【讲座】英文阅读的语篇理解策略课件

英文阅读的语篇理解策略

StrategiesofTextComprehension英文阅读的语篇理解策略

StrategiesofText“Toreadbetweenthelineswaseasierthantofollowthetext.”

(HenryJames,1843-1916)

【讲座】英文阅读的语篇理解策略课件OriginsofthoughtsThestoryofteachingCinderellaMyobservationsofSABEHteachers’lessonsMyobservationsofthecurrentpracticeofEFLreadinginstructioninFujianFocusonlanguagepointsFocusonvocabularyFocusoninformationaltextsFocusonutilitariangoals语言点“得词汇者得天下”报刊阅读工具性、实用性OriginsofthoughtsThestoryo【讲座】英文阅读的语篇理解策略课件【讲座】英文阅读的语篇理解策略课件【讲座】英文阅读的语篇理解策略课件Today’squestionsWhatshouldwedotoguidestudentstoreflectonandmakesenseofEnglishtexts?Howdoweteachstudentstousethestrategiesoftextcomprehension? (1)Understandingwhat (2)Knowinghow读得懂懂得读Today’squestionsWhatshouldwToday’stopicsReading&textsReadingstrategiesTextcomprehensionstrategiesFromlanguagepointstotextcomprehensionFromwordstoimages&textsFromdichotomytoreadingcontinuumFromlanguagetothinkingConcludingremarksToday’stopicsReading&texts1.Reading&textsReadinganinteractionbetweenindividualreadersandparticulartexts(Parry,1993:149)aninteractionbetweenreaderandwritermediatedthroughthetext(Widdowson,1979:74)1.Reading&textsReadingText&discourseAtextis“averbalrecordofacommunicativeact”(Wallace,1992:6)Textreferstoanywrittenrecordofacommunicativeevent,whereasdiscourseisreservedtorefertotheinterpretationofthecommunicativeeventincontext. (Nunan,1993:20)Text&discourseDiscourseanalysis

Discourseanalysis:thestudyoftherelationshipbetweenlanguageandthecontextinwhichitisused; “Thestudyoflanguageinuse.” (McCarthy,1991:5)DiscourseanalysisReadingintheEFLcurriculumReadingforinformationReadingfordevelopingreadingskillsReadingforlearningthelanguageReadingforpleasureReadingfordevelopingwritingskills (刘道义,2006:96)ReadingintheEFLcurriculum【讲座】英文阅读的语篇理解策略课件2.ReadingstrategiesReadingstrategiesconsciousmeans“thatreadersemployinordertomakesenseofatext”(Parry,1993:150)2.ReadingstrategiesReadingsReadingstrategiesinNSECLearnEnglishthroughshortstories(M4/U3,AtasteofEnglishhumour)LearnEnglishthroughpoems(M6/U2,Poems)MissinglinksinNSECReadingstrategiesinNSECReadingstrategiesinSHEWorkingoutmeaning(M1/U2,Heroes)Identifyingtheme-relatedwords(M1/U2)Identifyingmainideasofparagraphsincontext(M1/U2)Readingforinformation(M1/U3,Celebration)Readingforkeywords(M1/U3)Makingcontextualconnections(M2/U5,Rhythm)Sequencing(M3/U7,TheSea)Completingnotes(M3/U9,Wheels)Identifyingfacts&opinions(M4/U10,Money)Dealingwithculturereferences(M4/U11,TheMedia)Makinginferences/Readingbetweenthelines(M5/U13,People)Textswithsentencegaps(M5/U14,Careers)Usinglinking&referencewords(M5/U15,Learning)ReadingstrategiesinSHEReadingstrategiesinSHEPrediction(M6/U16,Stories)Revision(M6/U16)Readingpoetry(M6/U18,Beauty)Paragraphsandheadings(M7/U19,Language)Guessmeaningfromcontext(M7/U19)Identifyingaccurateinformation(M7/U20,NewFrontiers)Sequencingofinformation(M7/U21,HumanBiology)Summarizing(M8/U24,Society)Repetition(M5/U15)Usevisualimages(M5/U15)Languageawareness1-9(M6/U16-M8/U24)ReadingstrategiesinSHEReadingstrategiesintheECSGoal-setting(Metacognitive)Reflection(Metacognitive)Readingforpleasure(Affective)Awareness-raising(Metacognitive:language&culturalawareness)Association(Cognitive)Activatingthinking(Cognitive)Inferencing(Cognitive)Guessingmeaningfromcontext(Cognitive:Senior)Gettingmainideas(Cognitive)Summarizing(Cognitive)Note-taking(Cognitive)Usingdiagrams(Cognitive:usingtextfeatures)Usingthelibrary(Resource)ReadingstrategiesintheECSText-basedreadingstrategiesDiscourseawarenessraisingUsingtextfeatures(headings,subtitles,diagrams…)UsingtextstructuresActivatingpriorknowledgePredicting&GuessingInferencing(Makinginferences)Makingconnections(withreal-lifeexperiences)Visualizing(Imageryandimagination)MonitoringcomprehensionEmpathizingText-basedreadingstrategies3.Textcomprehension

