英语阅读技巧与策略Readingstrategy
英语阅读阅读策略
英语阅读阅读策略English:When reading in English, there are a few key strategies that can help improve comprehension and retention. First, it's important to activate prior knowledge. This means drawing on what you already know about the topic or genre to help you make connections as you read. Second, it's useful to preview the text before diving in. This can involve skimming the headings, subheadings, and any visuals to get a sense of the main ideas and structure of the text. Third, while reading, it's helpful to make notes or highlight key points to engage with the material actively. This could involve jotting down questions, summarizing main ideas, or marking important passages. Additionally, don't be afraid to look up unfamiliar words or concepts as you go. Finally, it's important to reflect on the material after reading. This could involve summarizing the main points, making connections to your own experiences or other texts, and considering how the information may apply in different contexts.中文翻译:在阅读英语时，有一些关键策略可以帮助提高理解力和记忆力。
英语八大阅读策略
英语八大阅读策略英语八大阅读策略是指在学习英语语言阅读方面应该采用的八种方法。
这些策略有助于提高英语阅读能力，同时也有助于提高英语语言能力。
下面我们来一一了解这些英语八大阅读策略：1. 预测：在读一篇英语文章前，可以先透过标题、主题、插图等资讯预测文章的大意和内容。
通过这种预测，可以帮助你对文章进行更好的理解和组织。
2. 提问：在阅读英语文章时，你可以自问一些问题，比如说这篇文章在说什么？这篇文章的主要论点是什么？通过这些问题，你可以更好地理解文章内容，同时也可以提高你的英语语言能力。
3. 清晰化：在读英语文章时，你可以使用笔记本或其它方式整理文章结构，从而帮助你更好地了解文章内容和构造。
例如，你可以使用图表或思维导图来帮助你梳理文章思路。
4. 概括：在读完一篇英语文章后，你可以尝试进行概括，把文章内容简要地概述。
这有助于你更好地理解文章内容。
5. 反思：在阅读英语文章时，你可以把文章中的信息和你自己的经验联系起来，对文章内容进行反思。
这种反思可以让你自己更深入地理解文章，并且帮助你提高你的英语语言能力。
6. 推理：在阅读英语文章时，你可以从文中提供的事实和信息中，推导出文章中没有明确提到的内容。
这种推理有助于你更好地理解文章，并且提高你的英语阅读能力。
7. 评价：在阅读英语文章时，你可以对文章的观点和主张进行评价。
这种评价可以帮助你发掘文章中的亮点和不足，并帮助你更好地提高你的英语语言能力。
8. 分享：在阅读英语文章的过程中，你可以和其他人分享你的想法和意见。
这有助于你巩固自己的英语语言能力，并且也可以帮助你学习其他人的英语阅读技巧。
以上介绍了英语八大阅读策略，这些策略可以帮助你提高你的英语阅读能力，并且也有助于提高你的英语语言能力。
希望大家在英语学习上能够坚持不懈，不断进步。
谈谈高中英语说明文阅读教学的策略
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以模块七 Unit4 reading 的教学为例。说明顺序和 结构的分析，是本篇说明文的教学重点之一，对于这 个重点的处理，教师应在阅读方法上加以引导，以促 进学生合作学习的有序、有效开展。笔者为了降低学 生合作的难度，引导学生对文章的段落大意进行归纳 总结、交流探讨，如第一段，写的是 reasons why the first underground in the world was developed...再让学 生以此为参照，在小组合作交流中归纳第二段的大 意。如此的“授之以渔”，为学生“扫清了障碍”，给他 们互动的机会，帮助学生掌握说明文的阅读技巧，也 提升了学生的合作学习能力。
一。在高中英语说明文阅读教学中，教师引导学生开 展合作性的学习也具有不可小觑的作用。因此，在进 行说明文教学时，教师可以根据学生的学习情况、文 本的特点等，设计合作性的学习任务，引导学生进行 合作学习。为提升合作的有效性，教师应首先将学生 划分为几个学习小组。划分的原则遵循“同组异质、 异组同质”的原则。这样有利于学生在进行小组合作 学习时，能取长补短，也利于小组评价的公平、公正。 教师除了合理划分学习小组、拟定和布置合作性的学 习任务之外，还应帮助学生掌握说明文的阅读技巧和 阅读方法，提升学生对说明文的的阅读理解能力。
图1 二、运用思维导图，引导学生理清文章的顺序 说明文一般按一定顺序展开。为此，在进行说明 文阅读教学时，教师应引导学生理清说明文的顺序。 从实质上而言，说明文的说明顺序，也就是说明文的 结构，也就是先介绍什么、再介绍什么等。 以 模 块 四 Unit1 reading 的 说 明 文 阅 读 为 例 ，在 Reading strategy 的教学环节，教师用思维导图呈现文 章的结构和布局情况，如图 2：
reading strategy 阅读策略
2.4 The schema theory
Schema theory is one of the most important theories in the study of reading comprehension. According to schema theory, all knowledge is packaged into units. These units are schemata. Schema theory also holds the view that comprehending a text is an interactive process between the reader’s background knowledge and the text. Efficient reading requires the ability to relate the textual material to one’s own knowledge. The reader’s schemata assist him to make assumptions about the meaning of the incoming text. Meanwhile, the reader makes confirmations, rejections and mediations with more information coming out from the text.
