深化英语阅读教学提高英语写作能力IntegratedTeachinof

1、深化英语阅读教学深化英语阅读教学提高英语写作能力提高英语写作能力 integrated teaching of reading and writing一、阅读与写作的关系读书破万卷，下笔如有神。 根据这两句诗，人们认识到阅读和写作之间的密切关系，从而得出一个结论：要想提高写作能力，必须进行大量阅读。的确，阅读与写作之间与直接存在着十分密切而有机的联系。 从理论上讲，阅读和写作是两个相似的、动态的、相互作用的过程，因为阅读者和写作者都运用一系列心理过程，积极参与搜索意义，创建认知语篇，他们都从一个共同的“认知基础”库里提取资料。实际上，写作本身就是模仿阅读的过程，而阅读也是模拟写作的行为，因为读

2、者在阅读过程必须揣摩写作者的意图，理解作者所要表达的思想，与作者进行互动。而写作时，作者也必须考虑阅读者的群体特征和心理需求。写作的过程也是与读者进行交流与对话的过程。但是有研究证明：阅读量大的人，写作水平未必就高，但是写作水平高的人，阅读量一定很大。这一研究结果表明：阅读的确会促进写作能力的提高，但是“量性阅读”和“质性阅读”对写作能力的提高有不同的影响。我们应当反思如何进行读书的问题，“读书破万卷”， 关键词是“破”，如何把书“读破”，是我们应当思考的问题，这对英语读写整合教学有很强的现实意义。目前英语阅读教学中的两个主要问题：1过分注重词汇和句子层面的教学，忽视语篇语义教学。 认为阅读教

3、学的主要目的是学习语言知识，因此讲解词汇，分析结构，翻译句子是主要的教学方法。将课文分解得支离破碎，严重忽视了语义的整体理解。学习结果：只见树木，不见森林。教师教得好辛苦，学生学得好痛苦穿新鞋，走老路2对课文处理过于粗放，严重忽视阅读效率英语课标指出：此次英语课程改革的重点是改变英语课程过分重视语法和词汇的讲解与传授，忽视对学生实际语言运用能力的培养的倾向。强调课文内容理解，重视快速阅读，只抓课文主旨大意，段落大意的理解，忽视对语言知识的输入与学习。过早地进行理解后的运用，比如讨论，辩论，角色扮演等。这种教学模式：念一念生词读一读课文做一做练习对一对答案对课文的处理基本上都是快速阅读，目的是培

4、养学生快速阅读的能力，检测性问题也都是表层理解，对语篇材料没有进行深度挖掘，造成课文资源浪费。许多学生认为，读一篇文章，只要做对了后面的几道练习（多为多项选择和正误判断），就算完成了阅读理解任务。学生用“眼睛阅读”，而不是用“大脑阅读”。思维能力培养不够是当前英语阅读教学中的严重问题。在常规的教材课文教学方面，我们应当讲“阅读教学的经济学”。在有限的时间内进行有限的课文教学，必须让学生在阅读学习过程中获得最大的收益，包括语言知识、语篇知识、文化信息、阅读能力、思维能力、情感态度等方面的发展，最终形成有效的综合语言运用能力。 阅读的平面理解和阅读的立体理解阅读教学的经济学就是时间和效益的关系问题

5、。“效益”不能简单地理解为“花最少的时间教最多的内容，而是让学生花最少的时间获得最大的收获”。普遍来说，在课堂阅读教学上的投资和收益不成正比，投资偏多，而效益偏低，阅读教学是典型的“费时较多，收效较低”的教学行为。这是违背经济学原理的。我们的基本目标是“费时较多，收效较高”，最终目标是“费时较少，收效较高”。no pains, no gains. 阅读教学的目的read to learn？learn to read？阅读教学的目的：1reading for information2reading for developing reading skills3reading for learnin

6、g the language4reading for pleasure5reading for writing如何深化阅读教学？如何加强阅读对写作的促进作用？如何大幅度地提高阅读教学的效益，是阅读教学的经济学所要解决的问题。坚持“以人为本”，用“科学教学观”来深化阅读教学，其根本途径是实施“阅读整体教学”。什么是阅读整体教学？阅读整体教学是指从不同角度，不同层面，针对不同的教学目的，对课文进行全面、系统而富有深度的分析性教学，不仅仅是理解性教学。阅读整体教学包括：阅读整体教学的理论基础：1语篇教学观 (text approach) 语篇是指一系列连续的话段或句子所构成的语言整体，它可以是对话，