strategiesFromlanguagepointstotextcomprehensionFromwordstoimages&textsFromdichotomytoreadingcontinuumFromlanguagetothinking从语言点到语篇理解从词汇到意象和语篇从对立到阅读连续体从学语言到发展思维3.Textcomprehensionstrategi3.1Fromlanguagepointsto

textcomprehensionMakesenseofcohesion&coherenceCohesion:sentencesaretiedtogetherbycohesivedevices(e.g.,reiterationandcollocation)Coherence:sentencesfolloweachotherinwayswhichmakesense(McCarthyetal,2010:87)3.1Fromlanguagepointsto

tText1 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Itwasamodestplace,butitwasallIneededatthattime.Afewyearslater,whenthekidscamealong,wemovedtoasemi-detachedontheoutskirtsofthetown.Thisspaciouspropertyhasbeenourhomeformorethan20years,thoughwe’renowconsideringdown-sizingtoastonecottageinthecountry.Text2 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Asabachelor,itwasallIneededbeforethattime.Thecottagehadalargegardenandlotsofbedrooms.AlthoughIdon’tmindlivinginasmalltownapartment,myultimategoalistomoveouttoastonecottageinthecountry.(McCarthyetal,2010:88)Text1Text2(McCarthyetal,2Text1 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Itwasamodestplace,butitwasallIneededatthattime.Afewyearslater,whenthekidscamealong,wemovedtoasemi-detachedontheoutskirtsofthetown.Thisspaciouspropertyhasbeenourhomeformorethan20years,thoughwe’renowconsideringdown-sizingtoastonecottageinthecountry.LexicalcohesionWordsfor‘house’:terracedhouse;place;semi-detached;property;stonecottage;Expressionsoftime:first;atthattime;afewyearslaterformorethan20years;now;Expressionsofplace:city;town;country;Wordsforsize:small;modest;spacious;down-sizing;(McCarthyetal,2010:88)Text1Lexicalcohesion(McCarthText2 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Asabachelor,itwasallIneededbeforethattime.Thecottagehadalargegardenandlotsofbedrooms.AlthoughIdon’tmindlivinginasmalltownapartment,myultimategoalistomoveouttoastonecottageinthecountry.LackoflexicalcohesionInternalcontradictions:married/bachelor;terracedhouse/cottage/apartment;city/town;small/largegarden/lotsofbedrooms(McCarthyetal,2010:89)Text2LackoflexicalcohesionText3 Youknow,whenyouhearyourparentsargueyouneverunderstandwhythey’rearguing,youknow.Whydotheyargue?Theyhavethreegreatkids.YouknowwhatImean?And,andthenyoukindofhavetorealisethat,youknow,they’rejustlikeanyofus,yousee.Theyhavelotsofproblemsandtheyhavetodealwithit,andit’snotsoeasytodealwiththemsometimes,youknow.LexicalchainsandtopicsThemaintopic?Theoverallcohesion?Chainsofvocabulary:parents;kids;problems;argue,arguing,argue;hear;understand;realise;dealwithit;notsoeasytodealwith;Thefunctions?Discoursemarkers:Youknow;YouknowwhatImean?kindof;yousee…Thefunction?Theparentalproblem(McCarthyetal,2010:90)Text3Lexicalchainsandtopic3.2Fromwordstoimages&textsLearningwordsintexts