3. Three kinds of reading strategies
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Cognitive strategies
Skimming (略读) Getting the gist of the passage
阅读方法与技巧（READINGSTRATEGIESANDSKILLS
阅读方法与技巧（READINGSTRATEGIESANDSKILLSThis course will give you the opportunity to develop and practice reading strategies and skills which can be applied to all forms of IELTS tests. The strategies and skills you will practice are as follows:1.Predicting2.Skimming3.Scanning4.Detailed reading5.Guessing unknown words6.Understanding main ideas7.Inferring8.Understanding text organization9.Assessing a writer’s purpose10.Evaluating a w riter’s attitude.1 PredictingBefore you read a text in detail, it is possible to predict what information you may find in it. You will probably have some knowledge of the subject already, and you can use this knowledge to help you anticipate what a reading text contains. After looking at the title, for example, 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 in a text when you actually start reading.To help you predict, you may also use skimming and scanning strategies as described below.2 SkimmingSkimming involves reading quickly through a text to get an overall idea of its contents. Features of the text that can help you include the following:(a) Title(b) Sub-title(s)(c) Details about the author(d) Abstract(e) Introductory paragraph(f) First, second and last sentences of following paragraphs(g) Concluding paragraphA text may not contain all of these features - there may be no abstract, for example, and no sub-titles - but you can usually expect to find at least (a), (e), (f) and (g). Focusing on these will give you an understanding of the overall idea or gist of the text you are reading - in other words, a general understanding as opposed to a detailed reading.Another term for this kind of reading is surveying. Surveying can be described as looking quickly through a book, chapter of a book, article from a journal, etc., to decide whether or not it is suitable for your purpose. To decide whether or not a text is suitable, especially if it is a book, you will also need to focus on the following features in addition to those mentioned above:(a) Edition and date of publication(b) Table of contents(c) Foreword(d) Introduction(e) Index3 ScanningWhen you scan a text, again you look quickly through it. However, unlike skimming, scanning involves looking for specificwords, scanning involves rapid reading for the specific rather than the general; for particular details rather than the overall idea. When you read a text, for example, you may want to find only a percentage figure or the dates of particular historical events instead of the main ideas. Scanning will help you find such information more efficiently.4 Detailed readingA second and third reading of a text will also focus on the secondary ideas and details which support, explain and develop the main ideas. This can be described as a more comprehensive reading. It involves a slower and more careful reading process. At this stage you can also try to guess the meaning of unfamiliar vocabulary.5 Guessing unknown wordsIt is unlikely that you will understand 100 percent of the vocabulary in a text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words. At your first reading of a text it is usually best not to stop and consult your dictionary. This will interrupt your process of reading and understanding. often the meaning of unfamiliar words and phrases becomes clear as you continue to read through the text. The dictionary can be used at a later stage.In using the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and after this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helpyou guess the meaning of unfamiliar words.6 Understanding main ideasYou will practice recognizing the main ideas contained within a text. In the process of skimming you will already have identified some of these main ideas. During a second and third reading you can recognize and understand them more fully. Each paragraph will usually contain one main idea. sometimes referred to as the paragraph topic.The reading materials provide several exercises which help you identify and understand the main ideas in a text. Knowing the key points in a reading text is vital in assessing its importance and relevance for your needs. Understanding the main ideas will also lead you to an understanding of a writer’s organization.7 InferringSometimes a writer will suggest or express something indirectly in a text. In other words, a writer will imply something and leave it to the reader to infer or understand what is meant. When writers do this, they rely to some extent on the knowledge of their readers - knowledge of asubject or cultural knowledge, for example. Inferring a writ er’s meaning is sometimes important in the process of understanding a reading text.8 Understanding text organizationWriters structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully. A writer may want, for example, to outline a situation, discuss a problem and propose a solution. This will usually result in a particular pattern of organization. Or a writer may want to compare and contrast two ideas and will choose one of two basic structures commonlyused to compare and contrast.Another feature related to organization is a writer’s use of time. To give an account of events or describe a process, writers will often use a chronological order, in which events are recounted in thesgroupsin which they have occurred. Other writers will choose to organize an account of events in different ways, perhaps with repeated contrasts between past and present time.9 Assessing a writer’s purposeOnce you understand the organization of a text, you can then recognize the writer’s purpose mor e clearly. The text organization a writer selects will partly depend upon his or her particular purpose. A writer may want to inform or persuade, and he or she will select a structure or pattern of organization according to this purpose.A writer may also intend to do both of these things in a written text - to inform as will as persuade. In such cases it is often helpful to try to assess which of these purposes seems to be more important or dominant.10 Evaluating a writer’s attitude.Writers are not necessarily neutral or objective when they write, particularly if the are trying to persuade readers to agree with their opinions. It is important that you recognize what an author’s