-
1. peed vs. Comprehension
Passage 1
?
Reading Skill
(Unit 8, Book
II)
People around the world are
becoming more and more concerned about the
population explosion.
Some are holding that there can be some
control of the
number of people that
are born; but population control is a subject
which
touches on the moral and
religious beliefs of many people.
Even if many
families have
fewer children, the speed of the population
explosion will only be
reduced
–
not stopped.
There will still be problems of food
supply, water, and
power.
In
1992 Derrida was involved in a much publicized row
at Cambridge
University when he was
nominated for an honorary doctorate and a number
of
dons
–
notably
the formal logician W V Quine
–
signed a letter of
objection.
Derrida
eventually received his degree.
With his olive skin and mop of coiffed
silver hair usually offset by a dark
shirt and a stylish suit, Derrida cut a striking
figure.
But he
was reserved and wary of publicity; between 1962
and 1979
he demanded that nothing
appear in print about him other than the texts he
and his interpreters had written, and
he refused to be photographed.
Passage
2
?
Reading
Skill:
Choosing reading
speeds
?
?
?
(Unit 8, Book
II)
Reading speeds are
determined by
the
reader
‘
s goal / the
percentage of understanding required;
the difficulty of the
vocabulary / sentences;
the
reader
‘
s readiness to read
the material. (how much he knows about the
content or the topic of the material
and how well he can use the reading
skills).
?
?
?
Before
beginning reading, consider your goal / the
percentage of understanding required.
choose a slow speed when your purpose
calls for 100% understanding.
choose a
faster speed when your purpose does not call for
100%
understanding.
?
When do you
need 100% understanding and when not?
?
?
?
While reading,
the difficulty of the vocabulary / sentences
can influence your reading speed.
choose a slow speed when the material
has a low level of readability.
choose
a fast speed when the material is very readable.
?
While reading, your readiness to read
the material can
also greatly influence
your comprehension.
Your
readiness includes:
how
much you know about the content or the topic of
the material
how well you
can use the reading skills
?
?
Think about how fast you read the
following materials:
?
?
?
?
?
?
?
English newspapers published outside
China;
English newspapers published in
China;
English magazines published in
China, such as English Salon, or Joy-Ride
English;
The passages in
your textbook;
Classical English
novels;
Popular stories in Chinese;
The simplified versions of the
classical novels
;
?
When there is
contradiction between speed and comprehension,
what do you choose?
?
When you read
to learn, read slowly.
?
When you read for pleasure, you can
choose speed and
comprehension
comfortable for yourself.
?
As a first-year
student, your main aim here is to learn as much as
possible; therefore, read slowly.
When you are better
equipped,
you will naturally read
faster.
What does a reader do if he
wants to read fast and well?
?
Is a 7-year-old
able to understand A Tale of Two Cities?
?
Is a 20-year-
old able to understand Fairytales written the
Grimm Brothers?
?
Comprehension
is all about how much you can process the
information while reading
When your ability matches the
difficulty of the materials, you can
read fast and well.
On
the contrary, you
can
’
t when your ability
doesn
’
t catch up
with the difficulty of the materials.
?
While you
can
’
t change the difficulty
of the vocabulary, you
can change
yourself.
?
?
?
When choosing how fast to read a
material, you must
consider:
what your purpose of reading is
the level of comprehension required
?
?
?
?
the
difficulty of the material
how good your own vocabulary is
if you are familiar with the topic
what reading skills can be used
2. Literary Genres
文学体裁
?
What is Genre?
Genre - a
category, in literature or other media,
characterized by
similarities in form,
style, or subject matter.
For example,
science fiction and fantasy are two different
genres in
literature.
Why
recognizing genres is important?
?
?
?
On the simplest
level, grouping works offers us an orderly way to
talk
about an otherwise bewildering
number of literary texts.
More importantly, if we recognize the
genre of a text, we may also have a
better idea of its intended overall
structure and subject / main idea.
Finally, a genre approach can deepen
our sense of the value of any single
text, by allowing us to view it
comparatively, alongside many other texts
of its type.
All
categories of books or stories can be called
either fiction or non-fiction.
Fiction
a made up
story
?
can tell about things that
could
happen
?
is read for fun
?
characters may be like real people or
imaginary
?