Teachingwordsintextsinvolvesgivinglearnersappropriatestrategiessothattheycanbothprocessandproducenewlanguage(McCarthyetal.,2010:97)DefiningkeywordsinatextIdentifyingthelexicalrelationsinatextMakinginferences3.2Fromwordstoimages&texText4EcosystomsEcosystems,suchasponds,grasslandsorforests,areliving,dynamic

systems.Theyconsistofalltheorganismsinacommunity,theirbioticandabiotic

environments,andexchangeswithinandbetweeneachofthese.Thebioticenvironmentofanorganismisitsinteractionswithotherorganisms,anditsabioticenvironmentisitsphysicalenvironment.Anecosystemisthusahigherorganisationallevelthananecologicalpopulationorcommunity (Ladigesetal.,2010)1IdentifyingwordrelationsEcologicalwords:Properties:Components:2.Inferencing:biotic,abioticLexicalknowledge:Knowledgeofco-text:Worldknowledge:3.Defining‘ecosystems’Ecosystemsareliving,dynamicecologicalsystemsconsistingofinteractingbioticandabioticcomponents.Text4Ecosystoms1IdentifyinWordsintexts(quotations)Beauty: “Beauty,n.:thepowerbywhichawomancharmsaloverandterrifiesahusband.”(AmbroseBierce,1842-1914);Wordsintexts(quotations)Finish:“Whenyou’refinishedchanging,you’refinished.”(BenjaminFranklin)【讲座】英文阅读的语篇理解策略课件 Make,produce: “Godmakesstars.Ijustproducethem.” (SamuelGoldwyn);【讲座】英文阅读的语篇理解策略课件Marriage:“Keepyoureyeswideopenbeforemarriage,halfshutafterwards.”(BenjaminFranklin)【讲座】英文阅读的语篇理解策略课件Nation:“Anationisthesamepeoplelivinginthesameplace.”(JamesJoyce)【讲座】英文阅读的语篇理解策略课件Words,images&textsWords,images&textsWords,images&textsWords,images&textsWords,images&textsWords,images&textsWords,images&textsWords,images&textsWords,images&textsWords,images&texts3.3FromdichotomytoreadingcontinuumInformative&literarytextsInformativetextLiterarytextPoetryMainideaThemeormainideaThemeOrganizationofargumentPlotImageryCredentialsofauthorCharacterdevelopmentSpecial&generalvocabularyPointsthatsupportargumentSpecial&generalvocabularySentencestructureGraphs,charts,andsoonAuthorinformation,setting,culturalinformation,toneTone,culturalinformationPointofview(BasedonAebersold&Field,1997)3.3FromdichotomytoreadingPeopleinSHEMemoryEQPersonalitiesFirstImpressions(M5/U13,SHE)Peopleinapoem

MyPeopleLangstonHughes(1902-1967)PeopleinSHEPeopleinapoemLAestheticreading&efferentreadingAestheticreading:readingfortheexperienceofreadingandforpleasure;Efferentreading:readingforinformationretrieval; (Rosenblatt,1978)Aestheticreading&efferentr功能性阅读与发展性阅读功能性阅读指以获取信息为基本目的的阅读；发展性阅读指以发展阅读能力为目的的阅读。

（高慎英、刘良华，2004）功能性阅读与发展性阅读ReadingcontinuumTravelbrochureNewsreportDiary,adShortstory/NovelPoetryLiterarytextsInformationaltextsNon-fictionFictionReadingcontinuumTravelbrochuTheDiaryofAnneFrankTopic:FriendshipTitle:Anne’sBestFriendDate:Thursday15thJune,1944 (U1M1,NSEC)TheDiaryofAnneFrankAmetaphorAdiaryisafriend.What’syourmetaphor?-Astory,abook,aphoto,agift…?AmetaphorTextType/GenreAnne’sDiaryasaliterarytextItis

