If we want to improve our way of teaching, one way is to teach reading in three stages: Pre- reading stage, while-reading stage, and post- reading stage. Each stage has a different goal and deals with different readin...If we want to improve our way of teaching, one way is to teach reading in three stages: Pre- reading stage, while-reading stage, and post- reading stage. Each stage has a different goal and deals with different reading strategies. Prereading means before the text is read. In while reading stage, we have looked at the main reading skills: skimming, scanning , reading for detail , drawing inferences about the author's purpose and intention. Post - reading stage mainly focuses on the exploitation of the text. It aims to help the reader understand the content and structure of the text, as well as the author's purpose in writing it.展开更多
The teaching of reading is relatively important in some places in China. Therefore, we recommend the method of Reading in Three Stages. That is, pre-reading, while-reading, and post-reading. Teaching reading this way ...The teaching of reading is relatively important in some places in China. Therefore, we recommend the method of Reading in Three Stages. That is, pre-reading, while-reading, and post-reading. Teaching reading this way can not only improve the reading skills of students, but also meet students' need to learn grammar.展开更多
The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,the...The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,they often make grammar errors in writing;as a result,they do not obtain high scores in English writing;third,they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer;in that case,Chinglish often appears in their compositions,and this is one of the main reasons they do not obtain high scores in English writing;finally,they do not arrange their compositions well,so most of their compositions are loosely organized.As reading and writing are designed as two separated parts in most English textbooks used in China,it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming.Based on the present situation of students’English writing and the teaching situation of English writing in junior high schools,this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively,use vocabulary and grammar appropriately,avoid the influence of mother-tongue transfer,and build compact structures,so that they can improve their English writing skills.This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.展开更多
The present study aimed to investigate the application of the CLAN （Computerized Language Analysis） program in the CHILDES （Child Language Data Exchange System） on shared and unique words between storybooks. Sixty...The present study aimed to investigate the application of the CLAN （Computerized Language Analysis） program in the CHILDES （Child Language Data Exchange System） on shared and unique words between storybooks. Sixty sixth-grade Chinese-speaking children at an elementary school in Taipei City were recruited. Forty-four three-level of storybooks from Kizclub were collected and analyzed. Fifteen minutes reading instruction was followed by the use of CLAN on storybooks for 25 minutes. Children were given written and spoken vocabulary tests after each cluster of storybook reading period. There were three main findings of the study. First, young EFL （English as a Foreign Language） learners＇ word learning was enhanced through multiple exposures to the shared and unique words from the storybooks. Second, word instruction in isolation prompted written and spoken word learning beyond word instruction in context and repeated reading. Third, the results had pedagogical implications on the value and feasibility of language teaching with storybooks in promoting EFL students＇ word learning by using CLAN, and the limitations of the study were provided.展开更多
在分析读后词汇教学活动现状的基础上,提出读后活动的概念,结合《新目标英语》(Go for it!)九年级教材,通过开展从阅读到说、从阅读到写等读后实践活动,探讨巩固和运用初中英语阅读词汇的有效途径,从而帮助教师了解学生对文本信息的理...在分析读后词汇教学活动现状的基础上,提出读后活动的概念,结合《新目标英语》(Go for it!)九年级教材,通过开展从阅读到说、从阅读到写等读后实践活动,探讨巩固和运用初中英语阅读词汇的有效途径,从而帮助教师了解学生对文本信息的理解程度以及阅读策略的掌握程度,同时帮助学生再现、巩固和运用所学阅读词汇。展开更多
文摘If we want to improve our way of teaching, one way is to teach reading in three stages: Pre- reading stage, while-reading stage, and post- reading stage. Each stage has a different goal and deals with different reading strategies. Prereading means before the text is read. In while reading stage, we have looked at the main reading skills: skimming, scanning , reading for detail , drawing inferences about the author's purpose and intention. Post - reading stage mainly focuses on the exploitation of the text. It aims to help the reader understand the content and structure of the text, as well as the author's purpose in writing it.
文摘The teaching of reading is relatively important in some places in China. Therefore, we recommend the method of Reading in Three Stages. That is, pre-reading, while-reading, and post-reading. Teaching reading this way can not only improve the reading skills of students, but also meet students' need to learn grammar.
文摘The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,they often make grammar errors in writing;as a result,they do not obtain high scores in English writing;third,they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer;in that case,Chinglish often appears in their compositions,and this is one of the main reasons they do not obtain high scores in English writing;finally,they do not arrange their compositions well,so most of their compositions are loosely organized.As reading and writing are designed as two separated parts in most English textbooks used in China,it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming.Based on the present situation of students’English writing and the teaching situation of English writing in junior high schools,this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively,use vocabulary and grammar appropriately,avoid the influence of mother-tongue transfer,and build compact structures,so that they can improve their English writing skills.This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.
文摘The present study aimed to investigate the application of the CLAN （Computerized Language Analysis） program in the CHILDES （Child Language Data Exchange System） on shared and unique words between storybooks. Sixty sixth-grade Chinese-speaking children at an elementary school in Taipei City were recruited. Forty-four three-level of storybooks from Kizclub were collected and analyzed. Fifteen minutes reading instruction was followed by the use of CLAN on storybooks for 25 minutes. Children were given written and spoken vocabulary tests after each cluster of storybook reading period. There were three main findings of the study. First, young EFL （English as a Foreign Language） learners＇ word learning was enhanced through multiple exposures to the shared and unique words from the storybooks. Second, word instruction in isolation prompted written and spoken word learning beyond word instruction in context and repeated reading. Third, the results had pedagogical implications on the value and feasibility of language teaching with storybooks in promoting EFL students＇ word learning by using CLAN, and the limitations of the study were provided.
文摘在分析读后词汇教学活动现状的基础上,提出读后活动的概念,结合《新目标英语》(Go for it!)九年级教材,通过开展从阅读到说、从阅读到写等读后实践活动,探讨巩固和运用初中英语阅读词汇的有效途径,从而帮助教师了解学生对文本信息的理解程度以及阅读策略的掌握程度,同时帮助学生再现、巩固和运用所学阅读词汇。
