Point of view泛读reading skill

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泛读教程 1 unit 1-reading skill

泛读教程 1 unit 1-reading skill

英语专家谈英语阅读
• 在听、说、写、读四项基本技能中,阅读是关键。应 该大量阅读简写本文学名著和其他简易读物,培养对 英语的感性认识,了解英语社会的文化背景知识。如 果把自己感兴趣的文章或诗歌或名篇背下来,那对以 后写地道的英语会有很大的好处。 • ——北京大学英语系教授陶洁
英语专家谈英语阅读
• 简易读物对打好基础极有 用,要多读。 一是数量要多,至少读四 十本。二是要重复读,选出十至 十五本,读三遍,读到许多问题 印在脑子中。设想一下,别人能 用一千五百到两千词汇写出几十 本书来,如果我们能把这些表达 方式掌握住,能够表达多少内容 !在基础阶段后期,或高年级, 要努力背诵名篇。 • ——梅仁毅
二、 课程设置
英语本科专业学制为4年。 根据英语专业教学规律,一般将4年的教学过程分为两个阶 段,即:基础阶段(一年级和二年级)和高年级阶段(三年 级和四年级)。 基础阶段的主要教学任务是传授英语基础知识,对学生进行 全面的、严格的基本技能训练,培养学生实际运用语言的能 力、良好的学风和正确的学习方法,为进入高年级打下扎实 的专业基础。
英语专家谈英语阅读
• 要从阅读中学到好的,地道的英语, 我们不妨读细一点,甚至对好的句子 、段落加以背诵。但阅读不应该只限 于写一些漂亮句子,更重要的是得到 知识,不仅是专业知识,而且是广泛 的人文知识,这是学好英语的关键所 在….. “read for pleasure”,当你达 到了这个境界,你会发现你的一切问 题都迎刃而解,再也不会为“如何学 好英语”这个问题而苦恼 • ——北京外国语大学教授熊德輗
• To grasp reading skills (guessing word meaning, word analysis, skimming, scanning, inferencing, etc.) • To read article quickly and get the general understanding of article

英语泛读2第三版刘乃银第七单元readingskills

英语泛读2第三版刘乃银第七单元readingskills

英语泛读2第三版刘乃银第七单元readingskills摘要:1.阅读技巧的重要性2.阅读理解的三个层次3.提高阅读速度的方法4.阅读策略的实际应用正文:在英语学习中,阅读技巧的重要性不言而喻。

掌握有效的阅读技巧,不仅可以提高学习效率,还能丰富语言知识,拓宽视野。

刘乃银的《英语泛读2》第三版第七单元readingskills 中,详细介绍了阅读技巧的重要性以及如何提高阅读技巧。

首先,阅读理解的三个层次是提高阅读技巧的关键。

这三个层次分别是:基础理解、细节理解、全面理解。

基础理解要求读者能够把握文章的大意和主题;细节理解则要求读者能够准确把握文章的细节信息,如人物、时间、地点等;全面理解则要求读者能够深入理解文章的内涵和作者的观点态度。

在阅读过程中,我们要根据不同的阅读目标,有针对性地运用这三个层次的阅读技巧。

其次,提高阅读速度的方法也是提高阅读技巧的重要环节。

阅读速度的提高意味着单位时间内获取信息的增多,这对于英语学习者来说至关重要。

常见的提高阅读速度的方法有:1.避免回读,即不要在阅读过程中反复阅读同一句话或段落;2.利用词汇和语法知识进行预测,即在阅读过程中根据已知的词汇和语法知识对文章的内容进行预测;3.抓住关键词,即在阅读过程中把握文章的关键词,从而理解文章的主要内容。

最后,阅读策略的实际应用也是提高阅读技巧的重要途径。

阅读策略包括:1.扫读,即在阅读过程中快速浏览文章,把握文章的大意;2.略读,即在阅读过程中快速跳过一些不重要的内容,专注于重要信息;3.详读,即在阅读过程中对重要内容进行深入阅读,充分理解文章的内涵。

在实际阅读过程中,我们要灵活运用这些阅读策略,提高阅读效果。

总之,掌握阅读技巧对于英语学习者来说至关重要。

英语阅读方法Readingskills

英语阅读方法Readingskills

英语阅读方法Reading skillsa. Intensive Reading: When we read the intensive articles,we should make notes of the new words and phrases and good sentences. After reading them,we may ask ourselves some questions about them by using such words: Who, What, Why,When and Where. Then try to answer them in our own words.精读:在精读课文时,我们要把生词,词组,句型做成笔记.读后要试着用这些疑问词提问自己:谁,什么,何时,何地且努力用自己的话来回答.b. Extensive reading: We must train our ability to scan, skip and read fast. Namely, the ability to catch the key words, the topic sentences and the drift of the articles.泛读:要培养浏览,跳读和快读的能力.即抓住关键词,主题句和中心大意的能力.c. Reading speed: Three ways to improve our reading speed:1) Reading the articles from the beginning to the end without intervals so to catch the rough idea of the articles on the whole. Never waste too much time on some new words and single sentences.2)We may keep time when reading articles.3) When reading articles, we can point at the words with our finger or pen point and our eyes move with the finger quickly so that we are able to read very fast.阅读速度:三种方法提高我们的阅读速度:1.先从头至尾不间断地通读课文以抓住课文大意.不要在单个词或单句上浪费太多时间.2. 阅读时计时.3.阅读时用手指或笔尖指向文章字句并快速移动来迫使我们的眼睛快速随手指或笔尖移动来强化我们的阅读速度.d. Newspaper as good reading materials can widen our sight and richen our knowledge.多读报,多受益:开阔视野,丰富知识,学习流行词语和英语最新发展.。

英语:Unit5 《Points of view》reading教案(牛津上海版S1B)

英语:Unit5 《Points of view》reading教案(牛津上海版S1B)

Chapter5. Points of View-Reading一、章节分析(Reading section )(一)综述本单元由Debbie和Mr.Yang的争论引出一则新闻和三封不同观点的来信,通过对新闻和来信的学习,使学生了解社会上对孩子消费的不同理解,从而树立正确的价值观。

本课的任务有两个:1对课文进行整体阅读。

培养学生略读(获取大意)、扫读(整理有关信息)、细读(分析篇章结构,慨括中心)等阅读能力。

2与时俱进。

结合课文知道什么是正确的消费观念,对于现阶段自己的消费能力应该怎么树立正确的价值观。

(二)阅读目标1知识目标学习课文中重点词、词组、句型和语法。

2能力目标提高学生的阅读理解能力和培养学生的阅读技巧。

阅读准备(收集相关资料)、略读(获取大意)、扫读(整理有关信息)、细读(分析篇章结构,慨括中心)等是高中学生必须具备的阅读技能。

3情感目标帮助学生对“points of view” 有更深入的思考,学会正确的消费观念。

(三)教学方法采用任务型教学法组织教学,通过比较,讨论等具体活动,达到教学效果。

(四)重点和难点1词汇学习1)核心词汇●argument●target●advertisement●estimate●identify●possessions●inferior●illegal●commercial●reference●materialistic●authority●ban2)拓展词汇●according to (Scanning中)●aim at●calculation●investigation●result3)词组和短语●to get the attention of●identify with●turn into●take action to do●make sb. fell inferior●with reference to●allow sb. to do●disagree with2 句型学习●make sb. +v.原形二、教学设计(Teaching Designs)Step One Warming-up1. Show the TV commercial of Mc Donald’s (见“卖当劳广告”视频文件)Questions:How much money do they need to make this ad?Why do they make this ad?Who will buy the food?2. Different TV commercials have different target audience.Show some pictures for students to find out the target audience.Eg: Cars------- rich manMilk powder--------babiesStep Two Task cycle---readingI. Skimming P751.What are these four reading materials?2.What does “Little spenders are Big Spenders” mean?II.Listen to the tape and finish the following choices1.What are getting smaller?n familiesb. American familiesc. African families2. How many TV commercials does a Hong Kong child see in a year?a.About 15,000b. about 25,000c. about 20,0003. Where was the survey on what children wanted most in life made?a. In Japanb. in Chinac. in AmericaIII.Scanning I1.Why are Asia’s children becoming the fastest growing consumer group?2.What do advertisers do to get the attention of these young viewers?3.What do some educators believe?4.What action are governments taking to protect children?IV.Listen to the rest of the passage and do the T or F exercise.1.It is legal for children to work in factories.2.The aim of advertising is to make them ask their parents for money to buy things.3.Children can learn a lot from the silly toys.4.‘Smart tortoises’ are one of the world’s best-selling toys, ever.V.Scanning IIPoints of View on TV commercialsStep Three ConsolidationSummaryBeginner: With reference to the news, people get different points of view. Body: Elvis Hu thinks that...And in ... opinion, ... But/However,... Conclusion: Well, in my opinion/ from my point of view, I agree with... because I think...Step Four Reflection --- Post-readingDiscussionWhat is your point of view ? Will you be the big spenders? Will you buy those toys?Step Five HomeworkFinish the exercise on Page 78 and 79.(见课件points of view. ppt)。