7、也可以是独白，包括书面语，也包括口语。语篇是一种交际行为。语篇必须具有话题、语境和语义三个要素构成，具有完整性、衔接性和连贯性。其中衔接性和连贯性是语篇最为明显的特征。 语篇教学观突出语义，重视语言的交际功能，打破了以往单词和句子层面的阅读教学常规，让学生从整体语义的高度把握语篇信息，通过语篇分析(discourse analysis)，了解文章的组织结构，理解作者的写作意图，从更深更广的范围来全面获取语篇信息。语篇教学既注重语言形式，又注重语言功能，同时还注重语篇所涉及的语言文化知识。语篇教学旨在提高学生的语篇分析能力，引导学生既快又准确地弄清语篇的整体结构与主旨大意，以及为说明该主旨大意的

8、重要事实，进而根据上下文的逻辑关系做出合理的推论与判断，以最大限度地获取语篇中的完整意义。阅读理解能力实际上是指一个人的概念能力、背景知识和加工策略之间相互作用的结果。概念能力是阅读理解中最重要的因素。概念能力是指读者在阅读过程中如何把零散的信息升华为概念的能力。一些学生能轻而易举地做对一些客观理解题（查对事实，分清是非题），而对主观理解题（概括课文中心，作者意图，判断题，结论）成功率极低，实行语篇教学是提高逻辑推理、演绎、归纳等能力的根本途径。2图示理论 (schema theory) 图示(schema)是指人们大脑中所储存的相互关联的各种知识，观点与概念，包括内容图示和形式图示。 人的知

9、识是以图示(schema)的形式储存于长时记忆中。这些图示大小不同，相互连接，纵横交错，在长时记忆中形成一个巨大的立体网络系统。这就是我们常说的“联想”机制。图示网络由所注意的外部信息激活后而启动运作，有“以点击网”的效应，而且激活这一网络不是一次完成的，要多次反复。图示理论认为，阅读不是一个被动的“解码”(decoding)过程，而是一个复杂的心理过程和积极主动地思维过程；是读者和作者之间的一种非面对面的信息交流的互动过程；是读者基于自己的生活经验和文本信息进行意义建构的过程。阅读的过程是psycholinguistic guessing game, 心理语言学的猜测游戏图示理论指导下的阅读

10、心理机制是：预测、证实、扩展、修正、再预测、再证实的知觉循环过程。researches show that reading is incidentally visual. more information is contributed by the reader than by the print on the page. 三种不同的阅读教学模式：1 文本驱动型 data-driven approachbottom-up approach (60年代初）特点：重视语言知识对阅读理解的重要作用，阅读理解从词、短语、单句、段落一直到篇章顺序逐步深入。认为阅读行为是被动的“解码”过程。教学行为：分析

11、和讲解词汇知识和句子结构，采用翻译手段理解课文。问题：忽视读者在阅读过程中的主观能动性，忽视读者对阅读意义的自我构建。阅读速度慢，理解不够全面，容易造成“只见树木，不见森林”的现象。2 图式驱动型 schema-driven approachtop-down approach ( 60年代末）特点：强调读者先前的背景知识对阅读理解的重要作用，阅读活动不是被动的，而是主动的，是读者思维的过程， 是意义重新建构的过程。教学行为：重视主观预测和推理，重视快速阅读，重视文化教学。问题：过分强调读者的心理图式（schema)对阅读理解的重要意义，弱化读者的语言基础，忽视读者的“解码”过程。语言毕竟是信息

12、的最基本的载体。然而，文化，经验，认知水平等方面的差异也会导致图示的负面影响。3 相互作用型 interactive approach(70年代中期）特点：认为阅读过程既是语言文字的处理过程，也是读者对已有背景知识的运用和处理过程。在阅读过程中，读者会同时利用语言知识分析和背景知识进行预测从而获得正确的理解，bottom-up 和top-down两种模式往往是并行的或交叉使用的。优点：更能体现阅读过程的本质，比较适合外语或二语阅读教学。教学行为：整体阅读教学，从语篇上把握语义，培养阅读策略，同时加强语言知识学习。阅读整体教学模式阅读整体教学模式：这一整体阅读教学模式体现了：阅读理解的三个层次：

