Why do we say that reading aloud is not very useful for reading a text in class?
Why do we say that reading aloud is not very useful for reading a text in class?
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When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. That’s to say, I combine the above 2 ways in my reading. This is the interactive model.()此题为判断题(对，错)。
When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is the bottom-up model. ()此题为判断题(对，错)。
The Internet can make our lives interesting and enjoyable． Some people say that reading books (11) 0ut of date． This is not true． Reading books is a good (12) for all kinds of rea-sons．First ，reading books is fun． You can always keep yourself (13) if you like reading． This is especially useful when the weather is bad．It is a relaxing hobby，too You can really enjoy (14) in books．Next，you can read a book almost (15 ) ;in a car，in a waiting-room，on a plane，in bed even in the bath． Reading is a converuent hobby (16 ) it is easy to stop and thenstart again．(17) good reason is that reading is useful． Many school subjects depend on good reading．The more books you read，the faster you will become in reading，and (18) knowledge you will get．Your schoolwork will become much (19 ) too．Reading is (20) ．out of date． Don-t forget to read every day!( )11．A． areB．isC．isn’tD．aren’t
Reading aloud every morning improves my spoken English．（改为同义句）I improve my spoken English＿＿＿ ＿＿＿ aloud every morning．
by ___________, we mean tasks that students do before they read the text in detail. A. pre-reading activitiesB. while-reading activitiesC. before-class preparationD. post-reading activities
—______—In My opinion, reading、The teacher really challenges us to work hard. A、Reading is hard to learn.B、I dislike reading.C、Reading is my favorite、How about you?D、Which do you think is harder to learn, listening or reading?
During class,the teacher draws a flow chart on the blackboard to show the structure and its inner connection of a passage.What class do you think is it most possible be?A.Word class.B.Reading and speaking class.C.Grammar class.D.Phonetics class.
When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students' __________strategy in reading class.A. skimmingB. scanningC. extensive readingD. intensive reading
Which of the following is NOT a suitable pre-reading activity?A．Demonstrating "skimming" and "scanning" techniques.B．Writing a similar text.C．Introducing the elements of the reading text.D．Writing questions about the topic.
__________ means reading quickly to get the gist, i.e. the main idea of the text.A.SkimmingB.ScanningC.Speed-reading D.Paraphrase
When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students' __________strategy in reading class.A．skimmingB．scanningC．extensive readingD．intensive reading
When a teacher asks the students to find some key words from a text quickly, be/she areintended to train students'_________ strategy in reading class.A．skimmingB．scanningC．extensive readingD．intensive reading
根据下面资料，回答Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text. 第（17）题选A.work outB.run intoC.talk aboutD.take on
根据下面资料，回答Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text. 第（34）题选A.suggestionB.feedbackC.promotionD.inspiration
In the following text,some sentences have been removed.For Questions 41-45,choose the most suitable one from the fist A-G to fit into each of the numbered blanks.Mark your answers on ANSWER SHEET.（10 points）How does your reading proceed?Clearly you try to comprehend,in the sense of identifying meanings for individual words and working out relationships between them,drawing on your explicit knowledge of English grammar（1）______you begin to infer a context for the text,for instance,by making decisions about what kind of speech event is involved:who is making the utterance,to whom,when and where.The ways of reading indicated here are without doubt kinds of of comprehension.But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving.You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues（2）_______Conceived in this way,comprehension will not follow exactly the same track for each reader.What is in question is not the retrieval of an absolute,fixed or“true”meaning that can be read off and clocked for accuracy,or some timeless relation of the text to the world.（3）_______Such background material inevitably reflects who we are,（4）_______This doesn’t,however,make interpretation merely relative or even pointless.Precisely because readers from different historical periods,places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.How we read a given text also depends to some extent on our particular interest in reading it.（5）_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit（often unacknowledged）agenda to any act of reading.It doesn’t then necessarily follow that one kind of reading is fuller,more advanced or more worthwhile than another.Ideally,different kinds of reading inform each other,and act as useful reference points for and counterbalances to one another.Together,they make up the reading component of your overall literacy or relationship to your surrounding textual environment.[A]Are we studying that text and trying to respond in a way that fulfills the requirement of a given course?Reading it simply for pleasure?Skimming it for information?Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.[B]Factors such as the place and period in which we are reading,our gender ethnicity,age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.[C]If you are unfamiliar with words or idioms,you guess at their meaning,using clues presented in the context.On the assumption that they will become relevant later,you make a mental note of discourse entities as well as possible links between them.[D]In effect,you try to reconstruct the likely meanings or effects that any given sentence,image or reference might have had:These might be the ones the author intended.[E]You make further inferences,for instance,about how the text may be significant to you,or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.[F]In plays,novels and narrative poems,characters speak as constructs created by the author,not necessarily as mouthpieces for the author’s own thoughts.[G]Rather,we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material:between kinds of organizations or patterning we perceive in a text’s formal structures（so especially its language structures）and various kinds of background,social knowledge,belief and attitude that we bring to the text.（1）选？A.AB.BC.CD.DE.EF.FG.G
小学英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the Chinese classical story of Kong Rong giving the big pear to brothers.Ability aim:Students will improve their reading skills including the skimming and scanning.Emotional aim:Students will be more interest in learning Chinese old story.Key and difficult point:Key Point: Students will master how to improve reading abilities through finding main idea and details.Difficult Point: Students will share their feelings after reading the story.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song “If you’re happy”, then ask students why I’m happy and tell them in this class I will tell them an interesting story.Step 2: Pre-reading1. Show a picture of pear, and students have a brainstorm of what stories they can think of related to the pear.Step 3: While-readingGlobal reading: students read the passage fast and what stories it is about. Then find the main character and time of the story.Detailed reading: students read the passage carefully and answer the question:1. What did Kong Rong do when his father gives him one of the biggest pears?2. Why did he do that in such way?Step4: Post-reading1. Role-play: 3 students in a group to play as Kong Rong, the father and the narrator, and they make a role-play in 10 minutes.2. Discussion: students work in pairs to discuss what kind of person Kong Rong is and what they can learn from Kong Rong.Step5: Summary and HomeworkSummary: Ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Ask students to search another Chinese old story and make a poster.Blackboard design:1. How do you teach students in reading class?
The teacher can help the students to read a text by reading it aloud while they follow in their books.（）A对B错
The teacher can help the students to read a text by reading it aloud while they follow in their books.（）
单选题______ means reading quickly to get the gist, i .e . the main idea of the text .ASkimmingBScanningCFast readingDCareful reading
判断题The teacher can help the students to read a text by reading it aloud while they follow in their books.（）A对B错
问答题Why do we say assessment has great backwash effects on foreign language teaching and learning?
问答题著名作家Francis Bacon曾说过: “Reading makes a full man.” 可见，阅读对于每个人的成长都有着举足轻重的作用。请你根据以下信息提示，结合自己的观点，以 “Reading Makes a Full Man” 为题，写一篇90词左右的短文，表达你对阅读的看法和计划。要求：句子结构准确，要点齐全，内容合理，篇章结构连贯。 ★Why do we need to read? To get knowledge, open the mind, be more intelligent(聪明的), learn a foreign language… ★What can we read? Textbooks, newspapers, magazines… ★What are your reading plans? Reading at least.., books in the coming holiday… ★…
单选题The reading room ______ very quiet. I enjoy reading books there.AamBisCareDBe