29853網(wǎng)絡(luò)學(xué)習(xí)課件1

29853網(wǎng)絡(luò)學(xué)習(xí)課件1第一頁，共119頁。第二頁，共119頁。閱讀教學(xué)：理念與實(shí)踐楊魯新中國外語教育研究中心北京外國語大學(xué)第三頁，共119頁。學(xué)生

教師

課程設(shè)置/教材

教學(xué)環(huán)境

大學(xué)英語：教與學(xué)學(xué)習(xí)特點(diǎn)語言基礎(chǔ)語言學(xué)習(xí)觀教學(xué)方法第四頁，共119頁。好的語言學(xué)習(xí)者的特點(diǎn)興趣努力輸入輸出第五頁，共119頁。不同的語言學(xué)習(xí)者視覺型（Visuallearners）聽覺型（Auditorylearners）動感型（Kinestheticlearners）思考型（Tactilelearners）外向型和內(nèi)向型（Extrovertedvsintrovertedlearners）你的學(xué)生是哪一種？第六頁，共119頁。教師：語言學(xué)習(xí)觀學(xué)習(xí)語言還是通過語言學(xué)習(xí)？（Learnlanguageorlearnthroughlanguage?）(Mohan,B.,1986,LanguageandContent)languagethinkingcontentculture第七頁，共119頁。語言是學(xué)習(xí)的媒介語言是思維的媒介語言是內(nèi)容的載體Doyoulearn/teachlanguage?Doyoulearn/teachcontentthroughlanguage?Doyoulearn/teachlanguagethroughcontent?Doyoulearn/teachculturethroughlanguageorcontent?第八頁，共119頁。語言觀（ViewofLanguage）

傳統(tǒng)觀語言學(xué)習(xí)是學(xué)習(xí)句法、詞匯語言功能觀語言學(xué)習(xí)是學(xué)習(xí)在特點(diǎn)社會文化環(huán)境下如何恰當(dāng)?shù)谑褂谜Z言（語言的意義和功能）第九頁，共119頁。閱讀觀（ViewofReading）

閱讀是為了使用語法閱讀是特定環(huán)境下的社會活動:學(xué)習(xí)和運(yùn)用文化和專業(yè)知識第十頁，共119頁。語言學(xué)習(xí)觀（Viewoflanguagelearning）

語法學(xué)習(xí)社會化過程(languagesocialization):learninglanguage,learningthroughlanguage,learningaboutlanguage第十一頁，共119頁。soSocioculturalcompetenceDiscoursecompetenceLinguisticcompetenceRhetoricalcompetenceStrategiccompetenceModelofcommunicativeCompetence(Celce-Murciaetal.,1995)第十二頁，共119頁。學(xué)術(shù)語言能力

AcademiclanguageproficiencyCummins(1981)reportedthat5-7yearswererequiredforESLstudentstocomeclosetogradenormsinEnglishacademicproficiency.BICS(BasicInterpersonalCommunicativeSkills)CALP(CognitiveAcademicLanguageProficiency)Whataretheimplicationsforeducation?13第十三頁，共119頁。Rangeofcontextualsupportanddegreeofcognitiveinvolvementinlanguagetasksandactivities(Cummins,2001,p.67)CognitivelyUndemandingContextEmbeddedContextReducedCognitivelyDemanding

ACBD14第十四頁，共119頁。Whydoweread?ReadingforpleasureReadingforinformationReadingforlanguageacquisition第十五頁，共119頁。Whatdoweread?Non-fiction(reports,editorials,essays,articles,reference)Fiction(novels,shortstories,jokes,drama,poetry)AcademicwritingLetters(personal,business)GreetingcardsDiaries,journalsMemos…….第十六頁，共119頁。Howdoweread?SkimmingScanningExtensivereadingIntensivereading第十七頁，共119頁。ModelsofreadingMetaphoricalmodelsofreadingBottom-upmodelsTop-downmodelsInteractivemodels第十八頁，共119頁。DiscussionquestionsWhatrolesdoesreadingplayinL2development?Whatistheroleofpriorknowledgeinreading?Whattypesofpriorknowledgedoyouknow?WhatistheplaceofsimplifiedreadersinaL2readingprogram?Isthelanguageusedinthosetextsauthentic?第十九頁，共119頁。Whatdo