adiary,adocument,andatestament,butitreadslikeanovel.TextType/GenreNarratorandPointofViewThe“I”inthestory:AnneFrank,adiaristlikethefirst-personnarratorofanovel;EverythingisseenfromAnne’spointofview;AstorytellingstrategyNarratorandPointofViewNarrativetechniquesAnne’sDiarybecomesanimaginaryfriend,“Kitty”“Idon’twanttosetdownaseriesoffactsinadiaryasmostpeopledo,butIwantthisdiaryitselftobemyfriend,andIshallcallmyfriendKitty.” (U1M1,NSEC:2)NarrativetechniquesAnintroductiontotheappreciationofstoriesAnintroductiontotheappreci“LiteratureSpot”(SHE1-8)“LiteratureSpot”(SHE1-8)LiteraryreadingstrategiesIdentifyingliteraryelementsComparingandcontrastingEmpathizingIdentifyingforeshadowingMakinginferencesSummarizingUsingmentalimagesResponding

Literaryreadingstrategies3.4FromtexttothinkingTextstructure&thinkingProblem-solutionpatternCause-effectpatternComparison-contrastpatternQuestion-answerpatternGeneral-specificpatternDescriptionpatternSequencingpattern3.4FromtexttothinkingTextText5Indevelopingcountries,militaryexpensesarecloselylinkedtoinfantmortality.Arelativelyhighspendingonweaponsmeansthatlessmoneyisgoingintoeducation,health,andinfrastructure.Asaresult,accesstoqualityhealthcare,cleanwater,andbasicfoodsbecomeslimited.Thisputsvulnerablehumans,suchasinfants,athigherrisk.Inthelongrun,highmilitaryexpensesalsoimpedeeconomicgrowth,whichmayleadintoanegativespiralofunemploy-ment,violence,andfurtherthreatstoinfants.Identifythetext

structureIdentifysignalwordsCause-effectpatternCause EffectMilitaryexpenses -infantmortalityLessmoney limitedhealthcare, water,andfood infantsatrisk -economicgrowth unemployment, violence, andfurtherthreatscloselylinkedto,means,asaresult,impede,leadinto(Oakhilletal.,2015:84)Text5IdentifythetextstructText6Therearemanyreasonstobuyorganicfoodratherthanconventionallyproducedfood.Themostcommonlystatedreasonisthatorganicfoodsarethoughttobehealthier.However,thisisrarelyfoundinproperstudiesofcomparableproducts.Themaindifferenceisthatorganicfoodsarepro-ducedinwaysthatarelessstressfulfortheanimalsandenvironmentsinvolved.Lessintensivefarmingcostsmore,soorganicfoodisusuallymoreexpensive.IdentifythetextstructureIdentifysignalwordsCompare-contrastpatternOrganicfoodvs. Conventionalfoodhealthierlessstressfullessintensivemoreexpensiveratherthan,however,themaindifference,less,more…(Oakhilletal.,2015:84)Text6IdentifythetextstructText7Manyhouseswereoriginallybuiltataproperdistancefromtheroad.Asroadshavebeenexpanded,thesehousesarenowveryclosetotheroads,andtheroomsfacingtheroadscanbeplaguedwithnoise.Newnoiseinsulatingwindowsandwallcoversmayreducethenoisesubstantially.Anothersolutionistousenewroadsurfacescontainingmixesofrubbersothatthetrafficdoesnotcreateasmuchnoise.IdentifythetextstructureIdentifysignalwords(Oakhilletal.,2015:84)Problem-solutionpatternProblem:thenoiseinhousesclosetoroadsSolutions:(1)newnoiseinsulation (2)newroadsurfacescontaining mixesofrubberOpening:Cause-effectpatternCause EffectRoadsexpanded Housesplaguedwith noiseclosetotheroads,plaguedwithnoise,reducethenoise,not…asmuchnoiseText7IdentifythetextstructText8Max,theTest,andtheSnow “Haveyoustudiedforyourtest?”Max’smotherasked. “Iwill,Mom.”Maxreplied.Hewasworkingononeofhiscarmodelsanddidn’twanttostopuntilhehadonepartcompletelyfinished.Hewasn’tworriedaboutthetest.HehadheardontheTVnewsthatasnowstormwasexpectedovernight.Thatwouldmeanschoolwouldbeclosedtomorrow.So,hehadnoplanstowastehistimestudying. AfterMaxwenttobed,thewindsuddenlybegantochangedirection.Theairbecamewarmer.Thecloudsbegantobreakup. Maxwassurprisedwhenhismomwokehimearlythenextmorning.Hewalkedtothewindowandlookedout.Hisheartsank.Therewasn’tabitofsnowontheground.Hewasgoingtohavetogotoschool.Thatwillteachmetotrusttheweatherreports!Maxthoughttohimself. (ReadingStrategiesforLiterature,Level5:11)MakepredictionsaboutthestoryfromthetitleDoyouwanttochangeyouroriginalprediction?What’syournewprediction?IdentifythetextstructureSequencingPatternEvents&Timesequences:SnowstormovernightSchooltobeclosedtomorrowWeatherchangedaftergoingtobedMaxsurprisednextmorningText8MakepredictionsabouttEmpathizingLearningtoputyourselfintheplaceofstorycharacterstounderstandfeelingsinvarioussituations,or“Putyourselfinmyshoes”ImagineyouareinMax’splace,andtrytomakepredictionsaboutthestory;“IfyouwereCinderella’sstepmother,wouldyoustopCinderella