13、1）字面理解(literal comprehension)understanding the lines2）推断性理解 (inferential comprehension) understanding between the lines3) 评价性理解 (critical comprehension)understanding beyond the lines3语言知识和语篇知识的整合性结构语法和语篇语法的结合 structural grammar + discourse grammar4top-down 和 bottom-up 相结合先top-down, 然后再bottom-up实际上就是

14、interactive approach5语言学习和语言运用相结合语言分层输入和分层输出相结合三、语篇分析对阅读和写作整合 教学的意义语篇分析(discourse analysis) 是整体阅读教学的核心，也是阅读与写作教学整合的根本基础，因此阅读整体教学应首先从语篇分析入手。什么是语篇 (text)？语篇是是由一系列的句子或语段组织起来的能表达一个完整语义的篇章，它是超越句子层面的语义单位。语篇是一种交际活动(communicative occurrence), 应具有七项标准：衔接性、连贯性、意图性、完整性、语境性、信息性和互动性。因此，一篇文章的整体性不仅表现在结构层次（词，句，段）等方

15、面的联系，还表现在意义层次的联系，也就是作者所要表达的意图和写作的目的。什么是语篇分析 （discourse analysis / text analysis)？从整体理解语篇内容入手，分析句子与句子之间，段落与段落之间的衔接方式和逻辑思维的连贯方式，使学生具有统览全篇的能力，掌握文本的主题，同时掌握句子在表达篇章整体意义上所起的作用。中西方不同的思维模式西方的思维模式基本上是“直线型”(linear)，先概括，后细节；先抽象，后具体；先综合，后分析。首先直接切入主题，然后逐渐分点展开分析阐述，由主题句直接向纵深拓展。主要分为三种形式：思维模式1：一般-特殊型large cars cause

16、their owners several problems. first, they cost a lot of money. they are also more expensive to run, using twice as much as fuel as small cars and producing higher repair bills. moreover, they are more difficult to park, needing additional space.2) 整体细节式（previewdetail)段首句往往是概括主体思想，然后再引出具体细节。the work

17、ing conditions were poor. the tables where the workers sat were very high and uncomfortable. except for a half hour at lunchtime, there were no breaks in the day to relieve the boring work. there was no music. the walls of the workrooms were a dull gray color. i was amazed that the workers hadnt gon

18、e on strike. 思维模式2：问题解决型these days many soccer experts are asking how referees can do a better job. with so much money involved in the winning and losing of games, some soccer experts are speaking openly of getting rid of some bad referees because they make bad decisions during the game because they

19、 sometimes cannot see a foul on the field of play, one solution is to use video replays for controversial decisions. another solution would be to hire professional referees. 提出问题，分析问题，解决问题思维模式3：比较匹配型2语篇的微观分析语篇必须具有衔接和连贯的特征。语篇内句与句之间在概念上有联系，在排列上符合逻辑。衔接是语篇的有形网络，它通过词汇和语法手段让语句文理通顺。文章通过一定的衔接手段，将句与句，段与段有机地组

20、合起来，构成一个完整的语义整体。衔接可以通过文章的语篇标记(discourse markers)来观察。连贯是指句与句之间在意义上具有合乎逻辑的有机联系，语义表述思路清晰,意义关系首尾贯通，使交际对方容易得到要领。连贯既包括语篇结构的衔接，也包括语篇语义的连续发展。连贯是语篇的无形网络。连贯在表面上是看不见的，要靠读者的逻辑推理来理解。语篇之所以成为语篇不在于它的语法性，而在于它的语义关联性。如果一段文章，即使每个句子都是符合语法规则的，但每句话从意思上互不关联，那么它就够不成语篇。 joy kept two mice in a cage. she is one of the top stud

21、ents in her school. she loves animals, so she keeps cats, dogs ,mice and even snakes. however, she is a nice and brave girl. 没有中心话题，没有逻辑联系joy kept two white mice in a cage. one day she forgot to lock the cage door after feeding her mice. each day she fed her mice and gave them fresh water. the mice

22、soon found the open door and ran off. 逻辑问题：不符合从整体到细节的思维模式joy kept two white mice in a cage. each day she fed her mice and gave them fresh water. one day she forgot to lock the cage door after feeding her mice. the mice soon found the open door and ran off.符合从总体到细节的思维模式，从主题句到each day， 然后再到one day，最后到

