毕业论文：On using reading Strategies to make reading efficient.doc

1、ONUSINGREADINGSTRATEGIESTOMAKEREADINGEFFICIENTINVESTIGATORZHANGYAOMINGSUBMITTEDONMAY14TH，2009CONTENTSACKNOWLEDGEMENTS3ABSTRACT41INTRODUCTION52PROBLEMANALYSIS63POSSIBLESOLUTIONS74PROJECTOBJECT85PROJECTHYPOTHESIS96PROJECTRATIONALE107RESEARCHDESIGN771SUBJECTS772PROCEDURE773PROCEDURE774TECHNIQUESFORDATA

2、COLLECTION78PROJECTIMPLEMENTATION781BEINGANEFFICIENTREADER882PREREADINGSTAGE983WHILEREADINGSTAGE1184POSTREADINGSTAGE119DATAANALYSIS1210CONCLUSION1311REFERENCES13ACKNOWLEDGEMENTSMYGRATITUDESHOULDGOFIRSTLYTOMYSUPERVISORMISSLIU,WITHOUTHERSUPPORTANDPATIENCETHISPROJECTWOULDNOTEVENHAVEGOTOFFTHEGROUNDIAMGR

3、ATEFULTOPROFESSORGUYUEGUOFOREDITINGUSSUCHAGOODCOURSENOAMOUNTOFTHANKSWILLBEADEQUATEFORMYSTUDENTSWITHOUTWHOSEWILLINGPARTICIPATIONINTHEPROJECTIMPLEMENTATIONITWOULDHAVEREMAINEDONPAPERLASTBUTNOTTHELEAST,BIGTHANKSTOSOMEOTHERTEACHERSFROMWHOMIHAVEACQUIREDKNOWLEDGEANDTHEORIESOFLINGUISTICSANDTHUSGATHEREDSOMEI

4、DEASOFPAPERISHOULDALSOLIKETOTHANKTHESTUFFOFOURLIBRARYANDFORTHEIRSUPPLYOFREFERENCESTHATAREGREATLYNEEDEDABSTRACTREADINGISANACTIVEPROCESSTHATTHEREADERTRIESTOUNDERSTANDTHEMEANINGOFAGIVENTEXTBYGUESSING,PREDICTING,CHECKINGANDASKINGONESELFQUESTIONSONTHISINVESTIGATION,ITALKEDABOUTTHEPROBLEMINREADINGTHATISNO

5、TUNCOMMONTHATSOMETIMESWHENYOUTAKEUPATEXTINAFOREIGNLANGUAGE,YOURECOGNIZEEVERYWORDBUTSTILLFAILTOGRASPITSMEANINGWHYANDTHEMAINLYREADINGSTRATEGIES,ONEISSKIMMING,ANOTHERISSCANNINGWELOOKATTHEKINDOFTHINGSWEUSUALLYREAD,ANDOURPURPOSESFORREADINGTHEMWEALSOAWAREOFTHEFACTTHATPEOPLETENDTOUSEDIFFERENTREADINGSTRATEG

6、IESINORDERTOACHIEVEDIFFERENTPURPOSEIFWEWOULDLIKETOBEANEFFICIENTREADER,WENEEDCLEARPURPOSES,ADEQUATEKNOWLEDGEOFGRAMMAR,SUFFICIENTAMOUNTOFVOCABULARIESANDSOONIHAVEREFLECTEDONMYEXPERIENCEBOTHASALEARNEROFENGLISHANDASATEACHEROFENGLISHIDIVIDEDMYTEACHINGINTOTHREESTAGES,THEFIRSTISPREREADINGSTAGE,THESECONDISWH

7、ILEREADINGSTAGE,ANDTHETHIRDISPOSTREADINGSTAGEKEYWORDSSTRATEGIESREADINGABILITYSKIMMINGSCANNINGSTAGEBACKGROUND1INTRODUCTIONENGLISHISONEKINDOFLANGUAGEUSEDBYTHEMOSTCOUNTRIESANDPEOPLELEARNINGENGLISHISVERYUSEFULANDHELPFULTHEBESTPLACEWHERESTUDENTSLEARNENGLISHISTHESCHOOL“AMONGTHEFOURLANGUAGESKILLSLISTENING,

