如何培养千词文阅读能力(1)

如何培养千词文阅读能力？
千词文突然成为一个阅读话题。

浙江高考已多年设计一篇略长一些的文章作为阅读材料，短文与试题超过1000词。

千词文阅读材料在英语测试中已经很普遍，IELTS的阅读基本都是1000多词的，我国香港的HKDSE英文试题的阅读材料也基本都是1000词。

我们做过小实验，千词文的阅读，对于我国绝大多数高中学生，存在普遍的阅读焦虑，一是读到300来词就往往出现阅读理解瓶颈，阅读焦虑上升，二是读完短文后往往不能记住短文要点，前面的内容，做题时感觉难度太大。

当然，我们也发现，基础很好的学生对此没有显著不适。

为此，我们请大家讨论：
对于基础中等、基础中等偏弱的学生，千词文阅读难度在哪里？
如何帮助这些学生开展千词文阅读训练？
在日常教学中，如何培养学生较长语篇的阅读能力？
我们提供了千词文阅读试题案例，但我们的讨论不只是拘泥于考试、应试，而希望涉及到千词文阅读的各个方面。

谢谢大家！
千词文阅读试题案例
浙江2013 D
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I could be doing what I had wanted to do since I was fourteen—teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that ―Make hay while the sun shines‖ just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class —seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to obverse me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn‘t happening, and went on lecturing and tried to ask some
inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day.
I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, ―You had nothing to say to them.‖
―You had nothing to say to them,‖ he repeated. ―No wonder they‘re bored. Why not get to the meat of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?‖ We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations.
He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson‘s words: ―The secret to edu cation lies in respecting the pupil.‖
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
55. It can be inferred from the story that in 1974 ________.
A. the writer became an optimistic person
B. the writer was very happy about her new job
C. it was rather difficult to get a job in the USA
D. it was easy to get a teaching job in New Jersey
56. According to the passage, which of the following is most probably the writer‘s problem as a new teacher?
A. She had blind trust in what she learnt at college.
B. She didn‘t ask experienced teachers for advice.
C. She took too much time off to eat and sleep.
D. She didn‘t like teaching English literatu re.
57. What is the writer‘s biggest worry after her taskmaster‘s observation of her class?
A. She might lose her teaching job.
B. She might lose her students‘ respect.
C. She couldn‘t teach the same class any more.
D. She couldn‘t ignore her students‘ bad behavior any more.
58. Which of the following gives the writer a sense of mild victory?
A. Her talk about symbolism sounded convincing.
B. Her students behaved a little better than usual.
C. She managed to finish the class without crying.
D. She was invited for a talk by her boss after class.
59. The students behaved badly in the writer‘s classes because _______.
A. They were eager to embarrass her.
B. She didn‘t really understand them.
C. They didn‘t regard her as a good teacher.
D. She didn‘t have a good command of English.
60. The taskmaster‘s attitude towards the writer after his observation of her class can be described as _________.
A. cruel but encouraging
B. fierce but forgiving
C. sincere and supportive
D. angry and aggressive
浙江2014 D
A city child‘s summer is spent in the street in front of his home, and all through the long summer vacations I sat on the edge of the street and watched enviously the other boys on the block play baseball. I was never asked to take part even when one team had a member missing—not out of special cruelty, but because they took it for granted I would be no good at it. They were right, of course.
I would never forget the wonderful evening when something changed. The baseball ended about eight or eight thirty when it grew dark. Then it was the custom of the boys to retire to a little stoop(门廊) that stuck out from the candy store on the corner and that somehow had become theirs. No grownup ever sat there or attempted to. There the boys would sit, mostly talking about the games played during the day and of the game to be played tomorrow. Then long silences would fall and the boys would wander off one by one. It was just after one of those long silences that my life as an outsider changed. I can no longer remember which boy it was that summer evening who broke the silence with a question: but whoever he was, I nod to him gratefully now. ―What‘s in those books you‘re always reading?‖ he asked casually.
―Stories,‖ I answered. ―What kind?‖ asked somebody else without much interest.
Nor do I know what drove me to behave as I did,for usually I just sat there in silence, glad enough to be allowed to reain among them; but instead of answering his question, I told them for two hours the story I was reading at the moment. The book was Sister Carrie. They listened bug-eyed and breathless. I must have told it well, but I think there was another and deeper reason that made them to keep an audience. Listening to a tale being told in the dark is one of the most ancient of man‘s entertainments, but I was offering them as well, without being aware of doing it, a new and exciting experience.
