Review of Literature of the Vocabulary Acquisition Strategy——“Reading+Word-Focused Activities”

The paper isto introduce the effectivenessof the vocabulary acquisition strategy——"Reading +word-focused activities"through a review of some foreign experimental and quasi-experimental researches concerning this strategy. Meanwhile English major teachers are given some hints through this strategy to instruct their students in vocabulary learning.

Investigating the Use of Strategic Reading Activities in College English Class: A Case Study

This paper,by adopting a qualitative research method,investigated the use of strategic reading activities by two female teachers in College English classes.Results showed that their commonly-used strategic reading activities in college English classes reflected three types of reading comprehension strategies including use of prior knowledge,use of text elements with a high information value,and use of structure-marking elements in the text.Pedagogical implications were also discussed.

On the Application of Communicative Teaching Activities in Enhancing Students' Interests in English Reading

Recent years,many high schools enlarged their dimensions of enrollment along with the colleges’enlarged enrollment.As a result,the vocational schools’enrollees are mostly the graduated junior high school students who are not qualified to enroll in the senior high schools.The researcher found many students didn’t have interests in English reading.They often chat,read novels,or even sleep.That badly interrupted the accomplishment of regular teaching process.Most of the colleagues of the researcher contributed that to the lowered quality of students.But there might be many further reasons decreased the students’reading interests,such as,the teachers’teaching methods,the applicability of the textbooks,the teaching environment,and etc.Many researches had been conducted on the issue of the English reading.But there are a few practical researches on how to enhance students’interests in English reading.The researcher hypothesized that the communicative teaching activities(shortened as CTA hereinafter)can enhance students’reading interests.A three-week project was conducted among 35students.CTA was arranged in each of the three stages of English reading teaching,namely the pre-reading stage,the while-reading stage and the post reading stage.The researcher analyzed the weekly diary that described the performance changes of students,and also the exercise marks they got in the classes in three weeks.The results turned out students’interests in English reading had been highly improved after the application of CTA.The significance of this project is that the application of communicative teaching activities can enhance students’reading interests.And those teachers who are meeting the same problem in their teachings can benefit from this project.

Design of Task-Based Reading Activities in Reading Stages

In English reading, teachers should take students as the main body by creating situations, putting forward tasks,practicing interaction and evaluating teachers and students according to the corresponding classroom goals so as to improve students' English reading skills and the comprehensive use of language ability. Effective reading activities can help improve students' English level at different English reading stages,such as pre-reading stage,w hile-reading stage, post-reading stage.

Techniques of Activating Textbooks for Intensive Reading

This paper presents four teaching techniques of activating the textbook for intensive reading which include:injecting contemporary elements into the text,relating the text to students' life,questioning about the text challengingly and ingeniously,and spicing up the text.

To Be Active Readers-A Suggested Way to Teach College English Reading

Reading plays a very big role in the college English course in China.Teaching reading in a college English classroom aims at helping students develop the skills they need to read more effectively.A way is suggested to teach reading in a college English class.Through this way,students become active readers who predict before reading,scan for specific information,confirm or reject their predictions while reading,answering comprehension questions in their own words,etc.Their reading skills are sharpened in such a reading class.

Create Effective Activities for Students to Learn English Literature

Rather than only learning English grammar and some other language knowledge about English,learning English litera ture is another effective way for students to learn English since they can not only learn the native English by reading some English literature but also get familiar with different cultures and background knowledge of English countries.As an English teacher,the main job in the literature class is to design effective activities for students in order to let them comprehend texts that they read and improve their critical thinking.This paper is tend to discuss some activities,including pre-reading,reading and post-reading ac tivities,which was used in my literature class and how they help the students learn English and improve their critical thinking.

Using critical thinking activities as tools to integrate language skills

Every day communication is an event in which there is an interactional relationship between interlocutors. This interaction needs whole language in which language skills of speaking, listening, reading and writing; associated knowledge of vocabulary, meaning, syntax, etc.; and also, thinking skills are interwoven. This means that language should be kept whole and ＂if language isn＇t kept whole, it isn＇t language anymore＂ （Rigg, 1991, p. 522, cited in Richards ＆ Rodgers, 2001, p. 109）. In English as a Second Language/English Foreign Language （ESL/EFL） learning settings, improvement in one skill can affect the development of other skills. A particular course may highlight certain skills, but if the teacher is creative or specific tasks and problems are used in language learning settings, learners are provided with the opportunity to improve multiple, integrated skills. This paper aims at elaborating on critical thinking approach to language learning and introducing practical ideas for helping teachers to integrate language and thinking skills. It introduces 3 critical thinking activities （Dialogue journals, reading logs and literacy portfolios）, and also discusses how implementing them can serves as a way to integrate language skills. It also maintains that engaging learners in these activities helps them use authentic materials and solve problems of their own interest that in turn has a positive effect on student＇s motivation.

Highlights in teaching reading

In order to make EFL reading effective, it is important for teachers regularly to take stock of their perception of the nature of the reading process itself, relevant reading activities, and appropriate classroom management. It attempts to put forward some important principles in teaching EFL reading, and to invite teachers to consider them as a starting point for a re-evaluation of their philosophy.

Methods on How to Improve the Reading Skills

Urgent improvement is needed for the widespread passive students' participation and low reading efficiency in Chinese reading class. The amelioration can be achieved by employing speaking activities in reading class. Teacher reading through speaking is not only necessary and feasible for the teacher but also it can sustain interest and develop reading ability for every student.

The Application of Multimedia Technology in High School Reading Class

With the development of multimedia technology and the application of multimedia technology,especially the conversion of the reading material into micro-movie in English reading class,a good way to develop the comprehensive abilities of students simultaneously has been found.This teaching method is not only good for students,but also benefits teachers’teaching on different aspects.So,the key point of this essay is to introduce this teaching method for our English teachers,at the same time,this essay will show some principles of this teaching method and also there will be some examples for the specific conversion of reading material.

