Reading in the field

Maria.a 14-year-old school。girl、likes reading outside in thefield。Last Sunday,the sun shonebrightly,the sky was clean andclear and the wind was blowing     

Some Remarks on Reading and the Teaching of Reading

Reading is one of the four important skills in English as a secoind or foreign language. However, many teachers often focus attention on grammatical or lexical issues like tenses, sentence structures or verbal idioms, To students reading is the main reason why they learn English. Through reading, our range of kowledge can be broadly widened. However, for a long time, the importance of the teaching of extensive reading has been neglected. This paper aims to give an analysis and my own empirical experience of the teaching of extensive reading. The first part is about the complex nature of reading, the second part dealing with some methods which I have applied in the teaching of reading.     

Reading in the View of Pragmatics

阅读是获取信息的重要途径之一,也是外语考试的主要考查项目。阅读能力的好坏直接决定了外语学习者的外语水平,因此,如何提高阅读能力是外语学习和教学的重点和难点之一。本文从阅读理解的本质着手,根据意思理解的三个层次,即抽象意义、话语意义、和语势,提出了一些应对方法。本文提出提高阅读能力需要扩大词汇量,掌握基础的语法知识,宏观地通读全文把握上下文,了解文化通俗常识,把领会作者写作意图作为阅读目标。     

Reading the Web—Students' Perceptions about the Internet

This study explores the perceptions of Finnish 15‐year‐olds on the advantages and disadvantages of the Internet. The data, students' written responses (N = 3112), were gathered in the context of the OECD Programme for International Student Assessment (PISA) in the spring of 2000 as a national option. The data were analysed by close reading and using the Atlas.ti application for coding. Students regard easy access to a variety of current information as the most important advantage of the Internet. Finding new friends and chatting with old ones was also emphasised, as well as the downloading capacities of the Internet. Although problems of finding reliable and truthful information were recognised, students' main concerns were related to issues such as violations towards computers and people, and getting addicted or marginalised.     

Reading With a Purpose——A Re-assessment of the English Reading Courses

It is well-known to all English teachers and students in China that one of the Predominant Courses for English Freshman and Sophomore is Intensive Reading,which,supplemented by Extensive Reading,takes up 8—10 reading hours in each week,more than 2/3 of the total course work for English majors. This paper questions the validity of Intensive Reading and Extensive Reading as they are taught today. It will also discuss the possible measures we can take in teaching these courses.     

Reading

Introduction Depending on the perspectives of different fields of study, it is possible, broadly speaking, to see reading as practice, product or process. The first has been the interest of anthropologists and social psychologists whose concern is with reading and writing practices as linked to their uses in everyday life, not merely within schooling. The second orientation focuses on the form and meaning of written texts and their constituent parts. The third perspective pays relatively greater attention to the role of the reader in the ongoing processing of written language and the strategies that she or he draws on in constructing meaning from text.     

Reading

I like to do different kinds ofthings,but I like reading best.R eading is very good.It isgood for im proving our w riting.Itcan w iden our eyes.It can m ake you be a bright person.“Tim e is m oney”.Absolutely,I read hard,I try to catch everym inute to do som e reading.R eading m akes m y life so beautiful.M ost of girls likeshopping,but I prefer to read books rather than go shopping.Shopping can’t w iden our know ledge,but reading can.I like being friend w ith books,and books are m y be…     

Reading

Mother:Whatareyouread鄄ing,Tom?Tom:Idon’tknow.Mother:Youdon’tknow?Youwerereadingaloud.soyoumustknow.Tom:Iwasreadingaloud,butIwasnotlistening.妈妈:汤姆,你正在读什么?汤姆:我不知道。妈妈:你不知道?你刚才一直在大声朗读,你肯定知道。汤姆:我是在大声朗读,可我没有在听呀。(忠东)Reading@忠东     

Reading

“Knowledge is power.“Reading can bring us a lot of knowledge. It canalso help open our eyes and mind. If you give your mind to reading, you’ll     

Teaching College English Reading by the Student-Centered Approach

This thesis is about the student-centered approach to the teaching college English reading in China. The student-centered approach reflects a widespread desire in English teaching community to develop means of allowing learners to play a fuller, more active and participatory role in their language study. This thesis presents the reasons for the student-centered approach in contrast to the traditional English reading teaching; and shows the ways of applying the student-centered approach to the teaching of English reading by making students read autonomously and cooperatively.     

