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Extensive Reading( July, 2006 for students of 2006):

Extensive Reading( July, 2006 for students of 2006):

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Extensive Reading( July, 2006 for students of 2006):

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  1. Extensive Reading( July, 2006 for students of 2006): • College English Reading Course Book I—Nov. 2002, Shanghai Foreign Language Education Press

  2. Extensive Reading—Units 1&2,Book 1 • Unit 1 • Text 1: Goodbye School(15 minutes) • 1. General Comprehension of the text • How did the author spend his time between leaving school and starting work? • What priority should a businessman have according to the author? • What is the author’s plan after graduation and why? • What is your comment on his decision?

  3. Extensive Reading—Units 1&2,Book 1 • Reading Skills: • Using Word Part clues to guess word meanings (part Ⅰ) • Recognizing Prefixes: in- (inhospitable), un- (uninhabitable), out- (outfit), … • Recognizing Suffixes: -worthy (trustworthy), -ity (responsibility), -less (hopeless),… • Reading for the main idea: recognizing topics

  4. Extensive Reading—Units 1&2,Book 1 • Reading for the Main Idea • Main idea questions test your understanding of the entire passage. They don’t include specific quotations from the passage. Instead, they ask broad questions that focus on the passage’s primary purpose. Unlike themes and arguments questions (question type 5), main idea questions do not concern the author’s opinions on the subject—they just focus on the subject or idea itself. Main idea questions cover things such as: • .

  5. Extensive Reading—Units 1&2,Book 1 • What’s the primary purpose of the passage? • What main idea is the author trying to convey? • Why did the author write it? • The best way to deal with main idea questions is to come up with a one-sentence summary of the passage

  6. Extensive Reading—Units 1&2,Book 1 • Grasping the Main Idea: • A paragraph is a group of sentences related to a particular topic, or central theme. Every paragraph has a key concept or main idea. The main idea is the most important piece of information the author wants you to know about the concept of that paragraph. • When authors write they have an idea in mind that they are trying to get across. This is especially true as authors compose paragraphs. An author organizes each paragraph's main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it.

  7. Extensive Reading—Units 1&2,Book 1 • A writer will state his/her main idea explicitly somewhere in the paragraph. That main idea may be stated at the beginning of the paragraph, in the middle, or at the end. The sentence in which the main idea is stated is the topic sentenceof that paragraph. • The topic sentence announces the general theme ( or portion of the theme) to be dealt with in the paragraph. Although the topic sentence may appear anywhere in the paragraph, it is usually first - and for a very good reason. This sentence provides the focus for the writer while writing and for the reader while reading. When you find the topic sentence, be sure to underline it so that it will stand out not only now, but also later when you review.

  8. Extensive Reading—Units 1&2,Book 1 • Identifying the Topic: • The first thing you must be able to do to get at the main idea of a paragraph is to identify the topic - the subject of the paragraph. Think of the paragraph as a wheel with the topic being the hub - the central core around which the whole wheel (or paragraph) spins. Your strategy for topic identification is simply to ask yourself the question, "What is this about?" Keep asking yourself that question as you read a paragraph, until the answer to your question becomes clear. Sometimes you can spot the topic by looking for a word or two that repeat. Usually you can state the topic in a few words.

  9. Extensive Reading—Units 1&2,Book 1 • Let us try this topic-finding strategy. Reread the first paragraph on this page - the first paragraph under the heading Grasping the Main Idea. Ask yourself the question, "What is this paragraph about?" To answer, say to yourself in your mind, "The author keeps talking about paragraphs and the way they are designed. This must be the topic - paragraph organization." Reread the second paragraph of the same section. Ask yourself "What is this paragraph about?" Did you say to yourself, "This paragraph is about different ways to organize a paragraph"? That is the topic. Next, reread the third paragraph and see if you can find the topic of the paragraph. How? Write the topic in the margin next to this paragraph. Remember, getting the main idea of a paragraph is crucial to reading.