8、SPEAKING,READINGANDWRITING,READINGMIGHTBETHEFAMILIARTOOURCHINESELEARNERSOFENGLISHINAWAY,WELEARNENGLISHMAINLYTHROUGHREADING”（ELTM，100）INORDERTOREADEFFICIENTLY,THEREADERSNEEDTOEMPLOYDIFFERENTREADINGSTRATEGIESTOSUITDIFFERENTREADINGPURPOSEITALSOCANIMPROVESTUDENTSREADINGABILITY,SOTHESTUDENTSMUSTMASTERTHE

9、READINGSTRATEGIESONREADINGBUTHOWTOMASTERTHEREADINGSTRATEGIESIMAKEASURVEYANDHELPTHESTUDENTSTOSOLVETHEPROBLEMINTHEFOLLOWINGPAPERS,IWILLTALKABOUTITINORDERTOKNOWTHEFOREIGNCOUNTRIESTOLEARNTHEIRADVANCEDTECHNOLOGYANDCOOPERATEWITHTHEMBETTER,TOPROMOTETHEECONOMICDEVELOPMENTINCHINASO,INOURCOUNTRY,INFOREIGNLANG

10、UAGETEACHING,ENGLISHLEARNINGHOLDSTHELEADINGPOSITIONINCHINA,THEMIDDLESCHOOLTEACHINGPROGRAMRAISESTHATWEMUSTTRAINTHESTUDENTSABILITYOFREADINGTHETEACHERSUSUALLYSPENDTIMEINACTIVATINGTHESTUDENTSEXISTINGSCHEMA,ORPROVIDINGITIFITDIDNTEXISTBYLEARNINGNEWWORDSANDDIFFICULTSENTENCES,BEFORETEACHINGATEXTSOTHESTUDENT

11、SOFTENFEELBOREDASAPROFESSIONALTEACHER,WEMUSTMAKEMANYVALUABLETESTSDURINGTHETWOYEARS,IHAVEMADEMANYVALUABLETESTSINTHESEASPECTSANDGOTSOMEFRUITSNOWILLSTATETHEMASFOLLOWS2PROBLEMSANALYSISIHAVEMADEASURVEYABOUTTHEPROBLEMTHATTHESTUDENTSOFTENMEETWHENTHEYDOTHEREADINGMOSTSTUDENTSTHINKTHEGRAMMARANDTHEWORDSAREDIFF

12、ICULTMANYSTUDENTSTHINKTHEYKNOWTHEWORDSANDTHESENTENCESBUTTHEYDONTUNDERSTANDTHEMEANINGSOMESTUDENTSTHINKTHEYARENTINTERESTEDINBORINGREADINGMOSTOFTHEMHARDLYEVERUSEREADINGSTRATEGIESWHILEREADINGIFSTUDENTSALLSTUDYHARD,THEYWILLKNOWMOSTOFTHEWORDSANDTHEGRAMMARBUTTHEYDONTUNDERSTANDTHEMEANINGOFSOMESENTENCESITISB

13、ECAUSETHEYNEEDKNOWLOTSOFBACKGROUNDKNOWLEDGEANDBACKGROUNDKNOWLEDGEISCALLEDSCHEMA“SCHEMA”PLAYSAVERYIMPORTANTROLEINUNDERSTANDINGAGIVENTEXTMANYPREREADINGACTIVITIESAREDESIGNEDWITHTHISPURPOSEINMINDWEUSUALLYSPENDTIMEINACTIVATINGTHESTUDENTSEXISTINGSCHEMA,ORPROVIDINGITIFITDIDNTEXIST,BEFORETEACHINGATEXTFOREXA

14、MPLE,IFTHESTUDENTSWEREGOINGTOREADASTORYABOUTTHEFOOLSDAYITRIEDTOACTIVATETHEIRRELEVANTBACKGROUNDKNOWLEDGEBYASKINGSUCHQUESTIONSAS“HOWMUCHDOYOUKNOWABOUTTHEFOOLSDAY”THESTUDENTSRESPONDEDBYSAYINGSOMETHINGTHEYKNEWABOUTTHEDAYTHESTUDENTSTHENMIGHTBETOLDWHATSORTOFTEXTITIS,INORDERTOPREDICTWHATSORTOFINFORMATIONWI