attitude is in relation to the ideas or information being presented. This is because such attitudes can influence the ways in which information is presented. You will be looking at ways in which a writer’s attitude may be identified. You will also practice evaluating how relatively neutral or biased his or her attitude may be.DEMONSTRATION - TEXT AND QUESTIONSDo not read the following text and questions first. Go directly to the How to Answer section which will show you the most efficient way of answering the questions.YOUR POST OFFICEat your serviceAt our main offices we are introducing,swheresappropriate, a number of changes to help improve the standard of service provided to our customers.Similar developments are taking place at many of our agency offices.Improvements:more staff at peak periods for faster service a single queuing system for fairer service special service windows for some transactionsPost-Shops in main offices with their own separate service till for greeting cards, stationery, stamps and gifts the refurbishment of a number of main offices to provide a better environment new vending machine services such as cash-change machines, and phonecard and stamp dispensers for faster service extended opening hours at selected main offices a new range of air package services. Questions 1-3 Do the following statements agree with the information given in the reading passage above? Write:TRUE if the statement is trueFALSE if the statement is falseNOT GIVEN if the information is not given in the passagein the correct boxes on your answer sheet.1. All offices will have more staff throughout the day.2. There will be special service windows for cash transactions at all main offices.3. It will be possible to obtain some items from machines in many offices.Question 4Using NO MORE THAN THREE WORDS answer the following question.4. Which change will ensure that the customers are treated more fairly?Question5Choose the correct answer by writing A, B, C, or D.5. Which offices will stay open longer?A all officesB all main officesC some main officesD some agency officesHOW TO ANSWERBEFORE YOU ANSWER ANY QUESTIONSStep 1 - Look at the text quickly (survey the text)The heading tells you that the text is about service at post offices. The sub-heading and the points listed below it show eight improvements to the services.QUESTION 1Step 2 - Read the instructions and the questionThe instructions for questions 1-3 tell you to write True, False or Not Given on the answer sheet.You are looking for specific information in the passage. The key words for question one are:All offices will have more staff throughout the day.The question is about more (additional) staff. You should also note that the question specifies all (not just some) offices and it also mentions throughout the day (that is, all day, not just part ofthe day).Step 3- Find the answerThe best way to find the answer is to look quickly through the text for the key words or their synonyms (words with similar meaning). Then, read the phrase or sentence that contains those words.Looking for the word ’office’, in the first section of the text you find that the changes are being introduced in ’our main offices’ and ’many of our agency offices’. It seems that the changes do not refer to all offices.The word ’staff’ is in the first improvement listed. It says there are ’more staff at peak periods’. This means that there are only more staff at the busiest times of the day and not all day. Therefore, the answer if FALSE.QUESTION 2Step 2 - Read the questionThey key words are underlined:There will be special service windows for cash transactions at all main offices. You need to find information about special service windows, namely: their functions ( are they used for cash transactions?) andswheresthey are located ( are they at all main offices?).Step 3- Finzd the answer’Special service windows’ are mentioned in the third point, but cash transactions are not mentioned. There is no information in the text about what kinds of transactions take place. Nor is there any information about whether these windows will be at all main post offices. Therefore, the correct answer is NOT GIVEN.QUESTION 3Step 2 - Read the questionThe key words are:It will be possible to obtain some items from machines.You should search the text for the word ’machines’ or synonyms. Step 3 - Find the answerPoint 6 mentions ’cash machines’ and ’phonecard and stamp dispensers’. So you can obt ain (get) cash (one item) from a machine, butwhat are ’dispensers’? The text tells you that they provide a faster service, and vending machines do that, so it is reasonable to guess that a dispenser is a kind of machine. So, you can get some items from machines. Therefore, the correct answer is TRUE.Note: If you don’t know the meaning of a word, you may be able to work out its meaning by looking at the words around it. This technique is called guessing from context. It is a very important skill and will be discussed in detail at the end of Section 2.QUESTION 4Step 2 - Read the instructions and the questionHere you are instructed to write your answer in up to three words (i.e. one, two or three words).The key words in the question 4 are:Which change will ensure that the customers are treated more fairly?All of the changes mentioned in the text are to ’help improve the standard of service’. Which one provides fairer service?Stet 3 - Find the answerPoint one provides ’faster service’. Point two provides ’fairer service’. You don’t need to read further than this. The answeris ’single queuing system’ (3 words).QUESTION 5Step 2 - Read the instructions and questionThe instruction tell you to write a letter (A, B, C, or D), not a word.The key words in the question are underlined: Which offices will stay open longer?The answer choices also help here. Factors such as the type of office ( main or agency) and whether it is some or all offices are relevant.Step 3 - Find the answerWe have already looked for the key word ’office’ (in question1) and found that the changes are being introduced in ’our main offices’(sentence 1) and ’many of our agency offices’. It seems that the changes do not refer to all offices.Looking quickly for stay open longer or synonyms, we find ’extended opening hours’ in the seventh improvement. However, it mentions only ’ selected main offices’. The answer is therefore C - ’some main offices’.ANALYSIS AND PRACTICEThe three different kinds of questions used in