fromattendingtheball?”IfyouwereAnneFrank…Empathizing4.ConcludingremarksTextcomprehensionintheEFLcurriculumasaninteractiveprocessforlearningEnglishlanguageforinformationforpleasureforthinking4.ConcludingremarksTextcompTextcomprehensionstrategiesTextcoherenceTextstructureTextcomprehensionstrategiesBeyondinteraction:

Reading–theartofbeinghuman

阅读——人之为人的艺术

Beyondinteraction:ReferencesAebersold,J.,&Field,M.L.(1997).Fromreadertoreadingteacher:Issuesandstrategiesforsecondlanguageclassrooms.Cambridge:CambridgeUniversityPress.Ladiges,P.,Evans,B.,Saint,R.,andKnox,B.(2010).Biology:AnAustralianFocus.NorthRyde,N.S.W.McGraw-Hill.McCarthy,M.,O’Keeffe,A.,andWalsh,S.(2010).Vocabularymatrix:Understanding,learning,teaching.Andover:Heinle,CengageLearning.Nunan,D.(1993).Introducingdiscourseanalysis.London:Penguin.Oakhill,J.,Cain,K.,andElbro,C.(2015).Understandingandteachingreadingcomprehension:Ahandbook.LondonandNewYork:Routledge.Parry,K.J.(1993).

Thesocialconstructionofreadingstrategies:Newdirectionsforresearch.JournalofResearchinReading,16(2),148-158.Rosenblatt,L.M.(1978).Thereader,thetext,thepoem:Thetransactionaltheoryoftheliterarywork.Carbondale,IL:SouthernIllinoisUniversityPress.Wallace,C.(1992).Reading.Oxford:OxfordUniversityPress.

Widdowson,H.G.(1979).Explorationsinappliedlinguistics.Oxford:OxfordUniversityPress.高慎英、刘良华，2004，《有效教学论》[M]。广州：广东教育出版社。教育部，2003，《高中英语课程标准（实验版）》。北京：北京师范大学出版社。教育部，2012，《义务教育英语课程标准（2011年版）》。北京：北京师范大学出版社。刘道义，2006，《新高中英语教学100问》。北京：人民教育出版社。ReferencesAebersold,J.,&Fie

Thanks！【讲座】英文阅读的语篇理解策略课件英文阅读的语篇理解策略

StrategiesofTextComprehension英文阅读的语篇理解策略

StrategiesofText“Toreadbetweenthelineswaseasierthantofollowthetext.”

