1、11. topic sentence, supporting sentences, concluding sentence (a paragraph)2. guess the meaning of unknown words in context or through word formation3. scanning 查读/寻读4. skimming 略读/快读 了解作者态度,文章的大意, 关键词5. factors reducing reading rate 6. identifying the authors viewpoint 7. separating facts from opin
2、ions8. stems and affixes9. sentence reading10. context clues11. reading for implied meanings12. recognizing important facts or details13. discovering the authors purposes14. making inferences15. drawing conclusion16. increasing word power17. critical reading18. making judgement19. using a dictionary
3、20. using punctuation1 Successful Language Learners1 Some people seem to have a knack for learning languages. They can pick up new vocabulary, master rules of grammar, and learn to write in the new language more quickly than others. They do not seem to be any more intelligent, so what makes language
4、 learning so much easier for them? Perhaps if we take a close look at these successful language learners we may discover a few of the techniques which make language learning easier for them.2 First of all, successful language learners are independent learners. They do not depend on the book or the t
5、eacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn f
6、rom their mistakes.3 Successful language learning is active learning. Therefore, successful learners do not wait for a chance to use the language; they look for chances. They find people who speak the language and ask these people to correct them when they make a mistake. They will try anything to c
7、ommunicate. They are not afraid to repeat what they hear or say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn to think in the language than to know th
8、e meaning of every word.4 Finally, successful language learners are learners with a purpose. 2They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn
9、 from them. They find it easy to practice the language regularly because they want to use it for learning.5 What kind of language learner are you? If you are a successful language learner, you probably have been learning independently, actively, and purposefully. On the other hand, if your language
10、learning has been less than successful, you might do well to try some of the techniques outlined above. 2 Misunderstanding1 He had uncombed hair, dirty clothes, and only 35 cents in his pocket. In Baltimore, Maryland, he got on a bus and headed straight for the restroom. He thought that if he hid in
11、 the restroom, he could ride to New York without paying. But a passenger at the back of the bus saw him. She tapped the person in front of her on the shoulder and said, “Theres a bum in the restroom. Tell the bus driver.” That passenger tapped the person sitting in front of him. “Tell the bus driver
12、 theres a bum in the restroom,” he said.2 The message was passed from person to person until it reached the front of the bus. But somewhere along the way, the message changed. By the time it reached the bus driver, it was not “Theres a bum in the restroom” but “Theres a bomb in the restroom.” The dr
13、iver immediately pulled over to the side of the highway and radioed the police. When the police arrived, they told the passengers to get off the bus and stay far away. Then they closed the highway. That soon caused a 15-mile-long traffic jam. With the help of a dog, the police searched the bus for t
14、wo hours. Of course, they found no bomb.3 Two similar sounding English words also caused trouble for a man who wanted to fly from Los Angeles to Oakland, California. His problems began at the airport in Los Angeles. He thought he heard his flight announced, so he walked to the gate, showed his ticke
15、t, and got on the plane. Twenty minutes after takeoff, the man began to worry. Oakland was north of Los Angeles, but the plane seemed to be heading west, and when he looked out his window all he could see was ocean. “Is this plane going to Oakland?” he asked the flight attendant. The flight attendan
16、t gasped. “No,” she said. “Were going to Auckland Auckland, New Zealand.”4 Because so many English words sound similar, misunderstandings among English speaking people are not uncommon. Not all misunderstandings result in highways being closed or passengers flying to the wrong continent. Most misund
17、erstandings are much less serious. Every day people speaking English ask one another questions like these: “Did you say seventy or seventeen?” “Did you say that you can come or that you cant?” Similar sounding words can be especially confusing for 3people who speak English as a second language.5 Whe
18、n a Korean woman who lives in the United States arrived at work one morning, her boss asked her, “Did you get a plate?” “No,” she answered, wondering what in the world he meant. She worked in an office. Why did the boss ask her about a plate? All day she wondered about her bosss strange question, bu
