Ø 课程简介

泛读是英语专业基础阶段的一门重要课程,旨在帮助学生通过大量阅读来提高英语水平,扩大知识面。本课程的教学目的是提高学生的英语阅读理解能力和阅读速度,增强英语语感,扩大词汇量,増加英语国家文化背景知识，同时，综合培养学生的分析问题和解决问题能力。

本课程的任务是指导学生在“泛”与“读”两个方面同时提高。“泛”指语言素材题材广泛,内容呈百科知识性，文体呈多样性。本课程指导学生广泛涉猎英语国家的社会、历史、文化、文学、艺术、宗教、政治、经济、科技、体育、环境保护、风土人情等各个领域的阅读材料，广泛阅读记叙、说明、议论、新闻、广告、小说、诗歌、戏剧等语言风格不同的各类语篇。“读”指全面系统的阅读训练。本课程指导学生掌握细读、略读、寻读、评读等方法,学会快速、准确地获取并处理信息,并通过各种练习,培养假设判断、分析归纳、推理检验等逻辑思维能力。

课程的基本要求

1、本课程要求学生在课堂上快速阅读教材中的各类语篇，积极参与课堂发言和小组讨论，认真完成相关练习，掌握阅读方法与技巧。

2、本课程要求学生课下学以致用，灵活应用在课堂上学到的阅读技巧，广泛阅读简写本英文小说、原版经典小说与通俗读物、各类报刊文摘、网上英文语篇，以及日常生活中的各类英文资料。

本课程主要使用一下《泛读教程》系列的第一册和第二册，简介如下：

《泛读教程（1 学生用书 第2版 修订版）/新世纪高等院校英语专业本科生系列教材》按照英语专业教学大纲设计，旨在打造完整的英语专业学科体系，全面促进学生的语言技能、学科素养和创新能力的培养。《泛读教程（1 学生用书 第2版 修订版）/新世纪高等院校英语专业本科生系列教材》是其中的泛读教程第1册，适合一年级泛读课使用。

目录:Reading Skill： Context Clues to Word Meaning
Unit 1 University Student Life
Texts： Ten Commandments for a College Freshman
Getting the Best Value for Time
Unit 2 Culture Shock
Texts： Making a Cultural Change
Culture Shock： A Fish out of Water
Unit 3 The Movies
Texts： Why Some People Love Horror Movies
How to Watch a Movie？
Unit 4 Food
Texts： A Food Tour of the United States
Eating the Sichuanese Way

Reading Skill： Understanding Sentence
Unit 5 Bible Stories
Texts： Genesis
The Birth of Jesus Christ
Unit 6 Business
Texts： Levi Strauss & Company
What Is the WTO？
Unit 7 Sports
Texts： Nanjing Secures 2014 Youth Olympic Games
How the Olympic Games Started？
Unit 8 Shyness
Texts： Overcome Shyness
How to Make a Good Impression？
Unit 9 Festivals and Holidays
Texts： Christmas
Celebrating the Chinese New Year at Home and Abroad

Reading Skill： Distinguishing Topic from Main Idea
Unit 10 Advertising
Texts： International Advertising as a Communication Process
How Advertising Is Done？
Unit 11 Psychology
Texts： Maslow's Hierarchy of Needs - Psychology in Business
General Psychology： The Study of Behavior
Unit 12 Information Technology
Texts： Open Education's Wide World of Possibilities
Apple's IPhone： The Untold Story
Unit 13 Physical Fitness
Texts： Eight Myths About Physical Fitness
Fitness Fundamentals： Begin and Maintain an Exercise Program
Unit 14 Pseudoscience
Texts： Analyze Yourself with the Help of Doodles
Horoscopes
Unit 15 Fiction
Texts： How to Read Fiction： A Letter from Howard Pease to a Fan
The Old Man and the Sea （An Excerpt）

《泛读教程2（学生用书 第2版 修订版）/新世纪高等院校英语专业本科生系列教材》共十五单元，按阅读方法编为三到四组，每一单元分三个部分，结构如下：第一部分（Section A）是为课堂教学设计的，一般不要求学生预习。
　　词汇测试（Word Pretest）所列单词选自第一部分的课文，大多为有可能妨碍理解的生词或重要的常用词。这一练习形式替代了生词表，其目的是帮助学生顺利阅读课文。
　　阅读方法（Reading Skill）循序渐进地系统介绍各种阅读技能。第二册针对一年级学生阅读常常“只见树木，不见森林”的现象，增加了阅读理解（Reading Comprehension）练习，重点培养学生把握文本中心思想的能力。重阅读速词汇练习（Vocabulary Building）：第二册除构词法外，还有语义辨认、动词搭配、同义词及反义词等方面的练习。
　　第二部分（Section B）有四至五篇相关题材的短文，主要用于快速阅读训l练，学生不得预习。阅读必须在规定时间内完成，但教师可根据学生的情况对阅读时间进行适当调整。
　　第三部分（Section C）所选课文（Text）长度超过第一部分的课文，内容是对相关题材的深化或补充，供学生课外阅读，教师在课堂上进行检查，也可结合第一部分的课文作适当讲解。每个单元的最后有若干阅读理解题和两或三道思考题，可供学生用作讨论或写作话题。