The books they themselves read were the Rover Boys or Tom Swift or G.A.Henty.
I had read them too, but at thirteen I had long since left them behind. Since I was much alone I had become an enthusiastic reader and I had gone through the
books-for-boys series. In those days there was no reading material between children‘s and grownu ps‘books or I could find none. I had gone right from Tome Swift and His Flying Machine to Theodore Dreiser and Sister Carrie. Dreiser had hit my young mind, and they listened to me tell the story with some of the wonder that I had had in reading it.
The next night and many nights thereafter, a kind of unspoken ritual (仪式) took place. As it grew dark, I would take my place in the center of the stoop and begin the evening‘s tale. Some nights, in order to taste my victory more completely, I cheated. I would stop at the most exciting part of a story by Jack London or Bret Harte, and without warning tell them that that was as far as I had gone in the book and it would have to be continued the following evening. It was not true, of course; but I had to make certain of my new-found power and position. I enjoyed the long summer evenings until school began in the fall. Other words of mine have been listened to by larger and more fashionable audiences, but for that tough and athletic one that sat close on the stoop outside the candy store, I have an unreasoning love that will last forever.
【小题1】Watching the boys playing baseball, the writer must have felt
________.21*cnjy*com
A. bitter and lonely
B. special and different
C. pleased and excited
D. disturbed and annoyed
【小题2】The writer feels grateful even now to the boy who asked the question because the boy ________.
A. invited him to join in their game
B. liked the book that he was reading
C. broke the long silence of that summer evening
D. offered him an opportunity that changed his life
【小题3】According to Paragraph 3, story-telling was popular among the boys basically because ________.
A. the story w as from a children‘s book
B. listening to tales was an age-old practice
C. the boys had few entertainments after dark
D. the boys didn‘t read books by themselves
【小题4】 The boys were attracted to Sister Carrie because ________.
A. it was written by Theodore Dreiser
B. it was specifically targeted at boys
C. it gave them a deeper feeling of pleasure
D. it talked about the wonders of the world
【小题5】Sometimes the writer stopped at the most exciting part of a story to
_______.
A. play a mean trick on the boys
B. experience more joy of achievement
C. add his own imagination to the story
D. help the boys understand the story better
【小题6】What is the message conveyed in the story?
A. One can find his position in life in his own way.
B. Friendship is built upon respect for each other.
C. Reading is more important than playing games.
D. Adult habits are developed from childhood.
浙江2015 D
In 2004 ,when my daughter Becky was ten , she and my husband ,Joe, were united in their desire for a dog . As for me , I shared none of their canine lust.
But why , they pleaded. ―Because I don‘t have time to take care of a dog.‖ But we‘ll do it. ‖ Really? You‘re going to walk the dog? Feed the dog? Bathe the dog?‖ Yes, yes , and yes .‖I don‘t believe you .‖ We will . We promise.
They didn‘t . From day two (everyone wanted to walk the cute puppy that first day ) , neither thought to walk the dog . While I was slow to accept that I would be the one to keep track of her shots , to schedule her vet appointments , to feed and clean
her , Misty knew this on day one . As she looked up at the three new humans in her life (small, medium, and large) , she calculated ,”The medium one is the sucker in the pack .”
Quickly, she and I developed something very similar to a Vulcan mind meld (心灵融合) . She‘d look at me with those sad bro wn eyes of hers , beam her need , and then wait , trusting I would understand — which , strangely , I almost always did . In no time , she became my feet as I read , and splaying across my stomach as I watched television .
Even so , part of me continued to resent walking duty . Joe and Becky had promised. Not fair , I‘d balk (不心甘情愿地做) silently as she and I walked . ―Not fair , ‖ I‘ d loudly remind anyone within earshot upon our return home .
Then one day — January 1, 2007 , to be exact — my husban d ‗ s doctor uttered an unthinkable word : leukemia ( 白血病) .With that , I spent eight to ten hours a day with Joe in the hospital , doing anything and everything I could to ease his discomfort. During those six months of hospitalizations, Becky, 12 at the time, adjusted to other adults being in the house when she returned from school. My work colleagues adjusted to my taking off at a moment's notice for medical emergencies. Every part of my life changed; no part of my old routine remained.
Save one: Misty still needed walking. At the beginning, when friends offered to take her
through her paces, I declined because I knew they had their own households to deal with.