(HenryJames,1843-1916)

【讲座】英文阅读的语篇理解策略课件OriginsofthoughtsThestoryofteachingCinderellaMyobservationsofSABEHteachers’lessonsMyobservationsofthecurrentpracticeofEFLreadinginstructioninFujianFocusonlanguagepointsFocusonvocabularyFocusoninformationaltextsFocusonutilitariangoals语言点“得词汇者得天下”报刊阅读工具性、实用性OriginsofthoughtsThestoryo【讲座】英文阅读的语篇理解策略课件【讲座】英文阅读的语篇理解策略课件【讲座】英文阅读的语篇理解策略课件Today’squestionsWhatshouldwedotoguidestudentstoreflectonandmakesenseofEnglishtexts?Howdoweteachstudentstousethestrategiesoftextcomprehension? (1)Understandingwhat (2)Knowinghow读得懂懂得读Today’squestionsWhatshouldwToday’stopicsReading&textsReadingstrategiesTextcomprehensionstrategiesFromlanguagepointstotextcomprehensionFromwordstoimages&textsFromdichotomytoreadingcontinuumFromlanguagetothinkingConcludingremarksToday’stopicsReading&texts1.Reading&textsReadinganinteractionbetweenindividualreadersandparticulartexts(Parry,1993:149)aninteractionbetweenreaderandwritermediatedthroughthetext(Widdowson,1979:74)1.Reading&textsReadingText&discourseAtextis“averbalrecordofacommunicativeact”(Wallace,1992:6)Textreferstoanywrittenrecordofacommunicativeevent,whereasdiscourseisreservedtorefertotheinterpretationofthecommunicativeeventincontext. (Nunan,1993:20)Text&discourseDiscourseanalysis

Discourseanalysis:thestudyoftherelationshipbetweenlanguageandthecontextinwhichitisused; “Thestudyoflanguageinuse.” (McCarthy,1991:5)DiscourseanalysisReadingintheEFLcurriculumReadingforinformationReadingfordevelopingreadingskillsReadingforlearningthelanguageReadingforpleasureReadingfordevelopingwritingskills (刘道义,2006:96)ReadingintheEFLcurriculum【讲座】英文阅读的语篇理解策略课件2.ReadingstrategiesReadingstrategiesconsciousmeans“thatreadersemployinordertomakesenseofatext”(Parry,1993:150)2.ReadingstrategiesReadingsReadingstrategiesinNSECLearnEnglishthroughshortstories(M4/U3,AtasteofEnglishhumour)LearnEnglishthroughpoems(M6/U2,Poems)MissinglinksinNSECReadingstrategiesinNSECReadingstrategiesinSHEWorkingoutmeaning(M1/U2,Heroes)Identifyingtheme-relatedwords(M1/U2)Identifyingmainideasofparagraphsincontext(M1/U2)Readingforinformation(M1/U3,Celebration)Readingforkeywords(M1/U3)Makingcontextualconnections(M2/U5,Rhythm)Sequencing(M3/U7,TheSea)Completingnotes(M3/U9,Wheels)Identifyingfacts&opinions(M4/U10,Money)Dealingwithculturereferences(M4/U11,TheMedia)Makinginferences/Readingbetweenthelines(M5/U13,People)Textswithsentencegaps(M5/U14,Careers)Usinglinking&referencewords(M5/U15,Learning)ReadingstrategiesinSHEReadingstrategiesinSHEPrediction(M6/U16,Stories)Revision(M6/U16)Readingpoetry(M6/U18,Beauty)Paragraphsandheadings(M7/U19,Language)Guessmeaningfromcontext(M7/U19)Identifyingaccurateinformation(M7/U20,NewFrontiers)Sequencingofinformation(M7/U21,HumanBiology)Summarizing(M8/U24,Society)Repetition(M5/U15)Usevisualimages(M5/U15)Languageawareness1-9(M6/U16-M8/U24)ReadingstrategiesinSHEReadingstrategiesintheECSGoal-setting(Metacognitive)Reflection(Metacognitive)Readingforpleasure(Affective)Awareness-raising(Metacognitive:language&culturalawareness)Association(Cognitive)Activatingthinking(Cognitive)Inferencing(Cognitive)Guessingmeaningfromcontext(Cognitive:Senior)Gettingmainideas(Cognitive)Summarizing(Cognitive)Note-taking(Cognitive)Usingdiagrams(Cognitive:usingtextfeatures)Usingthelibrary(Resource)ReadingstrategiesintheECSText-basedreadingstrategiesDiscourseawarenessraisingUsingtextfeatures(headings,subtitles,diagrams…)UsingtextstructuresActivatingpriorknowledgePredicting&GuessingInferencing(Makinginferences)Makingconnections(withreal-lifeexperiences)Visualizing(Imageryandimagination)MonitoringcomprehensionEmpathizingText-basedreadingstrategies3.Textcomprehension