19、t she was too embarrassed to ask him about it. At five oclock, when she was getting ready to go home, her boss said, “Please be on time tomorrow. You were 15 minutes late this morning.” “Sorry,” she said. “My car wouldnt start, and.” Suddenly she stopped talking and began to smile. Now she understoo
20、d. Her boss hadnt asked her, “Did you get a plate?” He had asked her, “Did you get up late?”6 Auckland and Oakland. “A plate” and “up late.” When similar sounding words cause a misunderstanding, probably the best thing to do is just laugh and learn from the mistake. Of course, sometimes its hard to
21、laugh. The man who traveled to Auckland instead of Oakland didnt feel like laughing. But even that misunderstanding turned out all right in the end. The airline paid for the mans hotel room and meals in New Zealand and for his flight back to California. “Oh well,” the man later said, “I always wante
22、d to see New Zealand.”3 He Helped the Blind1 Blind and wanting to read those were the realities of Louis Brailles life. The desire to read easily led to the Braille system. January 4 is Braille Day. That day honors the blind. But we should also remember Louis and what he achieved by age 15.2 Louis B
23、raille was born on January 4, 1809, in France. He lived with his parents, two older sisters, and one older brother in a small, stone house in Coupvray.3 Three-year-old Louis went to his fathers workshop. Louiss father was a saddle maker who made items out of leather. Imitating his father, Louis trie
24、d to cut a piece of leather with a small knife. His hand slipped, and the point of the knife went into his eye. The doctors took care of him the best they could, but the injured eye got infected. Then the infection spread to his good eye. Louis became blind.4 Louis went to a public school and learne
25、d by listening to the teacher. To do his homework, his sister and a friend read the assignments to him. Soon Louis was at the top of his class.5 One day, the pastor of Louiss church came to Louiss house and told his parents of a school for the blind in Paris. Louiss parents decided to send him to th
26、e school when he was nine years old. 6 Louis wanted very much to read. The school had only 14 books for blind people; the books were big and heavy. The letters were large and raised; one book took a long time to read. Louis thought there must be a better way to read.7 When Louis was 12, Charles Barb
27、ier, a French Army officer, came 4to the school. Barbier developed an alphabet code used by army soldiers. The code was used to deliver messages to the soldiers at night. It was made up of dots and dashes. It kept the messages secret even if the enemy would see them, but the code was too complicated
28、 for the blind. Louis thought the code was slow and the dashes took up too much space. Only one or two sentences fit on a page.8 Over the next three years, Louis worked to simplify the code. On a vacation at home, Louis, age 15, picked up a blunt awl. Aha! An idea came to him. He made the alphabet u
29、sing only six dots. Different dots were raised for different letters. Later, he made a system for numbers and music.9 Today, Braille is in nearly every language around the world. Louis Braille, at age 15, changed the lives of blind people when he created the six-dot Braille system. It is fitting tha
30、t January 4, Louiss birthday, is considered Braille Day, in honor of the blind.4 A Sweet Love Story1 This is one of the most touching and purest love stories Ive read in a while.2 From the very beginning, Jessicas family objected strongly to her dating her boy friend Edgar. They said that the boys f
31、amily background didnt match hers and that she would suffer for the rest of her life if she were to marry him.3 Due to the pressure from her family, the two youngsters quarreled from time to time. Though Jessica loved Edgar deeply, she always asked him: “How deep is your love for me?”4 As Edgar was
32、not good with words, Jessica felt very upset when Edgar remained silent whenever she asked the question. Because of this, Jessica often vented her anger on Edgar while the latter only endured it in silence.5 After a couple of years, Edgar finally graduated and decided to further his studies overseas
33、. Before leaving, he proposed to Jessica: “Im not very good with words but all I know is that I love you. If you allow me, I will take care of you for the rest of my life. As for your family, Ill try my best to talk them round. Will you marry me?”6 The girl agreed, and through Edgars determined effo
34、rts, Jessicas family finally gave in and agreed to let them get married. So, before Edgar went abroad, they got engaged.7 Soon Jessica began to work in a local factory whereas Edgar was overseas, continuing his studies. They sent their love through emails and phone calls. Though it was hard, they bo
