英语交互式阅读例子

『壹』 新时代交互式英语读写译1全部答案，课件

新时代交互英语1（网络版）unit1答案
网上怎么找也找不到答案.....就让我来做这个好事者吧
unit1
1/14 跟读reading1（一句一句跟读）
2/14 读段落（reading1的段落）
3/14 1 prmmote 2 talent 3 effective 4 goal 5 semesters
6 involved 7 assignment 8 special 9 contribute 10 positive
4/14 His lifestyle many useful tips are aware of connected participate in
5/14 1 take 2 another 3at 4 reces 5underline
6 until 7 intervals 8pause 9 assignment 10key
6/14
She often helps out with the washing and cooking when she is at home ring holidays.
it costs at least $30,000 to raise a child to 18 years of age at present.
so that he can provide for studying abroad in two years.
make some time this weekend to discuss their daughter's ecation.
the whole team must keep to the schele strictly.
7/14 许多不同类型的自助书都给读者提出建议，帮助他们培养一定的技能，目标和态度，以获得成功，并拥有一种健康的生活方式。
至少要熟悉其中的一位教师并且也要让他们认识你，这样会使你感到和学校联系在一起。
学生只要参加了一项活动，哪怕参与的方式是微不足道的，他们会以更积极的心态去面对他们的学业。
8/14 跟读reading2（一句一句跟读）
9/14 What are your responsibilities as a student in a college classroom? First, you should be prepared
for class. Read your assignments and finish your homework before coming to class. Nest, you
should be punctual and attend class regularly. Finally, you should be courteous and considerate.
Don’t talk, chew gum, or eat in class. Don’t walk around or leave the class before asking the
instructor.
10/14
one time adds to exact encourages realize take part in
thoughtful advice are demanding on take her attention away

1/14 1 at 2 contributed 3 what 4 scheling 5 encourage
6 advising 7 look for 8 eacitied 9 compared 10 courses
12/14
D to study ---studying B because---for/ because of
B find---find out B on the time---on time
B are---is B that---it
D as---like/such as C when ----while
A that----it A to think----thinking
13/14
制定好一个计划并严格执行
“这样才能使我第一段的论证更有效？”
每位教师都会提出对学生学习课程的期望和要求去措施
缺课会被开除
学习不太好的学习一次只学习二、三十分钟，往往在一天的某些特定的时段学习
14/14
become aware of the importance of protecting the environment in their daily lives.
he had to spend all his free time doing experiments for two weeks.
those who have freshly graated from colleges and universities.
listening to what the teacher say in class.
to get involved in as many English activities as possible.
注：未标题号的可能答案的顺序软件会自动更改，请大家在做题的时候注意一下！

『贰』 我要写一篇关于交互性阅读的论文，英文版的，希望大家帮帮我~~谢谢大家

引用网页：
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/.htm

http://www.teaching-press.info/index.php?page=interactive-reading-model

http://www.academiccommons.org/commons/essay/early-modern-texts-and-hypertext

What is an interactive reading model?
by Ken Boothe
Leah B. Walter
Introction
An interactive reading model attempts to combine the valid insights of bottom-up and top-down models. It attempts to take into account the strong points of the bottom-up and top-down models, and tries to avoid the criticisms leveled against each, making it one of the most promising approaches to the theory of reading today. (McCormick, T. 1988)
Definition
An interactive reading model is a reading model that recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Proponents
Here are some proponents of the interactive reading model:
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Discussion
Here are the views of some researchers about the interactive reading model:
Emerald Dechant:
The interactive model suggests that the reader constructs meaning by the selective use of information from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics) without adherence to any one set order. The reader simultaneously uses all levels of processing even though one source of meaning can be primary at a given time. (Dechant 1991)
Kenneth Goodman:
An interactive model is one which uses print as input and has meaning as output. But the reader provides input, too, and the reader, interacting with the text, is selective in using just as little of the cues from text as necessary to construct meaning. (Goodman, K. 1981)
David E. Rumelhart:
Reading is at once a perceptual and a cognitive process. It is a process which bridges and blurs these two traditional distinctions. Moreover, a skilled reader must be able to make use of sensory, syntactic, semantic, and pragmatic information to accomplish the task. These various sources of information appear to interact in many complex ways ring the process of reading (Rumelhart, D. 1985).
Examples
The distinction between reading methodologies which are classified as whole-language (top-down) in contrast to interactive is not always clear. Here are some examples, though, of instructional programs that incorporate the interactive reading model:
The Multistrategy method with its workbook track and storybook track is a fairly clear-cut example of a methodology which attempts to focus on all levels of the reading hierarchy.
See: The Multistrategy instructional program
Another method which is traditionally labeled as bottom-up but does have components which attempt to guide the reader through all levels of the reading hierarchy is the Gudschinsky method.
See: The Gudschinsky instructional program
An interactive whole language instructional program developed by SIL in Papua New Guinea focuses on using whole texts to teach reading. These texts are reproced in primers, story books, or Big books. Various reading activities are constructed around the texts. Lessons include the systematic teaching of phonics or syllables. If primers are constructed, their lessons link with the story in focus.
See: The interactive instructional program
See also
What is a bottom-up reading model?
What is a top-down reading model?
Sources
Dechant 1991
McCormick, T. 1988
Rumelhart, D. 1985
Context for this page:
Concept mole: interactive reading model, by Ken Boothe and Leah B. Walter
In overview mole: Glossary (Literacy): I
In molar book: Glossary of literacy terms
In document collection: Reference materials
In bookshelf: Literacy
This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]
Page content last modified: 16 September 1999