PointofView文学原理教程课件

PointofView文学原理教程课件
缺乏统一性
在同一个故事中,应保持Point of View的一致性,避免在不同章节或段落中出现不一致 的情况。
04
Point of View的案例分析
第一人称Point of View案例
01
总结词:通过第一人称叙述,让读者从主人公的视角了解故事,感受 其情感和心路历程。
02
详细描述
03
《了不起的盖茨比》通过尼克·卡拉威的视角,讲述盖茨比的人生和梦 想,让读者深入了解盖茨比的内心世界。
02
第三人称
以第三人称的视角来叙述故事,通常使用“he”、“she”或“it”来
表达。第三人称能够让读者更加全面地了解故事情节,但也可能让读者
与人物之间的距离感增加。
03
有限第三人称
以某个人物的视角来叙述故事,但只展示该人物所知道的信息,通常使
用“he”或“she”来表达。有限第三人称能够让读者更加深入地了解
04
《少年派的奇幻漂流》以少年派·帕特尔的第一人称叙述,带领读者经 历他在海上漂流的奇幻旅程。
第二人称Point of View案例
总结词:第二人称Point of View以“你”作为叙述主 体,让读者感受到与叙述者的互动和对话。
《你当像鸟飞往你的山》通过“你”的视角,引导读者 思考教育、家庭和人生选择等问题。
04
《红楼梦》以全知叙述者的视角,展现了贾宝玉、林 黛玉等人的命运和贾府的兴衰历程。
05
总结与展望
Point of View的重要性和影响
增强作品表现力
通过使用不同的Point of View, 作家可以更好地展现人物性格、 情感和情节,使作品更具表现力
和感染力。
引导读者情感体验
Point of View的选择可以影响读 者对作品的情感体验,使读者更加 深入地理解和感受作品的主题和情 感。

unit14 英语泛读教程第三册

unit14  英语泛读教程第三册

Unit 14 Three Days to SeeⅠ Objectives1. Understanding the text2. Mastery of some language points3. Learning the writing style: autobiography4. Knowing the life of Helen Keller5.Learning from Helen Keller6. Knowing how to read the administrative language2.Mastery of some language points3.Distinguish autobiography from biography2.Mastery of the reading skill3. Though being told to cherish our ability to see and hear some studentsmight still not value time so muchAbout two periods of class will be used for the analysis and discussion of the passage itself.Total class hours: three periods1. Title:▪---What Helen Keller wished to see if she had the power of sight for just three days2. Preview QuestionsWhat would you do if you only have three days to see?3. Related information(1) About the authorHelen Keller (1880-1968) is one of the most remarkable persons born in the 19th century. She lost her eyesight and hearing at 19 months old. But she managed to overcome the double handicap of blindness & deafness and to take an active part in the life of the world. She graduated with honors from Radcliff College in 1904.Since then she carried on a career that had really begun at the age of 11, when she arranged a tea party at which she collected money to help the education of a smaller deaf-blind child. Even in her eighties, she still spent her busy life in theservice of the other handicapped people. She traveled widely & had friends all over the world. Of course, she could never have accomplished this alone. Just as remarkable as Miss Killer was her teacher, Anne Sullivan, who undertook to lead her out of the darkness & enable her to have a normal life. Helen wrote a number of books, including her autobiography & a biography of Miss Sullivan.During her life, Helen Keller was one of the world's great heroes. Her remarkable story was well known throughout the world. Born in 1880, she contracted an illness when she was less than 2 years old that left her unable to hear or see. At a time when the lives of most people, and certainly, most disabled people, were constrained by their society's medical, philosophical, social, and economic limitations, Miss Keller went on to develop formidable powers of intellectual and emotional achievement. She traveled to the farthest reaches of the world; became a leading figure who publicly campaigned on behalf of civil rights, human dignity, women's suffrage, and world peace; and met the most celebrated personalities of her time. It is therefore not surprising that Helen Keller today remains a woman whose astounding personality and accomplishments attract widespread admiration and awe.(2) About Anne SullivanAnne Sullivan had lost most of her sight at the age of five. By the age of ten, her mother died and her father deserted her. She and her brother Jimmie were sent to the poorhouse in February 1876.Anne's brother died in the poorhouse. It was October 1880 when Anne finally left and went to commence her education at the Perkins Institution. One summer during her time at the institute, Anne had two operations on her eyes, which led to her regaining enough sight to be able to read normal print for short periods of time.Anne graduated from Perkins in 1886 and began to search for work. Finding work was terribly difficult for Anne, due to her poor eyesight, and when she received the offer from Michael Anagnos to work as the teacher of Helen Keller, a deaf-blind mute, although she had no experience in this area, she accepted it willingly. She worked very hard and was instrumental in the education of Keller.(3)About the text"Three Days to See" is the most beautiful piece of writing ever written by a blind person. Its language is lucid ,subtle and prosaic. It tells us the exact perception ofa blind and perhaps only a blind can write such a wonderful piece. Helen Keller,from the point of view of a blind, tells us how to value our sight.4.Text AnalysisPart I (para. 1-2): Introduction: What should we do if we are given only a few days to live?Part II (para. 3-7): Two kinds of attitudes toward life: treasure each day, living with a ge ntleness, a vigor & a keenness of appreciation vs. “Eat, drink and be merry”Part III (Para. 8-19): The author‟s point of view: the seeing see little, not treasuring their sight much & paying little attention to the world around him by providing her own experience& observation.Part IV. (last para.): The author wishes that she could have the power of sight for just three days, emphasizing the preciousness of sight.5. Language points1. infancy - the earliest period of childhood, especially before the ability to walk has beenacquired. 婴(幼)儿期,尤指还不会走路的那一段时期2. condemn - to pronounce judgment against; sentence 对…作出判决;宣判3. sphere – (1) the extent of a person's knowledge, interests, or social position 范围,一个人的知识范围、兴趣范围或社会地位(2) an area of power, control, or influence; domain.权力、控制力或影响力的范围;领域4. mortal - of or relating to humankind; human 人类的、与人类有联系的5. vigor – (1) physical or mental strength, energy, or force 体力,精力,活力(2) strong feeling; enthusiasm or intensity.魄力,气势坚定的信念;热情或者强力6. appreciation – (1) an expression of gratitude感谢,感激的表示(2) awareness or delicate perception, especially of aesthetic qualities or values 欣赏,尤指审美品质或价值7. panorama - an unbroken view of an entire surrounding area, vista 全景,包括周围所有区域的全部画景8. Epicurean - Of or relating to Epicurus or Epicureanism 伊壁鸠鲁(学说)的Epicurean - n. a devotee to sensuous and luxurious living; an epicure 享乐主义者9. motto - a maxim adopted as a guide to one…s conduct 座右铭, 格言, 题词10. chasten – discipline by inflicting suffer 惩戒, 责罚; 折磨11. impend - to be about to take place即将发生的:Her retirement is impending.她马上要退休了12. stroke - a sudden occurrence or result一次突然发生或一个突然的结果a stroke of luck; a stroke of misfortune 一次走运;一次不幸13. mellow - suggesting softness or sweetness柔和的,甜蜜的14. take……for granted - 认为理所当然15. buoyant – (1) having or marked by buoyancy 有浮力的,显示浮力的a buoyant balloon; buoyant spirits一个漂浮起来的气球;高涨的情绪(2) lighthearted; gay 轻松的,活泼的in a buoyant mood 轻松的心情16. go about - to set about to do; undertake着手做;承担Go about your chores in a responsible way.请以负责的态度去做你的工作17. pretty – small, unimportant18. lethargy - a state of sluggishness, inactivity, and apathy无精打采,呆滞懒散,无生气,冷漠的状态19. faculties – (1) an inherent power or ability 天赋,先天的智能或能力(2) any of the powers or capacities possessed by the human mind, ability能力,技能20. manifold - many and varied; of many kinds; multiple 繁多的;多种的;多个的:our manifold failings 我们在各方面的损失21. apply to - to be pertinent or relevant 适用a rule that applies to everyone 适用于每个人的规则22. impairment – loss23. take in - to look at thoroughly; view 详尽地看;注视took in the sights 饱览各个景色24. hazily – vaguely25. strike – to afflict suddenly, as with a disease or an impairment 侵袭,如由疾病或伤害使突然痛苦26. now and then (again)- occasionally27. incredulous - Skeptical; disbelieving 怀疑的;不相信的incredulous of stories about flying saucers对有关飞碟的故事表示怀疑28. mere - being nothing more than what is specified 仅仅的,不超过所明确指出的a mere child; a mere 50 cents an hour 不过是个孩子;每小时仅50美分29. symmetry - beauty as a result of balance or harmonious arrangement 对称美,平衡或和谐的布置产生的美30. shaggy - having a rough nap or surface, as a textile 表面粗糙的31. velvety - suggestive of the texture of velvet; soft and smooth 丝绒般的;柔软光滑的velvety skin 光滑柔软的皮肤32. texture - a structure of interwoven fibers or other elements (交织纤维或其它成份的)结构33. convolution - a form or part that is folded or coiled 盘旋结构,卷曲或盘绕的形式或部分34. quiver - the act or motion of quivering 颤动35. lush - having or characterized by luxuriant vegetation葱翠的, 有或以茂盛植被为特征的36. spongy - resembling a sponge in elasticity, absorbency, or porousness.松软多孔的,与海绵一样有弹性、吸收性、多孔性的37. pageant - colorful, showy display; pageantry or pomp 炫耀的展示38. compulsory - obligatory; required 必修的,义务的;要求的:a compulsory examination 必要的考试39. dormant - latent but capable of being activated 潜在的但能够被激活的dormant faculties 潜在的智力40. sluggish - slow; inactive 慢的;不活跃的:a sluggish stream; sluggish growth 缓缓的小溪;缓慢的生长41. interven –(of time) come between (指时间)介于其间42. loom - to come into view as a massive, distorted, or indistinct image隐约地出现,以庞大的、扭曲的或不清晰的形象出现在视野中43. accomplish - to succeed in doing; 成功地完成44. compassion - deep awareness of the suffering of another coupled with the wish to relieveit 怜悯,同情,对别人的痛苦深入了解,伴随着解脱此痛苦的希望45. deny – refuse to give (sth. asked for or needed) 联不给(所请求或需要之物)46. fleeting - passing quickly; transient 飞逝的;短暂的47. countenance - appearance, especially the expression of the face 表情,外表,尤指面部表情48. casual - not close or intimate 不熟悉的,不亲近的49. subtlety – (1) the quality or state of being subtle 细微,微妙的性质或状态(2) something subtle, especially a nicety of thought or a fine distinction.细微之处难以捉摸的事物,尤指想法的微妙或差别的细微50. occur - to come to mind 闪现进入大脑The idea never occurred to me. 这个想法闪现在我脑海51. standing - continuance in time; duration 持续(存在)时间a friendship of long standing 永恒的友谊52. chronic – (1) of long duration; continuing 长期的;持续的chronic money problems 长期的金钱困扰(2) subject to a habit or pattern of behavior for a long time 惯常的的行为习惯或方式:a chronic liar 一贯说谎的人53. the startling – that which gives a shock of surprise54. the spectacular – that which attracts public attention55. eyewitness - a person who has seen someone or something and can bear witness to the fact见证人,目击者Were there any eyewitnesses to the murder crime?这桩谋杀案有没有见证人?Sentences analysis1). Sometimes it was as long as a year; sometimes as short as twenty-four hours.(有限的时光或长达一年或短至24小时。