reading

and

writing

share?How

do

readers

and

writers

transact

with

one

another?What

do

readers

and

writers

learn

when

reading

and

writing

connected?第二十頁，共119頁。LanguageProductionSpokenlanguage

DynamicOral/auralTransientUnplannedContextdependentWrittenlanguage

StaticVisualNon-transientPlannedDecontextualised第二十一頁，共119頁。Whatskillsareinvolvedinreading?第二十二頁，共119頁。ReadinginvolvesavarietyofskillsRecognizingthescriptofalanguageDeducingthemeaninganduseofunfamiliarlexicalitemsUnderstandingexplicitlystatedinformationUnderstandinginformationwhennotexplicitlystatedUnderstandingconceptualmeaning第二十三頁，共119頁。UnderstandingthecommunicativevalueofsentencesandutterancesUnderstandingrelationswithinthesentenceUnderstandingrelationsbetweenthepartsofatextthroughlexicalcohesiondevicesUnderstandingcohesionbetweenpartsofatextthroughgrammaticalcohesiondevicesInterpretingtextbygoingoutsideitRecognizingindicatorsindiscourse第二十四頁，共119頁。IdentifyingthemainpointorimportantinformationinapieceofdiscourseDistinguishingthemainideafromsupportingdetailsExtractingsalientpointstosummarize(thetext,anideaetc.)SelectiveextractionofrelevantpointsfromatextBasicreferenceskills第二十五頁，共119頁。SkimmingScanningtolocatespecificallyrequiredinformationTranscodinginformationtodiagrammaticdisplay第二十六頁，共119頁。ReadingandWritingReading

and

writing

are

reciprocal

activities;

the

outcome

of

a

reading

activity

can

serve

as

input

for

writing,

and

writing

can

lead

a

student

to

further

reading

resources.

(Grabe

&

Kaplan,

1996,

p.

297)…oneofthebestwaystoimprovewritingistoimprovereading,andviceversa;andinthewritingclassroom,alessonaboutwritingisalessonaboutreading,andviceversa.(Hirvela,2004,p.11-12).第二十七頁，共119頁。Whatcompetencesdoreadersneed?第二十八頁，共119頁。Whatcompetencesdoreadersneed?GrammaticalcompetenceSociolinguisticcompetenceDiscoursecompetenceStrategiccompetence(Canale&Swain,1980)第二十九頁，共119頁。SpecialcharacteristicstoL2readingDiscourseknowledgeGreatermetalinguisticandmetacognitiveawarenessInL2VaryingL2proficienciesasafoundationforL2reading第三十頁，共119頁。Whatcanteachersdo?第三十一頁，共119頁。Whatcanteachersdo?AActivatepriorknowledgeCCultivatevocabularyTTeachforcomprehensionIIncreasereadingrateVVerifyreadingstrategiesEEvaluateprogress(fromN.J.Anderson,1999,Exploringsecondlanguagereading:Issuesandstrategies,Heinle&Heinle)第三十二頁，共119頁。ActivatepriorknowledgeHowdoyoubelievethatpriorknowledgeinfluencesthereadingprocessofL2learners?Whathaveyouobservedorexperiencedthathasledyoutothisbelief?第三十三頁，共119頁。Passage1JanewasinvitedtoJack’sbirthdayparty.Shewonderedifhewouldlikeakite.Shewenttoherroomandshookherpiggybank.Itmadenosound.HowoldisJane?HowoldisJack?Whatleadsyoutoyouranswer?WhatsounddidJaneexpecttohearwhensheshookherpiggybank?第三十四頁，共119頁。Passage2Maryheardtheicecreammancomingdownthestreet.Sherememberedhergunandrushedintothehouse.HowoldisMary?Whatleadsyoutoyouranswer?Whywouldshethinkofhergunwhensheheardtheicecreamman?第三十五頁，共119頁。TeachforcomprehensionReadingisinteractive;thereadermakesuseofinformationfromhis/herbackgroundknowledgeaswellasinformationfromtheprintedpage.Readingisalsointeractiveinthesensethatmanyskillsworktogethersimultaneouslyintheprocess(Grabe,1991,p.378).閱讀是一個(gè)互動的過程；讀者運(yùn)用自己的背景知識和紙面呈現(xiàn)的信息；同時(shí)，在閱讀過程中，各種技能交互作用。第三十六頁，共119頁。Listeningto,speaking,readingandwritingaboutsubjectmatterinformationSelecting,connecting,andexplaininginformationHypothesizingandpredictingUsingcontexttoconstructmeaningFormulatingandaskingquestionsAskingstudentstoparaphraseandsummarizeIdentifytransitionwords第三十七頁，共119頁。TransitionwordsToaddinformationandreasonsAlsoBesidesEquallyFurtherFurthermoreInadditionMoreoverTooToshowcauseandeffectAccordinglyAsaconsequenceAsaresultConsequentlyThenThereforeThus第三十八頁，共119頁。TransitionwordsToexplain,givereasonsActuallyAdmittedlyCertainlyForexampleInfactIndeedReallyOfcourseThatisTosummarizeInallInawordInbriefBrieflyInshortInsummary第三十九頁，共119頁。TransitionwordsTocompareBycomparisonLikewiseSimilarlyTocontrastHoweverInsteadInspiteofthatAnyhowNeverthelessOnthecontraryOntheotherhandOtherwiseStill第四十頁，共119頁。TransitionwordsToshoworderFirst,second,……FinallyLast第四十一頁，共119頁。Transitionwords-Toshowchronologicalorder