35、th bathed in each others affection.8 One day, while Jessica was on her way to work, she was knocked down by a car that lost control. When she woke up, she saw her parents beside her bed. Jessica realized that she was badly injured. Seeing her mum cry, she wanted to comfort her. But she realized that
36、 she could not 5utter a single word anymore. All that could come out of her throat was just a sigh. She had lost her voice9 Jessicas doctor told her parents that the impact on her brain had caused her inability to use her voice. Though she could hear everything, Jessica knew that she would never be
37、able to use her voice as she used to she broke down. During her stay in hospital, she cried, silently, not because she didnt want other people to hear her cry, but because nobody would ever hear her voice thereafter. 10 Two months later, Jessica was discharged from hospital. Upon reaching home, ever
38、ything seemed to be the same, but whenever she saw the light signaling a phone call in the sitting room and someone in the family went to pick up the receiver, she felt as if something had pierced her heart. She did not want Edgar to know her condition, nor did she want to be a burden to him in the
39、future, so she wrote a letter to him saying that she didnt wish to keep their relationship any longer.11 After that, she sent the engagement ring back to him. However, Edgar could never agree to her decision and sent millions of letters to her. 12 Seeing their daughter in a very miserable condition,
40、 Jessicas parents bought a new house away from their hometown and moved there with their beloved daughter, hoping that she could eventually forget everything and be happy. 13 In her completely new environment, Jessica learnt sign language and started a new life.14 One day, Jessicas friend came to se
41、e her and told her that Edgar was back. She asked her friend not to let him know what happened to her. Since then, there wasnt any news of him.15 A year passed and her friend came again with an envelope, containing an invitation card for Edgars wedding. Jessica was shattered. When she opened the fol
42、ded card, she saw her name on it. “Whats going on?” she asked herself, feeling puzzled, and wrote these words on a slip of paper, asking for an answer. Just then, she saw Edgar walking toward her, wearing the smile that she was so familiar with16 He used sign language to tell her, “Ive spent a year
43、learning sign language. I want you to know that Ive never forgotten our promise. Let me be your husband, your dearest friend and your voice. I Love You.” With that, he slipped the ring back on her finger. Jessicas back shook while she wept silently on Edgars shoulder. Slowly yet affectionately, she
44、rose from Edgars shoulder and told him in sign language: “I love you, too.”5 The Reading Process1 There are three dominant factors that are instrumental in developing a higher reading speed: desire to improve, willingness to practice and motivation. With this in mind, studies explored by The Literac
45、y Company confirm that anyone can double or triple their reading speed while maintaining or even improving their comprehension.62 Research strongly supports that there is a close relationship between reading speed and comprehension. For example, progress charts of individuals pursuing improved readi
46、ng training show (in most cases) that when their reading rate dropped there was also a decline in comprehension. In other words, it seems that reading one-word-at-a time actually inhibits reading for understanding. Conversely, comprehension is generally higher when readers learn to read faster.3 Slo
47、w readers are adversely affected by several factors that can impede their reading rate. These factors can include: limited perceptual span, slower perceptual reaction, vocalization, faulty eye movements, faulty habit of attention and concentration, lack of reading practice, fear of losing comprehens
48、ion, habitual slow reading, regression, inability to identify whats important in the reading material, and efforts to remember “everything“ that is read.4 Thus, it stands to reason that resolving any of these adverse aspects can dramatically improve ones reading rate while also increasing comprehens
49、ion. However, speed alone is not enough; it is vital to develop simple strategies that complement increased reading speeds. These strategies can be explored in numerous special training programs now available to help readers overcome problems and improve their natural reading ability.5 There are four basic conditions that should be recognized for anyone wishing to improve their reading rate. They include: a. Checking for correctable eye defects.b. Learning to avoid pronouncing words (aloud, whispering or “inward“).c. Learning to avoid