阅读英语科技文章的技能和技巧简述

阅读英语科技文章的技能和技巧简述

阅读英語科技文章的技能和技巧简述当代科学技术发展迅速,每天有大量的英语科技文章、新闻及其它科技资料发表在各类报刊和网络上,要想把这些英语科技文献资料都及时翻译成中文是不可能的。

如果想要及时掌握最新的科技信息,把握住现代科技发展的脉搏,最好的解决办法是自己直接阅读英语文献资料,获得第一手信息。

只要有较好英语的基础,再掌握英语阅读的技巧,做到这一点并非很难。

阅读技能是学习任何语言的基本技能之一。

语言技能有四种,即听、说、读和写,其中说和写的技能属于主动性技能,比较难掌握,而听和读的技能属于被动性技能,比较容易掌握。

阅读技能相对来讲是最容易掌握的技能。

为什么阅读技能会比较容易掌握,因为人们在阅读时,可以自己控制阅读速度,可以查阅字典,压力较少,因此比较容易达到人们的阅读目的。

本文将以一些阅读实例,来讨论英语阅读技能和技巧,及其掌握学习的方法。

英语语言教学和研究人员对英语阅读技能和技巧的分类有所不同,但基本上可分为四种。

第一种是精读(intensive reading skill);第二种是泛读(extensive reading skill);第三种是略读(skimming reading skill);第四种是掠读(scanning reading skill);每种阅读技能和技巧都有其特点和要求,下面分别对这四种阅读技能和技巧做一些介绍。

精读技能精读(Intensive Reading)在四种阅读技能和技巧中要求最高,对所阅读的文章,要做到逐字细读,不但要了解文章的主题思想和内容,了解文章的文法结构,而且要掌握每个字词的意义和用法,必要时还需要把文章翻译成中文。

精读阅读技能是学习和研究英语的人或从事翻译人员必需要掌握的技能,但对只需要查阅英语科技文献和信息的科技工作者,在多数情况下不需要使用精读技能。

运用精读技能,不是看文章的长短,而在于是否需要对所阅读的英语资料文章做深度了解和研究。

下面以一则英语新闻为例,来简要说明通过精读,要到达什么样的标准?英语原文:(此文摘自2000年3月25日美国加利福尼亚州硅谷地区一份非常具有权威性的,以科技消息为主的报纸《圣荷西水星报(San Jose Mercury News)》商业版C1科技新闻部分) IBM Developing chips for TV set-top boxes Computer giant IBM said Friday it is developing chips for televison set-top boxes that will transform TV sets into interactive, two-way information appliances. By Computing PowerPC processors and television set-top box components into a single \”system-on-a-chip,\” the Armonk, N.Y., company aims toimprove system performance and lower prices. \”The PowerPc is an ideal chip because it has a good radio of power consumption, performance and low cost,”said Tom Haffhil, an analyst for MicroDes ign Resource. 分析:本文是一则新闻,报导美国IBM公司研发新产品的消息,其标题是IBM Developing chips for TV set-top boxes,意为“IBM 公司研发电视机顶盒芯片” 这篇短文共有81个字,三个句子,二个复合句,其中有一个是直接引语,还有一简单句。