SubsequentlyLaterNextAfterthatAfterwardsThenNowNowadaysConcurrentlySimultaneouslyFirstFormerlyEarlierPreviouslyBeforethat第四十二頁，共119頁。IncreasereadingrateFluentreadingisrapid;thereaderneedstomaintaintheflowofinformationatasufficientratetomakeconnectionsandinferencesvitaltocomprehension(Grabe,1991,p.378)第四十三頁，共119頁。ReadingprocessProcessingcomponentsTargetWPMScanningLexicalaccessing600SkimmingSemanticencoding450ReadingSentenceintegrating300LearningIdearemembering200MemorizingFactrehearsing138Carver,1990,p.14第四十四頁，共119頁。RatetrainingRapidwordrecognitionRapidphraserecognitionRapidpassagerecognition第四十五頁，共119頁。Find“buylunch”buylunchtakealunchmakealunchbringlunchbuymilkbuylunchbuylunchesbakelunchbringlunchtakelunchfindlunchbuylunch#theteacheristimingthestudents第四十六頁，共119頁。VerifyreadingstrategiesKeepinmindthatnotallreadersaregoingtousethesamestrategieswhilereading.第四十七頁，共119頁。CognitivereadingstrategiesPredictingthecontentofanupcomingpassageorsectionofthetextConcentratingongrammartohelpyouunderstandunfamiliarconstructionsUnderstandingthemainideatohelpyoucomprehendtheentirereadingExpandingyourvocabularyandgrammartohelpyouincreaseyourreading第四十八頁，共119頁。Cognitivereadingstrategies5.GuessingthemeaningofunfamiliarwordsorphrasestoletyouusewhatyoualreadyknowaboutEnglish6.Analyzingtheme,style,andconnectionstoimproveyourcomprehension7.Distinguishingbetweenopinionsandfactsinyourreading第四十九頁，共119頁。CognitivereadingstrategiesBreakingdownlargerphrasesintosmallerpartstohelpyouunderstanddifficultpassagesLinkingwhatyouknowinyourL1withwordsinEnglishCreatingamapordrawingofrelatedideastoenableyoutounderstandtherelationshipsbetweenwordsandideasWritingashortsummaryofwhatyoureadtohelpyouunderstandthemainideas第五十頁，共119頁。Metacognitivereadingstrategies12.Settinggoalsforyourselftohelpyouimproveareasthatareimportanttoyou13.Makinglistsofrelevantvocabularytopreparefornewreading14.Workingwithclassmatestohelpyoudevelopyourreadingskills15.Takingopportunitiestopracticewhatyoualreadyknowtokeepyourprogresssteady16.Evaluatingwhatyouhavelearnedandhowwellyouaredoingtohelpyoufocusyourreading第五十一頁，共119頁。Compensatingreadingstrategies17.Relyingonwhatyoualreadyknowtoimproveyourreadingcomprehension18.Takingnotestohelpyourecallimportantdetails19.Tryingtorememberwhatyouunderstandfromareadingtohelpyoudevelopbettercomprehensionskills20.Reviewingthepurposeandtoneofareadingpassagesoyoucanremembermoreeffectively第五十二頁，共119頁。Compensatingreadingstrategies21.Picturingscenesinyourmindtohelpyourememberandunderstandyourreading22.Reviewingkeyideasanddetailstohelpyouremember23.Usingphysicalactiontohelpyourememberinformationyouhaveread24.Classifyingwordsintomeaningfulgroupstohelpyourememberthemmoreclearly(Anderson,1991)第五十三頁，共119頁。閱讀是一項(xiàng)特定環(huán)境下的社會活動閱讀需要專題內(nèi)容和文化的背景知識閱讀發(fā)生在一個(gè)特定的社會環(huán)境中–我們自認(rèn)為好的閱讀活動或方法并不一定多所有人都是最好的。我們通過閱讀學(xué)習(xí)新知識：“readingtolearninasecondlanguage”.請大家思考目前大學(xué)英語閱讀教學(xué)的目標(biāo)：語言？內(nèi)容？認(rèn)知？文化？您如何教閱讀？第五十四頁，共119頁。Academictaskmodel(Early&Hooper,1989)Stage1:Elicitbackgroundknowledge.Stage2:Chartbackgroundknowledge.Stage3:Learningthroughreading(orlistening,discussion).Stage4:Chartthenewknowledgethatwaslearnedthroughreading.Stage5:Writeuptheknowledgethathasbeencharted.第五十五頁，共119頁。OneteachingplanGetreadyReviewActivateschemataVocabularyPredictReadReadaloud--silent--pairs--other56第五十六頁，共119頁。RereadSetnewpurpose_______Readaloud--silent--pairs--otherRespondOralprompt:Wholeclass--groups--pairsWrittenpromptWholeclass--groups--pairsReact-sharewrittenresponsesWholeclass--groups--pairs--other57第五十七頁，共119頁。SQ3R-approachingatextSurvey–skimthetextformainideasQuestion–askquestionsaboutwhatonehopestogetfromthetextRead-readthetextwhilelookingforanswerstopreviouslygeneratedquestionsRecite-sayaloudorwritetheimportantpointsofthetextReview-reviewtheimportanceandrelevanceofwhathasbeenread58第五十八頁，共119頁。TwodilemmasIntegratinglanguageskillsforreadingdevelopmentLearntoreadvsreadtolearn第五十九頁，共119頁。IntegratinglanguageskillsforreadingdevelopmentReadingandwritingStudentscancometounderstandthewayinwhichbothreadersandwriterscomposetext.Readingandlistening/speakingListentolecturesrelatedtosthreadortobereadTakenotesonthetopicAwritingassignmentoranoralpresentation第六十頁，共119頁。案例分析