Non-
Fiction
has facts that can be checked
and proven
?
the author is an expert on this
information
?
it
IS TRUE!
?
Can you classify the following genres
into two categories, namely, fiction and
non-fiction?
adventure,
biography/autobiography, drama, essay, fable,
fairy tale, fantasy, folklore,
historical fiction, horror, humor,
informational, legend, mystery,
mythology, narrative
nonfiction,
poetry, realistic fiction, romance, science
fiction,
short story, speech, tall
tale, thriller
Fiction
Adventure
Drama
Fable
Fairy Tale
Fantasy
Folklore
Historical Fiction
Horror
Humor
Legend
Mystery
Mythology
Poetry
Realistic Fiction
Romance
Science Fiction
Short Story
Tall Tale
Thriller
Non-
Fiction
?
Biography/Autobiography
?
Essay
?
Narrative Nonfiction
?
Informational (science, sports,
history, economy, etc.)
?
Speech
Fiction
Adventure
Stories
featuring physical action often around a mission
usually involving
e.g.
Robinson Crusoe
Moby Dick
killing and robbing. Many times set in
forbidding locales such as jungles,
deserts, or mountains.
Drama
?
Stories
composed in verse or prose, usually for theatrical
performance, where
conflicts and
emotion are expressed through dialogue and action.
e.g.
the four tragedies by W.
Shakespeare
:
Hamlet, Othello,
Macbeth,
King
Lear
Fable
?
Narration demonstrating a useful truth,
especially in which animals speak as
e.g.
Aesop's
Fables
humans; legendary,
supernatural tale.
Fairy
Tale
?
Story
about fairies or other magical creatures, usually
for children.
e.g.
Fairytales written by Grimm
brothers
Fairytales
written by Hans C. Anderson
Fantasy
?
Fiction with strange or other worldly
settings or characters; using magic and
other supernatural phenomena as a
primary element of plot, theme, and/or
setting.
e.g.
The Lord of the Rings;
The Harry Potter Series;
Twilight;
The Chronicles of Narnia
Folklore
?
The songs, stories, myths, and proverbs
of a people or
e.g.
Robin Hood;
Merlin
/wiki/English_folklore
by
word of mouth.
Historical
Fiction
?
Story
with fictional characters and events in a
historical setting.
e.g.
A Tale of Two Cities;
The Three
Musketeers
Little Women
(by
Louisa May Alcott, set in 1863 during the American
Civil
War)
Horror
?
Fiction in
which events evoke a feeling of dread in both the
characters and the
e.g.
Frankenstein
by Mary
Shelley
Edgar Allan Poe
’
s
short stories
reader.
Strange Case of
Dr. Jekyll and Mr. Hyde
by Robert Louis
Stevenson
The
Picture of Dorian Gray
by Oscar Wilde
Dracula
by Bram
Humor
?
Fiction full of fun, fancy, and
excitement, meant to entertain; but can be
e.g.
Tom And
Jerry;
The Ice
Age
contained in all genres.
Legend
?
Story, sometimes of a national or folk
hero, which has a basis in fact but also
e.g.
The Legend
of Sleepy Hollow
by Washington Irving
includes imaginative material.
Robin Hood
King Arthur and
the Knights of the Round Table
Helen of Troy
and
the Trojan War
Odysseus
Mystery
/ Thriller
?
Fiction dealing with the solution of a
crime or the unraveling of secrets. It is
e.g.
Rebecca;
The
Day of the Jackal
often used as a
synonym for detective fiction,
crime fiction or thriller.
The
Thirty-nine Steps
The Collected Sherlock Holmes Short
Stories
by Sir Arthur Conan Doyle
Agatha
Christie
’
s
detective series
Mythology
?
Legend or
traditional narrative, often based in part on
historical events, that
e.g.
The Roman Mythology
The Greek Mythology
reveals
human behavior and natural phenomena by its
symbolism; often
pertaining to the
actions of the gods.
Poetry
Verse and rhythmic writing with imagery
that creates emotional
responses.
e.g.
the Homeric epics, the
Iliad
and the
Odyssey
Shakespeare
’
s
sonnets
poets:
Alexander Pope, Robert Burns, Alfred
Tennyson, John Donne,
Ben Jonson, Percy
Bysshe Shelley, Walt Whitman, William Bulter
Yeats, John
?