Unit 2 Reading Sailing the oceans教学设计

Teaching Aims(教学目标) a.Learn and master the key words and expressions voyage encyclopedia alongside exploration minimum nowhere pole overhead equator horizon overhead seaweed offshore accelerate outward longitude latitude precise tide secure log knot sim-     

Children’s Interest in Reading the Comics

The three traditional methods of backward, forward, and stepwise selection of variables to be included in a “best” regression equation were compared to a method designed to maximize weight validity. With student achievement as the criterion, and aptitudinal variables manifesting considerable multicolinearity as predictors, the subset of variables selected by the traditional methods performed poorer than the one selected by the weight validity maximization method. Implications for constructing regression equations for prediction are discussed, with consideration of the weight validity maximization method recommended in crucial situations.     

How the Collegians Improve Their English Reading Skills

Ａｓａｃｏｌｌｅｇｅｓｔｕｄｅｎｔ,ｙｏｕｈａｖｅｔｏｒｅａｄａｂｒｏａｄｖａｒｉｅｔｙｏｆｍａｔｅｒｉａｌ.ＹｏｕｒｓｕｃｃｅｓｓｏｆｃｏｌｌｅｇｅＥｎ ｇｌｉｓｈｒｅａｄｉｎｇｄｅｐｅｎｄｓ ,ｉｎｐａｒｔ ,ｏｎｈｏｗｗｅｌｌｙｏｕｃａｎｒｅａｄａｎｄｅｖｅｎｗｒｉｔｅａｎｄｈｏｗｗｅｌｌｙｏｕｃａｎｃｏｎ ｎｅｃｔｔｈｅｓｅｔｗｏｐｒｏｃｅｓｓｅｓ .Ｒｅａｄｉｎｇｗｉｔｈｕｎｄｅｒｓｔａｎｄｉｎｇｄｅｐｅｎｄｓｏｎｔｈｅｉｎｔｅｒｐｌａｙｏｆｆｏｕｒｆａｃｔｏｒｓ:ｖｏｃａｂｕｌａｒｙ ,ｓｔｒｕ…     

Reading for Fun and Improvement in Reading

1.The Story of Sandwich三明治是上班族的最爱。这不仅是因为它味道鲜美,营养丰富,而且还因为它食用方便,节省时间,人们可以一边干活,一边享用。那么当初发明人是怎样突发灵感,做出了这种风靡全球的美味呢?请看“趣谈三明治”。In English there are som e interesting words.These words have som e interesting stories behindthem.The word“sandwich”,for exam ple,is verycom m on in English,but it has a good story.If wewant to know the story behind it,w e m ust knowsom ething about an E nglish noblem an.H is nam e…     

Reading/Literacy – For the Lower Orders?

The first part of this account of struggles over literacy begins with the later middle ages and follows issues in the construction of a literacy addressed to the lower orders through to the seventeenth century. After the suppression of the Lollard Bible had left the English peasantry without that spur to literacy, the sixteenth-century formation of Renaissance grammar schools, with their classical education based on rhetoric, created a new cultural and linguistic gap from the lower orders. Only the most original English writers, steeped in this classical tradition, managed occasionally to bridge the gap. But after 1650, Hobbes led the way in avoiding figurative language, at least for philosophical and scientific discussion, and Lucy Hutchinson, from a dissenting family, showed in her autobiography how a fondness for the servants’ stories could open the way to a colloquial idiom.     

Reading Comprehension

Who talk more,then,women or men?The seemingly contradictory evidence isshown by the difference between what Icall public and private speaking.More menfeel comfortable doing“public speaking”,     

Is the Simple View of Reading too Simple?

According to the Simple View of Reading (SVR), reading comprehension is the product of word decoding ability and linguistic comprehension (R = D × C). However, there is also evidence showing that an additive model (R = D + C) explains just as much or even more of the variance in reading comprehension than the product model. To further evaluate these models, 467 Norwegian students in grade 6 were administered measures of reading comprehension, decoding ability, listening comprehension, phonemic awareness, and rapid digit naming. Hierarchical regression analyses were conducted to evaluate the explanatory power of each model, in addition to the influence of phonemic awareness and rapid naming. The preliminary hierarchical regression analyses were replicated among Swedish students. According to the present study, the additive model explained more of the variance in reading comprehension than the product model, and only rapid naming contributed significantly to explain variance in reading comprehension, above and beyond that explained by the SVR.