strategiesFromlanguagepointstotextcomprehensionFromwordstoimages&textsFromdichotomytoreadingcontinuumFromlanguagetothinking从语言点到语篇理解从词汇到意象和语篇从对立到阅读连续体从学语言到发展思维3.Textcomprehensionstrategi3.1Fromlanguagepointsto

textcomprehensionMakesenseofcohesion&coherenceCohesion:sentencesaretiedtogetherbycohesivedevices(e.g.,reiterationandcollocation)Coherence:sentencesfolloweachotherinwayswhichmakesense(McCarthyetal,2010:87)3.1Fromlanguagepointsto

tText1 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Itwasamodestplace,butitwasallIneededatthattime.Afewyearslater,whenthekidscamealong,wemovedtoasemi-detachedontheoutskirtsofthetown.Thisspaciouspropertyhasbeenourhomeformorethan20years,thoughwe’renowconsideringdown-sizingtoastonecottageinthecountry.Text2 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Asabachelor,itwasallIneededbeforethattime.Thecottagehadalargegardenandlotsofbedrooms.AlthoughIdon’tmindlivinginasmalltownapartment,myultimategoalistomoveouttoastonecottageinthecountry.(McCarthyetal,2010:88)Text1Text2(McCarthyetal,2Text1 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Itwasamodestplace,butitwasallIneededatthattime.Afewyearslater,whenthekidscamealong,wemovedtoasemi-detachedontheoutskirtsofthetown.Thisspaciouspropertyhasbeenourhomeformorethan20years,thoughwe’renowconsideringdown-sizingtoastonecottageinthecountry.LexicalcohesionWordsfor‘house’:terracedhouse;place;semi-detached;property;stonecottage;Expressionsoftime:first;atthattime;afewyearslaterformorethan20years;now;Expressionsofplace:city;town;country;Wordsforsize:small;modest;spacious;down-sizing;(McCarthyetal,2010:88)Text1Lexicalcohesion(McCarthText2 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Asabachelor,itwasallIneededbeforethattime.Thecottagehadalargegardenandlotsofbedrooms.AlthoughIdon’tmindlivinginasmalltownapartment,myultimategoalistomoveouttoastonecottageinthecountry.LackoflexicalcohesionInternalcontradictions:married/bachelor;terracedhouse/cottage/apartment;city/town;small/largegarden/lotsofbedrooms(McCarthyetal,2010:89)Text2LackoflexicalcohesionText3 Youknow,whenyouhearyourparentsargueyouneverunderstandwhythey’rearguing,youknow.Whydotheyargue?Theyhavethreegreatkids.YouknowwhatImean?And,andthenyoukindofhavetorealisethat,youknow,they’rejustlikeanyofus,yousee.Theyhavelotsofproblemsandtheyhavetodealwithit,andit’snotsoeasytodealwiththemsometimes,youknow.LexicalchainsandtopicsThemaintopic?Theoverallcohesion?Chainsofvocabulary:parents;kids;problems;argue,arguing,argue;hear;understand;realise;dealwithit;notsoeasytodealwith;Thefunctions?Discoursemarkers:Youknow;YouknowwhatImean?kindof;yousee…Thefunction?Theparentalproblem(McCarthyetal,2010:90)Text3Lexicalchainsandtopic3.2Fromwordstoimages&textsLearningwordsintexts

Teachingwordsintextsinvolvesgivinglearnersappropriatestrategiessothattheycanbothprocessandproducenewlanguage(McCarthyetal.,2010:97)DefiningkeywordsinatextIdentifyingthelexicalrelationsinatextMakinginferences3.2Fromwordstoimages&texText4EcosystomsEcosystems,suchasponds,grasslandsorforests,areliving,dynamic

systems.Theyconsistofalltheorganismsinacommunity,theirbioticandabiotic

environments,andexchangeswithinandbetweeneachofthese.Thebioticenvironmentofanorganismisitsinteractionswithotherorganisms,anditsabioticenvironmentisitsphysicalenvironment.Anecosystemisthusa