Keats, John Milton, Edmund Spencer,
Realistic
Fiction
Story that can actually happen
and is true to life.
e.g.
Charles Dickens;
Mark Twain;
Jane Austen
?
Romance
?
Stories featuring the mutual attraction
and love of a man and a woman as the
main plot, and have a happy ending.
?
e.g.
Pride and
Prejudice
;
Romeo and Juliet
Jane Eyre;
Gone with the Wind
Science Fiction
Story based
on impact of actual, imagined, or potential
science, usually set in
the future or
on other planets.
e.g.
Jurassic Park
?
20,000 Leagues Under the Sea
by Jules Verne
Journey to the
Center of the Earth
by Jules Verne
The Time Machine
by H. G.
Wells
The War of the
Worlds
by H. G. Wells
Frankenstein
by Mary Shelley
I, Robot
by Isaac Asimov
Bicentennial Man
by Isaac
Asimov
Short Story
Fiction
of such brevity that it supports no subplots.
e.g.
The Thousand and One Nights (The
Arabian Nights)
?
Canterbury Tales
by Geoffrey
Chaucer
Rip van Winkle
by Washington Irving
The Legend of
Sleepy Hollow
by Washington Irving
The Collected Sherlock
Holmes Short Stories
Fairytales written by Grimm Brothers
The Gift of the Magi
by
O
’
Henry
Tall Tale
?
Humorous story
with blatant exaggerations, swaggering heroes who
do the
impossible with nonchalance.
/?WWGOQglge6k=
(
A Tall Tale: John
Henry)
Thriller / Mystery
Story
using suspense, tension, and excitement as the
main elements,
climaxing when the hero
finally defeats the villain, saving his own life
and
often the lives of
others.
e.g.
The Count of Monte
Cristo
The Da
Vinci Code
The James Bond
Series;
The Jason Bourne Series
The Hunger Games Trilogy;
The Girl with the Dragon
Tattoo
?
Non-
Fiction
?
Biography/Autobiography
Narrative of a person's
life, a true story about a real person.
e.g.
The Story of My Life
by
Helen Keller
The Autobiography of
Benjamin Franklin
My
Life
by Bill Clinton
Living History
by Hillary
Clinton
Confessions
by
Jean-Jacques Rousseau
Essay
?
A short
literary composition that reflects the author's
outlook or point.
e.g.
Of Studies
by
Francis Bacon
/3188/2006/05/25/193@
?
?
Narrative
Nonfiction
:
Factual information presented in a
format
which tells a story.
Informational (science, sports,
history, economy,
etc.):
Informational text dealing with an
actual, real-life subject.
Speech
?
Public address or discourse.
/speeches (video)
/speeches/
(text)
?
?
?
?
?
?
?
?
?
/
Martin Luther King
–
―
I have a
dream
‖
Winston
Churchill
―
We shall fight
them on the beaches
‖
Winston Churchill
―
Blood Sweat and
Tears
‖
President
Kennedy
―
Man on the
moon
‖
General
MacArthur
―
Old soldiers
never die, they just fade
away
‖
American
Declaration of Independence
Eulogy to
Diana Princess of Wales
Colonel Tim
Collins
–
―
Magnanimous in
Victory
‖
Lincoln's Gettysburg Address
3.
Previewing
(Unit 1 and Unit
2, Book I)
?
?
?
By previewing, you can:
extract information from
books / materials quickly;
get an
overview or some important details you want
quickly;
eventually, find out about the
suitability and readability of the book
/ the material, so as to enable you to
determine if you are going to
read it
in detail and how fast you are going to read it.
?
So,
when do we preview a book or a material?
?
when we need to
get only part of it (such as an overview or some
details only) in a limited duration of
time;
?
when we
need to determine which book / material is worth
your
time to read;
Previewing:
the
dust cover
The title
It
tells you about the content of the book.
It may tell you about the
level of
the book too.
?
The author
The author is closely related to the
credit of the book.
?
Date of publication
This tells you when the book was first
published.
It's important
if you need
information which is up-to-
date.
?
Other useful information
It
might say if the book is for beginners or for
advanced level.
It might
also
say what the book contains -
pictures or diagrams.
?
Previewing:
the table of contents
?
It is a list of
the topics covered by the book.
?