Reading Skill：Finding the Main Idea
Unit 1 Generation
Text I：The Law VS．the Piano
Text II：Bricklayer’s Boy
Unit 2 Music
Text I：A History of Music in America
Text II：Listening to Music
Unit 3 Climate
Text I：More Voices Needed in Climate Debate
Text II：Types of Climate
Unit 4 Work
Text I：Why People Work
Text II：Who Makes It to the Top?

Reading Skill：Recognizing the Pattern of Details
Unit 5 The African-Americans
Text I：How Barrack Obama Became the First African American
President of the US：The Untold Story
Text II：The First Black Woman Receiving Nobel Prize in Literature
Unit 6 Greek Stories
Text I：Orpheus and Eurydice
Text II：The Return of Odysseus
Unit 7 Attitude Towards Life
Text I：The Simple Wisdom in Having the Right Attitude
Text II： Dare Mighty Things
Unit 8 First Aid
Text I：First Aid
Text II：How to Deal with Common Emergencies

Reading Skill：Outlining
Unit 9 Creativity
Text I：Where Do Those Bright Ideas Come from?
Text II：How to Get a Great Idea?
Unit 10 Travel
Text I：What Are the Different Types of Tourism
Text II：Tourism
Unit 11 Examinations
Text I：Types of Examinations
Text II：Cheating：Alive and Flourishing
Unit 12 Intellectual Property
Text I：Copyright
Text II：The Apple Versus Samsung Patent Showdown Explained
Unit 13 War
Text I：The Changing Nature of War
Text II：How Did World War II Start?
Unit 14 Housing
Text I：Show Me the Way to Go Home
Text II：Mobile Homes
Unit I5 Drama
Text：A Question of Ethics

Ø 教学大纲

总学时数：140学时

适用的专业范围及层次： 全日制三年英语教育专业一、二年级学生；

学分：8

考核方式：考试

编制人： 欧丽莹 林畅

说  明

一、教学目的和要求

英语阅读课是全日制专科英语教育专业学生必修的一门英语基础课。开设此课程的任务和目的是：培养学生的英语阅读理解能力，提高学生英语阅读速度；培养学生细致观察语言以及假设判断、分析归纳、推理验证等逻辑思维能力；提高学生阅读技能，并通过阅读训练帮助学生扩大词汇量、培养学生对篇章结构的理解、把握和运用能力，并提高学生吸收语言和文化背景知识的敏感度，为学生日后的独立阅读学习打下良好的基础。

本课程要求学生掌握以下几个方面的能力：

（一）能读懂英语国家出版的中等难度的各类题材的文章，阅读速度为每分钟100—140个单词，了解中心大意，抓住主要论点或情节，熟悉文章结构布局，根据语境和构词法判断词义，能根据所阅读的材料进行推理、归纳和分析，领会作者的真实意图。

（二）能在3—4分钟内快速阅读1000词左右难度浅显的文章（生词量不超过总词数的3%），快速获取所需信息，并能根据阅读技巧推测和判断词义。理解准确率要求以70%—80%为合格。

（三）能根据不同阅读目的灵活运用各种阅读技巧，如细读、略读、扫读、研读等方法。

（四）要求能熟练地使用中小型英语词典和构词法词典，学会利用图书馆查阅参考书和上网查阅相关资料，独立解决大部分语言难点和一些背景知识。

（五）要求在文化素养方面有一定的知识面，对英国国家的地理历史、社会状况、文化传统、风俗习惯等有一定的了解。

（六）能大量阅读大量难易程度相当的课外读物和英语报刊（如21th Century,China Daily,Morning Post),并写出读书报告，进一步实践阅读技能，提高独立的阅读能力。

在教学过程中，不过分地追求字词的用法，而应注重激发学生的阅读兴趣，激发学生的已知信息，通过预测-验证-讨论-质疑-总结等一系列活动引导学生吸收新的信息，从而构建新旧信息的有机联系，扩大学生的知识层面。同时，让学生在轻松的环境中掌握知识及阅读方法，使学习语言变成欣赏语言，欣赏作品，了解文化背景，让学生真正经历阅读的过程。

二、课程内容和学时分配

在教学内容的安排上，通过循序渐进的方式，使学生逐步从浅到深 、从简单到复杂地掌握英语阅读技巧，并把所学的知识应用于各种阅读学习中去，包括教师的授课技巧训练任务中去。根据教学计划规定的学时数，总学时（不包括考试学时）为140，具体学时分配如下表，仅供参考.