As the months went by，I began to realize that I actually wanted to walk Misty. The walk in the morning before I headed to the hospital was a quiet, peaceful time to gather my thoughts or to just be before the day's medical drama unfolded. The evening walk was a time to shake off the day's upsets and let the worry tracks in my head go to white noise.
When serious illness visits your household, it's , not just your daily routine and your assumptions about the future that are no longer familiar. Pretty much everyone you acts differently.
Not Misty. Take her for a walk, and she had no interest in Joe's blood counts or ‘one marrow test results. On the street or in the park, she had only one thing on her mind: squirrels! She Was so joyous that even on the worst days, she could make me smile. On a daily basis she reminded me that life goes on.
After Joe died in 2009，Misty slept on his pillow.
I'm grateful一to a point. The truth is, after years of balking, I've come to enjoy m‘ walks with Misty. As I watch her chase after a squirrel, throwing her whole being into the here-and-now of an exercise that has never once ended in victory, she reminds me, too, that no matter how harsh the present or unpredictable the future , there's almost always some measure of joy to be extracted from the moment.
55. why didn't the writer agree to raise a dog at the beginning of the story?
A. She was afraid the dog would get the family, into trouble.
B. It would be her business to take care of the dog
C. Her husband and daughter were united as one.
D. She didn't want to spoil he‘ daughter.
56. Which of the following is the closest in meaning to "The medium one is ―he sucker in the pack.‖ (Paragraph 3)?
A. "The middle-aged person loves me most.‖
B. ‖The medium-sized woman is the hostess.‖
C. "The man in the middle is the one who has the final say.‖
D. "The woman is the kind and trustworthy one in the family.‖
57. It can be inferred from Paragraph 3 that_______.
A. Misty was quite clever
B. Misty could solve math problems
C. the writer was a slow learner
D. no one walked Misty the first day
58. The story came to its turning point when________.
A. Joe died in 2009
B. Joe fell ill in 2007
C. the writer began to walk the dog
D. the dog tired to please the writer
59. Why did the writer continue to walk Misty while Joe was in hospital?
A. Misty couldn‘t live without her
B. Her friends didn‘t offer any help
C. The walk provided her with spiritual comfort.
D. She didn't want Misty to ‘others companion.
60. What is the message the writer wants to convey in the passage?
A. One should learn to enjoy hard times.
B .A disaster can change everything in life.
C. Moments of joy suggest that there is still hope ahead.
D. People will change their attitude toward you when you are in difficulty.
香港HKDSE 样题
Read the following magazine article and then answer questions 1-38 on pages 2-7 of the Question-Answer Book.
What will Hong Kong look like in 2047?
Come back and ask me in 40 years…
Predicting the city‘s future can be a mug‘s game unless you take a close look at how New York and London have developed, writes Jake van der Kamp.
[1]The e-mail command popped up on the screen. ‗Tell us,‘ said the boss, ‗what the future is likely to hold for Hong Kong in 2047, and make it forwardlooking, will you? We don‘t want just a recap of past events.‘
[2] So I decided to get it deliberately wrong and look back to 1947 instead. Well, why not? The boss needs someone to yell at, doesn‘t he?
[3] But there is a reason for starting in 1947. I want to imagine what I would say if I had been employed by this newspaper in 1947 and asked to make a forecast of what Hong Kong would be like in, for argument‘s sake, 1977.
[4] I think I would have looked around me and come to the conclusion that there really wasn‘t much future for t he place. It was poor, people had deserted it throughout the war and even the Royal Navy hadn‘t much use for it any longer. Perhaps there was still some potential for China trade, but otherwise agriculture and fishing would have to do. Hong Kong and the Falklands – backwaters of the Empire, both. How wrong can you get?
[5] Now let‘s shift forwards to 1977 and I shall imagine myself with the same assignment. What will Hong Kong look like in 2007? I look around me and I say, ‗Well, I got it wrong last time, but it‘s pretty obvious where we‘re heading this time.‘[6] Then I would forecast that, in 30 years, Hong Kong would be the world‘s biggest
noise in garment production, taking advantage of the closed mainland economy‘s inability to compete. The city would become to ship-owning what Greece had once been, and unemployment would stay low because of the vast demand for Hong Kong seamen.
[7] Look around you. The words ‗spot on‘ hardly strike you as the most appropriate comment on that 1977 prediction, do they? Yes, wrong again – and not just a little wrong, but way off the mark. Here I am in 2007, trying to predict where Hong Kong will be in 2047. I‘m pretty certain that looking around me, to see where we are, would be the wrong approach.