the Demonstration are the most common question types in Section 1 of the Reading test.True - False - Not Given (questions 1-3)short answer of no more than three words ( question 4)Multiple choice (question 5)Following the three-step strategy:survey the textread the instructions and the question(s)find the answersis usually the fastest and surest way of doin the kinds of questions you will find in Section 1. We will now look at each of these steps in more detail.STEP 1 - SURVEY THE TEXTYou can quickly obtain a lot of useful information about a text by just looking at:the titlesection headings or subheadingsany words in special print (bold, italics, CAPITALS or underlined)any diagrams, tables or picturesany unusual features of the text (e.g. layout or boxed text).Surveying tells you about the topic or subject of the text. It may also tell you something about how the text is organized (subheadings are especially useful). Surveying may also tell you something about the writer’s purpose - whether the intention is to give instructions, to compare, to give information, and so on.。
初中英语阅读方法指导策略
初中英语阅读方法指导策略一、引言在初中英语学习中，阅读占据了重要的地位。
通过阅读，学生不仅可以提高词汇量，增强语感，还可以提高理解和分析能力。
然而，许多初中生在英语阅读中面临一些困难。
因此，掌握正确的阅读方法对于提高英语阅读效率和质量至关重要。
本文将介绍一些初中英语阅读方法指导策略。
二、阅读技巧1. 快速浏览：在开始阅读一篇文章时，首先要快速浏览全文，了解文章的大致内容。
这有助于在后续的阅读中更快地找到所需信息。
2. 预测和猜测：在阅读过程中，根据文章标题、段落结构和关键词等，预测文章的主题和内容，有助于提高阅读效率。
3. 细节阅读：在理解全文的基础上，仔细阅读文章中的细节部分，如专有名词、数字、时间、地点等，以获取更具体的信息。
4. 推断和总结：通过对文章的理解，推断作者的观点和意图，或总结全文的主旨和大意。
这有助于更好地理解文章。
5. 重复阅读：对于较难理解的段落，可以重复阅读，加深理解。
三、阅读材料的选择选择合适的阅读材料是提高阅读能力的关键。
教师应根据学生的英语水平，选择难易适中、题材广泛、生词率在3%左右的阅读材料。
此外，可以鼓励学生选择自己感兴趣的阅读材料，以提高阅读兴趣和积极性。
四、阅读习惯的培养1. 计时阅读：培养学生进行计时阅读，了解自己的阅读速度和理解的准确性。
2. 养成良好习惯：教导学生养成默读、用手指着单词读、避免唇读等良好的阅读习惯，以提高阅读效率。
3. 精读和泛读相结合：鼓励学生将精读和泛读相结合，既要有针对性地深入理解文章，也要广泛涉猎各种题材和体裁的文章。
五、阅读评估和反馈教师和家长应定期对学生的英语阅读能力进行评估和反馈，以便及时发现学生在阅读中存在的问题，并给予指导和帮助。
同时，学生也可以通过自我评估和同学间的互相评价，了解自己的优点和不足，进一步提高自己的阅读能力。
六、结语总的来说，初中英语阅读方法有很多种，但最重要的是要根据自己的实际情况，选择适合自己的方法，并坚持练习。
提高初中生英语阅读理解能力的技巧
提高初中生英语阅读理解能力的技巧Improving Middle School Students' English Reading Comprehension Skills: Techniques and StrategiesEnglish language learning is an essential aspect of education in today's globalized world. Among the various language skills, reading comprehension plays a vital role in helping students acquire a deeper understanding of English texts, enhance their vocabulary, and develop critical thinking abilities. For middle school students, it is crucial to focus on improving their English reading comprehension skills, as this forms the foundation for advanced language learning. In this article, we will discuss effective techniques and strategies that can significantly enhance the reading comprehension abilities of middle school students.1. Cultivate a Reading Habit:One of the most powerful ways to improve reading comprehension is by cultivating a reading habit. Parents and teachers should encourage students to read regularly, both in and outside the classroom. Providing access to a wide variety of English reading materials such as books, magazines, and online articles can ignite students' interest and help them explore different genres. Engaging in regular reading activities promotes vocabulary development, exposes students to various sentence structures, and improves their overall comprehension skills.2. Encourage Active Reading:Active reading involves interacting with the text while reading. Students should be encouraged to ask questions, make predictions, and form opinionsas they read. This technique enhances critical thinking skills and encourages students to engage with the content actively. Teachers can introduce pre-reading activities such as skimming the text, predicting the content based on headings and subheadings, and setting personal reading goals. During and after reading, students can be taught to highlight key points, underline unfamiliar words, and summarize the main ideas. Active reading techniques not only boost comprehension but also foster independent thinking and analysis.3. Teach Vocabulary in Context:Vocabulary acquisition is a fundamental component of reading comprehension. Instead of teaching isolated vocabulary lists, educators should emphasize learning new words in context. When encountering unfamiliar words, students should be encouraged to deduce the meaning based on the surrounding text, use context clues, and refer to the dictionary as a last resort. This approach enhances students' ability to infer word meanings, promotes critical thinking, and helps them develop a more comprehensive understanding of the text.4. Introduce Reading Strategies:Middle school students can benefit greatly from the introduction of specific reading strategies that facilitate comprehension. Some commonly used techniques include:a. Making Connections: Encourage students to relate the text to their own experiences, prior knowledge, or other texts they have read. This technique helps students make meaningful connections, enhances their understanding of the material, and improves overall comprehension.b. Visualizing: Guide students to create mental images as they read. Visualization aids in better understanding the content, as it involves forming pictures in the mind based on the text's description. This strategy taps into students' imaginative capabilities and enhances their comprehension by making the text more vivid and engaging.c. Summarizing: Teach students how to extract the main ideas and supporting details to create concise summaries. This technique requires students to identify key points, eliminate irrelevant information, and present the material in their own words. Summarizing helps students develop an overview of the text and improves their ability to grasp essential information efficiently.d. Questioning: Encourage students to generate and answer questions about the text. This strategy fosters critical thinking and helps students actively engage with the material. By formulating questions, students become more attentive, gain a deeper understanding of the text, and develop their analytical skills.5. Provide Authentic Reading Materials:While textbooks serve as foundational resources, it is crucial to expose students to authentic reading materials. Real-world texts such as newspapers, magazines, and online articles offer diverse topics, styles, and vocabulary. Authentic reading materials expose students to genuine language usage, cultural aspects, and current affairs, making their reading experience more engaging