  10. go straight 直接 virtually 实质上 distant and magic不可思议 sign up 签约 without regret 不后悔 expedition to 派遣到 intensive training 大强度训练 remote tropical country assigned to 分配,指派 regular routine 常规事物 fabulous mutter 嘀咕 fling 投掷 swish 挥动 stroll 漫步 2. Difficult language & content points Extensive Reading—Units 1&2,Book 1

  11. Extensive Reading—Units 1&2,Book 1 • Writing Style of the passage: Narration • Suggested division of the passage: • The text can be divided into three parts: • Part I: Paragraphs 1-3 : The author wanted to go abroad to work after graduation. • Part II: Paragraphs 4-7: He succeeded in finding a job in Shell. • Part III: Paragraphs 8-end (paragraph 12): He likes his work and challenge.

  12. Extensive Reading—Units 1&2,Book 1 • Text 2: The Saturday Evening Post (15 minutes) • 1. General Comprehension of the text • 1) Why did the executive study the author for such a long time before he made a decision? • 2) According to the mother, what should the author do if he wanted to sell his magazines? • 3) What is your comment on the mother’s training method? • 4) How can the mother’s idea be compared to the Chinese mothers practice now?

  13. Extensive Reading—Units 1&2,Book 1 make something of no longer right after burst in/into in conference with conquer the world of business blessed with eye sb. worthy of a knighthood the soul of honesty admire one’s spunk to be impressed by race home head toward change once mind raise a good-for-nothing bow to superior will with a heavy heart in one’s vision potential buyers engage sales pitch a batch of trudge through for fear of • 2. Difficult language points and sentences:

  14. Extensive Reading—Units 1&2,Book 1 • Paraphrase and translation: • When I turned eight years Old,my mother decided that the job of starting me on the road toward making something of myself could no longer be safely delayed. (Line 1) • Paraphrase: When 工 was eight years old my mother thought that it was high time that l started my career. • 我8岁时,母亲认为我应该尽快开创自己的一番事业,不能再耽搁了。

  15. Extensive Reading—Units 1&2,Book 1 • When I burst in that afternoon she was in conference with an executive of the Curtis Publishing Company. (L6) • When I rushed into the house that afternoon she was talking with an executive of the Curtis Publishing Company. • 那天下午我赶回家时,她正与一位科蒂斯出版公司的执行经理谈话。

  16. Extensive Reading—Units 1&2,Book 1 • He asked me “was it true as my mother had told him,he asked,that I longed for the opportunity to conquer the world of business?” (L8) • He asked me if I was as eager to become an accomplished businessman • as my mother had Said. • 他问我,是否真像我母亲所说,我渴望有机会在商界干一番大事业。

  17. Extensive Reading—Units 1&2,Book 1 • My mother replied that I was blessed with a rare determination to make something Of my • self. (L11) • paraphrase: My mother answered that I had an unusual determination to do well in my career. • translation:我母亲回答说,我有幸具有成就一番事业的雄心壮志。 • He eyed me silently for a long pause,as though weighing whether I could be trusted to • keep his confidence,then spoke man-to-man开诚布公地交谈. (Line 18)

  18. Extensive Reading—Units 1&2,Book 1 • Text 3: Love thy Neighbor (15 minutes) • 1. General Comprehension of the text • 1) Why does the author think it’s “just as well” that Americans’ relationships with neighbors may be changing? • 2) What is the difference between a community and a neighborhood according to the author? • 3) How many of the following are true in your neighborhood? • 4) Do you do the same? • 5) What do you hate most of the following? You comment on these.

  19. Extensive Reading—Units 1&2,Book 1 • If neighbors have changed, neighborhoods have not. They still comprise the same elements. If you live in a real neighborhood you can be sure most of the following people will be found there: • — One family with more kids than they can take care of. • — A dog that gets into garbage cans. • — One grand home with a family so rich that they really aren't part of the neighborhood. • — A bad kid who steals or sets fire to things, although no one has ever been able to prove it. • — People who leave their Christmas decorations up until March.