23、结果ran off ran off 的原因是forgot to lock the cage door 衔接是语义联系在语言上的表现形式。语篇衔接形式包括语法衔接、词汇衔接和逻辑连接。一、语法衔接语法衔接包括照应，替代和省略三种形式：1）照应（reference ）照应是指用人称代词或指示代词等语法手段来表示一种语义关系，也就是用代词代替前文提到的人或事，前后形成照应关系，便于阅读。这是一种比较常见的衔接方式。照应分为人称照应和指示照应。 人称照应 (personal reference)例：ill live in shanghai, because i went to shanghai las

24、t year and fell in love with it.例：i cant have any pets now because my mother hates them. 例：life for cathy taylors three children is very busy. their school days are busy enough. 指示照应 (demonstrative reference) the fight all started when she asked me if she could copy my homework. i asked her why she

25、wanted to do that, and she said that she had forgotten to do hers. if you are famous, people will watch you all the time and follow you everywhere. this could make your life difficult. 2替代 (substitution)替代是指说话者或作者为了避免重复而用替代形式来取代上文中的某一部分。这是一种重要语言表达手段，常用one, ones, the same等。替代分为：名词性替代、动词性替代和分句替代。）名词性替

26、代 (nominal substitution) i dont like this red skirt. please show me a yellow one. he did me lots of kindness. ill do the same for him someday. 2) 动词性替代 (verbal substitution) have you written an email to your boss?yes, i did it yesterday.3) 分句性替代 (clausal substitution) a：has mary passed the math exam

27、? b：well, i think so.a：it looks like rain. b：i am afraid so.3省略 (ellipsis)省略是指为了避免重复，突出主要信息，对语言结构中的某个成分省去不提。从某种程度上讲，省略结构在句法上是不完整的，但这并不意味着省略结构是不可理解的，因为受话者可以从上下文中找到被省略的成分。正是由于省略结构与被省略成分之间的这种预设关系使句子或语篇前后衔接。1) 名词性省略a: have some soup, please.b: sorry, there isnt any.2) 动词性省略one boy is a boy, two boys hal

28、f a boy, three boys no boy一个和尚挑水吃，两个和尚抬水吃，三个和尚没水吃。二、词汇衔接 (lexical cohesion)词汇衔接是指：语篇中的一些词在上下文中重复出现或由其他词汇替代的现象。通过词汇的重复，同义，反义，上下义，互补等关系来使语篇语义连贯。词汇复现分为四种：1原词复现，2同义词，近义词复现，3上下义词复现，4反义词复现。1i dont like dogs. actually i hate dogs. （原词复现）2my brother tim is really good at sports. he plays football, basketbal

29、l and baseball as well. （上下义复现）3tom is a smart boy. he always has a lot of clever ideas about how to make money for his class. (同义词复现）4a: on my next day off, i dont want to go for a drive. that sounds really boring. b: oh, really? i think that sounds fun. （反义词复现）三、逻辑连接 (conjunction) 逻辑连接是指表示两个或更多句子之

30、间的某种逻辑手段，并指出句子是在什么意义上互相连接起来的。逻辑连接可分以下10类:请看以下逻辑衔接的功能及其语篇标记(discourse markers)。 1列举 (enumerative)介绍事情的先后顺序或事情发生的时间顺序。first(ly), second(ly), third(ly), next , then, finally, for one thing, for another thing, eventually, in the end, to conclude2增补 (additive) and, again, then again, also, moreover, furt

31、hermore, in addition, above all, what is more, equally, similarly, likewise, in the same way3总结 (summative)so, so far, altogether, overall, then, thus, therefore, in short, to sum up, to conclude, to summarize4结果 (resultative)so, as a result, consequently, hence, therefore, thus, in consequence5解释 (

32、explicative)namely, in other words, that is to say, better, rather, by (this) we mean6举例 (illustrative) for example, for instance7 替代 (replacive)alternatively, or again, or rather, but then, on the other hand8 对照 (antithetic)instead, then, on the contrary, by contrast, on the other hand9 让步 (concess

33、ive)anyway, anyhow, however, nevertheless, still, though, in spite of, all the same10 原因 (causal)because, so, for, for this reason, thats why 例1：i want to be a reporter for a fashion magazine. so how am i going to do it? first, im going to find a part-time job for a year or two and save some money.