15、LLBETHERESO,IFITWASANARTICLEDESCRIBINGHOWTOSPENDTHEFOOLSDAY,THESTUDENTSWOULDKNOWTHEDETAILSABOUTITASKINGSTUDENTSTOPREDICTTHECONTENTSFROMTHETOPICANDFROMTHETEXTTYPEAREEXAMPLESOFACTIVATIONTHEIR“SCHEMA”THATIT,USINGTHEIREXPERIENCEOFTHESTRUCTURETHEYAREFAMILIARWITHINCERTAINTYPESOFTEXT3POSSIBLESOLUTIONSHOWCA

16、NIIMPROVEMYWAYOFTEACHINGATFIRST,THESTUDENTSMUSTBEEFFICIENTREADER,SECONDISTOTEACHINGINTHREESTAGES,PREREADINGSTAGE,WHILEREADINGSTAGEANDPOSTREADINGSTAGEEACHSTAGEHASADIFFERENTGOALANDDEALSWITHDIFFERENTREADINGSTRATEGIES4PROJECTOBJECTIVETHEOVERALLAIMISTOTRAINTHESTUDENTSTOBEEFFICIENTREADERSINTHEFOREIGNLANGU

17、AGEOTHERASPECTSHAVETOBECONSIDEREDASWELLTHOUGH,SUCHASTHESTUDENTSINTERESTANDMOTIVATION5PROJECTHYPOTHESISINORDERTOIMPROVETHEWAYOFTEACHINGIWILLPRACTICEMANYTIMESBEFORETHESTUDENTSREADATEXT,IWILLGIVETHEMSEVERALQUESTIONSINORDERTOINCREASETHEIRMOTIVATIONORDURINGREADINGTHEYAREASKEDSOMETHINGTOGUESSTHETEXTMEANIN

18、GORTOFINDTHEKEYWORDSORFINDTHETOPICSENTENCESSUMMARIZEANDSOONTHEN,MYSTUDENTSWILLLIKEREADINGANDCANUSETHEYHAVELEARNEDTOSPEAKANDWRITESOMETHINGTHEYCANREMEMBER85PERCENTINCLASS6PROJECTRATIONALECOOPER1981SAID“TEACHING,INESSENCE,ISCOMMUNICATION”WIDDOWSON1978SAID“THETEACHINGOFUSAGEDOESNOTAPPEARTOGUARANTEEAKNOW

19、LEDGEOFUSE”JESPRESEN（1922）SAID“ACHILDSTEACHERSAREGREATLYPLEASEDATEVERYLITTLEADVANCETHECHILDMAKESEVERYAWKWARDATTEMPTMEETSWITHSYMPATHYANDENCOURAGEMENT,ANDTHEMOSTDIFFICULTSTEPONTHEPATHOFTHELANGUAGEBECOMESTHEMERRIESTGAME”“READINGISANACTIVEPROCESS,DURINGWHICHTHEREADERTRIESTOUNDERSTANDINGTHEMEANINGOFAGIVE

20、NTEXT”ELTM,101“THEBACKGROUNDKNOWLEDGENEEDSTOINTERPRETAGIVENTEXTISCALLEDSCHEMA”ELTM，104“INTERACTIVEWAYOFREADINGMEANSTHEREADERUSESBOTTOMUPANDTOPDOWNWAYSTOGETHER,ANDTHETWOWAYSINTERACTWITHEACHOTHERINTHEUNDERSTANDINGOFATEXT”ELTM,103SKIMMINGENABLESREADERSTOLOOKEFFICIENTLYFORSOMETHINGTHATINTERESTSTHEM,WITH

21、OUTSPENDINGTOOMUCHTIMEREADINGWHATISUNNECESSARYORUNINTERESTINGELMT,106SCANNINGIS“INVALUABLE”WHENYOUAREREVIEWINGATEXT,DOINGRESEARCH,WRITINGAPAPER,ORSEEKINGSPECIFICINFORMATIONFOROTHERPURPOSESITISALSOATIMEANDENERGYSAVINGACTIVITY,WHICHSHOULDHELPYOUTOINCREASEYOUREADINGSPEEDANDEFFICIENCYELTM,131“PREREADING