  20. Extensive Reading—Units 1&2,Book 1 • — A grouchy woman who won't let the kids cut through her backyard. • — Someone who doesn't cut their grass more than twice a summer. • — Someone who cuts their grass twice a week and one of the times always seems to be Sunday morning at 7:30. • — One driveway with a junky -looking pickup truck or trailer" that's always sitting there. • — A family that never seems to turn off any lights in the house.

  21. Extensive Reading—Units 1&2,Book 1 • — A teenager who plays the radio too loud in the summer with the windows open. • — Someone who leaves their barking dog out until 11:30 most mornings. • — One mystery couple. They come and go but hardly anyone ever notices them and no one knows what they do. • — A couple that has loud parties all the time with guests that spend an hour on leaving once they get outside and start shouting good-bye to each other. • — Someone who doesn't pull the shades. • — A house with a big maple tree whose owners don't rake the leaves until most of them have blown into someone else's yard.

  22. Extensive Reading—Units 1&2,Book 1 • 2. Difficult language points • going out of style grouchy • relation with maple • call up on order • friendly distance • clear boundary • a bunch of • folklore wander • Proximity • Hedge

  23. Extensive Reading—Units 1&2,Book 1 • Unit 2 • Reading Skills: • Using Word Part clues to guess word meanings (part Ⅱ) • Analyzing Compounds : closed-ended, two-way, … • Reading for the main idea: Highlighting the topic sentence.

  24. Extensive Reading—Units 1&2,Book 1 • Text 4: Making friends in American Culture (15 minutes) • General Comprehension of the text • 1) What can you do concerning topics in a conversation? • 2) What’s the main idea of this passage? • 3) Please list the tips to talk to the Americans. • Make the first move yourself. • Follow up one question with a related one. • 4) Do you think this tips are only true of talking to the Americans? Why?

  25. Extensive Reading—Units 1&2,Book 1 skip around closed-ended questions open-ended questions two-way conversation give information negative comment barriers to communication keep the conversation moving make the first move casual acquaintance result in exchange greetings casual conversation keep up current events • 2. Difficult language points (See P 9 Teacher’s book for questions)

  26. Extensive Reading—Units 1&2,Book 1 • Text 5: My Daughter, My Friend (15 minutes) • 1. General Comprehension of the text • 1) Why did Julie write her fist letter? • 2) What is the most important message of Julie’s birthday note? • 3) What is an ideal relationship between parents and children? • 4) How do you keep a good relationship with your parents/adults? • 5) Is generation gap still a problem now? Why? • 6) What is your comment on the way the mother and daughter communicate?

  27. Extensive Reading—Units 1&2,Book 1 pry out provide stability to budget one’s funds raw emotions chore razor tub stomp huff snotty chaotic dwindle tooth fairy start a tradition give in shouting matches go through the traumas of adolescence stomped off in a huff add to one’s looks a three-week trial period light up 2. Difficult language points

  28. Extensive Reading—Units 1&2,Book 1 • Text 6: Hope in a Bottle (15 minutes) • 1. General Comprehension of the text • 1) What did the author find in the bottle? • 2) What’s the main message that the author tried to convey in the story? • 3) Please explain the title. • 4) What is your idea on “ I was raise to give, not take.”? • 5. “ In this life, always give yourself something to look forward to.” What do you think of this statement?

  29. Extensive Reading—Units 1&2,Book 1 large mounds of seaweed catch one’s eye become pen pals lush tropical jungles palm-lined cays on a lark multiple sclerosis accept a gesture raise to give, not take a gift of hope right place for healing look forward to sth. spate cruise intrigue pepper barrier roof lark • 2. Difficult language points

  30. Extensive Reading—Units 1&2,Book 1 • If time permits, do the exercises of each unit. If not, the exercises should be done after class. • Key to the Exercises: • Key to Text 1, Unit 1 : Goodbye School • I. 1 B 2 D 3 D 4 D 5 C 6 A • II. 1 fling 2 supercilious 3 zoom 4 trudge 5 hoist • Reading: Paragraph 1: 1B 2 D Paragraph 2: 1 D 2 A

  31. Extensive Reading—Units 1&2,Book 1 • Key to Text 2, Unit 1 : The Saturday Evening Post • I. 1 D 2 B 3 A 4 A 5 C 6 C • II. 1. She wants him to make something of himself and have an early start to his career. • 2. He was afraid of the dogs that snarled behind the doors of potential buyers. He was timid about ringing the doorbells of strangers, relieved when no one came to the door, and scared when someone did, and could not deliver and engaging sale pitch.