It might have
details of sub-sections in each chapter.
?
This tells you how useful the book will
be for what you need.
?
This also tells
you how the topics of the sections relate to each
other.
Previewing:
the preface or introduction
?
?
?
?
It tells you
why
the author wrote the book
–
the content
how the author wrote the
book
–
the approach
for whom the author wrote the book
–
the target readers
Index
–
an
alphabetical list of topics, terms or names, with
page references.
Glossary
–
a list of difficult words
or terms, sometimes with definitions
Appendix --
extra information related to the
content of the book, which is
helpful,
including charts, graphs, documents, facts, etc.
Bibliography
–
a
list of some or all the sources that the author
has used to
write the book.
Previewing:
supplements for further reading
?
?
?
?
Previewing:
flipping through several pages
Previewing a Book vs. Previewing a
Material
?
?
?
?
?
Flipping through the first / last
chapter or the first / last several pages
can help you determine the readability
of the book.
the dust cover
the table of contents
the
preface or introduction
helpful
supplements
some pages at the beginning
and / or at the end
?
?
?
?
?
the title
the subtitle /
subheading
the list of goals or
objectives
helpful charts, pictures,
appendix, etc.
some paragraphs at the
beginning and at the end
Previewing a
Reading Material
?
?
?
?
?
?
?
?
?
Look at the title:
main idea
Look for subtitles
and subheadings:
clarification of main idea
Look at lists of goals or objectives:
usu. before a passage of
reading comprehension
Look
at the pictures, charts, or drawings:
helpful illustration
that
impresses the readers
Look at the first
paragraph:
main idea or
writing purpose
Look at the first
sentence of each paragraph:
when there are
few
paragraphs and they are long
Look for a
summary:
conclusion at the
end of the text
Look at the questions
that appear after the reading:
important
details of the
text
Look for key words in different
prints:
important words or
details
Let
‘
s preview
Text, Unit 4
?
the title
–
Migratory Birds and Coffee
?
the objective (the paragraph in the
box)
–
to learn about the
relationship
?
?
?
?
between shade-
grown coffee plantations and the conservation of
migratory
birds
look for
pictures, charts, diagrams, etc.
–
the three pictures are all
about
plants, forests, and birds.
read the first paragraph
–
examples / data to impress
the reader with the
issue
read the last paragraph
–
pay more for coffee, then
a more bird-friendly
manner
look at the questions on P55
–
important details in the
Text
we know:
the main issue for discussion
–
coffee-growing and bird
protection
the readability
–
difficult
we
must consider:
Is it an interesting topic for me / us?
Is it worth my / our further reading
for all the details?
Is it easy enough
for me to read?
After previewing,
?
?
?
?
?
?
?
?
Previewing is
about how to
―
choose
< br>‖
a reading material, and how to
―
find
‖
what one wants, but not about how to
―<
/p>
understand
‖
.
4. Predicting
?
Does reading mean starting at the
beginning and going word by word,
stopping to look up every unknown
vocabulary item, until the end?
?
If your answer
is
―
yes
‖
,
then you are relying exclusively on your
linguistic
knowledge.
?
Reading is a
―
guessing
game
‖
.
?
Reading
–
Guessing / Predicting
–
Reading
–
Proving /
Disproving
What is
―
predicti
ng
‖
?
?
Thinking in advance about what to be
read.
Why is
―
predicting
‖
so
important?
?
It
enables us to be aware of our goal in reading.
?
It
activates schemata: that is, it calls into mind
any experiences and
associated
knowledge that we already have about the topic and
the text.
?
It
helps us to focus in the reading process.
?
It improves
comprehension.
How to
Predict?
?
Before
Reading:
Using the skill of
―
Previewing
‖
,
predict what information you may find in the text,
before you begin to read it in detail.
For
example, after looking at the title, you can ask
yourself
what
you
know and do not know about the
subject before you read the text. Or you
can formulate questions that you would
like to have answered by reading
the
text. These exercises will help you focus more
effectively on the ideas in
a text when
you actually start reading.
?
Using knowledge
of the subject matter to predict about content;
?
Using knowledge
about the author to predict about writing style
and
content.
e.g.
Acting against the will of Alfred Nobel
(from )
Death on the Nile
by Agatha Christie
?