『叁』 新时代交互英语的系列教材主要特色

导入全新教学理念，真正实现个性化学习
《传统的教学模式以教师为中心，以课堂教学和课本学习为主，学生学习缺乏积极主动性。在大班授课的情况下，教师只能根据多数学生的整体情况来安排教学，不可能照顾到每一位学生的实际情况。而《新时代交互英语》则是一套基于网络的多媒体学习软件和纸质教材等组合的立体化出版物，她的设计与开发以及多媒体技术的运用是将计算机学习与课堂教学紧密结合，彻底改变传统教学模式，真正实现以学生为中心，将个性化、自主性学习、交互式学习等崭新的英语教学理念导入到本系统当中。同时系统提供英语水平测试平台，提供听、说、读、写、译的英语水平测试，根据测试结果为学生制定个性化学习方案。
大量使用先进的信息技术，实现交互式学习
系统拥有强大技术力量的支持与国际尖端教育技术的应用，语音识别、语速控制、录音比较、阅读速度的选择与控制、高清晰度视频与音频的传送、快速形象的形成性评价与终结性评价的反馈等先进信息技术在《新时代交互英语》中被广泛采用。新颖的设计和生动的语言激发学生的学习兴趣，充分调动学生的学习积极性，满足不同学生交互式、个性化、自主性学习的需求。
计算机学习与课堂教学紧密结合
我们建议《视听说》课程的大部分内容由学生独立在计算机上进行个性化和自主性学习。但小班授课、课上与课下的作业和练习、多种形式的评价及检测等也是听说课程不可缺少的组成部分。《读写译》的课程原则上以课堂教学为主，但由机器控制的阅读速度训练、示范朗读、朗诵比较、翻译与注释链接与查询、作业的批改与提交、相关录像资料的播放与讲解，以及每单元的测试与评估等计算机辅助功能，在一定程度上弥补了读写译课堂教学的某些局限。系统努力做到将学生与机器、教师与学生、课堂与上机学习、自学与辅导、教学与管理等有机结合，形成互动与互补，为学生克服心理障碍，攻破英语学习难关，特别是听说难关，提供了整体的学习解决方案，以达到理想的教学效果。
自主学习和学习过程管理相结合
学生在计算机系统上的学习不受时间和地点的限制，学生完全可以根据自己的情况自主安排学习时间、学习地点和学习进度。但个性化、自主性学习不等于没有教学管理和质量控制的随意自习。为了解除教师对学生跟计算机学英语无指导、无管理、无交互、无质量控制等方面的忧虑，做到学习过程的管理与质量控制，《新时代交互英语》的学习软件根据英语学习的自然规律和学生的认知能力，对学习过程进行了严格的教学设计，要求学生认真完成每一个学习环节与步骤，以期达到预定教学目标的要求。
注重教学管理和教学相长的原则
学习软件设计可以将学生的学习时间、学习进度、学习成绩、课程作业、学生与教师约课时间等相关信息通过网络辅助平台及时传递给教师与管理者，便于教师对学生的上机学习情况进行实时监控，并对其进行有针对性的辅导和管理。学生也可通过网络辅助平台，根据教师信息选择教师上课，进行网上答疑、网上提交作业，学生还可通过网络辅助平台随时查阅自己的学习记录与问题所在，也可对教学和教师进行评估。
注重教学管理和教学相长的原则
测试系统包括水平摸底定位测试、学习单元测试、阶段性测试和级别终结测试。系统除了可对学生的学习水平进行测评，及时、客观、公正地反馈和评价学习成绩之外，还可为学生寻找学习薄弱环节、总结经验、适应考试、调整学习计划与方法提供良好的帮助。
注重基础，培养兴趣
整个教学系统除了含有大量音像、动画及文字的内容以外，还配有电子词典、发音库、语法库、词汇表、电影片断、文化背景介绍、补充阅读等丰富的学习资源，为学生学习更多的知识提供方便，同时老师还可以根据学生的实际情况推荐更多的学习资源，通过网络辅助平台链接到系统上供学生或教师共享。
形式多样，可操作性强
整套学习软件具有表现形式立体多样、活泼新颖、技术性强、安全可靠、简单易操作等特点。

