【正文】 until 70% of the Ss finish ( Think about why so ).Make clear how you are going to get feedback.Make sure that answers to the scanning questions are scattered throughout the text rather than clustered at one place.7. P198: purposes of transition device轉(zhuǎn)換手法a. Focus attention on the main meaning of the text.b. Be able to simplify sophisticated input so that it bees the basis for output.c. Allow Ss to perform tasks while they are reading.d. Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning.e. Involve all the Ss in clearly defined reading tasks.f. Precede one step at a time (. Ss should do easier tasks before doing more plicated ones).g. When a TD is pleted, use it as a basis for further oral and/or written language practice.8. P199: types of reading prehension questions (要加上P200,201的understanding references, making inferences)Questions of literal prehension.Questions involving reorganisation or reinterpretation.Questions for inferencesQuestions for evaluation or appreciation.Questions for personal response.Understanding references.9. P202: purpose of post readinga. To consolidate or reflect on what has been read in text.=reinforce and examine the language we learnt. ( Thematically prepared )b. To relate the text to the Ss’ own knowledge interest, or views.=personalize contents of the reading material. ( Affectively prepared )c. To give the Ss the chance to consolidate that language by using it freely.=practice other language skills using the same theme/topic. ( Linguistically prepared )10. Postreading activities:Role playGapfillingRetellingWriting讀前prereading activities: ①purpose: the purpose of prereading is to facilitate whilereading activities. ②ways: predicting(predicting based on the title, predicting based on vocabulary, predicting based on the T/F questions)。 setting the scene. 讀中Whilereading: ①fast reading: skimming。 scanning. ②reading in detail: transition device（信息轉(zhuǎn)換）⑴purpose: focus attention on the main meaning of the text。 be able to simplify sophisticated input so that it bees the basis for output。 allow students to perform tasks while they are reading。 highlight the main structural organization of a text, and show how the structure relates to meaning。 involve all the students in clearly defined reading tasks。 precede one step at a time。 when a TD is pleted, use it as a basis for further oral and written language practice. ⑵ways: picture。 drawings。 maps。 tables。 tree diagrams。 cyclic diagrams。 pie charts。 bar charts。 flowcharts。 chronological sequence。 subtitles。 notes. 讀后post reading ① purpose ⑴to consolidate or reflect on what has been read in the text. ⑵to relate the text to the students’ own knowledge interests or view. ⑶to give the students the chance to consolidate that language by using it freely. ②activities: discussion questions。 reproducing the text。 role play。 gapfilling。 discussion語法設(shè)計的步驟：1. Illustrate說明 a specific詳細(xì)的 structure in a given context by asking the following question:2. Write the whole sentence on the blackboard.3. Then provide more contextualized examples.4. After several examples, teacher will wait for the students to plete the target structure by telling the adverbial of time.5. Then teacher highlight the structure with colored chalks to draw the Ss attention to the structure.6. After that Ss will be asked to discover the rules of the structure and meaning機(jī)械練習(xí)（板書設(shè)計，instructions說明 in detail） Change the sentences into the past continues tense, use the words given on the bracketsSubstitute the underlined part with the proper form of the given words.問題： Example ：~~3 設(shè)計情景：design a task for production(指令 provide sample answer給答案)4 3 questions for fast reading (instructions detail key)Something special took place in a supermarket an hour ago 5 design an information transfer adiving(信息轉(zhuǎn)換) 指令：read the text carefully and plete the following table doDo not 6 detail reading (what kind of question, 指令 答案) Read the text carefully and answer the following questions.