ADay’sWait第六十一頁，共119頁。HowmuchdoyouknowaboutHemingway?第六十二頁，共119頁。第六十三頁，共119頁。ErnestHemingwaywasborninOakPark,Illinois,in1899.Asaboy,hespentvacationsinthewoodsofMichigan,whichbecamethesettingforsomeofhisbest-knownstories.第六十四頁，共119頁。Hisfather,adoctor,encouragedhisloveofoutdoorlifeofcamping,fishing,andhunting.Hismother,areligiousartlover,offeredtheyoungHemingwaygoodmusicandart.Hisparents’interestsdeeplyinfluencedhiminhischildhood.

第六十五頁，共119頁。InWorldWarI,HemingwaywasaRedCrossambulancedriver.Threeofhisbestnovels—TheSunAlsoRises,AFarewelltoArms,andForWhomtheBellTolls—takeplaceinEuropeduringorafterawar.第六十六頁，共119頁。Indeed,wariscentraltomostofHemingway’swriting.Whatisimportanttohimisthewaythecharactersbehaveinbattleandhowtheyfacethedifficultiesoflife.第六十七頁，共119頁。AfterpublishinghisfamousshortnovelTheOldManandtheSeain1952,HemingwaywasawardedthePulitzerPrize(1953)andtheNobelPrizeforliterature(1954).In1961heendedhislifebyshootinghimself.第六十八頁，共119頁。ADay’sWait第六十九頁，共119頁。Ishehappyorsad?Why?第七十頁，共119頁。Task1Readthestoryquicklyandfindoutthefollowinginformation:CharactersSettingTimePlacePlot第七十一頁，共119頁。CharactersSchatz,anine-year-oldboy;Schatz’sfather,thenarrator;thedoctorSettingTime:1920sPlace:theboy’sbedroomPlotAboycalledSchatzissickwithinfluenza.Hisfatherreassureshimthathewillbefine.ButSchatzcannotstopworrying.IntimeSchatz’sfatherfindsoutwhyhissonissoworried.第七十二頁，共119頁。Task2Readthestoryagainandfindouttheevidencestoshowwhytheboywassoworried.第七十三頁，共119頁。Task3Aretheremisunderstandingsbetweenthefatherandtheboy?Ifyes,pleasefindouttheevidences.第七十四頁，共119頁。Task4:discussion1.Whydidthefatherthinkthattheboywassick?2.Howdidhebehavewhilehisfatherwasreadingtohim?3.Whatcausedthemisunderstandingbetweentheboyandhisfather?4.Doyouthinktheboy’sbehaviorsshowedcourageorfear?Why?第七十五頁，共119頁。