and relevant. Teachers can select age-appropriate authentic materials or adapt them to suit students' comprehension levels, ensuring a comprehensive exposure to real-life English texts.6. Engage in Discussion and Reflection:Beyond individual reading, group discussions and reflective activities significantly contribute to improving reading comprehension skills. Encourage students to participate in book clubs, literature circles, or thematic reading groups. These platforms provide opportunities for students to share their thoughts, exchange ideas, and develop their analytical skills through analyzing and interpreting texts collaboratively. Discussion and reflection foster critical thinking and enhance students' comprehension abilities through active engagement with their peers.7. Utilize Technology-Enhanced Learning:Incorporating technology into reading comprehension activities can create an interactive and engaging learning environment for middle school students. Online platforms, digital storytelling applications, and e-books offer multimedia experiences that captivate learners' attention and provide immersive reading experiences. Digital tools also allow for immediate feedback, adaptive learning experiences, and personalized learning paths, which cater to different learning styles and abilities. Integrating technology into English reading comprehension exercises can enhance motivation, stimulate interest, and support students in their comprehension journey.In conclusion, improving middle school students' English reading comprehension skills is crucial for their academic success and overall language development. By fostering a reading habit, encouraging active reading, teaching vocabulary in context, introducing reading strategies, providing authentic reading materials, engaging in discussions, and incorporating technology-enhanced learning, educators can empowerstudents to become confident and proficient readers. These techniques and strategies promote a deeper understanding of English texts, enhance critical thinking abilities, and equip students with the necessary skills for advanced language learning.。
英语阅读策略培养阅读英文原著的兴趣提升阅读理解能力
英语阅读策略培养阅读英文原著的兴趣提升阅读理解能力阅读是学习英语的重要环节之一，通过阅读英文原著可以培养兴趣，提升阅读理解能力。
然而，许多学习者在阅读英文原著时遇到困难。
本文将介绍一些有效的英语阅读策略，帮助学习者培养阅读英文原著的兴趣并提升阅读理解能力。
1. 建立阅读习惯阅读英文原著需要一定的时间和精力，因此建立一个固定的阅读时间是很重要的。
选择一个适合自己的时间段，每天坚持阅读一段时间，这样可以培养阅读的习惯。
可以选择在早晨或睡前的时间段，保持每天的阅读时间，让阅读成为一种自然的习惯。
2. 梳理阅读目标在开始阅读前，明确自己的阅读目标是很重要的。
阅读目标可以根据个人的需求和兴趣来定，例如阅读名著、科技文章、新闻报道等。
有一个明确的目标可以帮助学习者更有针对性地进行阅读，并提高阅读的效果。
3. 使用词典和语境猜词义阅读英文原著时，有时会遇到一些生词。
此时可以使用词典查找生词的意思，了解其具体含义。
另外，也可以通过上下文推测生词的意思。
通过词典和语境猜词义的方法，可以增加对阅读材料的理解能力。
4. 运用标记和摘要技巧在阅读的过程中，可以运用标记和摘要技巧来整理和记录重要的信息。
可以使用标记方法来圈选重要的句子或关键词，帮助记忆和复习。
使用摘要技巧可以将文章的主要内容进行概括，从而更好地理解和掌握文章的核心思想。
5. 多种阅读材料的选择在阅读英文原著的过程中，可以多样化选择阅读材料，包括小说、故事书、报纸、杂志等。
不同类型的阅读材料可以帮助学习者更好地了解不同领域的词汇和用法，提高阅读的广度和深度。
6. 参与阅读讨论和俱乐部加入英语阅读讨论群组或俱乐部，与其他人分享自己的体验和收获，交流阅读中的困难和发现，可以提供相互学习和鼓励的机会。
与他人一起讨论阅读材料，扩展思维，可以激发对英语阅读的兴趣。
7. 关注阅读体验在培养阅读英文原著兴趣的过程中，重要的是要关注阅读的乐趣和体验。
选择感兴趣的主题和内容，不用纠结于阅读速度和进度，享受阅读的过程。
英语阅读理解的策略与技巧
英语阅读理解的策略与技巧英语阅读理解的策略与技巧英语阅读是英语学习重要的一部分，阅读一直贯穿整个学习生涯，因此掌握学习技巧很重要。
下面是店铺整理的英语阅读理解的策略与技巧，欢迎阅读!英语阅读理解的策略与技巧1一、图式理论与阅读理解图式(schema)一词最早出现在德国哲学家康德(Kant,1781)的著作中。
德国现代心理学家巴特利特(F·Burtlett,1923)应用并发展了图式概念。
20世纪70年代美国的人工智能专家鲁梅尔哈特Rumelhart指出：图式理论基本上是一种关于人的知识的理论，它是关于知识是怎样被表征出来的，以及关于这种对于知识的表征如何以其特有的方式有利于知识的应用之理论。
该理论强调人已经具有的知识及知识结构对当前的认知活动起决定作用。
按照图式理论，人脑中所贮存的知识都组成单元，这种单元就是图式。
对阅读而言，图式一般分为三种类型：语言图式(linguisticschema)、内容图式(contentschema)和修辞图式(rhetoricalschema)。
语言图式指读者已有的语言知识，即关于语音、词汇和语法等方面的知识，它是阅读的前提条件。
内容图式指读者对阅读材料所讨论主题(内容范畴)的了解程度。
修辞图式指读者对阅读材料文章体裁、篇章结构的熟悉程度。
图式理论认为：任何语言信息，无论是口头的，还是书面的，本身都无意义。
它只指导听者或读者根据自己的已有知识及知识结构恢复或构成意思。
根据该理论，阅读理解首先是文字信息输入，然后读者在自己头脑贮存的信息中寻找能够说明所输入信息的图式。
当这些图式被找到以后，读者就产生了理解，否则就不能理解，或不能完全理解。
从上文分析可以看出，阅读时，需要Reader和Writer拥有共享的一部分schemata。
如图：显然，如果Reader和Writer各自的原有图式没有共享的交集，那么Reader的阅读理解就会失败。
另外根据图式理论，读者接受文字信息进行阅读理解的过程是一种主动的“猜测——证实”过程，即文字符号输入人的大脑之后，人就不断地在头脑中寻找有关的图式，直至找到能说明输入信息的图式，即形成阅读理解。
2024年英语阅读理解教案全英文版
2024年英语阅读理解教案全英文版教学内容：Teaching Objectives:1. To help students understand and master various reading strategies, such as skimming, scanning, and intensive reading.3. To cultivate students' interest and habit in reading English materials, broadening their horizons and enriching their knowledge.Teaching Difficulties and Key Points:1. The difficulty lies in guiding students to apply different reading strategies flexibly according to the text type and purpose.Teaching Aids and Learning Materials:1. Teaching aids: Multimedia projector, blackboard, and teaching materials.2. Learning materials: Textbook "New Horizon English" (Chapter 5), supplementary reading materials, and worksheets.Teaching Process:1. Introduction (5 minutes):Elicit students' prior knowledge and create aninterest in the topic.2. Reading Strategies Presentation (15 minutes):Introduce and explain different reading strategies, such as skimming, scanning, and intensive reading.Provide examples and demonstrate how to apply these strategies in practice.3. Guided Practice (15 minutes):Provide a sample reading passage and guide students to practice skimming and scanning techniques.Discuss the main idea, supporting details, and the author's purpose in the passage.4. Independent Practice (15 minutes):Assign a reading passage from the textbook for students to practice independently.Encourage students to apply the learned reading strategies and analyze the passage.5. Group Discussion and Sharing (10 minutes):Divide students into groups to discuss their analysis of the passage.Invite representatives from each group to share their findings and insights.6. Feedback and Correction (5 minutes):Provide feedback on students' performance, focusing on the correct application of reading strategies.Address any misconceptions and correct errors accordingly.7. Summary and Key Points Reinforcement (5 minutes):Summarize the main points and key strategies learned in the lesson.Board Design:1. Title: "English Reading Comprehension"2. Main headings: Skimming, Scanning, Intensive Reading3. Key points and examples under each strategy4. Visual aids to represent the reading processHomework Design:1. Assignment: Read a designated passage from the textbook and answer the following questions.a. What is the main idea of the passage?b. List three supporting details that help explain the main idea.c. What is the author's purpose in writing this passage?d. Provide a brief summary of the passage.2. Answer Key:a. The main idea isb. Supporting details:c. The author's purpose isd. Summary:Postclass Reflection and Extension:1. Reflect on the effectiveness of the teaching methods and students' engagement in the lesson.2. Identify any areas that need improvement and consider adjustments for future teaching.4. Encourage students to explore different genres of English texts and share their experiences in the next class.重点和难点解析：1. 教学难点：指导学生根据文本类型和目的灵活运用不同的阅读策略。