While-reading
Using prior knowledge of the subject
and the ideas in the text to
?
predict about
the meanings of unknown words;
?
predict about
the idea of the following sentences and
paragraphs;
?
predict about the text type and
purpose, writing style;
?
check comprehension
Ben Jonson
‘
s
remark on Shakespeare:
Thou art a
Moniment, without a tombe
And art alive
still, while thy Booke doth live
And we
have wits to read, and praise to give.
You are a monument, without a tomb
And are alive still, while your book
does live
And we have wits to read, and
praise to give
In order to predict, you
must
…
?
?
?
?
?
have a large
vocabulary
have a large information
base
know about cultural background
know about writers and writing styles
know about text types
I
,
l
i
k
e
m
a
n
y
l
i
t
< br>t
l
e
g
i
r
l
s
,
d
r
e
a
m
e
d
o
f
b
e
i
n
g
a
b
a
l
l
e
< br>t
d
a
n
c
e
r
.
I
p
r
a
c
t
i
c
e
d
h
a
< br>r
d
a
n
d
a
t
a
g
e
1
3
,
I
w
a
s
h
i
r
e
d
a
s
a
n
a
p
p
r
e
n
t
i
c
e
b
y
t
h
e
M
i
n
n
e
s
o
t
a
D
a
< br>n
c
e
T
h
e
a
t
r
e
,
a
l
i
t
t
l
e
b
a
l
l
e
t
< br>c
o
m
p
a
n
y
i
n
m
y
h
o
m
e
t
o
w
n
o
f
M
i
n
n
e
a
p
o
l
i
s
.
?
W
h
a
t
d
o
y
o
u
t
h
i
n
k
w
o
u
l
d
< br>h
a
p
p
e
n
t
o
t
h
e
a
u
t
h
o
r
?
?
D
i
d
s
h
e
h
a
v
e
t
o
t
r
a
i
< br>n
h
a
r
d
?
?
D
i
d
s
h
e
b
e
c
o
m
e
a
f
a
m
o
u
s
d
a
n
c
e
r
i
n
h
e
r
t
o
w
n
,
t
h
e
n
i
n
h
e
r
c
o
u
n
t
r
y
,
t
h
e
< br>n
a
l
l
o
v
e
r
t
h
e
w
o
r
l
d
?
?
W
a
s
t
h
e
r
e
a
n
a
c
c
i
d
e
n
t
t
h
a
t
< br>
f
o
r
c
e
d
h
e
r
t
o
g
i
v
e
u
p
d
a
n
c
i
n
g
?
?
O
b
v
i
o
u
s
l
y
s
h
e
d
i
d
n
‘
t
h
a
v
e
< br>m
u
c
h
s
c
h
o
o
l
e
d
u
c
a
t
i
o
n
.
C
< br>o
u
l
d
h
e
r
l
a
c
k
o
f
e
d
u
c
a
t
i
o
< br>n
a
f
f
e
c
t
h
e
r
l
a
t
e
r
l
i
f
e
?
I
d
a
n
c
e
d
t
o
f
u
l
f
< br>i
l
l
a
d
r
e
a
m
,
a
n
d
t
h
e
m
o
n
e
y
c
a
n
i
n
h
a
n
d
y
.
M
y
m
o
t
h
e
r
w
a
s
t
r
y
i
n
g
t
o
r
a
i
s
e
f
i
v
e
c
h
< br>i
l
d
r
e
n
w
h
i
l
e
w
o
r
k
i
n
g
a
s
a
s
i
n
g
e
r
i
n
a
n
i
g
h
t
c
l
u
b
.
T
h
e
$$
5
0
a
w
e
e
k
I
e
a
r
n
e
d
d
a
n
c
i
n
g
< br>
p
a
i
d
f
o
r
m
y
f
o
o
d
,
b
u
s
f
a
r
e
a
n
d
b
a
l
l
e
t
o
u
t
f
i
< br>t
s
.
T
h
a
t
‘
s
h
o
w
I
h
e
l
p
e
d
m
y
m
o
m
–
b
y
j
u
s
t
p
a
y
i
n
g
f
o
r
m
y
s
e
l
f
.
I
t
m
a
d
e
m
e
f
e
e
l
< br>
g
o
o
d
.