34、then im going to be a student at an art school in paris. and im going to study french a the same time. next, im going to hold art exhibitions because i want to be rich and famous. im going to buy a big house with the money and im going to travel all over the world. finally, im going to retire somewh

35、ere quiet and beautiful. 例2：etiquette is not the same in every culture or in every situation. for example, standing very close to the person you are talking with is quite common in some asian countries. however, if you do this in europe, some people might feel uncomfortable. (举例，让步和转折)although rules

36、 of etiquette can often be different, some rules are the same almost everywhere in the world! for example, dropping litter is almost never allowed. if you see someone you know doing this, you can ask them, “would you mind picking it up?”衔接与连贯的关系衔接是具有外在表现形式的，可以通过语法、词汇、逻辑等手段来实现，表现的是语篇的表层结构。而连贯是使一个语篇能起

37、到交际功能的条件，是无形的，需要通过逻辑推理来达到，表现的是深层结构。语篇连贯评价的标准是语段必须有一个主题。语篇中的其他部分都是这个主题的一部分，而且是为这个主题服务的。连贯的语篇应由单一性，即不能把几层相对独立的意思拥挤在一个语段里。同时，连贯应具有完整性，即每一段要把一个相对独立的意思说完。animals perform many useful and entertaining jobs. dogs are particularly valuable in guiding the blind, protecting property, finding lost people, and h

38、unting animals. horses are used in guiding herds, carrying men in lands where there are no roads, and helping farmers work their land. pigeons have long been used to carry messages. wild animals from jungles, forests and seas are very popular performers in circus and moving pictures. people realize

39、that, although animals may not have the same intelligence as human beings, they are smart enough to learn certain things. 语义完整而连贯的语篇主题句（概括陈述）: animals perform many useful and entertaining jobs. 若干具体陈述（dogs, horses, pigeons, wild animals ) 没有使用语篇标记概括总结（前后呼应）: people realize that, although animals may

40、 not have the same intelligence as human beings, they are smart enough to learn certain things.语篇分析对阅读教学的启示2通过语篇教学培养学生的阅读能力。十大常用阅读技能：3阅读练习设计要有深度，能启发学生的思维，培养学生的推理，判断和概括能力。除了常规的练习形式，如单项选择、判断正误、回答问题等，我们应当加强以下几个方面的练习：1 指代关系2 因果关系3 逻辑顺序4 时间顺序5 信息匹配 （时间与事件，行为与人物）6 信息转换（阅读填写表格）7 判断与推理 8找出不合逻辑的句子 (discourse

41、 noise)9完形填句10 句子信息改错（代替判断句子正误）11 jigsaw reading （由句子组段落，由段落组文章, 小组活动）例1: 找出不合逻辑的句子can you find the sentence that doesnt belong to the passage?jim and jed are twins. their friends cannot tell them apart. both boys have big green eyes and short red hair. each day they dress in the same shirts and pan

42、ts. but the boys are not the same at all. it is true that boys are different in many ways than girls. jim likes to play sports and beat on his drum set. jed likes to read books and draw flowers and birds. the boys may be twins, but they are each one of a kind. （语义噪音pragmatic noise)例2: 完形填句my name is

43、 tina smith and ive just graduated from college. im going to take a year off to travel before looking for a job. (1)_. when i was in a middle school, i said to myself, “ the world is my home. (2) _.when i travel, i like to learn more about the places i visit. you cant do this by staying in expensive

44、 hotels or joining tour groups (3) _and learn about their languages and foods and ways of doing things. id really love to go to exotic africa, south america, india and china. (4)_, and id probably have to work for a few years and save enough money for the trips.a. so i hope to stay with families in

45、different countries b. i hope to travel to many placesc. however, i know traveling around the world is expensived. id like to get to know it better例2：判断与推理who said this? draw lines to connect the sentence with the correct name. 1“i have big green eyes.” jim2“ where is my drum set?” 3“ dad, look at m

46、y drawing of the flower!” jed4“ i cannot tell jim and ted apart. their friend5“i play sports every day.”猜测生词most of my friends drank beer at the party, but i didnt, because i would drive home. 四，英语阅读与写作的 整合教学模式阅读与写作整合教学模式1activating your prior knowledge2reading and comprehending 3checking your compr

47、ehension4studying the organization of the text5studying the language features6planning and writing the first draft7editing your work8finalizing your work9assessing your work这个教学模式是按照阅读整体教学的模式来设计的，它涵盖了阅读教学和写作教学的各个方面，包括语言信息理解、语言知识学习，阅读策略培养，语篇知识学习，写作过程性支持，写作技巧训练，写作成果的评价与欣赏等。阅读与写作整合教学案例1激活背景知识(activatin