point of view的用法 -回复

point of view的用法 -回复

point of view的用法-回复什么是point of view?Point of view(观点)是指一个人或一个实体的看法、态度、观点和信念。

它是通过个人的经验、文化背景、教育水平、价值观等因素塑造的。

每个人都有不同的观点,这是由于每个人在成长过程中所经历的不同环境和接触的不同信息。

point of view可以影响一个人对事物的理解、评价和行动。

point of view在各个领域都有广泛的应用,包括文学、艺术、哲学、政治、媒体等。

在文学中,point of view可以决定故事的叙述方式和角度,从而影响读者对故事的理解和感受。

在艺术中,point of view可以决定艺术家对主题的表达方式和立场。

在政治中,point of view可以体现一个政府或政的价值观和政策方向。

在媒体中,point of view可以决定报道和评论的角度和立场。

点出point of view对个人和社会的影响。

个人的point of view对我们的思维方式和决策产生重要影响。

它塑造了我们对世界的看法、对他人的理解和对问题的解决方法。

每个人的point of view都是独一无二和宝贵的,它使我们能够看到世界的多样性和不同的视角。

尊重和理解他人的point of view是建立良好人际关系和促进文化交流的关键。

社会的point of view反映了社会的价值观和集体意识形态。

它决定了一个社会的行为准则和规范,对个体的行为和选择产生着导向性和压力。

一个健康的社会应该尊重多样性,鼓励不同观点的交流和对话,以促进创新和进步。

然而,当一个社会的point of view过于固化和狭窄时,可能会导致偏见、歧视和冲突。

因此,为了建立一个更加包容和公正的社会,我们需要不断调整和改变point of view,尊重他人的观点并开展建设性的对话。

如何认识和处理不同的point of view?了解和尊重不同的point of view是建立和谐关系和解决问题的关键。

泛读阅读技巧-Reading Skill

泛读阅读技巧-Reading Skill

Reading Skill1. peed vs. Comprehension(Unit 8, Book II)Passage 1☐People around the world are becoming more and more concerned about the population explosion. Some are holding that there can be some control of the number of people that are born; but population control is a subject which touches on the moral and religious beliefs of many people. Even if many families have fewer children, the speed of the population explosion will only be reduced – not stopped. There will still be problems of food supply, water, and power.Passage 2☐In 1992 Derrida was involved in a much publicized row at Cambridge University when he was nominated for an honorary doctorate and a number of dons – notably the formal logician W V Quine – signed a letter of objection. Derrida eventually received his degree. With his olive skin and mop of coiffed silver hair usually offset by a dark shirt and a stylish suit, Derrida cut a striking figure. But he was reserved and wary of publicity; between 1962 and 1979 he demanded that nothing appear in print about him other than the texts he and his interpreters had written, and he refused to be photographed. Reading Skill: Choosing reading speeds(Unit 8, Book II)Reading speeds are determined by•the reader’s goal / the percentage of understanding required;•the difficulty of the vocabulary / sentences;•the reader’s readiness to read the material. (how much he knows about the content or the topic of the material and how well he can use the reading skills).•Before beginning reading, consider your goal / the percentage of understanding required.☐choose a slow speed when your purpose calls for 100% understanding.☐choose a faster speed when your purpose does not call for 100% understanding.☐When do you need 100% understanding and when not?•While reading, the difficulty of the vocabulary / sentences can influence your reading speed.☐choose a slow speed when the material has a low level of readability.☐choose a fast speed when the material is very readable.•While reading, your readiness to read the material can also greatly influence your comprehension. Yourreadiness includes:☐how much you know about the content or the topic of the material☐how well you can use the reading skillsThink about how fast you read the following materials:♦English newspapers published outside China;♦English newspapers published in China;♦English magazines published in China, such as English Salon, or Joy-Ride English;♦The passages in your textbook;♦Classical English novels;♦Popular stories in Chinese;♦The simplified versions of the classical novels;☐When there is contradiction between speed and comprehension, what do you choose?☐When you read to learn, read slowly.☐When you read for pleasure, you can choose speed and comprehension comfortable for yourself.☐As a first-year student, your main aim here is to learn as much as possible; therefore, read slowly. When you are better equipped, you will naturally read faster.What does a reader do if he wants to read fast and well?☐Is a 7-year-old able to understand A Tale of Two Cities?☐Is a 20-year-old able to understand Fairytales written the Grimm Brothers?☐Comprehension is all about how much you can process the information while reading When your ability matches the difficulty of the materials, you can read fast and well. On the contrary, you can’t when your ability doesn’t catch up with the difficulty of the materials.☐While you can’t change the difficulty of the vocabulary, you can change yourself.☐When choosing how fast to read a material, you must consider:•what your purpose of reading is•the level of comprehension required•the difficulty of the material•how good your own vocabulary is•if you are familiar with the topic•what reading skills can be used2. Literary Genres文学体裁What is Genre?Genre - a category, in literature or other media, characterized by similarities in form, style, or subject matter.For example, science fiction and fantasy are two different genres in literature.Why recognizing genres is important?⏹On the simplest level, grouping works offers us an orderly way to talkabout an otherwise bewildering number of literary texts.⏹More importantly, if we recognize the genre of a text, we may also have abetter idea of its intended overall structure and subject / main idea.⏹Finally, a genre approach can deepen our sense of the value of any singletext, by allowing us to view it comparatively, alongside many other texts of its type.All categories of books or stories can be called either fiction or non-fiction.Fictiona made up storycan tell about things that could happenis read for funcharacters may be like real people or imaginaryNon-Fictionhas facts that can be checked and proventhe author is an expert on this informationit IS TRUE!Can you classify the following genres into two categories, namely, fiction andnon-fiction?adventure, biography/autobiography, drama, essay, fable, fairy tale, fantasy, folklore, historical fiction, horror, humor, informational, legend, mystery, mythology, narrative nonfiction, poetry, realistic fiction, romance, science fiction, short story, speech, tall tale, thrillerFictionAdventure Drama Fable Fairy TaleFantasy Folklore Historical Fiction HorrorHumor Legend Mystery MythologyPoetry Realistic Fiction Romance Science Fiction Short Story Tall Tale ThrillerNon-FictionBiography/AutobiographyEssayNarrative NonfictionInformational (science, sports, history, economy, etc.)SpeechFictionAdventureStories featuring physical action often around a mission usually involving killing and robbing. Many times set in forbidding locales such as jungles, deserts, or mountains.e.g. Robinson CrusoeMoby DickDramaStories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action.e.g. the four tragedies by W. Shakespeare: Hamlet, Othello,Macbeth, King LearFableNarration demonstrating a useful truth, especially in which animals speak as humans; legendary, supernatural tale.e.g. Aesop's FablesFairy TaleStory about fairies or other magical creatures, usually for children.e.g. Fairytales written by Grimm brothersFairytales written by Hans C. AndersonFantasyFiction with strange or other worldly settings or characters; using magic and other supernatural phenomena as a primary element of plot, theme, and/or setting.e.g. The Lord of the Rings; The Harry Potter Series;Twilight; The Chronicles of NarniaFolkloreThe songs, stories, myths, and proverbs of a people or "folk" as handed down by word of mouth.e.g. Robin Hood; Merlin/wiki/English_folkloreHistorical FictionStory with fictional characters and events in a historical setting.e.g. A Tale of Two Cities; The Three MusketeersLittle Women (by Louisa May Alcott, set in 1863 during the American Civil War)HorrorFiction in which events evoke a feeling of dread in both the characters and the reader.e.g. Frankenstein by Mary ShelleyEdgar Allan Poe’s short storiesStrange Case of Dr. Jekyll and Mr. Hyde by Robert Louis StevensonThe Picture of Dorian Gray by Oscar WildeDracula by BramHumorFiction full of fun, fancy, and excitement, meant to entertain; but can be contained in all genres.e.g. Tom And Jerry; The Ice AgeLegendStory, sometimes of a national or folk hero, which has a basis in fact but also includes imaginative material.e.g. The Legend of Sleepy Hollow by Washington IrvingRobin HoodKing Arthur and the Knights of the Round TableHelen of Troy and the Trojan WarOdysseusMystery / ThrillerFiction dealing with the solution of a crime or the unraveling of secrets. It is often used as a synonym for detective fiction, crime fiction or thriller.e.g. Rebecca; The Day of the JackalThe Thirty-nine StepsThe Collected Sherlock Holmes Short Stories by Sir Arthur Conan DoyleAgatha Christie’s detective seriesMythologyLegend or traditional narrative, often based in part on historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods.e.g. The Roman MythologyThe Greek MythologyPoetryVerse and rhythmic writing with imagery that creates emotional responses.e.g. the Homeric epics, the Iliad and the OdysseyShakespeare’s sonnetspoets: Alexander