摘要： Inferencing new words’meanings from context is identified as a key vocabulary learning skill and one of the three principal strategies for handling low-frequency words(Nation,1990).It is also considered an effective reading skill.This paper tends to discuss its positive pedagogical implication to Chinese university students.By discussing the two different teaching Procedures of Clarke and Nation’s(1980)and Bruton and Samuda’s(1981),a practical instruction of the strategy is proposed.Nevertheless,the strategy’s limitations are taken into account as well in the final part.

摘要： 書(shū)不僅是生活,而且是現(xiàn)在、過(guò)去和未來(lái)文化生活的源泉。讓閱讀成為我們的生活方式。1Enjoying novels is not always easy.Reading requires you to put effort into the novel.Otherwise you end up lost,bored,and confused.Though reading a novel takes work,it is enjoyable,low-stress work.With a little practice,reading even difficult books will become second nature.

摘要： Recently,there has been a growing concern about low literacy performance levels among children and adolescents(Deshler&Hock,2007).According to the latest National Assessment of Educational Progress(NAEP)data released in 2007,34%of fourth-graders are classified as reading below baseline(Lee,Grigg,&Donahue,2007).The rate is even worse for children with learning disabilities(MD).Thus,improving literacy performance for these children was a primary concern for both teachers and researchers.Much of the current research focuses on the role of phonological instruction in improving literacy performance,however this present study explores a different choice.Since researchers have found data on children with dyslexia using morphology as a compensatory strategy in reading(Casalis,Colé,&Sopo,2004),it is important to investigate morphological interventions as a means of improving literacy performance in children with learning/reading difficulties,troubled readers and poor spelling.Although morphological awareness is more related to phonology or syntax than spelling and reading(Siegel,2008),it has received less attention from researchers and educators(Nunes,Bryant,Hurry,&Pretzlik,2006).For example,morphological instruction was not considered in the comprehensive review of the National Reading Panel published in 2000(National Institute of Child Health and Human Development,2000).With increased interest in morphological teaching,two compositions examining morphological teaching have been published in the last two years.However,they summarized the findings of the study more in a narrative rather than a statistical way.A recent synthesis by Reed(2008)examined seven published studies on morphological instruction and examined the effect of morphological instruction on three reading outcomes,including word recognition,spelling,and vocabulary development.

摘要： 隨著當(dāng)前教育改革的不斷深入,對(duì)于學(xué)生的教學(xué)方式也發(fā)生了非常大的改變,Jigsaw Reading作為一種全新的教學(xué)方式,通過(guò)拼圖式閱讀,提升學(xué)生對(duì)于知識(shí)的掌握,促進(jìn)學(xué)生對(duì)文本的理解,因此本文主要從Jigsaw Reading的內(nèi)涵、意義以及在實(shí)際教學(xué)過(guò)程中的應(yīng)用等多個(gè)方面進(jìn)行分析,希望對(duì)相關(guān)從業(yè)者有一定的參考作用.

摘要： 朗讀在英語(yǔ)教學(xué)中的作用不言而喻.朗讀能幫助學(xué)生正確理解課文內(nèi)容,能培養(yǎng)學(xué)生敏銳的語(yǔ)感,使學(xué)生在朗讀中感受到語(yǔ)音、語(yǔ)調(diào)、節(jié)奏的變化,提高學(xué)生的語(yǔ)言綜合運(yùn)用能力,為英語(yǔ)的綜合運(yùn)用奠定基礎(chǔ).但由于種種原因,英語(yǔ)朗讀教學(xué)一直沒(méi)有得到重視,導(dǎo)致學(xué)生閱讀能力的缺乏,同時(shí)也影響了學(xué)生英語(yǔ)學(xué)習(xí)質(zhì)量.

摘要： 結(jié)合《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(2017年版)》英語(yǔ)學(xué)科核心素養(yǎng)提出的背景和《普通高中教科書(shū)·英語(yǔ)》(2020)在單元各板塊的結(jié)構(gòu)與內(nèi)容上作出的調(diào)整,對(duì)譯林版高一英語(yǔ)(上)新、舊教材進(jìn)行對(duì)比分析,探究?jī)砂娼滩牡?font color="red">Reading部分在語(yǔ)篇篇幅、主題語(yǔ)境、語(yǔ)篇類(lèi)型、文化知識(shí)方面的異同,分析新教材Extended Reading的特點(diǎn),探索更符合學(xué)生發(fā)展的閱讀教學(xué)方法,幫助其樹(shù)立正確的價(jià)值觀(guān)和文化自信,提高其跨文化交際能力.