22、MEANSBEFORETHETEXTISTOREAD”ELTM，131“ONEOFTHEREADINGPRACTICEDINTHISSTAGEINTHESKILLOFANTICIPATIONFORMINGPREDICTIONSABOUTWHATISTOREADUSUALLYPREDICTIONSAREMADEONTHEBASISOFVARIOUSCLUESPROVIDEDBYTHETEXT”ELTM,131“THISSTAGEMAINLYFOCUSESONTHEEXPLOITATIONONTHETEXTITAIMSTOHELPTHESTUDENTSWITHUNDERSTANDINGTHECON

23、TENTANDTHESTRUCTUREOFTHETEXT,ASWELLASTHEAUTHORSPURPOSEINWRITINGIT”ELTM,1377RESEARCHDESIGN71SUBJECTSFORTHISREACH,ICHOOSETHETWOOFMYSTUDENTSASSUBJECT,ONEASTHEEXPERIMENTALGROUP,THEOTHERASTHECONTROLGROUPTHEEXPERIMENTALANDCONTROLGROUPSWERERANDOMLYSELECTEDBYDIFFERENTWAYSOFREADINGSTRATEGIESTHROUGHOUTTHEPROJ

24、ECT,THEEXPERIMENTALGROUPWILLRECEIVESPECIALDESIGNEDLEARNINGCOMPREHENSIONREADING,WHILETHECONTROLGROUPGOESONWITHITSROUTINEINSTRUCTION72PROCEDURETHISPROJECTLASTEDTWOMONTHSFROMMARCHTOAPRIL73PRINCIPLESTOFOLLOWAACCORDTHESTUDENTSINTERESTANDPRACTICABILITYWITHTHENEWTEACHINGWAYANDTHEAGEOFTHESTUDENTSBCREATEAGOO

25、DTEACHERSTUDENTSRELATIONSHIP,MOTIVATEANDENCOURAGETHEMWITHOUTFORCINGCPROVIDEA“STRESSFREE”AND“LEARNERCENTERED”ENVIRONMENT74TECHNIQUESFORDATACOLLECTIONDURINGTHISRESEARCHTWOTECHNIQUESWEREADOPTED,NAMELYQUESTIONNAIREANDTESTTOGATHERINFORMATIONFORTHEDESIGNOFTHERESEARCHANDTOTESTWHETHERTHERESEARCHISEFFECTIVE,

26、TWOQUESTIONNAIRESWILLBEISSUED,ONEATTHEBEGINNINGOFTHERESEARCHANDTHEOTHERATTHEENDTWOTESTSWILLBEINCLUDEDONEASTHEPRETEST,THEOTHERASTHEPOSTTESTFORCOMPARISONTOTESTTHECOEFFICIENCY8PROJECTIMPLEMENTATIONGENERALLYSPEAKING,ATYPICALENGLISHCLASSINTHECHINESEMIDDLESCHOOLISTRADITIONALLYCONDUCTEDINTHEFOLLOWINGWAYWEL

27、EARNTHE“NEWWORDS”FROMTHETEXTINLISTSWITHTHEIRCHINESETRANSLATIONSOURTEACHERASKSTHESTUDENTSTOREADTHETEXTALOUDSENTENCEBYSENTENCE,PARAGRAPHBYPARAGRAPH,INTERRUPTINGTHEMTOCORRECTTHEIRPRONUNCIATIONTHEYEXPLAINTHEMEANINGOFWORDSANDPHRASESINENGLISHANDCHINESEANDDRAWTHESTUDENTSATTENTIONTOCERTAINGRAMMATICALPOINTST

28、HESTUDENTSCOMPREHENSIONOFTHETEXTISCHECKEDBYOURTEACHERASKINGQUESTIONSANDNOMINATINGSTUDENTSTOANSWERAFTERTHIS,OURTEACHERANDSTUDENTSWILLDOTHELANGUAGEEXERCISESFROMTHETEXTBOOKNOW,IHAVEANENGLISHTEACHERFORELEVENYEARS,ATBEGINNINGITAUGHTMYSTUDENTSINTHISKINDOFMETHODMYSTUDENTSWERETIREDANDBOREDDURINGMYLENGTHYEXP