Itwasabright,coldday,thegroundcoveredwithasleetthathadfrozensothatitseemedasifallthebaretrees,thebushes,thecutbrushandallthegrassandthebaregroundhadbeenvarnishedwithice.ItooktheyoungIrishsetterforawalkuptheroadandalongafrozencreek,butitwasdifficulttostandorwalkontheglassysurfaceandthereddogslippedandslitheredandIfelltwice,hard,oncedroppingmygunandhavingitslideawayovertheice.第七十六頁，共119頁。

Itwasabright,coldday,thegroundcoveredwithasleetthathad____sothatitseemedasifallthe___trees,thebushes,thecutbrushandallthegrassandthe___groundhadbeenvarnishedwithice.ItooktheyoungIrishsetterforawalkuptheroadandalonga_____creek,butitwasdifficulttostandorwalkonthe____surfaceandthereddog____and_____andIfelltwice,hard,oncedroppingmygunandhavingit___awayovertheice.第七十七頁，共119頁。

Itwasabright,coldday,thegroundcoveredwithasleetthathadfrozensothatitseemedasifallthebaretrees,thebushes,thecutbrushandallthegrassandthebaregroundhadbeenvarnishedwithice.ItooktheyoungIrishsetterforawalkuptheroadandalongafrozencreek,butitwasdifficulttostandorwalkontheglassysurfaceandthereddogslippedandslitheredandIfelltwice,hard,oncedroppingmygunandhavingitslideawayovertheice.第七十八頁，共119頁。

Itwasabright,coldday,thegroundcoveredwithasleetthathadfrozensothatitseemedasifallthebaretrees,thebushes,thecutbrushandallthegrassandthebaregroundhadbeenvarnishedwithice.ItooktheyoungIrishsetterforawalkuptheroadandalongafrozencreek,butitwasdifficulttostandorwalkontheglassysurfaceandthereddogslippedandslitheredandIfelltwice,hard,oncedroppingmygunandhavingitslide

awayovertheice.第七十九頁，共119頁?！璦llthebaretrees,thebushes,thecutbrush…mostofthemscatteredintobrushpiles…theice-coatedmoundsofbrush…theicy,springybrush…branchesofsmalltreesandbusheslogsfrombigtreesfinelycutgrass第八十頁，共119頁。varnish（清漆）第八十一頁，共119頁。varnish第八十二頁，共119頁。setter(愛爾蘭賽特犬）第八十三頁，共119頁。slidetomovesmoothlyalongasurfacee.g.Thekidswereslidingontheice.第八十四頁，共119頁。sliptoaccidentallyslideashortdistancequicklyortofallbyslidinge.g.Hehadslippedonanicypavement.第八十五頁，共119頁。slithertoslideorslipunsteadilye.g.Heslitheredhelplesslydowntheslope.第八十六頁，共119頁。slip,slither,slideThesnake______awayasweapproached.He_____andfelldownthestairs.Theboysliketo_____downbanisters.第八十七頁，共119頁。slip,slither,slideThesnakeslitheredawayasweapproached.Heslippedandfelldownthestairs.Theboysliketoslidedownbanisters.第八十八頁，共119頁。WeflushedacoveyofquailunderahighclaybankwithoverhangingbrushandIkilledtwoastheywentoutofsightoverthetopoftheblank.Someofthecoveylitintrees,butmostofthemscatteredintobrushpilesanditwasnecessarytojumpontheice-coatedmoundsofbrushseveraltimesbeforetheywouldflush.Comingoutwhileyouwerepoisedunsteadilyontheicy,springybrushtheymadedifficultshootingandIkilledtwo,missedfive,andstartedbackpleasedtohavefoundacoveyclosetothehouseandhappythereweresomanylefttofindonanotherday.第八十九頁，共119頁。Hemingway’swritingstyleEconomyandunderstatementHiscrispstyleanduseofdeclarativesentences…meaningisestablishedthroughdialogue,throughactionandsilences–afictioninwhichnothingcrucial-oratleastverylittle-isstatedexplicitly.(HenryLouisGates)第九十頁，共119頁。What’shiswritingstyle?HecalledhisstyletheIcebergTheory

