值此教材再版之际，把几年来使用这套教材的心得与大家共同分享。
既然提倡学生要变通地阅读，这套教材也可以变通地使用。比如：上册Unit 5，Text A中的第二至第五段是同样内容的不同句式安排。可以要求学生在看完第二段后根据教师的提示自己试写出第三至第五段，然后与课文对照。Unit 6，Text A中有一些中文式英语语句，可以找出来让学生修改。Unit 7，Text A，可以让学生通读原文，找出文章结构，画出生词，从头到尾猜测所有的生词词义。在教师的引导下，学生是可以猜出大多数单词的大致含义的。下册的Unit 2，Text B选自刘润青的《语言与文化》，这本书简明实用，又是中英文对照，可以鼓励学生阅读英语书籍。另外我们有二些Reading Skills里的难句摘自《傲慢与偏见》，如果学生已经阅读了一定数量的英文简写本小说，就可以开始阅读有一些故事情节的原著了。

2. The best means of helping students retain new words is to teach them to draw the network of an associative field centered on a term that has specific meanings in the text. This drawing will show clearly the various relationships between the specific term and the other related words.
In an associative field, everything connected with the central word—its collocations①, situational sets, semantic sets and other associative ideas--can all be included, thereby forming a network.
Situational sets. Situational sets are cohesive chains of lexical relationships in discourse. For example, university, lecture room, lectern, library form a situational set. They are groups of words that are associated because of the subject of the text, its purpose or its construction, they are words related to a particular situation. The words in situational sets form one kind of element in the associative field.
Semantic sets: Semantic sets are words linked by such relationships as synonyms (sofa, couch, divan), antonyms (big, small; tall, short; rich, poor), coordinates (oak, elm, ginko), super ordinates (上限词 ) (horse, animal; carp, fish; rice, grain), subordinates(下限词) (fruit, pear; meat, pork; area of study, English), and stimulus- response pairs (关系组合) (accident, car; baby, mother). They contribute to the chains of associations and are another way of bringing words together.
3. It is more important for students to recognize certain sentence structures in reading and to use them in writing effortlessly than it is for them to remember only the forms of the sentence structure. Techniques that enhance recognition and production are to be centered on the function of the structure rather than on its form; that is, on the searching for appropriate structures to fit the particular occasion. That is why sentence structure may be best taught if the structure is connected with its function.

给教师的话——写在《全新英语读写一体化教程?阅读与写作》（修订版）丛书即将出版之际（1）
A Few Words to Teachers（12）
上
Section OneHuman Relationships
Unit 1An Open Heart
Unit 2Parents and Children
Unit 3Encouragement
Section TwoMind and Action
Unit 4Happiness
Unit **pproaches to Reading
Unit 6The Younger Generation
Section ThreeHumans and Nature
Unit 7Humans and Animals
Unit 8Seasons
Key to Exercises
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
下
Section OneHumans and Culture
Unit 1The Westerners Character
Unit 2Intercultural Communication
Section TwoMind and Action
Unit 3Selfimprovement
Unit 4Friendship
Unit 5Personality of a Leader
Unit 6Love and Marriage
Section ThreeTechnology and Economy
Unit 7Technology
Unit 8Economy
Key to Exercises
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
附录
附录一
附录二
附录三
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