摘要： 英國(guó)人可以在任何時(shí)間、任何地方閱讀任何文字,閱讀是英國(guó)人所有休閑娛樂(lè)活動(dòng)中排在最前列的。在很多英國(guó)人的家里,廁所里整齊地?cái)[放著大堆書(shū)籍和報(bào)刊,供如廁時(shí)閱讀之用,他們稱(chēng)之為“測(cè)上閱讀”(Bogside Reading),Bogside這個(gè)詞顯然是“爐邊”(Fireside)和“枕邊”(Pillowside)的戲仿。雖然“廁上閱讀”在世界上其他國(guó)家也流行,但在英國(guó)可以說(shuō)是一種傳統(tǒng),是英國(guó)人的積習(xí)。

摘要： 結(jié)合《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(2017年版)》英語(yǔ)學(xué)科核心素養(yǎng)提出的背景和《普通高中教科書(shū)·英語(yǔ)》(2020)在單元各板塊的結(jié)構(gòu)與內(nèi)容上作出的調(diào)整,對(duì)譯林版高一英語(yǔ)(上)新、舊教材進(jìn)行對(duì)比分析,探究?jī)砂娼滩牡?font color="red">Reading部分在語(yǔ)篇篇幅、主題語(yǔ)境、語(yǔ)篇類(lèi)型、文化知識(shí)方面的異同,分析新教材Extended Reading的特點(diǎn),探索更符合學(xué)生發(fā)展的閱讀教學(xué)方法,幫助其樹(shù)立正確的價(jià)值觀(guān)和文化自信,提高其跨文化交際能力。

摘要： 藝術(shù)家Mariah Reading熱愛(ài)徒步,在徒步時(shí),她發(fā)現(xiàn)無(wú)論是在山間、海邊,還是森林里,總是能見(jiàn)到各種各樣的垃圾。于是她靈機(jī)一動(dòng),將垃圾變成和景色融為一體的畫(huà),以藝術(shù)創(chuàng)造來(lái)引起人們對(duì)于環(huán)境保護(hù)的重視。Have you ever come across discarded objects on your otherwise scenic hike?Well,outdoor educator and artist Mariah Reading has found a new purpose for those unwanted items.

摘要： 在信息化的當(dāng)今世界,良好的閱讀素養(yǎng)是21世紀(jì)核心素養(yǎng)的必要構(gòu)成部分.而外語(yǔ)閱讀是對(duì)母語(yǔ)閱讀的重要補(bǔ)充,它對(duì)兒童學(xué)習(xí)外語(yǔ)詞匯和語(yǔ)法知識(shí),鍛煉語(yǔ)言能力,形成良好的閱讀習(xí)慣和積極的閱讀體驗(yàn)有促進(jìn)作用.本文將實(shí)際分析小學(xué)高年級(jí)英語(yǔ)閱讀教學(xué),并試著將拼圖閱讀運(yùn)用到英語(yǔ)課外閱讀教學(xué),探索拼圖閱讀對(duì)克服學(xué)生的閱讀畏難情緒,激發(fā)學(xué)生的閱讀興趣,提升英語(yǔ)語(yǔ)言運(yùn)用能力的積極作用.

摘要： In this article, the author tentatively proves the idea common reader can improve reading abilityby practicing their eyeball. Everybody knows that in English learning field, reading is a big problem. Although many scientists try hard to find a way to overcome it, most learners cannot keep on reading. If there isa kind of easy and effective way that can well motivate the learners, the students can learn foreign languagemore happily and confidently. So the author uses this method to help the students to get the success as quicklyas possible, so that they can get the confidence and more. The author used the computer and a soft that a pictore moves all the time from left to right. By this way, the author wants to train the students' eyeball ability.And then he fastened the speed little by little and help the students to master the scientific rule of the eyeballmovement practicing. The author held a three-step-experiment. Each step includes methods and tests. Aftereach step, according to the result of the test, the author improved the method. Finally, the author proved theidea.