第九十一頁，共119頁。Ifawriterofproseknowsenoughofwhatheiswritingabouthemayomitthingsthatheknowsandthereader,ifthewriteriswritingtrulyenough,willhaveafeelingofthosethingsasstronglyasthoughthewriterhadstatedthem.Thedignityofmovementofanice-bergisduetoonlyone-eighthofitbeingabovewater.Awriterwhoomitsthingsbecausehedoesnotknowthemonlymakehollowplacesinhiswriting.--ErnestHemingwayinDeathintheAfternoon第九十二頁，共119頁。WritingPractice–WritingaSummaryReadthissummaryofthefirstpartof“ADay’sWait”.Anine-year-oldboywassickwiththeflu.Thedoctortoldhisfatherthathehadatemperatureof102degrees.Thedoctorleftmedicinefortheboy.Hetoldhisfatherthattheboywouldbeallrightifhistemperaturedidnotgoover104degrees.Theboyseemedveryupset.Hetoldthefathernottostay.第九十三頁，共119頁。Readeachofthequestionsthatfollow.Continuethesummaryof“ADay’sWait”bywritinganswerstothequestions.Whilethefatherwasaway,whatdidtheboyrefusetodo?Didhethinkhistemperaturewas102°Fahrenheitor102°Celsius?Whathadhebeenwaitingalldayfor?Whatcausedtheboy’smisunderstanding?Didtheboyunderstandhismistake,ornot?Howdidtheboybehavethenextday?第九十四頁，共119頁。WritingPractice–RewritetheStoryRewritethestoryfromtheboy’spointofviewinabout300words.Trytodetecttheboy’smentalactivities.Hereisthebeginning.Igotaheadacheinanearlymorning.IheardthedoctortellmyfatherthatIhadatemperatureof102degrees.Ibegantoworrybecause….第九十五頁，共119頁。Aday’swait:

Rationalefortheteachingdesign

第九十六頁，共119頁。

TeachingbackgroundRationaleTeachingprocessMaterialselection第九十七頁，共119頁。

Teachingbackgroundtitlesecondyearnon-EnglishmajorstitleLearners

(advanced

learners)第九十八頁，共119頁。Materialselection2TeachingreadingthroughliteraryworksSimplebutnotsimplifiedtextBrownisagainstusingsimplifiedmaterialswhichreferstothosemodifiedtextstomeetthelanguageproficiencyofstudentsandarelackoforiginalflavor(2001,p.299).1Hemingway’sshortnovel:ADay’sWait第九十九頁，共119頁。RationaleIntegrationofreadingandwritingCombinationofintensiveandextensivereadingSchematheoryInclassAfterclass第一百頁，共119頁。RationaleSchematheory

Thereaderbringshisownexperienceandbackgroundknowledgeintotheprintedwords.Thistheoryimpliesthattheteachershouldprovidesomebackgroundknowledgewherenecessarytoscaffoldthestudents’understandingofthetext.第一百零一頁，共119頁。RationaleExtensivereading:GraspthegistSkimmingandscanning

Intensivereading:(focusingontwoparagraphs)ReadingforlearningCombinationofextensiveandintensivereading第一百零二頁，共119頁。RationaleIntegrationofreadingandwriting

“Whenyouwrite,youreaddifferently.”MakethestudentsreadthetextmorecarefullyStimulatethestudents’creativityandimaginationTrainthestudents’writingability第一百零三頁，共119頁。TeachingprocessWarmuptemplates,NewContentdesignwelcometousethesepowerpointtemplates,NewContentdesignWarmupLead–inExtensivereading4.Intensivereading5.Writingassignment第一百零四頁，共119頁。WritingforreadingactivitiesSummarizingSynthesizingRespondingPre-reading

writingResponse

statementsResponse

essaysJournals

(Hirvela,

2004,

p.

89-102)第一百零五頁，共119頁。LearntoreadvsreadtolearnThereislittleexplorationinL2readingresearchofthetransitionfromlearning-to-readtoacademicreading-to-learn.Instructionalpracticesmayhelp.第一百零六頁，共119頁。InstructionalpracticesthatcanhelpstudentsreadtolearnPractisingeffectivesummarisingstrategiesUsinggraphicrepresentationsfororganisingtextinformationIdentifyingkeyvocabularyandlearningthesewordsCombininginformationfrommultiplesourcesRecognisingtypesofevidenceintextsRecognisinglevelsofinformationalimportancesignalledintexts第一百零七頁，共119頁。ACTIVITIESTOIMPROVEYOURREADINGIdentifyyourreadingproblemsbywritingasummaryTimeyourreadingMakeclozeexercisesReadtheChineseversionin