Pope, Robert Burns, Alfred Tennyson, John Donne, Ben Jonson, Percy Bysshe Shelley, Walt Whitman, William Bulter Yeats, JohnKeats, John Milton, Edmund Spencer,Realistic FictionStory that can actually happen and is true to life.e.g. Charles Dickens; Mark Twain; Jane AustenRomanceStories featuring the mutual attraction and love of a man and a woman as the main plot, and have a happy ending.e.g. Pride and Prejudice ; Romeo and JulietJane Eyre; Gone with the WindScience FictionStory based on impact of actual, imagined, or potential science, usually set in the future or on other planets.e.g. Jurassic Park20,000 Leagues Under the Sea by Jules VerneJourney to the Center of the Earth by Jules VerneThe Time Machine by H. G. WellsThe War of the Worlds by H. G. WellsFrankenstein by Mary ShelleyI, Robot by Isaac AsimovBicentennial Man by Isaac AsimovShort StoryFiction of such brevity that it supports no subplots.e.g. The Thousand and One Nights (The Arabian Nights)Canterbury Tales by Geoffrey ChaucerRip van Winkle by Washington IrvingThe Legend of Sleepy Hollow by Washington IrvingThe Collected Sherlock Holmes Short StoriesFairytales written by Grimm BrothersThe Gift of the Magi by O’HenryTall TaleHumorous story with blatant exaggerations, swaggering heroes who do the impossible with nonchalance./show.aspx?WWGOQglge6k= (A Tall Tale: John Henry)Thriller / MysteryStory using suspense, tension, and excitement as the main elements, climaxing when the hero finally defeats the villain, saving his own life and often the lives of others.e.g. The Count of Monte Cristo ; The Da Vinci CodeThe James Bond Series; The Jason Bourne SeriesThe Hunger Games Trilogy; The Girl with the Dragon Tattoo Non-FictionBiography/AutobiographyNarrative of a person's life, a true story about a real person.e.g. The Story of My Life by Helen KellerThe Autobiography of Benjamin FranklinMy Life by Bill ClintonLiving History by Hillary ClintonConfessions by Jean-Jacques RousseauEssayA short literary composition that reflects the author's outlook or point.e.g. Of Studies by Francis Bacon/3188/2006/05/25/*************Narrative Nonfiction: Factual information presented in a format which tells a story.Informational (science, sports, history, economy, etc.): Informational text dealing with an actual, real-life subject.SpeechPublic address or discourse./speeches (video)/speeches/ (text)Martin Luther King –“I have a dream”Winston Churchill “We shall fight them on the beaches”Winston Churchill “Blood Sweat and Tears”President Kennedy “Man on the moon”General MacArthur “Old soldiers never die, they just fade away”American Declaration of IndependenceEulogy to Diana Princess of WalesColonel Tim Collins –“Magnanimous in Victory”Lincoln's Gettysburg Address/famous-speeches-11667.htm3. Previewing(Unit 1 and Unit 2, Book I)By previewing, you can:⏹extract information from books / materials quickly;⏹get an overview or some important details you want quickly;⏹eventually, find out about the suitability and readability of the book/ the material, so as to enable you to determine if you are going to read it in detail and how fast you are going to read it.●So, when do we preview a book or a material?●when we need to get only part of it (such as an overview or somedetails only) in a limited duration of time;●when we need to determine which book / material is worth yourtime to read;Previewing: the dust cover⏹The titleIt tells you about the content of the book. It may tell you about the level of the book too.⏹The authorThe author is closely related to the credit of the book.⏹Date of publicationThis tells you when the book was first published. It's important if you need information which is up-to-date.⏹Other useful informationIt might say if the book is for beginners or for advanced level. It might also say what the book contains - pictures or diagrams. Previewing: the table of contents●It is a list of the topics covered by the book.●It might have details of sub-sections in each chapter.●This tells you how useful the book will be for what you need.●This also tells you how the topics of the sections relate to each other. Previewing: the preface or introduction●It tells you⏹why the author wrote the book – the content⏹how the author wrote the book – the approach⏹for whom the author wrote the book – the target readers Previewing: supplements for further reading⏹Index – an alphabetical list of topics, terms or names, with page references.⏹Glossary – a list of difficult words or terms, sometimes with definitions⏹Appendix -- extra information related to the content of the book, which ishelpful, including charts, graphs, documents, facts, etc.⏹Bibliography – a list of some or all the sources that the author has used towrite the book.Previewing: flipping through several pagesFlipping through the first / last chapter or the first / last several pages can help you determine the readability of the book.Previewing a Book vs. Previewing a Material●the dust cover●the table of contents●the preface or introduction●helpful supplements●some pages at the beginning and / or at the end●the title●the subtitle / subheading●the list of goals or objectives●helpful charts, pictures, appendix, etc.●some paragraphs at the beginning and at the endPreviewing a Reading Material♦Look at the title: main idea♦Look for subtitles and subheadings: clarification of main idea ♦Look at lists of goals or objectives: usu. before a passage of reading comprehension♦Look at the pictures, charts, or drawings: helpful illustration that impresses the readers♦Look at the first paragraph: main idea or writing purpose♦Look at the first sentence of each paragraph: when there are few paragraphs and they are long♦Look for a summary: conclusion at the end of the text♦Look at the questions that appear after the reading: important details of the text♦Look for key words in different prints: important words or details Let’s preview Text, Unit 4●the title – Migratory Birds and Coffee●the objective (the paragraph in the box) – to learn about the relationshipbetween shade-grown coffee plantations and the conservation of migratory birds●look for pictures, charts, diagrams, etc. – the three pictures are all aboutplants, forests, and birds.●read the first paragraph – examples / data to impress the reader with theissue●read the last paragraph – pay more for coffee, then a more bird-friendlymanner●look at the questions on P55 – important details in the TextAfter previewing,●we know:●the main issue for discussion – coffee-growing and bird protection●the readability – difficult●we must consider:●Is it an interesting topic for me / us?●Is it worth my / our further reading for all the details?●Is it easy enough for me to read?●Previewing is about how to “choose” a reading material, and how to “find” what one wants, but not about how to “understand”.4. Predicting●Does reading mean starting at the beginning and going word by word, stopping to look up every unknown vocabulary item, until the end?●If your answer is “yes”, then you are relying exclusively on your linguistic knowledge.●Reading is a “guessing game”.●Reading – Guessing / Predicting – Reading – Proving / DisprovingWhat is “predicting”?●Thinking in advance about what to be read.Why is “predicting” so important?●It enables us to be aware of our goal in reading.●It activates schemata: that is, it calls into mind any experiences andassociated knowledge that we already have about the topic and the text.●It helps us to focus in the reading process.●It improves comprehension.How to Predict?⏹Before Reading:Using the skill of “Previewing”, predict what information you may find in the text, before you begin to read it in detail.For example, after looking at the title, you can ask yourself what you know and do not know about the subject before you read the text. Or you can formulate questions that you would like to have answered by reading the text. These exercises will help you focus more effectively on the ideas ina text when you actually start reading.⏹Using knowledge of the subject matter to predict about content;⏹Using knowledge about the author to predict about writing style andcontent.e.g. Acting against the will of Alfred Nobel(from )Death on the Nileby Agatha Christie⏹While-readingUsing prior knowledge of the subject and the ideas in the text to⏹predict about the meanings of unknown words;⏹predict about the idea of the following sentences and paragraphs;⏹predict about the text type and purpose, writing style;⏹check comprehensionBen Jonson’s remark on Shakespeare:Thou art a Moniment, without a tombeAnd art alive still, while thy Booke doth liveAnd we have wits to read, and praise to give.You are a monument, without a tombAnd are alive still, while your book does liveAnd we have wits to read, and praise to giveIn order to predict, you must …⏹have a large vocabulary⏹have a large information base⏹know about cultural background⏹know about writers and writing styles⏹know about text typesE x a m p l eI,l i k e m a n y l i t t l e g i r l s,d r e a m e d o f b e i n g a b a l l e t d a n c e r.I p r a c t i c e d h a r d a n d a ta g e13,I w a s h i r e d a s a n a p p r e n t i c eb y t h e M i n n e s o t a D a nc e T h e a t r e,a l i t t l e b a l l e tc o m p a n y i n m y h o m e t o w n o f M i n n e a p o l i s.