首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Tips on Reading I . Three【T1】 phases of reading【T1】______ —before reading —in the course of reading —after reading II. Pre-rea
Tips on Reading I . Three【T1】 phases of reading【T1】______ —before reading —in the course of reading —after reading II. Pre-rea
admin
2016-08-19
25
问题
Tips on Reading
I . Three【T1】 phases of reading【T1】______
—before reading
—in the course of reading
—after reading
II. Pre-reading activities
—finding the necessary【T2】 to make comprehension easier【T2】______
—pre-reading discussion activities to ease cognition
—being aware of the【T3】 for reading【T3】______
—consideration of different types of reading skills:
skimming, scanning, extensive reading, and【T4】【T4】______
—understanding the【T5】 of the material【T5】______
III. During-reading activities
A. Tips on【T6】 :【T6】______
—summarizing, reacting, questioning,【T7】 ,【T7】______
evaluating, involving one’s own experience
B. Strategies:
—making predictions
—reading selectively
—calling upon the【T8】 to facilitate comprehension【T8】______
—focusing on significant pieces of information
—making use of【T9】 or guessing【T9】______
—breaking words into their【T10】【T10】______
—reading in【T11】【T11】______
—learning to pause
-【T12】【T12】______
IV. Post-reading activities
A. Depending on the goal of reading
—see into【T13】【T13】______
—meshing new information
B.【T14】【T14】______
—discussing
—summarizing
—giving questions
—filling in【T15】【T15】______
—writing reading notes
—role-playing
【T8】
Tips on Reading
Good morning, everyone. Last class we discussed some of the shifts and trends in theories relating to reading. This time we will examine tips which will help to develop our abilities as learners in reading classes.
(1) These tips can be viewed in three consecutive stages: before reading, during reading, and after reading. For instance, before starting to read a text it is natural to think of the purpose of reading the text. As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as an after-reading activity. These tasks and ideas can be used to enhance reading comprehension.
First of all, I will introduce to you some pre-reading tips. Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading easier.(2) It is necessary to find the necessary background information to facilitate comprehension. In addition, pre-reading discussion activities can lighten learners’ cognitive burden while reading because prior discussions will have been incorporated. Some key vocabulary and ideas in the text should be acquired beforehand, including key concepts, important vocabulary, and appropriate conceptual framework.
The teacher may lead a discussion in which he/she draws out the information you already have and interjects additional information deemed necessary to an understanding of the text to be read. Moreover, the teacher can make explicit links between prior knowledge and important information in the text. Therefore, involve yourselves in this part.
(3) It is also necessary for you to become aware of the purpose and goal for reading a certain piece of written material. At the beginning stage this can be done by the teacher, but as you become more mature, this purpose, i. e. awareness-raising strategy, can be left to yourselves. For instance, you may be guided to ask yourselves, " Why am I reading this text? What do I want to know or do after reading?"
One of the most obvious, but unnoticed points related to reading purpose is the consideration of the different types of reading skills. Skimming is reading rapidly for the main points: scanning is reading rapidly to find a specific piece of information: extensive reading is reading a longer text, often for pleasure with emphasis on overall meaning:(4) intensive reading is reading a short text for detailed information. However, the four skills are often subsumed into one—intensive reading. The most frequently encountered reason is that when you study a foreign language, you feel the urge to look up every word you don’t understand and to pinpoint on every structural point you see unfamiliar. To be aware of the different types of reading, ask yourselves about the types of reading you do in your first language.
What’s more, you must become familiar with the fact that texts may take on different forms and hold certain pieces of information in different places.(5) Thus, it is necessary to understand the layout of the material being read in order to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication of a text, if applicable, may aid you in presuppositions about the text.
The tips I mentioned in pre-reading will not take a very long time to carry out. The purpose is to remind you to overcome the common urge to start reading a text closely right away from the beginning.
After learning about the pre-reading tips, of course we will move to the during-reading tips.