[8] Taking that approach, I would predict that in years‘ time Hong Kong will be the world‘s biggest banking and finance centre; its entrepôt economy will sit astride the crossroads of world trade with the mainland; and it will have established itself indubitably as Asia‘s World Ci ty [got the point, cut the poetry - Ed] – except for one thing. Everyone has left because of the air pollution.
[9] OK, let‘s do it a different way. Let‘s look at two cities that are ahead of us on the path we are treading – London and New York. They are still financial centres and will probably continue to have a stronger position in finance than we can ever hope to have. But they have lost their port business, lost their manufacturing business and become weaker in trading businesses. Yet they are clearly wealthy cities and becoming even wealthier. Banking and finance alone cannot have done this. Then what has done it?
[10] And there we have the difficulty: just how do you describe what people do when they put their brains to work rather than their muscles? What you get is a wide range of activities that don‘t always strike you as commercial, but which prove to be so in the aggregate.
[11] To some extent you can call it the arts, and both London and New York are very obviously centres of the arts in every way – music, theatre, literature, film, take your choice.
[12] But that is still not enough. You can also see these two as centres of applied sciences engineering, architecture and the like. They aremedia and publication centres; they are researchcentres, education centres. They are many things and it is not always easy to pin down just what those things are, but you know that they all contribute because you can see the physical evidence in London and New York.
[13] I think Hong Kong in 40 years‘ time will be a centre of the creative arts in a way that we cannot now imagine. I think our film industry will revive; that this town will be the publication centre of Asia with an incontestable lead over other Asian cities; that it will be the first place Asian artists will want their paintings shown; and that even in music it will make a name for itself.
[14] This progression is simply natural. For creative achievement you need unfettered talent, not just unfettered in the creative arts but in the political and economic spheres as well. Hong Kong is well ahead of other Asian centres in this regard. Bangkok could be in contention because of the tolerance that characterises Thai society, but Bangkok is not wealthy enough, and prosperity is required. Tokyo might qualify, but only for Japanese society. Singapore? Hah! Tolerant, unfettered Singapore, yeah, right.
Answer questions 1-38 using information from the magazine article about Hong Kong in 2047 on page 2 of the Reading Passages booklet. Write your answers in the spaces provided. For multiple-choice questions, choose the best answer and blacken ONE circle only.
1. Look at the expression ‗a mug‘s game‘ used in the introduction to this article. Decide which of the
definitions below is closest in meaning.
A. a pointless activity
B. a person who is easily deceived
C. a large drinking vessel
D. a physical assault
2. Which of the following best describes Jake van der Kamp‘s job?
A. fortune-telling
B. education
C. journalism
D. accounting
3. Complete each forecast about Hong Kong by underlining the correct options. One has been done for you as an example. (6 marks)
内容省略
1947 1977
1977 2007
20072047
4. Find words in lines 1-8 which could be replaced by the following: (4 marks)
a. summary ___________________________
b. appeared ___________________________
c. order ___________________________
d. shout ___________________________
5-38题省略
Boys - the classroom time bomb
[1] Picture this - a society of uneducated, unemployed,unsocial and increasingly violent men. This possibility is all too real, according to some in the education sector. As the gap between girls‘ and boys‘ achievement continues to grow, they are warning it could have dire effects on society. Boys‘ educationalists likeDr Paul Baker, of Waitaki Boys High School, and education consultant Joseph Driessenbelieve boys‘ education is on a slippery slope; that without research into the issues and ways to put it right, society could pay dearly.
[2] Baker‘s speech to the conference ‗Challenging Boys‘ at Masse y University gave a strong message. ‗New Zealand‘s institutional response to the gap has been one of denial, delay and trivialisation,‘ he said. Boys were getting a raw deal. But why has the boys‘ achievement issue even been raised? Haven‘t we spent the pa st few decades making sure that girls have equal access to education?
[3] Yes, says Baker, but maybe it has gone too far. Many in the Ministry of Education are stuck fighting the ‗girls can do anything‘ battle, he says. ‗There is a huge reluctance in the M inistry to accept that emphasis needs now to be more on boys.‘ This is needed because the gender gap is widening, particularly at the senior level of secondary school and at tertiary level.