⏹W h a t d o y o u t h i n k w o u l d h a p p e n t o t h e a u t h o r?⏹D i d s h e h a v e t o t r a i n h a r d?⏹D i d s h e b e c o m e a f a m o u s d a n c e r i n h e r t o w n,t h e n i n h e r c o u n t r y,t h e n a l l o v e r t h e w o r l d?⏹W a s t h e r e a n a c c i d e n t t h a t f o r c e d h e r t o g i v e u p d a n c i n g?⏹O b v i o u s l y s h e d i d n’t h a v e m u c h s c h o o l e d u c a t i o n.C o u l d h e r l a c k o f e d u c a t i o na f f e c t h e r l a t e r l i f e?I d a n c e d t o f u l f i l l a d r e a m,a n d t h e m o n e y c a n i n h a n d y.M y m o t h e r w a s t r y i n g t o r a i s e f i v e c h i l d r e n w h i l e w o r k i n g a s a s i n g e r i n a n i g h t c l u b.T h e$50a w e e k Ie a r n e d d a n c i n g p a i df o r m y f o o d,b u s f a r e a n d b a l l e t o u t f i t s.T h a t’s h o w I h e l p e d m y m o m–b y j u s t p a y i ng f o r m y s e l f.I t m a d e m e f e e l g o o d.Ih a v e n o d o u b tt h a t r e s p o n s i b i l i t y l e a d s t o s e l f-r e s p e c t.⏹T h e a u t h o r’s l i f e w a s r a t h e r s e l f-s u f f i c i e n t.I s i t e x p e c t e d o r n o t?⏹W h a t i s t h e m e a n i n g o f“h a n d y”?⏹D i d s h e g o t o s c h o o l a n d k e e p d a n c i n g a t t h e s a m e t i m e?⏹W h a t h a p p e n e d n e x t w h e n s h e g r o w t o b e a n a d u l t?⏹C o u l d t h e p o i n t“t h a t r e s p o n s i b i l i t y l e a d s t o s e l f-r e s p e c t”b e t h e t h e m e o f t h ep a s s a g e?W h e n I w a s17I m o v e d t o P h i l a d e l p h i a t o s t u d y w i t h t h e P e n n s y l v a n i a B a l l e t.T h r e e y e a r s l a t e r I w e n t t o N e w Y o r k C i t y,a n d e v e n t u a l l y p u r s u e d a n a c t i n gc a r e e r.⏹I t s e e m t h e a u t h o r b e c a m e a n a c t r e s s.W a s s h e s u c c e s s f u l?⏹W h o w a s s h e?⏹I n w h a t f i l m s h a s s h e e v e r a c t e d?S u p p o r t i n g m y s e l f a t a n e a r l y a g e w a s t h e b e s t t r a i n i n g f o r l i f e I c o u l d p o s s i b l y h a v e r e c e i v e d.I s t i l l c o n s i d e r m y s e l f a t r o u p e r a n d h a v e y e t t o m i s s a d a y o f w o r k.I t a k e m o r e p r i d e i n t h e f a c t t h a t I c a n a l w a y s b e c o u n t e d u p t h a n I d o i n h o w m u c hI e a r n o r h o w w e l l-k n o w I a m.⏹W h a t i s t h e m e a n i n g o f“t r o u p e r”a n d“h a v e y e t t o m i s s a d a y o f w o r k”?⏹W h a t i s t h e t h e m e o f t h e s t o r y?⏹W h i l e r e a d i n g t h e p a r a g r a p h,w e m a y h a v e r e c a l l e d o u r o w n c h i l d h o o de x p e r i e n c e s,s u c h a s o u r d r e a m s,o u r l e a r n i n g e x p e r i e n c e s,e t c.H o w w e a s s o c i a t e d t h e p a r a g r a p h w i t h o u r o w n e x p e r i e n c e s c o u l d h a v ei n f l u e n c e d w h a t p r e d i c t i o n s w e m a d e.⏹I t d o e s n’t m a t t e r w h a t p r e d i c t i o n s w e c o u l d h a v e m a d e.T h e p o i n t i s: k e e p g u e s s i n g w h i l e r e a d i n g.5. Guessing Meanings of Words from Context (Unit 7 and Unit 8, Book I)●Synonym / definition clues●Antonym / contrast clues●Example clues●Word association and word classI. Synonym / definition clues: (examples)•This revision should be cumulative– adding a bit to the total at a time, covering briefly all the work done so far in the tem.• A carrel is a small table with “walls” around three sides.•The“honor system”demands that the student be honest in all areas of school work.I. Synonym / definition clues:•punctuations such as commas, dashes, parentheses•definition words such as “be”, “mean”, “refer to”, “that is”, “or”•Clauses which provides additional information or explanationII. Antonym / contrast cluesusually connected by but, while, as opposed to, on the other hand, unlike, however, while, nevertheless, despite, although, even though, etce.g. Linda manages money judiciously while I manage money unwisely.judiciously: wiselyPlease do the “Practice”on P111 and P112●Determine the meaning of each italicized word ....●resolutions● 2. budget●figureheadB. b, a, aIII. Example clues: such as, including, for example, for instance, to illustrate.e.g. Phobias, such as fear of height, fear of water, or fear of crowds, can be eliminated through conditioning.IV. Word association and word classe.g Mr. Johnson’s paintings show his attention to geometric shapes of all kinds. The paintings contain circles, squares, triangles, pirrles, etc. Please do the “Practice” on P130●Underline the example clues and write the meaning of the word ...●ancestry● a leap year●amateur●Write the meaning of the underlined word.●cane●saw●rides●sipPlease note that●word-guessing is more used as a reading strategy than a vocabulary-buildingstrategy;●word-guessing can never replace dictionary because the former is never asreliable as the latter in term of precision in meaning;●word-guessing is inversely proportional to your required comprehension;that is, the more you would like to understand, the less you should use the word-guessing strategy;●word-guessing does NOT work wonders for all kinds of reading. Practice⏹The section on falconry described fourteen classes of birds.⏹Harold Bate, a British inventor, fuels his car with pigs’manure.But any animal waste will do – dogs’, cats’, goats’, horses’, andchickens’.⏹He was surprised to find that the mummy had been wrapped insheets of papyrus, the reed paper of ancient Egypt.⏹The world’s greatest violinists—among them Yehudi Menuhim,Fritz Kreisler, Mischa Elman, and Jascha Heifetz—have usedStradivariuses.⏹The other ingredients of bread are yeast, sugar, water, salt andfat.⏹Though the oil killed thousands of birds as it floated ashore, thedetergents used to clean the rocks and beaches destroyed many more creatures and upset the usual balance of marine life.⏹We sometimes call Great Britain “Britannia” and the United States“Columbia,” and think of both as noble women. We also use masculine symbols in our personification of nations. Forexample, the Englishman was John Bull, indicating strength.⏹Every evening, some part of the British Commonwealth hears thechimes of Big Ben, largest of the bells in the clock tower of the Palace of Westminster.⏹Then people became interested in keeping other reptiles– likelizards and even alligators.•In 1799, George Washington, in a letter written only two days before his death, strongly urged the establishment of a military academy. Three years later, the United States Military Academy opened with an enrollment of ten cadets.•Another phase of culture shock is homesickness. This is period when the foreigner misses his hometown back at his nativecountry.•The “qwerty” keyboard, whose name comes from the first six letters on the board’s second line, was set up by C. L. Sholes. • A mammal’s third eyelid is a thin, movable film or membrane. •For instances, New Orleans is known for its jambalaya, a spicy dish of rice, ham, shrimp, and tomatoes.•The movement of his camel, the desert heat, and the chemicals in the pouch made the milk separate into curds and whey. The thick part, or curd, was the first cheese.•The worm is a leech—a bloodsucker.●Before the Crusades, kings had existed, but their role was more orless that of a figurehead, a chief in name only, in the complicatedfeudal system.•The horse has been man’s friend since earliest times, as paintings on the walls of old caves and tombs show. A man on his steed became a symbol of power.•And for hundreds of years the boats called balsas were the highest boats in the world.•In those days Hollywood was like a magnet, drawing ambitious young men and women from all over the world.6. Guessing Meanings of Words from Word-Formation(Unit 14, Book I)▪affixation▪conversion▪compounding▪shortening▪acronyms▪blendingAffixation▪prefixation: adding a prefix to the base. Prefixes do not change the word-class of the base; they change the meaning of the base instead. ▪suffixation: adding a suffix to the base. Suffixes usually change the word-class of the base, but some can change the meaning of the base too.▪So far, the suffixes we have learned include adj. suffixes (-ous, -ish, -ly, -en, -al/-ical, -ible / -able, -ive, -y, -ful / -less, -ed / -ing) and n. suffixes (-er, -or, -ist, -ant, -ent, -ess, -ee, -ian, -ish, -ese, -hood,-ship, -age, -tude)How to deal with affixation?•divide a new word into recognizable parts;•combine the meaning of each part into the meaning of the new wordconversion▪Conversion means changing a word from one part of speech to another without the addition of an affix.▪conversion: no matter how the part of speech changes, the core meaning of the word never changes.。