Literature Review on Shared Book Reading

This paper first introduced shared-book reading as good family activity for early childhood.A series of related experi ments and findings were then examined.The author went on to analyze three influential factors of shared book reading and its de velopmental,emotional and learning difficulty’s value.Finally,comments and suggestions were made to future researchers of the same field.

Analysis on Developing English Speaking Through Reading in Junior Middle Schools

In terms of English education,much research has been done on the combination of reading and writing,but there are relatively few studies on the combination of reading and speaking.In this study,the combination of reading and speaking in English through activities was expounded.The effect of this teaching mode was studied based on students’understanding of the subject,practical application,and transfer of knowledge.The goal of this teaching mode is to develop students’core literacy and to enable them to interpret and utilize text resources.With these as objectives,teachers can design lessons and evaluations that require students to verbally explain what they understand after reading lessons and guide students in a stepwise manner,from superficial text understanding to in-depth understanding and eventually to thinking beyond text learning,so as to promote the integration and development of students’language skills,cultural awareness,thinking,and learning ability.

阅读过程眼动控制理论模型:E-Z Reader

简要介绍了一个新近出现的阅读过程中的眼动控制理论模型——E-Z Reader模型,并对该模型的特点进行了深入讨论。文中还涉及了其它几个相关的理论模型,如Morrison(1984)模型和Mr.Chips:理想观察者模型等。最后就E-Z Reader在中文阅读过程认知研究领域中的应用前景进行了讨论。

使用Oracle Active Data Guard实现PMS2.0数据库读写分离初探

文章研究了使用Oracle Active Data Guard实现PMS2.0数据库读写分离。生产管理系统PMS是电力信息系统中重要的核心业务系统,随着数据量不断快速增长,数据库的I/O吞吐量以及资源的耗用愈发凸显性能瓶颈,造成业务用户并发操作延时甚至失败。传统的单节点数据库或ORACLE RAC集群已无法应对。根据目前成熟的业界解决方案,采用读写分离的方式,可以有效解决这个问题。

Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S.Students:A Comparative Study Using PIRLS 2011 Data

Reading for personal interest and acquiring and using information using various reading processes are important parts of reading literacy that students need to develop in order to progress successfully through their schooling and fully function in the information society.Computer assisted reading instructional activities are assumed useful in improving the reading literacy of students,especially reading processes.However,students in Hong Kong and the US demonstrated a substantial performance gap in reading proficiency.Using the data from Progress in International Reading Literacy(PIRLS)2011,this study examines whether and to what extent four computer-based reading instructional activities influence students’performance in reading processes central to reading for interest and acquiring and using information in Hong Kong and the US.It found that computer-based reading activities are associated with students’literacy performance in different ways in the two places.In particular,the more often Hong Kong students used the computer to read,the lower the reading achievement in all reading processes measured.However,in the US context,using the computer to write is positively associated with students’reading scores in all reading processes while using software is negatively related to their reading performance in using all the reading processes.

Effects of Pre-Schooler Lifestyle on the Circadian Rhythm of Secretory Immunoglobulin A

Assuming that secretory immunoglobulin A (s-IgA) in pre-schoolers is influenced by wake-up time, bedtime, sleeping duration and activity, the current study examined the influence of basic pre-schooler lifestyle on the circadian rhythm of s-IgA. We conducted a questionnaire survey on lifestyle and measured steps, heart rate and salivary s-IgA in 44 pre-schoolers aged 4 or 5 years old. Saliva was collected over 2 days at six time points: bedtime, upon waking up, upon arriving at nursery school, before lunch, after lunch and upon going home. To obtain relatively reliable s-IgA values, the s-IgA concentration/total protein concentration ratio (referred to as s-IgA/T.P.) was calculated. Relationship between the s-IgA/T.P. and heart rate, steps, wake-up time, bedtime and sleeping duration was then examined using Pearson’s correlation coefficient. Accordingly, pre-schooler lifestyle had the following effect on circadian rhythm of s-IgA: 1) s-IgA/T.P. values were higher upon waking up than at other measurement time points;2) pre-schoolers with considerable physical activity had high s-IgA/T.P. at bedtime and upon waking up;and 3) pre-schoolers with long sleeping durations and early bedtime had high s-IgA/T.P. upon waking up. Thus, our results confirmed that pre-schoolers’ lifestyle habits, such as bedtime, sleeping duration, physical activity, had an effect on the circadian rhythm of s-IgA.

EXPLOITING A READING TEXT FOR INTEGRATED SKILLS ACTIVITIES

Introduction‘Integrated skills is when the main language skills are practised in conjunction with each other.(Willis,1981)In EFL teaching in China,most teachers believe that skills should be practised in isolation in theclassroom.That is,in a reading lesson,special attention is paid only to reading.Lessons generallyfollow the same pattern going through the new words;reading the text aloud paragraph by paragraph;explaining difficult points(especially the grammatical items);asking comprehension questions;andfinally doing the exercises after the text.In such a reading lesson,even the reading skill itself is notpractised,let alone other skills.What is more,both teacher and students find this kind of teachingdull and de-motivating.

高阶思维:英语阅读ACTIVE教学“追寻”

思维品质是英语学科的核心素养之一,而阅读教学是培养学生思维品质的重要渠道。高阶思维的形成有助于学生提高其思维品质。以牛津英语8BUnit5Manners阅读第一课时为例,探究初中英语阅读ACTIVE教学模式,提出在读前、读中和读后三个环节中培养学生高阶思维。具体表现为分析综合能力、发散性思维能力和创造性思维能力。