期末复习-Reading Strategy
Reading Course of English NewspapersSheng MinNeed Analysis* Why do you choose this course?* What do you expect to learn or get in this course?* What do you think this course will be like?* How do you want the teacher to conduct this course?* How much time (every week) do you expect to spend on this course?Reading Comprehension* 阅读理解是一个复杂的心理活动过程，是积极获取信息的过程。
是读者利用词汇、语法等语言知识以及个人经验、文化背景知识、母语知识等有目的地去预测、联想和获取信息，同时，读者利用已掌握的规则，对意义的预期不断地进行验证、修正，并不断做出判断、推理，从而理解其意义。
* 阅读技巧（Reading skills）：* 略读(skimming)* 浏览 (scanning )* 猜测(guessing)* 阅读策略(Reading Strategy)Reading Strategy I常用的阅读策略：* 词意确定策略(strategies for deciding the definition of a word)* 语义策略（semantic strategy）* 句法策略(syntactic strategy)* 语境策略(strategy of context)* 逻辑关系推导策略(strategy of logical relations)* 预测，联想策略(strategies of expectation and association)* 推断策略(strategy of inference）词意确定策略(strategies for deciding the definition of a word)* 构词法词根：cardio- electrocardiogram；tele-前缀：dis-；out-; counter-; be-后缀：-ism，-ity，Exercise* Why do nursing homes understaff and how can we push the government to make changes for the better ?* The landlady will not allow us to sublet the house.* He was at the forefront of the prodemocrary movement in the country.* 常见的拉丁词根* spect（spic) =see* 前缀re- respect v.尊重(再看一眼）* conspicuous a.明显的* con-=together, -ous是形容词后缀* spectacle n.奇观景象* spectacular a.壮观的，引人注目的* cept=take* accept v.接受加前缀ac-加强语气。
如何掌握英语阅读技巧和策略
如何掌握英语阅读技巧和策略在阅读教学中，教师要尽量发展学生自由阅读的能力，提倡自由阅读。
这并不是说阅读就不讲方法，而是尽可能让学生运用适合自己的方式阅读，在阅读形式上不拘一格，并且要传授学生阅读的方法。
只有在掌握了阅读的方法以后，才能运用多种阅读方法进行自主阅读，从而提高阅读的能力和阅读的效率。
一、阅读中应注意的一些问题1.调整好阅读的心态。
要想获得良好的阅读效果，提高学生阅读能力，就必须让学生平心静气，愿意阅读，高兴阅读，阅读前帮助学生调整好心态非常必要。
2.学会处理阅读中的障碍，在阅读中学生不能很好地处理生词，结果生词成了阅读最大的障碍。
学生从心理上感到畏惧，教师要告诉学生生词是学外语时不可避免的事，这样就不会因为个别生词而打乱整个阅读的阵脚。
3.精读和泛读相结合。
精读和泛读是阅读的两个方面。
精读是精细的阅读，对阅读对象进行细致分析，充分认识阅读中出现的各种现象。
精读是使学生获得知识的重要途径，而泛读则是综合性阅读。
在教学中应该精读和泛读相结合，提高学生阅读能力，增强其阅读技巧。
二、对学生进行阅读方法的训练1.培养学生泛读的阅读习惯。
我们国内的学生生活在母语的环境里，缺乏说英语的语境，不利于英语水平的提升，只是课内学习阅读远远不够，还必须增加课外的阅读量，适合学生的书籍报刊都可以作为阅读对象，能读懂主要内容就行，扩大学生知识面。
2.教学生有目的性地阅读文章。
大多数学生都是先阅读短文，然后回答问题，再看材料，最后做题。
我在教学中要求学生先看问题，带着疑问阅读，阅读的目的就是解决疑问，效果还是很明显的。
在平时的阅读课训练当中，有意识地培养学生的阅读习惯和技巧，根据文章的难易度及训练目的，精心设计提问内容。
3.培养学生自己提问问题。
英语阅读教学中，注重学生创新能力的培养。
教师先示范性提出一两个有关文章的问题，说明这些题目的设置是作为阅读效果的检查题，让学生按此方法相互提出问题，开始学生可能不适应，老师要应给予适当的鼓励和认可，增强学生信心。
九年级英文阅读理解策略
九年级英文阅读理解策略英文阅读理解是英语学习中重要的一部分，对于九年级的学生来说尤为重要。
掌握有效的阅读理解策略可以帮助学生更好地理解和掌握英语文章。
本文将介绍一些九年级学生可以使用的英文阅读理解策略，帮助他们提高阅读理解能力。
1. 预览和预测在开始阅读文章之前，先快速浏览文章的标题、副标题和段落开头等内容。
这样可以帮助学生建立一个初步的背景知识，并且对文章的内容和结构有一个大致的了解。
同时，根据预览的内容，学生可以尝试预测文章的主题和可能出现的关键词汇。
2. 注意关键词在阅读文章的过程中，学生应该注意文章中的高频词汇和关键词。
高频词汇通常是一些常用的单词，而关键词则是与文章主题相关的词汇。
通过注意和理解这些关键词，学生可以更好地理解文章的主旨和细节。
3. 使用上下文推测词义阅读理解中，学生经常会遇到一些不认识的生词。
此时，可以通过上下文来推测词义。
通过理解句子的意思和句子前后的内容，学生可以猜测出生词的意思。
当然，在遇到困难的情况下，学生可以使用词典或询问老师来帮助他们理解生词的含义。
4. 注意文中的转折词和连接词在阅读理解中，文章通常会使用一些转折词和连接词来连接不同的信息和段落。
这些词汇包括but、however、therefore、because、for example等。
学生应该留意这些词汇，并理解它们在文章中的作用和功能，以便更好地理解文章的逻辑关系。
5. 多读多练与其他技能一样，阅读理解也需要不断练习和积累。
学生应该多读一些不同难度和题材的英文文章。
通过不断练习，可以提高自己的阅读速度和理解能力。
同时，学生还可以做一些相关的习题，巩固阅读理解技巧。
6. 注意阅读速度和节奏在阅读理解中，正确的阅读速度和节奏非常重要。
学生应该保持适当的速度，并且注意不要过于追求阅读的速度，而忽略了对文章细节的理解。
适当的停顿和思考可以帮助学生更好地理解文章的意思。
通过运用以上的阅读理解策略，九年级的学生可以提高自己的阅读理解能力，并更好地应对英文阅读材料。
英语阅读技巧与策略Readingstrategy
Start with family authors
Choose authors you are family with or have an interest in making the reading process more enjoyable and less dancing
Read in context
Skimming
Read quickly to get the main idea of the text, emphasizing
details
Scanning
Look for specific information or keywords within the text
Predicting
Make predictions about what the author is going to say based on the title, headings, and other issues
As you read, ask your own quest to activate your critical thinking skills and keep you engaged with the material
Reading English original works
Notting details
Pay close attention to the specific details provided in the text, as they often play a critical role in understanding the overall message
Interpreting examples
英语阅读技巧与策略-Reading-strategy
性注意
Reading strategies
1. 预测
阅读是一种积极的过程，是读者与文章(或作 者)交流的过程。阅读中，读者根据文字不断提 供的信息，联系自己既存的知识，对读物依次 做出预测反应。这种预期或预测不会过分详细 ，也不一定非常正确，然而如果能排除不大可 能的选择而首先考虑最自然且最有可能的选择 ，就能大大加快阅读速度，减轻大脑处理信息 的负担。没有事先的预期，我们就不会快速做 出决定，阅读理解就会变得混乱、费时、乏味. 。
Reading strategies
3．自我评估反馈 自我评估是元认知活动的核心。阅读计 划的制定、阅读策略的选择与监控，每 一步都需要学习者对自身水平、认知特 点及对阅读任务的准确判断。
Reading strategies
（二）情感策略 在我国传统的英语教学中，教师通常把精力放置于知识 和技巧的传授上，很少放置于情感因素的协调上。其实， 这些非智力因素与智力因素在学习上同等重要。情感策 略很久以前就被发现是成功语言学习者所使用的一个有 用策略(Naiman 1978)。学习者要学好英语，就必须 能驾驭自己的情感状态.
Reading requtrements
评价性理解 1. What do you think of the
author’s advice?
2. As a customer, how do you argue against the author to protect your own right?
Reading purposes
Reading purposes
1. 获取信息,增加知识储备
阅读是理解书面或印刷材料中的信息这样一个过程，包括 记忆已知信息和应用阅读策略发现想要的信息（Kathryn A. Blake, Developing reading skills），阅读的目的 包括学习、发现、获得指示、娱乐和鉴赏等，这些目的都 是在理解文章内容的基础上实现的
中考英语阅读策略与技巧总结
中考英语阅读策略与技巧总结在中考英语考试中，阅读理解是一个重要的部分。
为了帮助同学们更好地应对阅读题，下面将总结几种有效的阅读策略和技巧。
1. 精读题目与选项在阅读文章之前，先读题目和选项，这样可以帮助我们了解文章的大致内容和问题的要求。
这样在阅读文章时，我们就可以有针对性地寻找答案，提高作答的效率。
同时，理解选项中的词汇和关键信息，可以帮助我们在阅读中更快地找到答案。
2. 快速浏览文章在阅读文章之前，可以先快速浏览一下文章的开头和结尾部分，以及每个段落的第一句话。
这样可以帮助我们了解文章的大致内容和结构，并且可以在阅读完文章后更快地回答问题。
同时，注意文章中的标题、图表、图像等信息，可以帮助我们更好地理解文章。
3. 注意关键信息词在阅读文章时，要特别留意关键信息词。
这些关键信息词可以是时间状语、数字、地点名词、人物名词、动作词等。
找到这些关键信息词后，可以通过与选项进行对比，从而找到正确答案。
同时，要注意上下文的逻辑关系，通过推理和推断，来判断文章中隐含的信息。
4. 运用扫读和略读技巧扫读适用于找出大致内容和标题，可以快速阅读文章的开头和结尾，以及段落的首句。
略读适用于获取细节信息，可以仔细阅读与问题相关的部分。
通过合理运用扫读和略读技巧，可以对整篇文章有一个整体了解，并快速找到答案。
5. 多做阅读练习通过多做阅读练习，我们能够熟悉各类文章的语言表达和题型要求，提高阅读理解的能力。
可以选择一些中考英语真题，或者参考一些高效的阅读训练教材，进行大量的阅读训练。
同时，可以结合错题本，总结自己容易出错的地方，找出薄弱环节，针对性地进行复习和强化训练。
以上是几种中考英语阅读策略和技巧的总结，希望能帮助同学们在考试中取得好成绩。
在实际应用中，还需要根据文章的内容和题型选择合适的策略和技巧，并结合平时的积累和训练进行综合运用。
通过不断地练习和积累，相信大家一定能够取得优异的阅读理解成绩。
英语阅读理解细节题做题技巧
解题方法：
❖ ①略读材料，大概了解文章
❖ ②按文章题材，预测到何处找自己需要的事实．
❖ ③把主要精力放在寻找你所需要的细节，找到后，放慢速度，细 读要查找的内容。间接细节，需要结合上下文提供的语境和信息 进行简单的概括和判断。直接细节，要求抓住题干文字信息，采 用针对性方法进行阅读。
❖ １．The crime begins with a telephone message to the owner of a stolen car: if you want the car back, pay up. Then the car owner is directed to a park,told where to find a bird cage and how to attach money to the neck of the pigeon inside. Carrying the money in a tiny bag, the pigeon flies off.