(6) What follows are tips that encourage active reading.(7) They consist of summarizing, reacting, questioning, arguing, evaluating, and placing a text within one’s own experience. These processes may be the most complex to develop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. The teacher may interrupt this routine and encourage you to talk about what you are reading. I suggest the following strategies. ①Make predictions as to what is going to happen next in the text and be able to integrate and combine what has come with what is to come: ②Readers who are more proficient read selectively, continually making decisions about their reading. ③(8) The prior knowledge that has been activated in the pre-reading section should be called upon to facilitate comprehension. ④Concentrate on significant pieces of information while skipping insignificant pieces. ⑤(9) Make use of context or guessing. You are not encouraged to define and understand every single unknown word in a text. Instead you should learn to make use of context to guess the meaning of unknown words. ⑥(10) Break words into their component parts to keep the process of comprehension ongoing. Efficient readers break words into their affixes or bases. These parts can help you guess the meaning of a word. ⑦(11) Read in chunks: to ensure reading speed, you should get used to reading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. ⑧Learn to pause. Good readers will pause at certain places while reading a text to absorb and internalize the material being read and sort out information. ⑨(12) Paraphrase: while reading texts it may be necessary to paraphrase and interpret texts subvocally in order to verify what was comprehended.
Finally, I will give you several after-reading tips. It is necessary to state that post-reading activities almost always depend on the purpose of reading. Doing post-reading exercises first checks your comprehension and then leads you to a deeper analysis of the text. In the real world the purpose of reading is not to memorize an author’s point of view or to summarize text content,(13) but rather to see into another mind, or to mesh new information into what one already knows. Group discussion will help you focus on information you did not comprehend, or comprehended incorrectly. Accordingly, attention will be focused on processes that lead to comprehension or miscomprehension.(14/15) Generally speaking, post-reading can take the form of various activities such as discussing the text, summarizing, making questions, filling in forms and charts, writing reading logs, role-playing and so on.
I hope these suggestions can be helpful during your reading. See you next week.
选项
答案
prior knowledge
解析
本题设题点在定语从句处。根据句(8)可知,在阅读前,所获得的相关知识应该融入到阅读过程中,以帮助理解,故答案为prior knowledge。
转载请注明原文地址:https://kaotiyun.com/show/7J7O777K
0
专业英语八级
相关试题推荐
First,whilelanguageprovidesameansofsayinganddoingthings,teachingisgenerallybeingdivorcedfromtheusewemakeof
"Congratulations,Mr.Cooper.It’sagirl."Fatherhoodisgoingtohaveadifferentmeaningandbringforthadifferentresp
"Congratulations,Mr.Cooper.It’sagirl."Fatherhoodisgoingtohaveadifferentmeaningandbringforthadifferentresp
"Congratulations,Mr.Cooper.It’sagirl."Fatherhoodisgoingtohaveadifferentmeaningandbringforthadifferentresp
"Congratulations,Mr.Cooper.It’sagirl."Fatherhoodisgoingtohaveadifferentmeaningandbringforthadifferentresp
BeforetheAmericanCivilWar,theNorthandtheSouthdivergedfromeachotherinthefollowingaspectsEXCEPT______.
Dopeoplewhochoosetogoonexotic,far-flungholidaysdeservefreehealthadvicebeforetheytravel?Andeveniftheypay,
ThisiscensusyearinAmerica,andalthoughwehesitatetopre-empttheresultsofamightyexercisethatwillinvolveoveram
Virtuallyeverydayoftheyearseesanotherartbiennialopeningsomewhereintheworld.Theroleoftheseexhibitionsistosh
东西方文化对创新的内涵有不同理解和定义,亚洲传统比较保守,西方近代的文化则比较开明,但两者在创新方面的影响力则各有千秋。西方文化的一个特点是强调个人的贡献,或许这有历史与宗教的原因。以个人为主是西方传统风格,演变到今日表现在西方文化和创造发明中往
随机试题
1,25-(OH)2-D3对钙代谢调节的基本作用是
砂轮圆周表面与挡板的间隙应小于()mm。
A.异烟肼B.异烟腙C.盐酸乙胺丁醇D.对氨基水杨酸钠E.吡嗪酰胺在体内与二价金属离子,与Mg2+结合,产生抗结核作用的药物是
产业结构()要求在一定的经济发展上,根据消费需求和资源条件,理顺结构,使资源在产业间合理配置,有效利用。
()是我国一项重要的法律制度,是我国国家行政管理活动遵循社会主义法制的重要保证。
下列符合机场布置原则的是()。
泰勒的课程编制原理主要强调()。
剩余价值转化为利润,是因为剩余价值被看作是生产商品中所
数据字典(DD)所定义的对象都包含于
WomenintheUnitedStatesandinmanyothercountries【B1】______inagrowingnumberofsportsandgames.Thishasnotalwaysbe
最新回复
(
0
)