课程内容和学时分配表

章数	内容	理论学时	实践学时	总学时
Unit 1	University Student Life	2	2	4
Unit 2	Culture Shock	2	2	4
Unit 3	The Movies	1	3	4
Unit  4	Food	2	2	4
Unit  5	Bible Stories	2	2	4
Unit  6	Business	1	3	4
Unit  7	Sports	2	2	4
Unit  8	Shyness	1	3	4
Unit  9	Festivals and Holidays	2	2	4
Unit  10	Advertising	2	2	4
Unit  11	Psychology	1	3	4
Unit  12	Information Technology	1	3	4
Unit  13	Physical Fitness	2	2	4
Unit  14	Pseudoscience	2	2	4
Unit  15	Fiction	1	3	4
Reading Skills		2	6	8
合   计		26	42	68
章数	内容	理论学时	实践学时	总学时
Unit  1	Generation	2	2	4
Unit 2	Music	2	2	4
Unit 3	Climate	1	3	4
Unit  4	Work	2	2	4
Unit  5	The African-Americans	2	2	4
Unit  6	Greek Stories	3	3	6
Unit  7	Attitude towards life	2	2	4
Unit  8	First Aid	2	2	4
Unit  9	Creativity	2	2	4
Unit  10	Travel	1	3	4
Unit  11	Examinations	1	3	4
Unit  12	Intellectual Property	2	2	4
Unit  13	War	3	3	6
Unit  14	Housing	2	2	4
Unit  15	Drama	1	3	4
Reading skills		2	8	10
合   计		28	44	72

三、教学建议

原则上教师应该遵照教学大纲的要求，以及大纲所确定的基本内容完成教学任务，但对教学内容的顺序安排，教学时数的分配等方面，可根据实际情况灵活处理。本课程以教材为主, 课外读物为辅, 任课教师可根据情况自行选择讲授, 其余可作为学生自学内容。

四、理论教学部分

BOOK ONE

UNIT 1 University Student life

Teaching objectives:acknowledge students with the information about how to be good a student and some reading skills.

Teaching contents:
TEXTⅠ:  Ten Commandments for a College Freshman
TIXTⅡ: Getting the Best Value for Time
UNIT 2 Culture Shock

Teaching objectives:acknowledge students with the information about cultural shock  and some reading skills.

Teaching contents:
TEXTⅠ: Making a Cultural Change
TIXTⅡ: Culture Shock: A Fish out of Water
UNIT 3 The Movies

Teaching objectives:acknowledge students with the information about movies  and some reading skills.

Teaching contents:
TEXTⅠ: Why Some People Love Horror Movies

TIXTⅡ: How to Watch a Movie?

UNIT 4 Food

Teaching objectives:acknowledge students with the information about food culture and some reading skills.

Teaching contents:
TEXTⅠ: A Food Tour of the United Sates
TIXTⅡ: Eating the Sichuanese Way

UNIT 5 Bible Stories

Teaching objectives:acknowledge students with the information about the Bible and some reading skills.

Teaching contents:
TEXTⅠ: Genesis
TIXTⅡ: The Birth of Jesus Christ

UNIT 6 Business

Teaching objectives:acknowledge students with the information about business and affairs and some reading skills.

Teaching contents:
TEXTⅠ: Levi Strauss & Company
TIXTⅡ: What Is the WTO?

UNIT 7 Sports

Teaching objectives:acknowledge students with the information about olympic sports and some reading skills.

Teaching contents:
TEXTⅠ: Nanjing Secures 2014 Youth Olympic Games

TIXTⅡ: How the Olympic Games Started
UNIT 8 Shyness

Teaching objectives:acknowledge students with the information about how to overcome shyness and some reading skills.

Teaching contents:
TEXTⅠ: Overcome Shyness
TIXTⅡ: How to Make a Good Impression

UNIT 9 Festivals and Holidays

Teaching objectives:acknowledge students with the information about the Chinese and foreign festivals and some reading skills.

Teaching contents:
TEXTⅠ:Christmas
TIXTⅡ: Celebrating the Chinese New Year Home and Abroad

UNIT 10 Advertising

Teaching objectives:acknowledge students with the information about the advertising process and some reading skills.

