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。
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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.