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