29、LANATIONSOFTHEPHRASESANDGRAMMARPOINTSINTHETEXTTHEYWOULDNOTREMEMBERANDUSEWHATTHEYHAVELEARNEDINCLASSTHEYARENOTINTERESTEDINTHISTEACHINGMETHODTHEYDONTTAKEANACTIVEINCLASSTEACHINGIDONTTHINKITWASCLEARTOTHEMWHATTHEYHADGAINEDFROMTHELESSONINMYCLASS，IASKMYSTUDENTSHOWTHEYREADMOSTOFTHEMSAID“WEUSUALLYSTARTREADING

30、ATEXTBYRECOGNIZINGWORDS,PHRASEPATTERNSASWELLASSENTENCEPATTERNS,THENWERAPIDLYANDAUTOMATICALLYGETMEANINGFROMTHETEXT”AFEWOFTHEMSAID“IFIRSTIDENTIFYTHETOPIC,PURPOSEANDSTRUCTUREOFTHETEXT,ANDTHENIMAKEGUESSES,PREDICTIONSDURINGREADINGINTHISWAY,ICREATEMEANINGFROMTHETEXTASAWHOLE”INTHEFIRSTSITUATION,THESTUDENTS

31、BUILDUPTHEMEANINGOFTHETEXTONTHEBASISOFDECODINGSMALLERUNITSFIRSTWORDS,ANDPHRASES,THENSENTENCESANDPARAGRAPHS,ANDFINALLYWORKINGOUTTHETOPICORTHETYPEOFTHEWHOLETEXTINTHESECONDSITUATION,THESTUDENTSUSESHISHERKNOWLEDGEOFTHETOPICORTHETYPEOFTHETEXTANDMAKESPREDICTIONSABOUTWHATTHETEXTWILLCONTAIN,THENTHESEPREDICT

32、IONSARECHECKEDBYREADINGANDTRYINGTOUNDERSTANDTHETEXTITHINKTHEBESTWAYISTHE“INTERACTIVE”WAYOFREADINGTHATMEANSHEMIGHTTOPREDICTTHECONTEXTOFTHETEXTBYUSINGHISKNOWLEDGEOFTHETOPIC,THENLOOKFORKEYWORDSTOCHECKTHEPREDICTION,ORGETTHEMAINGISTOFTHETEXTBYSKIMMINGITQUICKLYANDEXAMINETHEWRITERSCHOICEOFVOCABULARYFORUNDE

33、RSTANDINGTHEMEANINGTHE“INTERACTIVE”WAYOFREADINGHASCOMETOBEACCEPTEDBYMOREPEOPLEITMAKESUSEOFBACKGROUNDKNOWLEDGE,CONTEXT,ANDEXPECTATIONSATTHESAMETIME,ITALSOINCORPORATESRECOGNIZINGLETTERSANDWORDSRAPIDLYANDPOCKINGOUTIMPORTANTWORDSPHRASES,PICKINGOUTDETAILSWHICHGIVETHEKEYTOTHEGENERALMEANINGWESHOULDBEFLEXIB

34、LEASREADERSANDEMPLOYWHATEVERTECHNIQUESANDSTRATEGIESTHATARESUITABLETOTHEREADINGPURPOSEANDTHETYPEOFTEXTBUTHOWCANWEDO81BEINGANEFFICIENTREADERLETSTHINKABOUTWHATWEMIGHTNEEDTOHAVEINORDERTOBECOMEANEFFICIENTREADERINENGLISHFIRST,WENEEDCLEARPURPOSETHATMEANSWHYWEREADTHETEXTOROTHERMATERIAL,WHATWEWANTTOGETFROMIT