Teaching contents:
TEXTⅠ: International Advertising as a Communication Process
TIXTⅡ: How Advertisement Is Done

UNIT 11Psychology

Teaching objectives:acknowledge students with the information about psychology and some reading skills.

Teaching contents:
TEXTⅠ: Maslow's Hierarchy of Needs
TIXTⅡ: General Psychology: The Study of Behavior

UNIT 12 Information Technology

Teaching objectives:acknowledge students with the information about technlogy and some reading skills.

Teaching contents:
TEXTⅠ: Open Education’s Wide World of Possibilities
TIXTⅡ: Apple’s iPhone:The Untold Story

UNIT 13 Physical Fitness

Teaching objectives:acknowledge students with the information about how to keep fit and some reading skills.

Teaching contents:
TEXTⅠ: Eight Myths about Physical Fitness
TIXTⅡ: Fitness Fundamentals:Begin and Maintain an Exercise Program

UNIT 14 pseudoscience

Teaching objectives:acknowledge students with the information about horoscoppes and some reading skills.

Teaching contents:
TEXTⅠ: Analyze Yourself with the Help of Doodles
TIXTⅡ: Horoscopes

UNIT 15 Fiction

Teaching objectives:acknowledge students with the information about descibing the story and some reading skills.

Teaching contents:
TEXTⅠ:How to Read Fiction: A letter from Howard Pease to a Fan

TIXTⅡ: The Old Man and the Sea (An Excerpt)

BOOK TWO

UNIT 1 Generation

Teaching objectives: acknowledge students with the information about generation gap

Teaching contents:
TEXT Ⅰ:The Law vs. the Piano
TEXT Ⅱ: Bricklayer’s Boy

Unit 2

Teaching objectives: acknowledge students with the information about music and some reading skills.

Teaching contents:
TEXT Ⅰ:Music's History May Show a Path to Future Peace
TEXT Ⅱ:Listening to Music

UNIT 3 Climate

Teaching objectives: acknowledge students with the information about whether and climate and some reading skills.

Teaching contents:
TEXT Ⅰ:More Voices Needed in Climate Debate
TEXT Ⅱ:Types of Climate

UNIT 4 Work

Teaching objectives: acknowledge students with the information about the meanings of working and some reading skills.

Teaching contents:
TEXT Ⅰ:Why People Work
TEXT Ⅱ:Who Makes It to the Top?-Upward Mobility in the Business World

UNIT 5 African-Americans

Teaching objectives: acknowledge students with the information about making a wonderful speech and some reading skills.

Teaching contents:
TEXT Ⅰ:How Barrack Obama Became The First African American President of the U.S.: the Untold Story

TEXT Ⅱ:The First Black Woman Receiving Nobel Prize in Literature

UNIT 6 Greek Stories

Teaching objectives: acknowledge students with the information about the Greek mythologies and some reading skills.

Teaching contents:
TEXT Ⅰ:Orpheus and Eurydice
TEXT Ⅱ:The Return of Odysseus

UNIT 7 Attitude toward life

Teaching objectives: acknowledge students with the information about  the power of personal attitudes and some reading skills.

Teaching contents:
TEXT Ⅰ:The Simple Wisdom in Having the Right Attitude

TEXT Ⅱ:Dare Mighty Things

UNIT8 First Aid

Teaching objectives: acknowledge students with the information about first aid and some reading skills.

Teaching contents:
TEXT Ⅰ:First Aid
TEXT Ⅱ:How to Deal with Common Emergencies

UNIT 9 Creativity

Teaching objectives: acknowledge students with the information about how to get a good  idea and some reading skills.

Teaching contents:
TEXT Ⅰ:Where Do Those Bright Ideas Come From?
TEXT Ⅱ:How to Get a Great Idea?

UNIT 10 Travel

Teaching objectives:

acknowledge students with the information about travel and some reading skills.

Teaching contents:
TEXT Ⅰ:What are the Different Types of Tourism
TEXT Ⅱ:Tourism
UNIT 11 Examination

Teaching objectives: acknowledge students with the information about examination and some reading skills.

Teaching contents:
TEXT Ⅰ:Types of Examinations
TEXT Ⅱ:Cheating: Alive and Flourishing

UNIT 12 Intellectual Property

Teaching objectives: acknowledge students with the information about the coppyright and some reading skills.

Teaching contents:
TEXT Ⅰ:Copyright
TEXT Ⅱ:The Apple Versus Samsung Patent Showdown Explained

UNIT 13 War Ⅱ

Teaching objectives: acknowledge students with the information about  war and some reading skills.