point of view的用法

point of view的用法

point of view的用法【原创实用版】目录1.Point of view 的定义与作用2.Point of view 的分类3.Point of view 的运用方法与示例4.总结正文【1.Point of view 的定义与作用】Point of view,简称 POV,是指在文学创作、影视作品或其他艺术形式中,用于描述故事情节、展现人物性格和情感的视角。

它是作者或导演用来传达信息、引发读者或观众共鸣的重要工具,对于塑造作品的风格、增强作品的吸引力具有至关重要的作用。

【2.Point of view 的分类】Point of view 主要分为以下三种:(1)第一人称:以“我”为主要视角,展现人物的内心感受和所见所闻。

这种视角具有较强的主观性和真实性,容易拉近与读者的距离。

(2)第二人称:以“你”为主要视角,使读者产生强烈的代入感,适用于指导性、互动性较强的作品。

(3)第三人称:以“他/她/它”为主要视角,具有较高的客观性,能够全面地展现故事情节和人物关系。

这种视角在文学创作中最为常见。

【3.Point of view 的运用方法与示例】(1)选择合适的视角:作者应根据作品的内容、风格和人物特点,选择最合适的视角。

如,青春成长类小说常采用第一人称,以便更好地展现人物的心路历程;推理小说则多采用第三人称,以便于展现复杂的案情和多方位的线索。

(2)保持视角的一致性:在故事叙述过程中,应尽量避免视角的频繁切换,以免造成读者的困惑。

如需切换视角,应做好过渡和衔接,确保读者能够顺畅地理解故事。

(3)运用视角的优势:作者应充分利用视角的特点,通过不同的视角展现故事的多样性和立体感。

例如,在描述一场对话时,可以采用第三人称展现双方的表情和语气;在描绘人物内心活动时,可以采用第一人称,让读者更深入地了解人物。

【4.总结】总之,point of view 在文学创作和其他艺术形式中具有重要作用。

作者应掌握各种视角的特点,灵活运用,以提高作品的质量和吸引力。

英语泛读课程I阅读技巧1Reading skill1

英语泛读课程I阅读技巧1Reading skill1

3. Some people simply enjoy high levels of physiological excitement, Sparks said. according to the literature, about 10 percent of the population
enjoys the adrenaline rush.
Example 1: Like horses, human beings have
a variety of gaits: they amble,
stride, jog, and sprint.
Meaning: Several examples are given to
shed light on the meaning of the italicized word “gait”: a way of
Definition: adding a bit to the total at a time
1. He was a shoplifter and he always took the goods secretly from the store without paying for them.
What will you do when you meet new words and phrases?
Reading Skill: Context Clues to Word Meaning
definition clues
context clues
example clues
semantic clues
Semantic Relationship
Class relationship Contrast relationship

英语泛读课程I阅读技巧3Reading skill 3

英语泛读课程I阅读技巧3Reading skill 3
• First, let’s talk about culture…. • This has several implications…. • Texting changes people as well…. • Another scientist wrote of the changes that mobiles have
• Research shows that depression runs in families and that some people inherit genes that make it more likely for them to get depressed. …..
main idea of the passage.
HOW TO GET THE MAIN IDEA?
AT THE BEGINNING
Many common words, such as the names for the days of the week and the months of the year, also come from mythology. Wednesday derives from the ancient Norse King of the god. Woden and Thursday was originally Thor’s Day, in honor of Thor, the god of thunder.
ห้องสมุดไป่ตู้
EXERCISES
• Psychologists agree that IQ contributes only 20 percent of the factors that determine success. A full 80 percent comes from other factors, including what I call emotional intelligence. The following are two of the major qualities that make up emotional intelligence, and how they can be developed.

英语泛读课程I阅读技巧2Reading skill2

英语泛读课程I阅读技巧2Reading skill2

Understanding complex sentences
Reading Skill: Understanding Sentences
■ God made the two lights: the greater light to rule the day, and the lesser light to rule the night.
■ Attracted by exciting tales of opportunities for instant wealth in the Gold Rush country in California, Strauss sailed to San Francisco on a clipper ship in 1850, with a load of canvas to make tents for gold miners.
Reading Skill: Understanding Sentences
■ God made the two lights: the greater light to rule the day, and the lesser light to rule the night.
Reading Skill: Understanding Sentences
Reading Skill: Understanding Sentences
■ At the sight of the enemy troops, the frightened soldiers showed a clean pair of heels.
READING SKILL: UNDERSTANDING
SENTENCES
What difficulties do you have when reading a text?

新编英语小说鉴赏课件PointofView

新编英语小说鉴赏课件PointofView
eliminates the distances between readers and the story.
Second Person Point of View
• Uses “you.” • Usually not a common device in
story-telling.
Third Person Point of View
• First person point of view • Second person point of view • Thrid person point of view
First Person Point of View
• Uses “I” or “we.” • Sounds the most personal and
Question for Class Discussion
• Recall a story you have read, and describe the point of view in that story. What impresses you about the point of view in the story?
The End
• Point of View: refers to the method of storytelling that enables the reader to experience the story from a position taken by the storyteller.
Three Kinds of Point of View
Importห้องสมุดไป่ตู้nce of Point of View
• In a significant way, the point of view controls and determines the reader’s response to the story.

point of view 例句

point of view 例句

point of view例句1. Why can't you ever see my point of view?你怎么老不明白我的观点呢?《牛津词典》2. I have some sympathy with this point of view.我对这一观点有些赞同。

《柯林斯英汉双解大词典》3. I managed to swing them round to my point of view.我设法使他们转而接受了我的观点。

《牛津词典》4. The book is written from the father's point of view.这本书是从父亲的角度写的。

《牛津词典》5. You could certainly make a case for this point of view.你当然可以为这种观点做解释。

《柯林斯英汉双解大词典》6. From a financial point of view the project was a disaster.从经济观点看,这个项目彻底失败了。

《牛津词典》7. It was a logical conclusion from the child's point of view.从小孩的观点来看这是个合乎情理的结论。

《牛津词典》8. He always put his point of view with clarity and with courage.他一贯勇于清晰地阐释自己的观点。

《柯林斯英汉双解大词典》9. We'll look at the problem from a strictly legal point of view.我们将只从法律的角度来看待这个问题。