Reading strategy 2
Example
细节信息 detailed information
Para4 Good nutrition helps brain cells communicate with
each other. Exercise stimulates a hormone in our brain that improves memory. Mental stimulation keeps you sharp even as you age.
Q: President Eisenhower became well-
known
.
A. while studying in West Point Military Academy
英语阅读教学的有效策略与方法
英语阅读教学的有效策略与方法导言：作为一门国际语言，英语在全球范围内的应用广泛。
随着社会的发展和全球化的深入，对于英语的掌握和运用能力越来越被重视。
而阅读教学作为英语学习的重要环节之一，如何有效提升学生的阅读能力，一直是教育工作者关注的焦点。
本文将探讨英语阅读教学的有效策略与方法，旨在帮助教师更好地指导学生提高阅读水平。
一、提供适合学生水平的阅读材料学生的阅读材料应根据他们的英语水平来选择，以确保他们能够理解和掌握阅读内容。
对于初学者来说，可以选择一些简单的故事或短文，具备一定的语法和词汇量，能够帮助他们建立基本的语言意识。
对于中级学生，可以选择一些话题相关的文章，如科技、环境等，以拓展他们的词汇和阅读能力。
对于高级学生来说，可以选择一些较复杂的文学作品或学术文章，以提高他们的阅读水平和理解能力。
二、培养阅读的兴趣和习惯阅读是一项需要长期坚持的活动，教师应该通过一系列的策略和方法来培养学生的阅读兴趣和习惯。
例如，可以组织学生进行阅读分享会，鼓励他们互相讨论、交流阅读心得和体会；可以邀请专业人士给学生讲解一些有趣的阅读经验和技巧，激发学生的好奇心和求知欲；可以通过朗读讲故事的方式来吸引学生的注意力，培养他们的阅读兴趣和爱好。
三、使用多种阅读策略为了提高学生的阅读水平，教师应该使用多种阅读策略，以满足不同学生的学习需求。
首先，可以采用预测和猜测的策略，通过阅读文章的标题、图片和段落开头，让学生预测文章的大意和内容，培养他们的推理和判断能力。
其次，可以使用扫读和略读的策略，让学生快速浏览文章，筛选关键信息，提高他们的阅读速度和准确性。
最后，可以采用问答和总结的策略，让学生回答问题、归纳总结文章的主要观点和细节，培养他们的理解和思考能力。
四、激发学生的内在动机和自主学习能力英语阅读教学不仅仅是教师的事情，更需要学生自身的努力和参与。
因此，教师应该激发学生的内在动机和自主学习能力，让他们主动参与阅读活动。
初中英语阅读技巧与策略归纳
初中英语阅读技巧与策略归纳英语阅读对于初中学生来说是一项重要的技能，它不仅有助于提升学生的英语水平，还能帮助他们积累知识和培养思维能力。
然而，很多学生在英语阅读方面存在困难，不知道如何有效地阅读和理解文章。
因此，本文将介绍一些初中英语阅读的常见技巧和策略，帮助学生提升阅读能力。
首先，学生应该培养良好的阅读习惯。
阅读前，可以先浏览文章的标题、副标题和开头段落，了解文章的主题和大意。
同时，可以扫读文章中的关键词和重点句子，快速获取文章的主要信息。
这样可以帮助学生在阅读过程中有一个整体的把握，提高阅读效率。
其次，学生需要学会识别和理解关键信息。
阅读过程中，关键信息包括关键词、重点词汇和核心概念等。
学生应该注重理解和记忆这些关键信息，以帮助他们对文章进行有效的分析和理解。
可以使用划线、做笔记或标记来突出和记忆关键信息，这样可以帮助学生更好地理解文章的要点。
第三，学生应该学会推断和猜测。
有时候，文章中可能存在一些不熟悉的词汇或句子，这时候学生可以通过上下文的暗示来猜测词义。
同时，学生还可以根据已有的信息和知识进行推断，帮助他们理解文章的意思。
这种推断和猜测的技巧可以帮助学生更好地理解文章，提高阅读能力。
此外，学生还需要培养扩展阅读的习惯。
扩展阅读是指阅读与课本和教材不相关的其他英语文章，比如英语小说、英语报纸和杂志等。
通过扩展阅读，学生可以接触到更多不同主题和体裁的文章，拓宽自己的阅读领域。
扩展阅读有助于提高学生的词汇量、阅读速度和理解能力，对于学生的英语水平的提高非常有帮助。
最后，学生需要不断练习和反思。
阅读是一个需要积累和提升的过程，学生应该多参加阅读练习，并在练习过程中不断总结和反思。
可以选择一些适合自己水平的阅读材料，并进行有针对性的练习。
同时，在练习后可以自己检查答案，找出自己的错误并进行改进。
通过不断地练习和反思，学生可以提高自己的阅读能力。
综上所述，初中英语阅读是一项重要的技能，掌握一些阅读技巧和策略对于学生的英语学习至关重要。
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Reading requirements
1. 知识 2. 领会 3. 应用 4. 分析 5.综合 6.评价
表层理解
推断性理解
评价性理解
Reading requirements
e.g.
If you are asking me how to send a dish back in a restaurant, then you are asking perhaps the wrong person. For my advice about sending a dish back in a restaurant would be: don't do it, my friend.(Jan Moir “Are you ready to order?” The Observer, September 21 2008) 试着回答下面三组代表不同水平的问题:
（一）元认知策略 你平时读过哪些英语文章或书籍？ 为什么要选择这些而不是其它？ 你了解自己在阅读中存在的问题吗？如何解
决这些问题？
Reading strategies
1．制订阅读学习计划 确立学习目标，制定学习计划，是成功阅读的 一个重要内容。在阅读前，首先要了解大学英 语教学要求中对阅读能力的具体要求，并分析 自己在阅读学习过程中存在的弱点，根据自己 的情况制定大学英语的学习目标及具体实施计 划。
Reading requirements
1956年，美国著名的教育心理学家布卢姆 （Bloom）立足于教育目标的完整性，制定 了教育目标分类系统。他提出把教育目标分
为认知、情感和动作技能 三个目标领域，
其中认知目标按照由低级到高级的水平共分 为六级：
1. 知识 2. 领会 3. 应用 4es
5、总结归纳 在阅读理解中，很多同学反应最难的题目就是主 旨题， 因为从原文中找不到与选择项相似的词， 而需要把分散在文章各处的信息加以综合才能得 出答案。归纳能力是一种概括能力，它要求读者 通过阅读，运用阅读策略，把分散的、零碎的信 息概括成系统的、完整的知识体系。许多学生能 读懂全文，但无法归纳文章的主旨大意、揣摩作 者意图和理清行文线索，无法从整体上把握文章 的脉络，即“只见树木，不见森林”，影响了阅 读的效率。
追求人生的美好!