35、SECOND,WEMUSTHAVEADEQUATEKNOWLEDGEOFGRAMMAR,SUFFICIENTAMOUNTOFVOCABULARYQUICKRECOGNITIONOFVOCABULARYANDGRAMMARSECOND,WEMUSTHAVEADEQUATEKNOWLEDGEOFGRAMMAR,SUFFICIENTAMOUNTOFVOCABULARY,QUICKRECOGNITIONOFGRAMMAR,SUFFICIENTAMOUNTOFVOCABULARYASSAMEASAGENERALWHOHADACLEARGOAL,HEHADNOSOLDIERS,NOBULLETSHOWCO

36、ULDHEWINABATTLETHETHIRDWESHOULDHAVEBACKGROUNDKNOWLEDGEFOREXAMPLE,WEEXPECTTOFONDTHEDETAILSOFTHEWRITERSBIRTH,WORKSANDSOONORTHEABSTRACTOFATEXTINORDERTOKNOWTHEREADINGMATERIALEASILYTHEFOURTHWENEEDSOMEREADINGSTRATEGIESWEEMPLOYDIFFERENTSTRATEGIESTOSUITDIFFERENTREADINGPURPOSESUCHAS,INTENSIVEREADING,SKIMMING

37、,SCANNING,GUESSINGTHEMEANINGOFTHENEWWORDSANDSOONILLINTRODUCESKIMMINGANDSCANNINGINDETAILASKIMMINGSKIMMINGISNOTCAREFULREADINGTHEREADERUSUALLYMOVESHISEYESOVERTHETEXTVERYQUICKLYJUSTINORDERTOGETTHEGISTOFITORTODECIDEWHETHERITISWORTHREADINGMIREDEEPLYORNOTINMYCLASS,IALWAYSGIVEMYSTUDENTSATEXTWHICHISNOTDIFFIC

38、ULTTOREAD,ANDASKTHEMTOSKIMITANDANSWERONEORTWOQUESTIONSFOREXAMPLETEXTAAFRIENDOFMINENAMEDPAULRECEIVEDANEXPENSIVECARFROMHISBROTHERASACHRISTMASPRESENTONCHRISTMASEVEWHENPAULCAMEOUTOFHISOFFICE，ASTREETURCHINWASWALKINGAROUNDTHESHININGCAR“ISTHISYOURCAR，PAUL”HEASKEDPAULANSWERED，“YES，MYBROTHERGAVEITTOMEFORCHRI

39、STMAS”THEBOYWASSURPRISED“YOUMEANYOURBROTHERGAVEITTOYOUANDITDIDNTCOSTYOUNOTHINGBOY，IWISH”HEHESITATEDOFCOURSEPAULKNEWWHATHEWASGOINGTOWISHFORHEWASGOINGTOWISHHEHADABROTHERLIKETHATBUTWHATTHEBOYSAIDSURPRISEDPAULGREATLY“IWISH,”THEBOYWENTON，“THATICOULDBEABROTHERLIKETHAT”PAULLOOKEDATTHEBOYINSURPRISE,THENHESA

40、IDAGAIN,“WOULDYOULIKETOTAKEARIDEINMYCAR”“OHYES，IDLOVETHAT”AFTERASHORTRIDE，THEBOYTURNEDANDWITHHISEYESSHINING，SAID，“PAUL，WOULDYOUMINDDRIVINGINFRONTOFMYHOUSE”PAULSMILEDALITTLEHETHOUGHTHEKNEWWHATTHEBOYWANTEDHEWANTEDTOSHOWHISNEIGHBOURSTHATHECOULDRIDEHOMEINABIGCARBUTPAULWASWRONGAGAIN“WILLYOUSTOPWHERETHOSE

41、TWOSTEPSARE”THEBOYASKEDHERANUPTOTHESTEPSTHENINASHORTWHILEPAULHEARDHIMCOMINGBACK,BUTHEWASNOTCOMINGFASTHEWASCARRYINGHISLITTLECRIPPLEDBROTHERHESATHIMDOWNONTHESTEPANDPOINTEDTOTHECAR“THERESHEIS,BUDDY,JUSTLIKEITOLDYOUUPSTAIRSHISBROTHERGAVEITTOHIMFORCHRISTMASANDITDIDNTCOSTHIMACENTANDSOMEDAYIMGOINGTOGIVEYOU

