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简介：Asinreadingteaching,schematheoryhaslongbeentakingadominantpart.Accordingtothistheory,Englishteacherscanhelpthestudentstocalluptheirpriorknowledgebyplacinganemphasisonamoreefficientuseofpre-readingactivities.Oneoftheeffectiveactivitiesistomakegooduseofthepre-readingexercisesinthetextbook.Thispaperintendstoanalyzetheresultsoftwobriefinvestigations.Onewasaboutthepre-readingexercisesintheSEFC(NewEdition2010)Book1.Theotherwascar-riedoutamongthefirstyearstudentsfromNanhaiExperimentalHighSchoolofSouthChinaNormalUniversity.Englishteachersinhighschoolthuscantrainthestudentstomakelinksbetweenthetextandwhattheyalreadyknowaccordingtotheirinterests.

简介：Readingcanserveasavehicleforlearningasecondlanguageandasaresultenhancingreadingabilityinthatlanguage.HowtoteachreadinghasbeenacontentiousissueinTESOL/TEFLresearch.Afterreviewingthetheoriesonreadingandtheresearchonhowtoteachreadingasitstheoreticalbasis,thispaperreflectsontheteachingofEFLreadingcomprehensionforEnglishmajorsinChinaaboutitssituationandproblemsanddiscussessomepedagogicalsolutionstotheproblems.

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简介：Whenyoumentionlexicology,absolutelyitisabranchoflinguistics,inquiringintotheoriginsandmeaningsofwords.ThelexicologistMcCarthy(1990)havegivenushisopinionaboutit.Hesaid,grammarisimportant,anditindeedplaysavitalroleinEnglishstudy,butthatisnotall.Infact,tarfromthis.Fromthiswecansee,vocabularyandthestudyandlearningofvocabularytakeanoutstandingplaceinthestudyoflanguage,itwillimprovehisskillsofusingreferencebooksandraisehisproblem-solvingabilityandefficiencyofindividualstudy.Anditwillmakeyoumuchmorereceptiveandproductiveinlanguageprocessingandlan-guageproduction.KnowledgeofEnglishLexicologycanofferagreathelptotheworkoftheteachersofEnglish.Armedwiththisknowledge,theycanbettercontroltheteachingmaterials,especiallytheconcerningwords.Theycanalsoselectandorganizemate-rialstoteachinamoreeffectiveway.Whatismore,theycanmakeuseofthedifferentsenserelationstogroupvocabulary,inter-pretwordsandexplainmeaningstothestudents;Atlast,theirteachingwillprovebetteriftheyhavetheknowledgeofdictionaries.Inmythesis,Iwilltalkabouthowtodealwithnewwordsinmaterial.

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简介：一、教材分析本课的教学内容是译林版《牛津高中英语》模块六Unit3Understandingeachother的Reading板块。这堂课主要任务是阅读。Culturaldifference是一篇采访报道,采用对话的形式,介绍了一些不同国家的婚礼和节日的习俗、生活方式等。本单元的阅读策略是Understandingtheuseofexamples。

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简介：<正>"Pleasetellme,whichwayshouldIgo?"Alicesaid.(请你告诉我,我该走哪条路?爱丽丝说。)"Itdependsonwhereyouwanttogo?"Saidthecat.(那要看你想去哪里?猫说。)"Wheredoesnotmatter."Alicesaid.(去哪儿无所谓。爱丽丝说。)"Gothenitdoesn’tmatterwhichway."Saidthecat.

简介：阅读课教学设计的核心是训练学生的思维,而在日常教学中,教师对阅读教学模式运用的固化制约了学生思维的深层发展。当下,英语阅读教学设计存在目标定位不准确、忽略篇章结构剖析、问题设计缺少坡度、缺少阅读策略运用等问题。基于此,从教师角度,例谈优化阅读教学环节及问题设计对学生思维发展循序渐进的提升。

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