unit-1-reading-strategies

Welcometothisclass!Name:QiuMeiyingassociateprofessorgraduateofSichuanUniversityM.A.inEnglishLanguageandLiteratureE-mail:[e-mail]@swust.edu.cnPhoneNo.:13550850973Requirementforthiscourse•Participation,presentationandbehaviorinclassaccountfor30%.•Finalexaminationaccountsfor70%.What’syourpurposetoread•1.Readforentertainment:•novels,drama•2.Readforgettinginformation:•letters,announcements,newspapers,textbooks,referencebooks,instructionsheetWhatarethemethodsofreading•1.skimming(略读)•Readveryfasttogetthemainideaofatextorthemainplotsofanovel.•2.scanning(查读)•Lookfortheexactanswertoaspecificquestion.•Whenweknowwhatwewanttofindduringourreading,weusuallyusescanning.•Thegoalistofinditquickly.FastReadingWhatarethemethodsofreading•3.carefulreading•Inordertoknowthedetailofthepassage.TextandhomereadingSQ3RSQ3R•SQ3Rstandforfivestepsinthereadingprocess:•Survey,Question,Read,Review,andRecite•1)Surveymeanstolookquicklyattheimportantpartsofthematerial.•2)Question:•Usethequestionwordswho,what,when,where,whyandhowbasedonyoursurvey.SQ3R•3)Read:•Rereadthetitlesandimportantwordsthatyoulookedatinthesurvey.Andreadtheexamplesanddetailsaswell.•4)Review:Answerthequestionsthatyouwrotedownbeforeyoureadthematerialandreviewmaterialthatyoudidnotconsiderinyourquestions.•5)Recite:•Summarizethereadingeitherinwritingororallybyusingyourownwords.GoodReadingHabits•1.Readingbyusingyoureyesandmindonly,notusingyourmouth,eitherloudlyorsilently.(视读)•2.Don’tlookupinthedictionaryimmediatelywhenyoumeetthenewwords.•Trytoguessthemeaningofthenewwordsbycontextorbyitsroot,prefixorsuffix.•transportationcarrytoachangedstaten.GoodReadingHabits•3.Don’treadwordbyword,focusonthekeywords,notontheunimportantwords.•HenryFordwasthe1stonetobuildcarswhichwerefast,reliableandcheap.•4.Trytoreadonlyoncetounderstandthetext.•5.Focusonthemainideaandthedevelopmentofplots.•Thegoalistounderstandtheauthor’sidea.•6.TrytounderstandthetextinEnglish,notinChinese.Anddon’ttranslateoranalyzegrammarsentencebysentence.ReadingAbility•1.Understandthepassageprecisely.•1)word•2)sentence:•Awordonlyhasitsexactmeaninginasentence.•Herefusedtotellthetruth.•3)Sentenceinthecontext•Thepolicequestionedtheyoungmanfortwohours.Butherefusedtotellthetruth.•4)theauthor’spurpose:•Theauthor’sidea,attitudes,feelingsexpressedthroughthesentence.•Theauthorhasanegativeattitudetowardstheyoungman.某个案子的真相ReadingAbility•2.Readfluently•Readatacertainspeed,nottooslow.•100w/m.•TEM-4:120w/mHaveUGottheWords?Thefollowingwordsonthescreenwereputhereatrandom.TrytorememberasmanywordsasUcanin5second.Then,intensecond.Rome,homework,CrimeandPunishmentAddidas,efficient,L.O.V.ESmile,Cosmopolitan,heart,Edison,workhard,magazine,LinkinPark,jump,LazySusan,readingcomprehension,angel,thankyou,Gun&Rose,101waystokisshappiness,Westlife,girlfriend,zombie,ElizabethHaveUgotone?•Knowledgeispower.•Practicemakesperfect.•AllworkandnoplaymakesJackadullboy.•Allthingsaredifficultbeforetheyareeasy.•Readingmakeafullman,conferenceareadyman,andwritinganexactman.--Bacon•Booksaretomankindwhatmemoryistothe•individual.--JohnLubbockReadingStrategies•ConnectionLanguageReadingThinkingReadingISThinking“Thepurposeofreadingisunderstanding.”StrategicThinking•“Truecomprehensiongoesbeyondliteralunderstandingandinvolvesthereader’sinteractionwithtext.Ifstudentsaretobecomethoughtful,insightfulreaders,theymustextendtheirthinkingbeyondasuperficialunderstandingofthetext.”•StephanieHarveyandAnneGoudvis•“Oncethoughtofasthenaturalresultofdecodingplusorallanguage,comprehensionisnowviewedasamuchmorecomplexprocessinvolvingknowledge,experience,thinkingandteaching.”•(LindaFieldingandP.DavidPearson,1994)Researchersidentifiedstrategiesthatproficientreadersusetoconstructmeaningfromtext.Pearson,Keene,Harvey,Goudvis,Robbandotherssummarizedthesestrategies.•MakingConnections:•ABridgeFromtheNewtotheKnown•TexttoSelf•TexttoText•TexttoWorld•AskingQuestions:•TheStrategyThatPropelsReadersForward•“Questioningisthestrategythatkeepsreadersengaged.Whenreadersaskquestions,theyclarifyunderstandingandforgeaheadtomakemeaning.Askingquestionsisattheheartofthoughtfulreading.”•HarveyandGoudvis•“Thelargerthereader’svocabulary(eitheroralorprint),theeasieritistomakesenseofthetext.”•ReportoftheNationalReadingPanel扩大词汇量•扩大词汇量的必要性：•1.词汇量决定了你的阅读理解能力，词汇量越大，你阅读得越广，视野就越开阔，你阅读理解的得分就越高。•2.有限的词汇量必然会影响你阅读理解能力的提高。生词的含义只有在上下文中才能完全展现出来，并易于被识记、理解、掌握。换句话说，是上下文给某个词以特定含义，而这个特定含义往往是字典无法提供的。有的人或许会说，我们从中学到大学英语词汇都是通过背生词表来记的。但是这样说的读者忽视了很重要的一点：所学课文后面的词汇表都是为课文服务的，而且，教师上课时对某些词或表达方式所举的实例，实质上是为它们设置上下文。不少教师鼓励学生背句子、段落、或整篇文章，都是出于同一目的，即要学生在上下文中理解并掌握词汇和短语。•3.多读是扩大词汇量的最好的方法。•要读不同体裁的书和文章vocabulary-centeredquestion•Theexercisestestmeaningsofthewordsbeyondsyllabusandsemanticvariationsorthemeaningsoffamiliarwordsincertaincontexts.词汇题和句意题技巧•1.构词知识•即利用单词的构词要素词根，前后缀来识记单词。•词根是一个单词的根本部分，代表词的基本意义；•前缀是加在词根或单词前面的部分，通常也有一定含义；•后缀是加在词根或单词后面的部分，通常在增加词义的同时还改变词性。通过词根词缀构词的方式有多种，现简单归纳如下：词汇题和句意题技巧•①前缀+词根：•inter（中间）+vene→intervene（介入）•②词根+后缀：•circl（圆）+let（小）→circlet（小环）•③词根+词根：•tele（远）+scope（镜）→telescope（望远镜）•④前缀+词根+后缀：•in（不）+aud（听）+ible（可）→inaudi