42、ONEJUSTLIKEITTHENYOUCANSEEFORYOURSELFALLTHENICETHINGSINTHECHRISTMASWINDOWSTHATIVEBEENTRYINGTOTELLYOUABOUT”PAULGOTOUTANDLIFTEDTHEBOYTOTHEFRONTSEATOFHISCARTHESHININGEYEDOLDERBROTHERCLIMBEDINBESIDEHIMANDTHETHREEOFTHEMBEGANANUNFORGETTABLEHOLIDAYRIDE注URCHIN顽童HESITATE犹豫NEIGHBOUR邻居CRIPPLED残疾CENT美分THEYNEEDT

43、OREADITWITHIN23MINUTESFORMEANINGNOTFORDETAILANDTHENFINDOUTITSMAINIDEAAFTERPRACTICING,THESTUDENTSCANGETTHEANSWERSACCORDINGTOTHEREQUIREMENTSQUICKLYBSCANNINGSCANNINGMEANSLOCATINGSPECIFICINFORMATIONYOU,THEREADER,WANTFROMTHETEXTYOUDONOTNECESSARILYFOLLOWTHEORDEROFINFORMATIONINPASSAGE,BUTCANGOBACKANDFORTHT

44、OREADTHEPARTOFTHETEXTRELEVANTTOYOURPURPOSEACCORDINGTOTHESTAGE,IGIVEMYSTUDENTSATASKTODO,ITISNOTDIFFICULTBEFORETHEIRREADING,THEYGIVESEVERALBLANKSANDTHEYNEEDTOREADTHEM,WITHIN5MINUTESTHENFILLINTHEBLANKSFOREXAMPLE,TOTHETEXTAIASKSTUDENTSTOSCANTHETEXTFORINFORMATIONTOCOMPLETETHETASKBELOW1THESTREETURCHINWASV

45、ERYSURPRISEDWHEN_APAULRECEIVEDANEXPENSIVECARBPAULTOLDHIMABOUTTHECARCHESAWTHESHININGCARDHEWASWALKINGAROUNDTHECAR2FROMTHESTORYWECANSEETHEURCHIN_AWISHEDTOGIVEHISBROTHERACARBWANTEDPAULSBROTHERTOGIVEHIMACARCWISHEDHECOULDHAVEABROTHERLIKEPAULSDWISHEDPAULCOULDBEABROTHERLIKETHAT3THEURCHINASKEDPAULTOSTOPHISCA

46、RINFRONTOFHISHOUSE_ATOSHOWHISNEIGHBOURSTHEBIGCARBTOSHOWHEHADARICHFRIENDCTOLETHISBROTHERRIDEINTHECARDTOTELLHISBROTHERABOUTHISWISH4WECANINFER（推断）FROMTHESTORYTHAT_APAULCOULDNTUNDERSTANDTHEURCHINBTHEURCHINHADADEEPLOVEFORHISBROTHERCTHEURCHINWISHEDTOHAVEARICHBROTHERDTHEURCHINSWISHCAMETRUEINTHEEND5THEBESTN

47、AMEOFTHENAMESTORYIS_AACHRISTMASPRESENTBASTREETURCHINCABROTHERLIKETHATDANUNFORGETTABLEHOLIDAYRIDEKEY1B2A3D4B5CTHEYNEEDTOREADTHEMASTERFULLYCAREFULLY,FOREFFECTIVESCANNINGONLYREADWHATISNECESSARY82PREREADINGSTAGEANINTERESTINGTEXTCANAROUSETHESTUDENTSWILLTOREAD,BUTTEACHERSOFTENHAVENOCHOICEINTHETEXTSTHEYHAV

48、ETOTEACHINTHATCASE,THEACTIVITIESMUSTSTIMULATETHESTUDENTSINTERESTBYCHALLENGINGTHEM,PROVIDINGTHEMWITHACHANCETOUSETHEIRIMAGINATIONANDCREATIVEABILITY,ANDENCOURAGETHEMTOUSETHELANGUAGEANDINFORMATIONGAINEDFROMTHETEXTSOTHEPREREADINGSTAGEISVERYIMPORTANTTHEAIMSOFTHEPREREADINGSTAGEARETHREEFOLDAAROUSINGTHESTUDENTSINTERESTINTHETOPICORTY