『肆』 求交互式英语视听说2答案

unit 1
23
132213
312

32211

drink
ice
lemon
start
think
going
have
salad
side
back
BAEDC
1324
221312
11211
12231

unit 2
23
13133312
113

1131
vacation
fantastic
island
beach
beautiful
mile
expensive
anyone
along
stayed
EDCBA
2413
231322322
11212
21321

unit 3
11
2221212
223


DABEC
3122
13312312
22112
13212

unit 4

31
321233
322

2333
feeling
cold
nose
throat
cough
breathe
chest
home
soup
day
BCAED
1212
1213311123
1
12111212
13212

unit5:

b-a
b-a-a-a-c-a-a-c
a-b-a
---------------------------------

a-c-a

stay
dinner
store
cook
place
drive
turn
straight
miss
find

e-d-b-a-c

b-a

at
at
on
down
close
in

a-b-a-b

b-a-b

unit 6

a-c-c
--------------------------

b-b-b-c-a

party
fun
look
outfit
vampires
people
dress
candy
dance
player

c-e-d-b-a

b-c-b-b-a

b-a-b-b-a

a-b-b-a-a

b-b-b-a-c-b-a-b

unit 7

b-d
a-c-b-c-a-a
a-c-c
-----------------------------------------

c-a-c-c-c

navigate
stores
side
look
best
compare
skywalk
restaurants
pizzas
clothes

b-d-e-c-a

c-a-c-b-c

any
some
some
some
any
some

a-a-b-b-b

a-b-c-c-b-a-c-a

unit 8

b-c
c-c-b-a-a-a
c-c-b
--------------------------

b-a-a-a-a

difficult
wrong
dressed
wearing
school
naked
covered
short
heels
shoes

d-a-b-c-e

c-a-b-a

spending
to speak
to go
enough
should apply
try to go
to ask about
to find out
very
too

a-a-b-a-b

a-b-a

unit 9

b-a
b-b-b-c-b-c
c-a-b
---------------------------------------

a-b-a-c-b

good
horrible
food
trip
rude
culture
group
museums
experience
boring

b-c-d-e-a

a-b-c-b-c

b-c-a-c-a

a-a-a-a-a

c-a-b-b-b-a

unit 10

c-b
c-c-b-b-b-c
b-b-c
----------------------

a-a-c-b-c

place
apartment
bedrooms
distance
floors
decorate
month
utilities
Pets
washer

d-a-e-b-c

c-c-b-b-c

b-a-b-c-a

a-b-a-b-a

a-b-b-c-b-a

unit 11

c-a
a-a-a-c-a-a-a
c-c-b
-------------------------------

b-a-b-a-a

house
apartment
parents
born
area
from
grew
corner
college
money

b-c-a-e-d

a-c-a-b-a

your
yours
They
their
them

b-a-a-a-b

a-a-a-a-b-b

unit 12

a-b
c-a-c-b-a-c
b-c-c

-----------------------------------

b-a-a-a-a

favorite
American
foreign
Chinese
Italian
Mexican
spicy
eaten
steak
chicken

b-a-d-e-c

a-b-c-c-c

b-b-c-c-a

a-b-a-b-a

b-b-b-b-c-a

unit 13

cb
bcbcbc
bac
aacca
degree
job
family
business
commute
salary
money
maybe
maybe
important
adbec
bcbac
acbaa
abbab
ccbaca

阶段测试：

新时代交互英语level2答案(test A)

Sam Says,....
a-c-b-a-b

Hi,Chris,....

was
were
did
have
spent
much

Kevin:....

Super Math...
Well,I'm...
What do you...
We need...
All you...
Mm-hmmm...
Then you...

Kate asks...

b-c-a-b

---------------------------------

At the airpot...

reserve
browse
delete
fares

Rob:Jenny...

waitress
nervous
responsible
punctual

It sounds...

c-a-a-a-b

---------------------------------

Doctor....

can
have to
Take
make sure

Dave....

a slice of tomato
Some
iced tea

Dave....

a-b-a

-----------------------------

I saw you....

a-b-b-a

LOS-an-ge-les....

b-b-a

Which....

a-b

------------------------------

Nurse:....

c-b-b-c-c-a

Can I....

a-b-a-b
新时代交互英语level2答案(test B)

Kevin:Super....

