【正文】 oach (mainly learning tasks) ? global or prehensive approach Teaching contents: ? the reading skills in this unit ? language points and grammatical structures in the text。 and ? text structure analysis Procedure: a. Reading Skills(10mins) Reading with understanding depends on the interplay of three factors: vocabulary, structure (grammar), and meaning。 and ? text structure analysis Procedure: a. Reading Skills (10mins) ? scanning When we are trying to locate specific information, we usually need not read the whole material carefully. What we have to do is try to find in which part that information is likely to be, then read this part with more attention. This is called ―scanning‖. Scanning, as a matter of act, is not a pletely new thing to you though it is perhaps the first time that you have heard of the term. It is a technique often used when you look up a word in a dictionary. Scanning is a search for information which is of some special interest. A student has first to know the arrangement for information before he can start his search efficiently. The purpose in scanning, as you know, is to search for specific information quickly. Thus, a high rate of speed is essential. Once you have located the appropriate part of the material, you should try to learn the information in the least amount of time. You are supposed not to be distracted by words or ideas unrelated to the purpose of scanning. Meanwhile, accuracy is just as essential as speed in scanning. Since you are looking for specific information, it is important that it be accurate. 100 percent accuracy, along with the firstrate speed, should be your goal in scanning practice. ? reading in thought groups Comprehension—understanding what you are reading –is important。 and something of the miracle of nature is revealed to me. ? To me the pageant of seasons is a thrilling and unending drama, the action of which streams through my finger tips. ? Incidentally, it s a chronic plaint of wives that their husbands do not notice new dresses, new hats, and changes in household arrangements. 2. prehension questions ? What is the main idea of the essay? ? What may thrilling stores with heroes having limited and specified tie t live set us, according to the author? ? What will happen if people live each day as if they should die tomorrow, according to Keller? ? Why do most people take life for granted? ? Who are those appreciating sight and hearing most according to Keller? ? What occurred to Keller when a good friend told Keller after a long walk in the woods that she had observed nothing in particular? ? What sense Keller is delighted by the pageant of seasons in the woods through? ? What did Keller wish to see most? ? What sense can Keller understand peoples‘ personalities by according to her? ? What does Keller think about the seeing people? 3. discussing the following topics ? If you were given three days to see, what would you do? ? Keller, both deft and blind, revealed neither bitterness nor anger for herself in the essay. Please find other features of the author through the essay. d. Home Reading(10mins) This reading activity is assigned to the students as homework, the teacher spend 10 minutes to check the assignment in the beginning of each class, and give some ments on their work. Unit III Objectives: At the end of the session the students should be able to: ? Understand and Master the reading skills in this unit ? apply the reading skills to reading activities ? to encourage students to think about the topic of the ing text ? to develop students‘ skill in predicting the main idea of the text Approach: ? taskbased approach (mainly learning tasks) ? global or prehensive approach Teaching contents: ? the reading skills in this unit ? language points and grammatical structures in the text。 and ? text structure analysis Procedure: a. Reading Skills (10mins) Context clue 5: examples Examples can also give you some clues or hints to the meanings of unfamiliar words. Study the following sentences: a. Select any of these periodicals: Time, Newsweek, Reader‘s Digest or the New Yorker. (From the examples, you can easily figure out the meaning of the word‖ periodicals‖.) b. she is studying glaua and other diseases of the eye. (This sentence does not tell you exactly what ―glaua‖ means, but it does tell you that‖ glaua‘ is a kind of eye disease.) c. they had been putting in place the tools of my new business: curryb, brush, pitchfork—everything… (using the clue ―my new business‖ as well as the word part ―b‖ you might figure out that ―curryb‘ most probably means ―a tool used to b a horse‖.) Context clue 6: parison When we pare things, we see how they are like each other. So parisons in writing can give you clues to the meanings of unfamiliar words. Look at the following examples to see if you can get an idea of the meaning of each italicized word. a. The snow was falling. Big flakes drifted with the wind like feathers b. The hotair balloon took off. It was as buoyant in the air as a cork in water. Context clue 7: contrast The use of a contrast can give you a hint to the meaning of an unfamiliar word. Sometimes a sentence tells you the opposite of what a new word means. Look at the following examples to see if you can get an idea of the meanings of the italicized words. a. Jane was talking with others while Eliza remained reticent all the time. b. Most of us agreed。 and ? text structure analysis Procedure: a. Reading Skills (10mins) ? using word part clues for word meanings a. dividing pound words An unknown word may be a pound word, that is, a word made up of two or more words. By dividing the word into small units, you may get a clue to its meaning. Here are some of the pound words you have learned before