Teaching contents:
TEXT Ⅰ: The Changing Nature of War
TEXT Ⅱ: How Did World War Ⅱ Start?

UNIT 14 Housing

Teaching objectives: acknowledge students with the information about housing and some reading skills.

Teaching contents:
TEXT Ⅰ: Show Me the Way to Go Home
TEXT Ⅱ: Mobile Homes

UNIT 15 Drama

Teaching objectives: acknowledge students with the information about Ethics and some reading skills.

Teaching contents:
TEXT Ⅰ:A Questions of Ethics

五、实践教学部分

学 期	内    容	课 时
第一学期	在文字浅显（一篇为550－750词），词汇难度控制在2000之内，且结构简单的语篇内，提高阅读速度（速度为100－120/ｗｐｍ），培养以下理解及判断能力和阅读技巧： １．.意群阅读法 ２．扩大眼距法 ３．主题句的确定及其在语篇的表现方式 ４．发展句的内在联系，及其与主题句的语篇关系 ５．信号词的初步把握（主要有表转折关系如but,however和排列关系如first,last和并列关系如besides,furthermore等） ６．段落模式的识别 ７．根据重要论据或重要细节判断主题，掌握主要论点和主要情节 ８．初步的猜词技巧 ９．句子深层含义的判断 １０．文章结构的总结以及篇章结构的主要形式 １１．略读能力和扫读能力的培养	19 学时
第二学期 第三学期	文章难度稍加，词量增加（一篇为750－950词），词汇难度控制在3000基本词汇之内，结构稍微复杂的语篇内，提高阅读速度（速度为120－140/ｗｐｍ），培养以下理解及判断能力和阅读技巧： １．对掌握材料进行归纳、分析、推理和判断能力 ２．词汇知识（构词法、词的分类、词义、同音词、行似词的辨别等） ３．谚语和成语掌握 ４．信号词的位置、功能及对语篇的影响（举例、转折、并列、原因和结果、信息添加等） ５．猜词法（根据上下文线索确定词义） ６．词的关联性在语境中的运用 ７．语篇结构（对比／对照等） ８．略读能力和扫读能力的进一步培养 ９．初步模仿文章结构进行关于某一主题和文化资料的收集能力 １０．上网收集材料，进行中外文化差异的初步研究方法 文章难度增加, 语篇结构较复杂，词量增加（一篇为750－1200词）, 提高学生阅读速度（速度为100－120/ｗｐｍ），培养以下理解及判断能力和阅读技巧： 1. 猜词的综合技巧的运用（构词法＋词性判断＋上下文线索） 2. 复杂句子的结构分析 3. 主题句或主题段落的确定 4. 文章结构分析及总论点、分论点和论据之间的关系 5. 重要细节及其与主题的联系. 6. 扫读和细读能力的培养 7. 事实与观点的辨别 8. 判断各种指代关系 9. 合理判断、推论 10. 归纳和概括技巧(提取文章提纲法) 11. 阅读欣赏能力培养 1). 文章体裁与文章结构关联分析 2). 修辞手法分析 (比喻等) 3). 想象力的培养 (题目预测法) 11. 短篇小说欣赏技巧 13. 利用语篇、语用和语境知识判断作者的真实意图 14. 课外读书笔记设计	23 学时 21 学时
第四学期	文章难度进一步增加, 语篇结构更复杂，提高阅读速度（速度为120－140/ｗｐｍ），词量增加（一篇为750－1400词）, 培养学生根据不同的阅读目综合运用各种阅读方法。主要以下理解及判断能力和阅读技巧： 1. 猜词的综合技巧的运用（构词法＋词性判断＋上下文线索） 2. 合理判断、推论 3. 重要细节及其与主题的联系 4. 文章结构分析及总论点,分论点和论据之间的关系 5. 中篇小说、诗歌、散文和演讲等文学体裁文章欣赏技巧 6. 上网或到图书馆收集材料，进行中外文化差异对比研究方法 7. 结合大英四、六级考试，模仿范文结构进行写作练习	23 学时
合 计		86

六、建议使用教材及主要参考书

王守仁等主编:《新编英语泛读教程１－２》上海外语教育出版社。

樊恒夫等主编：《英语阅读教程1－４》重庆大学出版社。

陈立华主编：《英语阅读教程 2》  高等教育出版社。

杜学增主编：《英语阅读的方法和技能》。外语教学和研究出版社。

吕凤芳主编：《英语阅读技巧》   上海外语教育出版社。

杨立民主编：《现代大学英语阅读1-2》外语教学和研究出版社.