I
h
a
v
e
n
o
d
o
u
b
t
t
h
a
t
r
e
< br>s
p
o
n
s
i
b
i
l
i
t
y
l
e
a
d
s
t
o
s
e
l
f
-
r
e
s
p
e
c
t
.
< br>
?
T
h
e
a
u
t
h
o
r
‘
s
l
i
f
< br>e
w
a
s
r
a
t
h
e
r
s
e
l
f
-
< br>s
u
f
f
i
c
i
e
n
t
.
I
s
i
t
e
x
p
e
c
t
e
d
o
r
n
o
t
?
?
W
h
a
t
i
s
t
h
e
m
e
a
n
i
n
g
o
f
―
h
a
n
d
y
‖
?
?
D
i
d
s
h
e
g
o
t
o
s
c
h
o
o
l
a
n
d
k
e
e
p
d
a
n
c
i
n
g
< br>
a
t
t
h
e
s
a
m
e
t
i
m
e
?
?
W
h
a
t
h
a
p
p
e
n
e
d
< br>n
e
x
t
w
h
e
n
s
h
e
g
r
o
w
t
o
b
e
a
n
a
d
u
l
t
?
?
C
o
u
l
< br>d
t
h
e
p
o
i
n
t
―
t
h
a
t
< br>r
e
s
p
o
n
s
i
b
i
l
i
t
y
l
e
a
d
s
t
o
s
e
l
f
-
r
e
s
p
e
c
t
‖
< br>
b
e
t
h
e
t
h
e
m
e
o
f
t
h
e
p
a
s
s
a
g
e
?
W
h
e
< br>n
I
w
a
s
1
7
I
m
o
v
e
d
t
o
P
h
i
l
a
d
e
l
p
h
i
a
t
o
s
t
u
d
y
w
i
t
h
t
h
e
P
e
n
n
s
y
l
v
a
n
i
a
< br>
B
a
l
l
e
t
.
T
h
r
e
e
y
e
a
r
s
l
a
t
< br>e
r
I
w
e
n
t
t
o
N
e
w
Y
o
r
k
C
i
t
y
,
a
n
d
e
v
e
n
t
u
a
l
l
y
p
< br>u
r
s
u
e
d
a
n
a
c
t
i
n
g
c
a
r
e
e
r
< br>.
?
I
t
s
e
e
m
t
h
e
a
u
t
h
o
r
b
e
c
a
m
< br>e
a
n
a
c
t
r
e
s
s
.
W
a
s
s
h
e
s
u
c
c
e
s
s
f
u
l
?
?
W
h
o
w
a
s
s
h
e
?
E
x
a
m
p
l
e
< br>
?
I
n
w
h
a
t
f
i
l
m
s
h
a
s
s
h
e
e
v
e
r
a
c
t
e
d
?
< br>S
u
p
p
o
r
t
i
n
g
m
y
s
e
l
f
a
t
a
n
e
a
r
l
y
a
g
e
w
a
s
t
h
e
b
e
s
t
t
r
a
i
n
i
n
< br>g
f
o
r
l
i
f
e
I
c
o
u
l
d
< br>
p
o
s
s
i
b
l
y
h
a
v
e
r
e
c
e
i
v
e
d
.
I
s
t
i
l
l
c
o
n
s
i
d
e
< br>r
m
y
s
e
l
f
a
t
r
o
u
p
e
r
a
n
d
h
a
v
e
y
e
t
t
o
m
i
s
s
a
d
a
y
o
f
w
o
r
k
.
I
t
a
k
e
< br>
m
o
r
e
p
r
i
d
e
i
n
t
h
e
f
a
c
t
t
h
a
t
I
c
a
n
a
l
w
a
y
s
b
e
c
o
u
n
t
e
d
u
p
t
h
a
n
I
d
o
i
n
h
o
w
m
u
c
h
I
e
a
r
n
o
r
h
o
w
w
e
l
l
-
k
n
o
w
I
a
m
.
?
W
h
a
t
i
s
t
h
e
m
e
a
n
i
n
g
o
f
―
t
r
o
u
p
e
r
‖
a
n
d
―
h
a
v
e
y
e
t
t
o
m
i
s
s
a
d
a
y
o
f
w
o
r
k
‖
?
?
W
h
a
t
< br>
i
s
t
h
e
t
h
e
m
e
o
f
t
h
e
s
t
o
r
y
?