  32. Extensive Reading—Units 1&2,Book 1 • 3. The battle to make him different from his father. • 4. The well-written composition he wrote about his summer vacation. • 5. Writers didn’t have to have any gumption at all.

  33. Extensive Reading—Units 1&2,Book 1 • Key to Text 3, Unit 1 : Love thy Neighbor • I. 1 T2 F 3 T 4 T 5 T 6 F • II. 1. 在我看来,美国的邻里关系正在变得不正常。 • 2. 《圣经》里的戒律“热爱你的邻居”大概是一句拙劣的译文,它的本义必定是“尊敬 你的邻居。” • 3. 邻居开始共同做的唯一点一件事是相互接近,只有进一步发展关系,才有足够的理由成为最好的朋友。 • 4. 横跨在你们之间的车道、篱笆或栅栏并不是一道冷漠的屏障,它们只不过是一条清晰的分界线。 • 5. 邻里较之社区更容易使人产生怀旧情绪,但社区也许是一个更好的构成单位。

  34. Extensive Reading—Units 1&2,Book 1 • Key to Text 4, Unit 2 : Making Friends in American Culture • I. 1 A 2 D 3 C 4 D 5 C 6 D • II. 1. Because there is a language barrier, many Chinese are hesitant to speak with strangers and • they don’t know what to talk to Americans about or how to keep the conversation moving. • 2. His class and major. • 3. These questions help people participate in the conversation. • 4. When the other person first gives his name himself. • 5. Communication.

  35. Extensive Reading—Units 1&2,Book 1 • Reading: • Paragraph 1: 1 C 2 A • 3. The importance of this is that awareness of non-verbal messages can significantly • influence the effectiveness of any communication. • Paragraph 2: 1. A • 2. But in the course of millions to billions of years, stars do evolve and age, and • eventually they die.

  36. Extensive Reading—Units 1&2,Book 1 • Key to Text 5, Unit 2:My Daughter, My Friend • I. 1 B 2 A 3 C 4 D 5 C 6 D • II. 1. adolescence 2. stomp 3. snotty 4. torment 5 dwindle

  37. Extensive Reading—Units 1&2,Book 1 • Key to Text 6, Unit 2: Hope in a Bottle • I. 1 C 2 D 3 D 4 B 5 A 6 C • II. 1. 我和丈夫吉姆很快便与埃德和玛丽成为笔友,他俩是一对快乐的退休夫妇,经常定期 周游世界。 • 2. 我梦见了伯利兹茂盛的热带丛林,生长在伯利兹的美洲虎,成千上万多棕榈环绕到一座座珊瑚岛――它们星罗棋布地构成了世界上长度位居第二点暗礁屏障。 • 3. 我喜欢那个国家的有些后裔源于英吉利和苏格兰海盗,他们曾藏身在那些将淡蓝色的加勒比海串连在一起的珊瑚岛上。

  38. Extensive Reading—Units 1&2,Book 1 • 4. 这种神经疾病不可预知,病情因人而异,大相径庭,任何情况都可能发生――从周身麻刺到肌肉僵硬,从双目失明到完全瘫痪。 • 5. 这地方适合我疗养――周围是翡翠般的淡蓝色大海,在这儿,我平生第一次使用水下呼吸管潜游,海底宝藏一览无遗:深邃庞大的洞穴,五颜六色、流光异彩的鱼群,海马以及大批的鱿鱼。