覃朝宪等主编：《大学英语课堂限时阅读1-4》 重庆大学出版社。

Guangzhou Morning Post  《广州早报-精英周刊》

21st Century《21世纪》

Ø 教案设计（节选）

《泛读教程》（第一册）

课题	Unit 1 university student life
目的要求	介绍阅读的相关内容和技巧；探讨大学生活的意义。
重点难点	阅读的方法;猜词技巧;关于教育的词汇积累
方法及手段	讲练结合
学时	4

Teaching procedures:

Step 1.Greeting  and performance: the first day in college; the romance on campus.

Step 2 introducing the use of this course:

(1). Developing skills for comprehensive reading in English

 A. skills for guessing the unfamiliar English words

 B. skills for finding the topic sentence and topic paragraph

 C. skills for summarizing the general meaning

 D. skills for analyzing the style and structure

 E. skills for cultivating the ability of imagination

(2). Extending our knowledge and deepening our understanding

(3). Getting more cultural information

(4). Improving reading comprehension

(5). Enlarging vocabulary.

(6). Arousing reading interest.

(7). Fostering a habit of reading.

Step 3 Talking about the difficulties in reading

Step4 Requirement of this course.                                

Step 5 context skills for reading

英语阅读理解中的猜词技巧

一、根据上下文情景进行猜测
猜测任何词义都离不开上下文的语境,所以可借助上下文语境对需要猜测的词或短语进行合乎逻辑的推测。

1. The underlined word "Change" means _______.
A. Idea B. Decision C. Cups D. Coins
[原文] So she made it easy, placing cups in rooms where students could leave their spare coins, and handing out cups to first-year students to keep in their rooms. Her "Change for Change" effort has collected $ 40,000 for charities(慈善机构) , which were decided upon by students .
2. The underlined word "one" refers to ________.
A. the President B. the director
C. an actor          D. a look-alike
[原文] The president has started using look-alikes during some public appearances. Dave is offered a chance to "serve his country" by becoming one.

二、 根据上下文的指代关系进行猜测
英语中代词使用得比较频繁,文章中的代词one, it, that, he, him 或them等可以指上文提到的人或事物。有时代词与指代的对象相隔较远,要认真查找;有时需要对前面提到的内容进行总结,才能得出代词所指代的事。

3. The underlined word "conflict" means ________.
A. dependent life B. fierce fight
C. bad manners   D. painful feeling
[原文] And if you've gathered your friends around you to rebuild a happy family atmosphere(气氛), you may fear that saying no will bring back the kind of conflict you grew up with-or destroy the nice atmosphere you now enjoy.

三、根据同义关系进行猜测
当词或短语之间有并列连词and 或or时,其连接的两项内容在含义上是接近的或递进的,由此确定同等关系中的某个生词所属的义域,由此可推知其大致意思

4. The word "favoritism" is used to describe the phenomenon that ________.
A. bright children also need certificates to get satisfying jobs
B. children from well-respected schools tend to have good jobs
C. poor children with certificates are favored in job markets
D. children attending ordinary schools achieve great success
[原文] Without examinations, employers will look for employees from the highly respected schools and from families known to them---a form of favoritism will replace equality.

四、根据同位关系进行猜测
阅读中出现的难词有时后面紧跟一个同位语,对其进行解释,这时可利用同位关系对前面或后面的词义或句意进行猜测.

5. What does the underlined word "hassle" probably mean?
A. a party designed by specialists

B. a plan requiring careful thought
C. a situation causing difficulty or trouble
D. a demand made by guests
[原文] A child's birthday party doesn't have to be a hassle; it can be a basket of fun, according to Beth Anaclerio, an Evaston mother of two, ages 4 and 18 months.

五、根据转折或对比关系进行猜测
根据上下句的连接词,如but, however, otherwise等就可以看到前后句在意义上的差别,从而依据某一句的含义,来确定另一句的含义。另外,分号也可以表示转折、对比或不相干的意义。

附：答案

　　ＤＤＤＢＣ

英语阅读理解中的猜词技巧（续）－－相关练习

1．Ottawa has given out special passes to some 300 US citizens in that area so they can enter the country when Canadian customs stations are closed, but the US stopped a similar program last May. That forces the people to a 200-mile detour along hilly roads to get home through another border checkpoint.
61．The underlined word “detour” means       .
A．a drive through the town     6

B．a race across the fields
C．a roundabout way of traveling

D．a journey in the mountain area

2. “My grandmothers didn’t do anything but keep house and serve everybody. They were programmed to do that,” said Emils Comette, head of a chapter of the 7-year-old Red Hat Society.
44．The underlined word “chapter” means __________.
A．one branch of an organization

B．a written agreement of a club
C．one part of a collection of poems

D．a period in a society’s history

3. “The safety issue is a big one,” says Joe Mahoney, who quickly discovered he wasn’t alone in his worries. On campus tours other parents voiced similar concerns, and the same question was always asked: what about crime? But when college officials always gave the same answer — “That’s not a problem here.” — Mahoney began to feel uneasy.
“No crime whatsoever?” comments Mahoney today. “I just don’t buy it.” Nor should he: in 1999 the U.S. Department of Education had reports of nearly 400,000 serious crimes on or around our campuses.