我们的共同目标!
Reading requirements
表层理解 1. Would the author tell you how to
send a dish back?
2. What’s the author’s advice on “sending a dish back in a restaurant”?
Reading strategies
2．阅读理解过程中的监控 元认知监控策略包括阅读时对注意加以跟踪、对材料进 行自我提问、考试时监视自己的速度和时间。这些策略 使学习者警觉自己在注意和理解方面可能出现的问题， 以便找出来，并加以修改。在实际的阅读活动中，阅读 者要进行大量的元认知监控，才能对文章有准确的理解。
Reading purposes
中高级阶段，英语阅读的另一个目的就是训 练阅读技能 .
如果通过大量的阅读，你的阅读速度还是停滞不 前，获取的信息也是支离破碎，那么这样的阅读 也是不成功的。因此，通过阅读有限的篇章，培 养对英语的语感和对不同体裁、题材文章结构、 内容的敏感性，提高阅读速度，为今后的阅读提 供更多便利，使我们阅读的高级目的
大声思维，即用语言将思维过程外显化，是评估元认知监控水平 的重要手段和途径，也是培养元认知监控能力的重要环节。例如， 在训练猜词策略的过程中，学生不但要读英文阅读材料并猜测生 单词的意思，更重要的是要描述出在进行猜词时的思考过程，尤 其是要描述出自己是怎样猜测、审视自己的猜测方法，最终取得 一个满意的答案的。很多同学觉得这样做太麻烦，
Reading purposes
Reading purposes
1. 获取信息,增加知识储备
阅读是理解书面或印刷材料中的信息这样一个过程，包括 记忆已知信息和应用阅读策略发现想要的信息（Kathryn A. Blake, Developing reading skills），阅读的目的 包括学习、发现、获得指示、娱乐和鉴赏等，这些目的都 是在理解文章内容的基础上实现的
Reading strategies
4、分析推理 在阅读理解中，我们经常会碰到这样的
题目： “What can be inferred from…?/What does the author imply by saying…? 有时文章的作者不会直接表 达其写作的意图或对于某一事件的态度，而 是需要读者进行必要的分析推理，才能搞清 楚文章的真正含义。推理能力是一种演绎能 力，即根据已提供的信息线索或语篇轨迹对 深层含义进行判断、推理、引申或下结论。 推理是否正确直接影响到结果的正确与否.
Reading strategies
3、选择性注意 在调查中我们发现，许多同学在阅读时
试图将文章的每一个句子、每一个词都尽收 眼底，有的嘴巴或喉结在不停地动，有的用 手指或铅笔在书上不停地移动，惟恐漏掉任 何一个细节，影响对文章内容的理解。但在 实践中却发现，越是应用这种逐字阅读的方 法，越不能抓住文章大意，快速确定问题答 案，而且严重影响了阅读速度。 略读,寻读
情感策略可分为两个方面：(1)调动积极情感 因素；(2)克服消极情感因素。
Reading strategies
四个主要策略：
(1)建立自信；
(2)不过分保护自我语言； (3)克服语言学习中的焦虑； (4)培养毅力
Reading strategies
（二）常用阅读认知策略 认知策略是学习者在语言学习过程中用来提高自 己学习的具体行动、行为、步骤或技巧等，属外 显的操作程序或步骤。阅读认知策略直接作用于 我们的阅读过程。不同的研究者对于阅读中的认 知策略分类不同，但一些常见的认知策略包括：
Reading strategies
What’s strategy?
Skill in planning or managing any affair well
How many reading strategies do you know? What are they?
Reading strategies
Reading requtrements
评价性理解 1. What do you think of the
author’s advice?
2. As a customer, how do you argue against the author to protect your own right?
Reading requtrements
推断性理解 1. What do you think would be the
main concern of the following paragraph? Suppose the dish is not so tasty as you expected, will you choose to send it back or follow the author’s idea?
Reading requirements
（1）知识 指对先前所学内容的回忆，包括对具体事实、方 法、过程、理论等的回忆；
（2）领会 指能把握所学内容的意义，具体表现为能用自己的 话表述、能加以说明、能进行简单的推断； （3）应用 指能将所学内容运用于新的具体情境，包括概念、 方法、理论的应用； （4）分析 指能分析所学内容的结构； （5）综合 指能创建新的知识结构，比如说拟订一项操作计 划或概括出一组关系等； （6）评价 指能依据内、外在标准对所学内容进行价值判断， 这是最高水平的认知学习结果。
Reading strategies
管中窥豹:
刚上大学的毛毛想向师兄师姐们讨教一些提高英语阅 读能力的方法，得到的答案却是：大学英语的主要任 务就是背单词，单词背多了，多读些文章，阅读水平 自然就上去了，不需要什么方法策略。毛毛开始背诵 四、六级的词汇表，还从图书馆借了很多英语小说， 每一个生词都写在笔记本上，可每一本书没有读到10 页，就放弃了。一个学期下来，单词倒是背了不少， 可感觉阅读能力还是没有提高，读了后面忘了前面， 阅读速度依然很慢。毛毛很茫然，难道师兄师姐们说 错了吗？
预测、推测、选择性注意、分析推理、综合归纳 等。预测对于把握全文大意以及随后进行的选择
性注意
Reading strategies
1. 预测
阅读是一种积极的过程，是读者与文章(或作 者)交流的过程。阅读中，读者根据文字不断提 供的信息，联系自己既存的知识，对读物依次 做出预测反应。这种预期或预测不会过分详细 ，也不一定非常正确，然而如果能排除不大可 能的选择而首先考虑最自然且最有可能的选择 ，就能大大加快阅读速度，减轻大脑处理信息 的负担。没有事先的预期，我们就不会快速做 出决定，阅读理解就会变得混乱、费时、乏味. 。
Reading strategies
2、猜测 在阅读中，我们不可避免地会碰到一些生词、搞 不懂的语法结构等，有些同学采取的办法是边读 边查词典或者语法书，或者在阅读文章之前先看 生词表.形成了过多的语法分析，过多依赖字典的 不良习惯.把大量的精力集中到每个词甚至标点上， 过分拘泥于细节，最终只能导致延误信息的传递、 妨碍对文章的理解。 猜测可分为：猜测词义、语法结构、语篇关系等。
Reading strategies
3．自我评估反馈 自我评估是元认知活动的核心。阅读计 划的制定、阅读策略的选择与监控，每 一步都需要学习者对自身水平、认知特 点及对阅读任务的准确判断。
Reading strategies
（二）情感策略 在我国传统的英语教学中，教师通常把精力放置于知识 和技巧的传授上，很少放置于情感因素的协调上。其实， 这些非智力因素与智力因素在学习上同等重要。情感策 略很久以前就被发现是成功语言学习者所使用的一个有 用策略(Naiman 1978)。学习者要学好英语，就必须 能驾驭自己的情感状态.