W
h
i
l
< br>e
r
e
a
d
i
n
g
t
h
e
p
a
r
a
g
r
a
p
h
,
w
e
m
a
y
h
a
v
e
r
e
c
a
l
l
e
< br>d
o
u
r
o
w
n
c
h
i
l
d
h
o
o
d
e
x
< br>p
e
r
i
e
n
c
e
s
,
s
u
c
h
a
s
o
u
r
d
r
e
a
m
s
,
o
u
r
l
e
a
r
n
i
n
g
e
x
p
< br>e
r
i
e
n
c
e
s
,
e
t
c
.
H
o
w
w
e
a
s
s
o
c
i
a
t
e
d
t
h
e
p
a
r
a
g
r
a
p
h
w
i
< br>t
h
o
u
r
o
w
n
e
x
p
e
r
i
e
n
c
e
s
< br>c
o
u
l
d
h
a
v
e
i
n
f
l
u
e
n
c
e
d
w
h
a
< br>t
p
r
e
d
i
c
t
i
o
n
s
w
e
m
a
d
e
.
?
I
t
d
o
e
s
n
‘
t
m
a
t
t
e
< br>r
w
h
a
t
p
r
e
d
i
c
t
i
o
n
s
w
e
c
o
u
l
d
h
a
v
e
m
a
< br>d
e
.
T
h
e
p
o
i
n
t
i
s
:
k
e
e
p
g
u
e
s
s
i
n
g
w
< br>h
i
l
e
r
e
a
d
i
n
g
.
?
5. Guessing Meanings of Words from
Context
(Unit 7 and Unit 8, Book I)
?
?
?
?
?
?
?
Synonym / definition clues
Antonym / contrast clues
Example clues
Word
association and word class
This
revision should be
cumulative
–
adding a bit to the total
at a time,
covering briefly all the
work done so far in the tem.
A
carrel
is a small table with
―
walls
‖
around three sides.
The
“
honor
system
”
demands
that the student be honest in all areas of
school work.
I.
Synonym / definition clues: (examples)
?
?
?
I.
Synonym /
definition clues:
II.
Antonym /
contrast clues
punctuations such as
commas, dashes, parentheses
definition
words such as
―
be
‖
,
―
mean
‖
,
―
refer
to
‖
,
―
that
is
‖
,
―
or
‖
Clauses which provides additional
information or explanation
usually
connected by but, while, as opposed to, on the
other hand, unlike,
however, while,
nevertheless, despite, although, even though, etc
e.g.
Linda manages money
judiciously
while I manage
money unwisely.
judiciously:
wisely
Please do
the
―
Practice
‖
on P111 and P112
?
?
?
?
B.
b, a, a
Determine the
meaning of each italicized word ....
resolutions
2.
budget
figurehead
III.
Example
clues:
such as, including,
for example,
for instance, to
illustrate.
eliminated
through conditioning.
e.g.
Phobias
, such as fear of
height, fear of water, or fear of crowds, can be
IV.
Word
association and word class
e.g
Mr. Johnson
‘
s
paintings show his attention to geometric shapes
of all
kinds.
The paintings contain circles, squares,
triangles,
pirrles
, etc.
Please do the
―
Pr
actice
‖
on P130
?
?
?
?
?
?
?
?
?
?
?
?
Underline the
example clues and write the meaning of the word
...
ancestry
a leap year
amateur
Write the meaning of
the underlined word.
cane
saw
rides
sip
Please note that
word-
guessing is more used as a reading strategy than a
vocabulary-building
strategy;
word-guessing can never replace
dictionary because the former is never as
reliable as the latter in term of
precision in meaning;
word-guessing is
inversely proportional to your required
comprehension;
that is, the more you
would like to understand, the less you should use
the
word-guessing strategy;
word-guessing does NOT work wonders for
all kinds of reading.
?
Practice
?
?
The section on
falconry
described fourteen
classes of birds.
Harold Bate, a
British inventor, fuels his car with
pigs
‘
manure
.
But any animal waste will do
–
dogs
‘
,
cats
‘
,
goats
‘
,
horses
‘
, and
-
-
-
-
-
-
-
-
-
上一篇：吸塑包装术语中英文对照
下一篇：塑胶模具类中英文对照专业术语