《英語閱讀與寫作教程（第2冊）》以“主題”為線索進行編排，含閱讀篇、寫作篇和拓展篇三個板塊，每一板塊既相互獨立，又前后呼應，相輔相成；通過“讀寫結(jié)合、以讀促寫”，使學習者有內(nèi)容可寫、有范文可依，實現(xiàn)語言輸入與輸出的有機結(jié)合；作業(yè)設計主要采用“團隊探究”的模式，重點設計以“小組”為單位的課外閱讀、賞析和寫作作業(yè)，培養(yǎng)學生積極主動的探索能力和團隊合作精神。同時根據(jù)不同的教學內(nèi)容和任務，制定詳細的評價指標，指導學生學習活動的全過程，增強其自我監(jiān)控能力。《英語閱讀與寫作教程（第2冊）》可作為高等學校英語專業(yè)本科一、二年級閱讀與寫作的教程使用。
《英語閱讀與寫作教程（第2冊）》注重讀寫技能訓練和思維能力、創(chuàng)新能力的培養(yǎng)，拓寬人文學科知識和科技知識，提高人文素養(yǎng)，培養(yǎng)學習者自我監(jiān)控能力和團隊合作精神，讀寫結(jié)合，以讀促寫，實現(xiàn)語言輸入與輸出的有機結(jié)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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