《牛津词典》10. From a practical point of view, it isn't a good place to live.实际一点看,这里不是理想的住处。

point of view 翻译

point of view 翻译

point of view 翻译
point of view翻译
“观点”或“视角”,是指个人对事物的看法、立场或态度。

它不仅反映出一个人认为正确的想法,而且也反映出一个人如何看待他周围的环境。

这个概念也可以用来描述决策者对于他们面临的议题的态度。

观点也可以用来表达一组共同的信仰,这个信仰可能涉及到个人的道德标准、文化信仰、政治立场或任何其他有影响力的信仰。

该组织可以使用观点来开展宣传活动,并希望推动公众认可它们的价值观。

观点也可以帮助一个组织建立一致的沟通方式,这些沟通方式可以帮助组织在外部环境中建立和维护其声望。

当一个人表达自己的观点时,他可能会使用诸如说故事、讨论、表演、写作或其他方式来说明他的想法。

同样,一个组织也可以使用这些方式来表达自己的观点,以帮助推动其目标。

point of view可以翻译为“观点”或“视角”,这是一个重要的概念,可以帮助提供一个人或组织对事物的看法、立场或态度。

它可以用来表达一组共同的信仰,也可以用来推动宣传活动,并帮助一个组织建立一致的沟通
方式。

当一个人表达自己的观点时,他可以使用诸如说故事、讨论、表演、写作或其他方式来说明他的想法。

新世纪泛读教程3Reading Skill-Skimming

新世纪泛读教程3Reading Skill-Skimming
rial you have already studied. • 2 Look over and sort out your mail. • 3 Flip through a new book or magazine. • 4 Keep informed in a general way about the news.
Reading Skill:Skimming
• Skimming is reading for the general idea or the big picture. As a rapid-reading skill, skimming is not new to you. If you do one of the following, you will find yourself skimming:
3 Read the first paragraph completely.
4 Read subheadings and first sentences of remaining paragraphs.
5 Alternately read and "float" over the body of the material, looking for the following:
Main ideas of paragraphs, with some of the more important supporting details;
Clue words, such as names, dates, and qualifying adjectives;
Direction words, indicating the writer's agreement or disagreement with the idea under discussion;

泛读和精读的区别英语作文

泛读和精读的区别英语作文

Reading is a fundamental skill that shapes our understanding of the world and enhances our cognitive abilities. It is through reading that we learn, grow, and develop our perspectives. There are two primary modes of reading: extensive reading and intensive reading. Both serve different purposes and have their unique advantages. In this essay, I will explore the differences between these two approaches to reading, drawing from my personal experiences and observations.Extensive reading, often referred to as skimming or scanning, is the practice of quickly going through a text to grasp its general idea. This type of reading is particularly useful when we need to gather information from a large volume of material within a short time frame. For instance, during my high school years, I often engaged in extensive reading to prepare for literature exams. I would skim through various novels and plays to get a sense of the plot, characters, and themes without delving into the finer details. This allowed me to cover a wide range of texts and develop a broad understanding of different literary works.In contrast, intensive reading, also known as close reading or deep reading, involves a slow and careful examination of a text to fully comprehend its meaning, nuances, and implications. This approach is essential when we aim to gain a deep understanding of a particular subject or when we need to analyze a text critically. For example, when I was studying for my English literature final exam, I spent hours poring over a single poem, analyzing its structure, rhythm, and imagery. By doing so, I was able to appreciate the poets craft and the layers of meaning embedded within the text.One significant difference between extensive and intensive reading lies in the level of engagement with the text. Extensive reading requires a more passive approach, where the readers goal is to absorb information quickly without necessarily engaging with the text on a deeper level. On the other hand, intensive reading demands active participation from the reader. It involves questioning, hypothesizing, and reflecting on the text to gain a comprehensive understanding.Another distinction is the purpose each reading method serves. Extensive reading is often used for entertainment, general knowledge acquisition, or when we need to skim through a large amount of material to find specific information. In contrast, intensive reading is typically employed for academic purposes, professional development, or when we want to gain a profound understanding of a particular subject.Moreover, the benefits derived from each reading method differ. Extensive reading helps to improve our reading speed, expand our vocabulary, and develop our ability to identify the main ideas in a text. It also exposes us to a variety of writing styles and perspectives, fostering a broader understanding of different cultures and ideas. Intensive reading, however, enhances our critical thinking skills, deepens our comprehension, and allows us to appreciate the subtleties and complexities of a text.In my personal experience, I have found that a balanced approach to reading is most effective. While extensive reading has helped me to quickly gather information and broaden my knowledge, intensive reading has allowed me to delve deeper into the texts I read and develop a moreprofound understanding of the subject matter. By combining both methods, I have been able to enhance my reading skills and gain a more comprehensive understanding of the texts I engage with.In conclusion, extensive and intensive reading are two distinct approaches to reading, each with its unique advantages and applications. Extensive reading is ideal for quickly absorbing information and expanding our knowledge base, while intensive reading is essential for developing a deep understanding of a text and honing our critical thinking skills. By recognizing the differences between these two methods and applying them appropriately, we can become more effective readers and learners.。

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Reading Skills – Finding the point of view
One of the most important decision a
writer makes as he writes a story is the narrative point of view he will use. The point of view is the story's perspective. Through whose eyes will you, the reader, see this story ? It answers two questions:
– Who tells the story? – What part does the narrator play in the action?
Finding the point of view
★ narrator VS. author
The narrator may be a fictive person devised by the author as a stand-alone entity, or may even be a character. The narrator is considered participant if an actual character in the story, and nonparticipant if only an implied character, or a sort of omniscient or semi-omniscient being who does not take part in the story but only relates it to the audience.
Second-person view
In second-person narrative mode, the
narrator refers to one of the characters as "you", therefore making the audience member feel as if he or she is a character within the story. Examples of this are the "Choose your own adventure" and "Fighting Fantasy" series of books which were popular in the 1980s. In letters and greeting cards, the secondperson narrative mode is often used in a non-fictional atmosphere
Third-person view
If the narrator of the story is not present or is present but not a
protagonist and a story told by someone else and not his own, the story is narrated by He/She perspective. The third-person modes are usually categorized along two axes. The first is the subjectivity/objectivity axis, with "subjective" narration describing one or more character's feelings and thoughts, while "objective" narration does not describe the feelings or thoughts of any characters. The second axis is between "omniscient" and "limited", a distinction that refers to the knowledge available to the narrator. An omniscient narrator has omniscient knowledge of time, people, places and events; a limited narrator, in contrast, may know absolutely everything about a single character and every piece of knowledge in that character's mind, but it is "limited" to that character — that is, it cannot describe things unknown to the focal character.
Narrative time
★ The narrative tense or narrative time determines the
grammatical tense of the story; whether in the past, present, or future.
Past tense
First-person view
Uses "I" or "we."
Many times the narrator is the protagonist, but this is not always true. In this point of view the reader only knows the thoughts of the narrator as he relates the story. First-person narration should suffer from the same limitations on knowledge that we suffer in the world, that is, they should not know other people’s thoughts, etc.
Narrative time
Present tense The events of the plot are depicted as occurring now—at the current moment—in real-time. In English this tense, known as the "historical present", is more common in spontaneous conversational narratives than in written literature. Future tense Extremely rare in literature; the events of the plot are depicted as occurring soon or eventually; often, these upcoming events are described in a way that makes it seem like the narrators uncannily know (or believe they know) the future. Some future-tense stories have a prophetic feel.
Third-person view
Third-person narration provides the greatest flexibility to the
author and thus is the most commonly used narrative mode in literature. In the third-person narrative mode, each and every character is referred to by the narrator as "he", "she", "it", or "they", but never as "I" or "we" (first-person), or "you" (second-person). In third-person narrative, it is obvious that the narrator be merely an unspecified entity or uninvolved person that conveys the story, but not a character of any kind within the story being told . Third-person singular (he/she) is overwhelmingly the most common type of third-person narrative, before there have been successful uses of the third-person plural (they). Even more common, however, is to see singular and plural used together in one story, at different times, depending upon the number of people being referred to at a given moment in the plot
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