王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(阅读教学)【圣才出品】

第11章阅读教学
11.1 复习笔记
本章要点：
1. Reading aloud and silent reading
朗读和默读
2. Features of effective readers
有效率的读者的特征
3. Strategies involved in reading comprehension 阅读理解策略
4. Two broad levels in reading
两种阅读水平
5. The role of vocabulary in reading
词汇在阅读中的作用
6. Sight vocabulary
视觉词汇
7. Three models of teaching reading
三种阅读教学模式
8. Three stages involved in T eaching Reading
阅读教学的三个阶段
9. Pre-reading activities
读前活动
10. While-reading activities
读中活动
11. Purposes of transition device
转换手法的目的
12. The classification of Reading comprehension questions
阅读理解题的分类
13. Types of post-reading activities
读后活动类型
本章考点：
朗读和默读；有效率的读者的特征；阅读理解策略；两种阅读水平；词汇在阅读中的作用；视觉词汇；三种阅读教学模式；阅读教学的三个阶段；读前活动；读中活动；转换手法的目的；阅读理解题的分类；读后活动类型。

本章内容索引：
Ⅰ. Reflecting on your own reading experiences
Ⅱ. The way of reading
1. Reading aloud and silent reading
2. Features of effective readers
Ⅲ. The content of reading
Ⅳ. Strategies involved in reading comprehension
1. Definition of reading
2. Two broad levels in reading
Ⅴ. The role of vocabulary in reading
1. The importance of vocabulary
2. Sight vocabulary
Ⅵ. Principles and models for teaching reading
1. Three models of teaching reading
2. Three stages involved in teaching reading Ⅶ. Pre-reading activities
1. Definition of pre-reading activities
2. Predicting
3. Setting the scene
4. Skimming
5. Scanning
6. Summary on pre-reading activities
Ⅷ. While-reading activities
1. Information transfer
2. Purposes of transition device
3. Reading comprehension questions
4. Understanding references
5. Making inferences
6. Summary on while-reading activities
Ⅸ. Post-reading activities
1. Objectives
2. Requirements
3. Types of post-reading activities
Ⅹ. Conclusion
Ⅰ. Reflecting on your own reading experiences （反思自己的阅读经验）All of us began reading in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books.
我们在很小的时候开始用母语阅读了，我们都受到某些作者或书籍的影响。

Ⅱ. The way of reading （阅读的方式）
【考点：朗读和默读；有效率的读者的特征】
1. Reading aloud and silent reading （朗读和默读）
Reading aloud and silent reading are two types of reading practice commonly found in classrooms.
朗读和默读是课堂阅读实践中最普遍的阅读类型。

2. Features of effective readers （有效率的读者的特征）
①have a clear purpose in reading; 目标明确；
②read silently; 默读；
③read phrase by phrase, rather than word by word;
以短语而不是词为单位；
④concentrate on the important bits, skim the rest, and skip the insignificant
parts;
重视重要部分，阅读其余部分；跳过无关紧要部分；
⑤use different speeds and strategies for different reading tasks;
不同的阅读任务用不同的阅读策略；
⑥perceive the information in the target language rather than mentally
translate;
使用目标语知识非心理翻译的方式感知信息；
⑦guess the meaning of new words from the context, or ignore them;
根据上下文语境猜测新词义，或忽视它们；
⑧have and use background information to help understand the text.
掌握和使用背景知识，帮助文章理解。

Ⅲ. The content of reading（阅读的内容）
ESL/EFL reading textbooks should have a great variety of authentic materials.
英语阅读课本应该有多样的真实的阅读材料。

Teachers should ensure not only there is a greater variety but also we can help prepare students, to meet their future needs.
教师应该既要保证阅读材料的多样性，又要迎合其未来发展的需要。

Besides authentic texts, ESL textbooks also employ a lot of non-authentic texts, i.e. simulated texts.
除了真实的文本，英语课本中也应该使用一些非真实的文本，如模拟文本。

Ⅳ. Strategies involved in reading comprehension（阅读理解策略）
【考点：两种阅读水平】
1. Definition of reading（阅读的概念）
According to Day and Bamford （1998:12）, ‘reading is the construction of meaning from a printed or written message.’
根据Day and Bamford （1998:12），阅读是从书面材料中的过程。

阅读是一种主动的过程，是由阅读者根据不同的目的加以调节控制的。

Reading comprehension involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with one’s own knowledge to arrive at an understanding.
阅读理解包括尽可能有效地从文本中摘出相关信息，把文本信息与自己的信息联系起来，达成理解文本的目的。

A characteristic: Reading is a silent and individual activity since the writer’s intention was for the text to be read rather than heard.
特点之一：阅读是安静的个人活动，文章作者希望文章被阅读而不是被听到。

2. Two broad levels in reading（两个广泛的阅读水平）
①visual signals from the eyes; 眼睛接受视觉信号；
②a cognitive task of interpreting the visual information, relating the received
information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.。