[4] So what makes education more boy-friendly? The key is good relationships, he says. ‗If boys feel they are valued, recognised, feel secure, have ownership over decisions, know their place in the system, know what the system is, then they will respect the system. ‗If you get things right with boys then they are fantast ic to work with. They are uncomplicated, open and admit when they do something wrong.‘ But to get it right takes a lot of input, positivity and encouragement. ‗Most boys respond well to a good matey, sometimes physical, approach.‘ It does not matter whethe r teachers are male or female. They just need to be enthusiastic about the subject. Step by step instructions can also help them learn better.
[5] Baker is calling for the Ministry of Education to establish a substantial review of the curriculum, learning and assessment. ‗If there is still a gender gap then so be it.‘ For co-educational schools, the challenge is even greater. ‗Maybe the only solution is single-sex classes,‘ says Baker, though some co-ed schools do very well for boys. ‗When schools have subs tantial gender gaps there is something wrong with the learning culture of boys in those schools. They associate learning, studying and homework –all academic success - with girls. That is a total cop-out. It is not an excuse for male underachievement.‘
[6] Education consultant Joseph Driessen, who specialises in boys‘ education, says boys need a sense that learning is a masculine activity. Girls are surrounded by positive role models from an early age, but many boys are not. ‗They live in a vacuum. They are much less certain of who they are, have so few examples to follow of masculinity.‘ Boys also hold girls in high esteem. Pupils‘ self-belief is the driving force of their achievement, Driessen says. ‗Boys‘ selfbeliefis shaky because society keeps putting them down. I‘m not saying stop urging girls on, but stop putting boys down. We need to realise our boys are just as vulnerable as girls and need our support.‘
[7] Like Baker, Driessen has concerns about where boys will end up. ‗We will pay for that enormously. We are paying already with youth unemployment... increasing numbers in prisons, high suicide rates. It will have a severe impact on society.‘ Driessen agrees the top level of governance in education is continuing to deny the problem. ‗I‘m very sad at the lack of leadership at the top government level. They are insisting on perpetrating a social imbalance which is gradually becoming a crisis.‘[8] Schools, while waiting for some help from above, were starting to look at the issue with some success.Initiatives such as introducing more male guestspeakers, getting fathers on boards and becoming involved in school activities and having posters featuring positive images of boys, are just some of the ways boys can be encouraged further.
[9] Celia Lashlie, auth or of He‘ll Be OK, agrees boys need boundaries, but is cautious about the dire picture Baker paints. While Baker advocates an academic response to
the problem, Lashlie says any response needs to be across society. She says society has drifted towards the a utomatic assumption that boys‘ behaviouris bad and girls‘ behaviour is good. ‗The reality isn‘t whether it‘s bad or not; it is simply boys. Teachers tryto control that behaviour as being naughty. It‘s not; it‘s
just how they are. We need to accommodate it, enjoy it.‘ In her visits to boys‘ schools she found the environment very affirming of boys being boys. ‗They‘re incredibly positive, accommodating of boys physically and not stressed about it.‘
[10] University of Auckland dean of education Dr John Langley says there are three schools of thought on the issue of boys‘ and young men‘s achievement, none of which has been proven. One is the role model theory: how boys often grow up without males in their lives at home or at school. Second is the feminisation of education theory: because education is driven by females at all levels it manifests itself in a system more suited to girls. Finally is the ‗it‘s not cool to be a bloke any more‘ theory: boys and young men are not sure about who they are, and are a bit confused.
[11] Education minister Steve Maharey has called for more information and asked what schools are doing to improve the situation. He told the PPTA annual conference the Government had rejected a call for it to teach boys and girls differently. ‗The Government is determined to lift boys‘ achievement, and the way to do this is to continue our focus on effective teaching for all students.‘ At last week‘s boys‘ education conference, he said quality teaching would make the biggest difference in efforts to lift boys‘ achievement. ‗Whether boys are in a co-ed or single-sex school setting, quality teaching is where we can make the biggest difference to their achievement.‘
For questions 69-75, please refer to the newspaper report on page 6 of the Reading Passages booklet.
69. What are the professions of the people featured in this report? The first one has been done for you as an example. (2 marks)
NAME PROFESSION
Paul Baker educationalist
Joseph Driessen
Celia Lashlie
John Langley
Steve Maharey
70. This report focuses on ___________________ education.
A. pre-school
B. primary
C. secondary
D. tertiary
71. To rewrite this report in a more formal way, give ONE word to replace each of the following colloquial expressions. (2 marks)
Line Word / Expression Meaning
36 matey
62 shaky。