Further Development: Achieving Coherence
Unit 3 Health
Session A Predicting the Author's Ideas
Session B Constructing an Introduction
Session C Further Development: Achieving Conciseness
Unit 4 Society
Session A Drawing Conclusions While Reading
Session B Constructing a Conclusion
Session C Further Development: Achieving Emphasis
Unit 5 People
Session A Drawing Conclusions Fact from Opinion
Session B Developing and Organizing Ideas
Session C Further Development: Achieving Variety
Unit 6 Family
Session A Evaluating a Text
Session B Revision
Session C Further Development: Writing a Summary
References
Rabi laughs when I ask the question. 66How I became a teacher？" Rabi alwaysknew she wanted to be a scientist， but it wasn't until she borrowed her collegeroommate's education textbooks and read them cover-to-cover that she realized shewanted to become an educator. After getting her Bachelor's Degree in Astronomyand Cognitive Science from Swarthmore College， she used the resources of the NewYork City Teaching Fellows Program to earn her Master's degree in Science Educa-tion from Pace University and officially become an educator. She.currently holds aNew York State Permanent Certificate to teach Earth Science and General Science insecondary schools （grades 7 - 12）.
"I love everything about being in a classroom with a bunch of kids，" she says."It's kind of like being on stage-you have a plan， and you're a performer-but it'salso intimate and spontaneous. I love the process of getting to know my students，coming to admire and appreciate them， and watching them start to embrace scienceas sometkung enjoyable， useful，- and even empowering. It's the most flat-out fun I'veever had， on a day-to-day basis， at any job ever in my life. "
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