48、g your prior knowledge)活动：work in pairs and discuss the following2阅读与理解 (reading and comprehending)设计理念： 快速阅读(skimming)寻找语篇的中心思想(main idea)。 限时阅读，增强学生的速度意识，并培 养速度习惯。 让学生带着问题去阅读，增强阅读的目的性。saturday 7, octoberi had a fantastic afternoon. it was warm and sunny so jane and i decided to go for a swim. when

49、 we got to the beach, tim, paul and mary were already there. we joined them and spent the afternoon swimming and talking together. the sea was perfect because it was warm and as smooth as a mirror. i was pleased because i dont like big waves, but tim and paul were a little disappointed as they like

50、swimming in huge waves. when we got hungry and thirsty, we bought hotdogs and lemonade from a little shop close to the beach. after that, we had enough energy to play football on the sand. paul and i won the game, which surprised the others because they had three in their team. after the game, we re

51、laxed and played cards for a while. then, about half past four, it began to get cooler so we packed up our things and went home. everyone said that they had really enjoyed the afternoon. 活动2：read tinas diary again and answer the following questions. 1where did tina go to have a fantastic afternoon?2

52、when did she go there? 3who did she go with and who did she meet there?4what did she do with her friends?5why did tim and paul feel a little disappointed?6how did everyone feel about their afternoon at the beach?设计理念：1分层次获取语篇信息。2培养学生通过scanning 寻找细节的能力。3用5w1h模式提出问题，目的是为了体现日记中记叙文的写作特征。学生通过对这6个问题的回答基本上

53、掌握了这篇日记的主要内容。3 文本结构分析 (studying the organization of the text )活动1：work with your partner and discuss the organization of the diary. you can discuss in chinese. then report to the class. 教师在学生讨论的基础上进行介绍和补充。日记是使用语言文字对自己每天所耳闻目睹的有意义的事情的一种记录、叙述和说明。因此，日记一般记述的是自己一天生活中所发生的有意义的事情，或对某件事情的想法或看法，或说明事情的前因后果等。正是出

54、于这些目的，日记的体裁可以使叙事、描述、说明、议论等各种形式。也可以将上述形式结合起来使用。介绍日记写作特点：（1）it isnt necessary to write about everything that happened. just select one or two main events that you think most important. （2）in a diary, the past tense is often used to tell something. （3）since its daily record, people usually write down t

55、he date at the top of the page. and some people like to mark down the weather in their diary. it would usually go at the top of the page, such as “cloudy”, “rainy”, “fine”, etc.（4）in diaries, events are usually written in the order they happened.活动：put numbers 1-7 in the boxes to show the order in w

56、hich the events happened.athey bought hotdogs and lemonade.bthey all said they had a good day.cthey joined some other friends.dtina and jane went to the beach.ethey relaxed and played cards.fthey packed their things and went home.gthey played football.设计理念：scaffolding 脚手架原则1为学生的写作提供体裁上的帮助2为学生的写作提供内容

57、组织策略上的帮助4学习语言特点活动1: look at tinas diary and underline the words and expressions of time. （先在书中划出表示时间的短语和句子，以观察这些时间状语在具体语境中的运用）a. when they got to the beach,b. when they got hungry and thirsty, c. after that, d. after the game, e. then, about half past four, 活动：look at the expressions of time below.

58、match the expressions of time with the activities.a.when tina and jane got to the beach,b.when tim and paul saw the sea very calm, c.when they got hungry and thirsty, d.after they had eaten, e.after the football game, 2 expressing feelings and opinions 日记中的情感表达和观点表达法介绍：when we write diaries, we usua

59、lly write about our feelings. to express our feelings, we can say ：i feel / im (happy, excited, sad, angry, worried, disappointed).活动：read tinas diary again and choose the correct answers to the questions.1how do you think tim and paul felt when they saw no big waves?a. surprisedb. disappointedc. bo

60、redd. upset 2 how do you think tina felt when she saw the sea very calm?a. pleasedb. unhappyc. excitedd. worried3how do you think tina and her friends felt at the end of the day?a. happyb. disappointedc. excitedd. sad when we write diaries, we also give our opinions about people, things and events.