58. The underlined word “buy” means ______.
A. mind    B. admit    C. believe     D. expect

4. DARPA , organized the race as part of a push to develop robotic vehicles for future battlefields . But the Grand Challenge , as it was called , just proved how difficult it is to get a car to speed across an unfamiliar desert without human guidance . One turned upside down . One took off in entirely the wrong direction and had to be disabled by remote (远距离的) control . The “winner,” if there was any , reached 7.8 miles before it ran into a long , narrow hole , and the front wheels caught on fire .
69. “Robotic vehicles” are a kind of machines that .
A can do effortlessly whatever tasks living thing can
B can take part in a race across 142 miles with a time limit
C can show off their ability to turn themselves upside down
D can move from place to place without being driven by human beings

5. Charlotte's tale was inspired by the girls' coin collection. "We've collected foreign coins for years – since our families went on holiday to Tenerife." she explains. "That was before the Euro, so we put pesetas in." Lauren continues: "I find a coin in the road, go to get it and get run over. I'm in hospital and then I die." Charlotte adds: "Or she might not die. I haven't decided yet."
60. The underlined word "pesetas" is a kind of _____.
A. story B. collection C. inspiration D. foreign coin

6.The tea gardens in Sri Lanka are actually large estates(种植园). The best tea usually comes from plants grown on high grounds, the cool hilltops with rows and rows of tea plants. The plants are about one metre apart. The plant is often pruned so that it remains only 60 to 90 centimetres high. Pruning is important because it encourages the growth of tender shoots, or young leaves. It is from these shoots that the best tea is got.
68．The word “pruning” means .
A．regular cutting of the plants
B．frequent watering
C．regular use of chemicals
D．growing the plants high in the mountain

7.Towards the evening, there comes the grand finale of the opening day, an extremely exciting horserace. All the riders run very fast on horseback. Some riders hang off the side of their saddles. Some even ride upside down -- their legs and feet straight up in the air -- all at full speed. Others rush down the course together, men arm in arm, on different horses. On and on they went. SO fast and so wonderful!
56. The underlined word "finale" in the fourth paragraph most probably means the ________of the opening day.

A first part B. middle C. last part D. whole

8. Rainforests like the Amazon are important for mopping up CO2 from the atmosphere and helping to slow global warming . Currently the trees in the Amazon take in around 500 million tons of CO2 each year; equal to the total amount of CO2 giving off in the UK each year. But how will the Amazon react to future climate change?

64．The underlined phrase “mopping up” in the second paragraph means .
A. cleaning up    B. taking in      C. wiping out      D. giving out

9. Being considered a leader in our society is indeed of high praise. Leadership means power,
commands respect and, most important, encourages achievement. Unlike vitamin C, leadership skills can't be easily swallowed down. They must be carefully cultivated.
Different from popular belief, most good leaders are made, not born. They learn their skills in their everyday lives. But which do they develop? How do they (and how can you) get others to follow? Always give credit.

60. The underlined word "cultivated" roughly means _______.
A. encouraged  B. compared  C. examined  D. developed

10. It is true that lighthouses were built in out-of-the-way places. But on a pleasant sunny summer day, this very isolation has a natural beauty that many people will love to experience. Therefore, with the gentle waves touching all round the lighthouse, the visitor is likely to think it 13 a world preferable to the busy and noisy modem life.
68. The underlined phrase "out-of-the-way" means        
A. far-away    B. dangerous     C. ancient      D .secret

11. “Kim,” began Bill Williams, “I am very pleased with the quality of your work. I have nothing but praise for your devotion and your hard work. My only concern is that you are not active enough in putting forward your suggestions. What I expect is for you to think independently and introduce new ideas. I need more input from you—more feedback on how things are going. I don’t need a “yes man”. You never tell me what you think. You just smile as though everything is fine.”
“But,” said Kim, “I feel that since you are my superior, it would be presumptuous of me to tell you what to do.”
70. The underlined word “presumptuous” is closest in meaning to “_____”.
A. full of respect              B. too confident and rude
C. lacking in experience        D. too shy and quiet

12. Many creative thinkers state that they have completely devoted themselves to the subject matter of the problem, often over fairly long periods of time. Indeed, it would be strange if they had not done this. Nothing in such statements supports the idea that there is anything very different about the problem solving that leads to discoveries of the great contributions to the society.
54. What does the underlined word “this” refer to?        
A. Great contributions to the society
B. Long-time study of the subject matter.
C. Various statements about problem solving.
D. Complete devotion to artistic creation.