How can
add
do
click
Where

Voice:Thank....

calling
at
to
is

What does....

a-b-c-a-b

Luis:....

mean
have
get
on
Got

---------------------------------

Kate:Ana....

have a data
nauseous
aches
fever
pharmacy
to get dressed
single

Are you coming....
b-a-b-a-c-b

Laura....

supermarket
cake
florist
blocks
Take a right
intersection

------------------------------------------------

Nurse:Hello....

am calling
need
feel
make
will
too
The
should come
Where
take
turn
on

Emi:I am....

should take
Pardom
am packing

Laura:....

to help
make
enough
get
might

----------------------------------

DRIVE away....

b-a

-----------------------------------------------

Gil:I think....

a-a-b

What are....

b-b-b-b-a

---------------------------------------------

新时代交互英语level2答案(test C)

Ana:What....
happen
forgot
baggage claim
was

What is....

c-b-a

Thank you....

are
two
view
utilities
furnished

Luis's....

b-a-c-a-b

------------------------------------

Dr.Han....

interview
delayed
luggage
baggage claim

Let's meet

b-b-b-c-a-a-a

Need a....

ocean
mountains
tours
river
convenient

-------------------------------------

Jack:....

told
understood
met
have
decided
am

Max:hello....

were
was studying
met
weren't
didn't have
First
Then
finally
were you living

Two children....

No
No
Yes
No
Yes
No
Yes
Yes
No

------------------------------------

"talked"

b-a

Where's your....

b-a-b

"apartments"

c-a

absoLUTEly....

a-a-b-b-a

-------------------------------------

Where's....

a-c-c

Kate....

b-c-a-b-c

期末测试：
新时代交互英语level2答案(level test)
Dave tells....

a-b-a-c

So,Rick....

weirdest
snail
thing
foreign
cuisine
meat
eater
vegetarian
stuff
favorite
Chinese
food
is
pretty
great

Dave:....

lettuce
go
It'll

I really....

really
nice
of
you
make
a
right
out
there
fabulous
bakery
keep
going
I
whould
love
it
that
doesn't
sound
too
hard

Does the....

a-c

-------------------------------------

Richard:....

responsible
browsing
downloaded
fare
reserve

The little....

c-a-c-a

Two high....

waiter
oders
meals
small business owner
talented

Two friends....

fever
prescription
pharmacy
Take a right
blocks

--------------------------------------

The friends....

Happy Birthday
What did you say
Oh,no
I'm sorry
at
See you soon

Answering....

Yes
Yes
No
No
No
Yes

----------------------------
注意，此章节答案仅为我做的答案！
请注意题目是否相配！

"suit"....

c-b

Here you....

No
No
Yes
No

Shirt....

b-a-a

"takes"....

c
-c
c

proJECT....

no
yes
yes

Those are

yes
no
no

-----------------------------------------

Rearrange the sentences....

The general manager is expected to give a speech at the annual meeting
Sarah got three good job offers so that she can't decide which one to take up
I was running late and missed my boyfriend by five minutes
A good economy will help to bring the const of living down again

Marry:

a-b-a-b-c

『伍』 如何运用多媒体进行语文交互式阅读教学

媒体课件是伴随着多媒体计算机技术的发展而逐步被应用到课堂教学之中的，它以生动的表现形式、丰富的视觉效果改变着传统课堂教学中枯燥的内容和抽象的概念，极大地激发了学生的学习兴趣，策略地解决了教学的重点难点，同时也增加了课堂教学的信息量。多媒体课件从20世纪80年代初开始出现，到90年代被广泛引入课堂，经历了由兴起、盛行到沉寂的过程；一线教师对多媒体课件的运用也从开始时的盲目使用，到后来的抵触不用，而现在越来越多的教师开始对多媒体课件在课堂中的有效运用进行着深入地思考和实践。
1 多媒体与阅读教学的整合与运用
在小学语文阅读教学中，课程标准指出要提高学生参与学习的主动性，就要充分调动学生阅读学习的积极性，就必须改变课堂传统的教学结构模式，把现代教育技术，科学合理地运用于阅读课堂教学中。因此，在阅读教学中，运用多媒体图片、文字、声音并茂的特点，从学生和教材的实际出发，精心设计制作课件；利用多媒体激发学生的学习兴趣，开阔学生的视野，掌握更多的知识以便提高学习的效率。
1.1 运用多媒体，激发学生自主探知的主动性
笔者在教学中紧扣课本内容充分利用多媒体辅助教学，有效地激发学生们探知的主动性。由于传统教学留给学生的时间总是很少，课内的阅读时间也有限，即使用华丽的语言来描绘，也无法表达完美的形象性。然而，多媒体教学可以使教学内容不受时光限制、形象地传输保存和再现知识原型再现于课堂。如在《称象》一课的教学中，是这样借助多媒体里突破教学难点的，《称象》一课的教学重点和难点是使学生理解并说清楚曹冲称象的方法和步骤。课本上利用了整整一大段来描述曹冲称象的过程。先后顺序和逻辑性很强、语言严密，学生很难读懂。
如果教师运用多媒体技术，将曹冲称象的过程制作成一个Flash动画片，同学们会眼前一亮，看到如此逼真生动的动画片。教师通过语言讲解引导学生观察Flash动画片的变化，画面上栩栩如生的大象被赶到一艘大船上，船身慢慢开始下沉然后在船舷上画了一条线，紧接着再把大象赶上岸，用石头填满称重大象的船只。这样，石头的重量就等于大象的重量。学生看了后非常兴奋。下面由老师把他们分成小组合作，边操作电脑，同时说出称象的几个步骤。学生在看完动画片并亲手操作电脑后，都能把称象的过程生动、形象、具体、完整地表述出来。像这样用逼真的画面使学生真切感受到大自然的神奇与美丽。一堂生动的语文阅读课下来，学生表现的注意力高度集中，对学习充满了积极性。学习效果也得到了传统的阅读课所望尘莫及的。
1.2 多媒体课件在小学语文阅读教学中应用
语文多媒体教学之所以会出现如此多的问题，主要是大部分语文老师在欣赏和崇拜多媒体的同时，没有正确的教学新思想来指导自己，将多媒体有效应用到课堂教学中。且课件制作上有困难，造成教学不能得心应手，针对这些问题，结合自身教学实践和该次文献调查研究，总结出解决多媒体教学应用中问题的根本对策，希望能给广大小学语文教师多媒体教学提供切实有效的策略。
2 合理运用多媒体提高教学效率
很多小学生怀着对多媒体教学方式好奇的心理，对多媒体课堂知识的呈现方式感到具有很大的诱惑力，让学生很容易就产生课文代入感。由此可见，多媒体在教学方面具有很大的优势。同时，通过运用多媒体教学，在课文知识点的呈现以及语法的运用上可以很直观的呈现出来，让学生可以更好地在有代入感的环境中学习。
2.1 通过运用多媒体，化难为易，突破重点
教师运用现代化手段使教学内容不受时空限制，形象地传输、保存和再现知识原型，把间接的知识转化为直接的知识，从课堂教学效果来看，教师为了突破重难点，利用维基白板制作课件，课件在HP交互式一体机上，用手指在屏幕上随意的滑动，课件所呈现的内容随课堂教学的节奏而变化，课件有极强的交互灵活性和可操作性。教师通过反复调用课件，把相关情节的场景或片段及时地展现在孩子们的面前，在情景朗读中，进一步体会到人物描述的特征。
2.2 巧妙地设计教学构思，切入多媒体课件衔接性
一个课件要有很好的衔接性，它不仅是指课件片段、场景以及内容本身要具有很好的直接衔接，同时也包括师生配合的衔接。换句话说，制作的课件要根据教学设计和具体需要留有跟老师相衔接的切入接口，以便老师能够借题发挥，使教学过程中的各个环节紧紧相扣，使学生把注意力自然而然地从课件当中转移到老师身上。
3 结语
总之，多媒体辅助教学的优势带给我们许多课堂教学的精彩，给孩子们一个享受快乐学习的机会。同时，它对教师的教学活动提出了更高的要求水平，只有把多媒体辅助教学纳入整体优化素质教育中，合理安排教学过程，充分发挥多媒体的特殊功能和艺术魅力，才能达到提高学生素质、优化课堂教学，全面提高教学质量的目的。

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『柒』 什么是交互式阅读

简单来说，移动交互式阅读就是通过移动终端实现互动性的阅读。让阅读不在是单一、专单调的属一页页翻看文字，而是通过交互应用，将简单的文字书籍制作成动画形式，可以通过听、看、玩来进行阅读，还可以实现人机互动，参与其中，不但增加了阅读的愉悦性，同时提高了阅读效率。读酷儿童图书馆就是一个很好的交互式阅读应用。

『捌』 谁能不能告诉一下大学交互式英语故事的结局。。。 Nick ，Talia 他们每个人都怎么样了

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