13. T-shirts out; uniforms in
School uniforms are becoming more and more popular across the U.S.A. That’s no surprise, because they offer many benefits. They immediately end the powerful social sorting and labeling (标记) that come from clothing. Some people are against the strict rule of school uniforms, but they do not realize that students already accept a kind of rule — wanting to look just like their friends.
72. The underlined word “benefits” probably means         .
A. tasks      B. messages      C. differences    D. advantages

附答案：

1-5   CACDD

6-10 ACBDA

11-13  BDD

Step 6 doing some exercise about this clue:

Step 7Reading Section A                                  

Pre-reading:

(1) have the Ss discuss their university lives and learn the new word  

(2) have the Ss discuss the structure of this passage and talk about the function of subtitle

（3）Finish the section and the practices in 10 min.  

《泛读教程》（第二册）

Chapter	Unit 1 Generation
Teaching Objectives	1. practicing guessing the meanings of new words based on contextual clues 2. Practicing skimming and scanning 3. Practicing understanding sentences 4. learning to master and practice the skill of finding the main idea 5. Learning to consolidate vocabulary growth by mastering some stems (duce, ject, mit, pel) prefixes and suffixes 6. Knowing about cultural information
Teaching Focus	1. distinguishing between topic and main idea 2. distinguishing main idea from supporting details 3. figuring out or working out main idea
Teaching Difficulties	1. figuring out the topic of a reading passage 2. finding or summarizing the main idea of a reading passage 3. knowing about background knowledge related to American Dream and generation gap
Teaching Duration	4 periods
Teaching Method	1. Presentation 2. Top-down approach 3. PWP teaching approach 4. Reading circle approach 5. Task-based approach
Assignments	Students are supposed to do the following: 1. Reading  the passage: The Bricklayer’s Boy and finishing doing related exercises 2. Figuring out what is the myth of American society 3. Searching for information related to American Dream 4. Making a list of words based on the stems given as the objectives of this unit

※ Teaching procedures

Step I Introduction

Two categories of articles : narrative and expository

a.   setting                  Nick was a big fish in a pond…

initiative event            One day it found a worm so juicy and delicious

reflection                It really wanted to taste…

attempt                  Nick finally bite it…

consequence             it was pulled out of water by a hook…

self-reflection            Nick was so sorrowful he thought…

b.  introductory part      

topic part            

supportive part     →exemplifying

                   listing

                  cause-effect

                  contrast

                  comparing

                  generalization

                  deduction

                  citations

c．ending part

The passages in unit one and two are expository articles. Today we are going to appreciate narrative articles, and be familiar with the narrative order and contrast words or forms.

2.  So today we are going to discuss and learn to deal with generation gap ,a inevitable question for all .Let’s browse the third unit ,Text 1 The Law vs. the Piano, Text2 Bricklayer’s Boy. They are all stories about generation gap . Somewhat we call them typical examples. Children suffer a lot from their parents’ stereotypes.

In section B, we will learn how to deal with generation gap as parents. OK, let’s turn on the new leaf from word pretest.

Step II section A

1.Word pretest: asking students to read through the sentences and choose the best meaning.

2. text 1

1)*Skimming through the text and then finish the questions for comprehension.

2)*and finding out the synonyms or antonyms from the passage.

 

antonyms

Increase---decrease

Reasonable----unreasonable

Oppose----support/agree/per-mit

synonyms

interrupt---disturb

finish----complete

compliment----praise

3)reading skill: finding the main idea:

what is the topic or subject being discussed?

 The argument between Dan and Sussie

*in your own words, what is the writer’s main idea about this topic?

The father required his daughter to work hard on law while his daughter intended to become a panist.

*what are the specific details that support the main idea?

The quotations.

4)checking the reading comprehension.

5)word search

6)semantic variantions

7)stems

8)antonyms

9)cloze

Step III section B

1)asking students to finish the five passages in 10 minutes.

2)checking the answers.

Step IV. Homework Assignment

Ss are supposed to

1. read the passage: The Bricklayer’s Boy and finishing doing related exercises

2. figure out what is the myth of American society

3. search for information related to American Dream

4. making a list of words based on the stems given as the objectives of this unit