Reading textbooks

Reading Textbooks

?Pre-test

Take a few minutes to answer yes or no to the following questions.

1. Do you highlight or mark your textbook as you read?

2. Do you use a reading/study system when you read text material?

3. Do you preview a chapter before you begin to read it?

4. Do you usually try to read an entire chapter once you start?

5. Do you think about the quality of the evidence as you read your textbook?

6. Do you tend to read your text chapters again before the exam?

7 Do you generally pause at the end of each paragraph or page to think about what you have

read?

8. Do you use different strategies to read more difficult text assignments?

9. Do you often forget what you have read when you complete a reading assignment?

10. Do you "talk to" (interact with) the author of the text as you are reading your assignment?

Give yourself 1 point for each yes answer to questions 1, 2, 3, 5, 7, 8, and 10 and 1 point for each no answer to questions 4, 6, and 9. Now total up your points. A low score indicates that you need some help in text reading. A high score indicates that you are already using many good text-reading strategies.

?General strategies for reading college textbooks

?Preview your textbooks

?Read the chapter before the lecture

?Read ten pages at a time

?Monitor your comprehension

?Study/ Reading System

?P2R

◆Suitable for one chapter or ten pages

◆The methods

●Preview (title, introduction, outline, structured review)

●Read by highlighting or taking notes

●Review by reciting

?SQ3R(time-consuming, so suitable for difficult reading)

◆Francis Robinson, 1941, the most widely taught

◆Survey

●The procedure is actually quite simple. First, you arrange things into different

groups. Of course, one pile may be sufficient depending on how much there is

to do. If you have to go somewhere else due to lack of facilities that is the next

step; otherwise, you are pretty well set. It is important not to overdo things.

That is, it is better to do too Few things at once than too many. In the short run

this may not seem important but complications can easily arise. A mistake can

be expensive as well. At first the whole procedure will seem complicated.

Soon, however, it will become just another Facet of life. It is difficult to

Foresee any end to the necessity For this task in the immediate Future, but

then one can never tell. After the procedure is completed, one arranges the

materials into different groups again. Then they can be put into their

appropriate places. Eventually they will be used once more and the whole

cycle will then have to be repeated. However, that is part of life.

1. What is the topic of this passage?

2. What do you know about this topic?

3. In the first sentence, what procedure is being referred to?

4. How did you identify this procedure?

5. The passage states that after putting things into different groups, you might have

to go somewhere else due to lack of facilities. What place does "somewhere else"

refer to?

6. How do you recognize the location of "somewhere else?"

7. The passage states that mistakes could be expensive. What does that mean?

8. Why is there no foreseeable end to this procedure?

◆Question

●Questioning words for main ideas

? A reason--- why

? A way or method ---how

? A purpose or definition --- what

? A fact --- what

●Questioning words for details

? a person --- who

? a number or amount --- how many/ much

? a choice --- which

? a time --- when

? a place --- where

●question words and corresponding indicators

?why? --- because, for that reason, consequently, as a result

?how? --- by, through, as a result of

?what? --- commas, dashes, parentheses, involves, consists, includes

?who? --- nouns

?how many? How much? --- numbers

?Which? --- nouns and adjectives

?When? --- before, during, after, soon, later, prior

?Where? --- behind, across, near, close, in, at

◆Read

●Contexts

●Structural analysis(concepts, IMRAD, problem solving, contrast, )

●Reference materials

◆Recite

●Text summaries

◆Review

?S-RUN-R

◆Survey

◆Read

◆Underline

◆Note take

◆Review

?Marking textbook

?Did you?

Take a few minutes to answer yes or no to the following questions.

1. Do you highlight or mark your textbook as you read?

2. Do you find that you often get to the end of a page and have no idea what you just

read?

3. Do you begin to highlight or underline an important point before you finish the

sentence?

4. Do you evaluate your text marking after an exam?

5. Does your marking make sense when you read it again before the exam?

6. Do you rehighlight or re-mark your text when you review for an exam?

7 Do you mark the headings and subheadings in your text?

8. Do you make notes in the margin when you read your text? _

9. Do you tend to mark key words rather than phrases or entire sentences?

10. Do you ever reread the unmarked sections of your text before an exam?

Give yourself 1 point for each yes answer to questions 1, 4, 5, 6, 7, and 8 and 1 point for

each no answer to questions 2, 3, 9, and 10. Now total up your points. A low score

indicates that you need some help in text marking. A high score indicates that you are

already using many good text-marking strategies.

?Why

◆Promotes active reading

◆Condenses the material

◆Increases comprehension

◆Serves as a comprehension monitoring system

?How

◆Highlight

◆Underline (disadvantages, no ruler, slow)

◆Make marginal notes

◆No multi-colour marking

?What

◆Headings

◆Mark main ideas

●MI (main idea)

●MSD(Major supporting details)

●msd (minor supporting details)

?How much

◆Avoid undermarking

◆Avoid overmarking

?Tips for marking

◆Mark your text

◆Avoid the used-up trap

◆Don't overlook ‘external’ text material

◆Monitor your text marking

◆Re-mark used textbooks

◆Mark math and science textbooks

◆Mark your literature books

◆Photocopy and mark outside readings

?How to review

◆Re-mark your text

● A different colour

●Underline, checkmark, star

◆Take notes on your marking

◆Predict questions in margin

?Organising text information

?Written notes

?Create concept maps

?Create charts

?Review notes

?Recite

?Replicate

?Add recall questions

Exercise I

Exercise II

WHY ARE THE OCEANS IMPORTANT?

As landlubbers, we tend to think of Earth in terms of land, but Earth is largely a water planet. A more accurate name for the planet would be Ocean, because salt-water oceans cover more than 71 percent of its surface.

The oceans play key roles in the survival of virtually all life on Earth. Because of their size and currents, the oceans mix and dilute many human-produced wastes flowing or dumped into them to less harmful or even harmless levels, as long as they are not overloaded. Oceans also play a major role in regulating Earth's climate by distributing solar heat through ocean currents and by evaporation as part of the global hydrologic cycle. They also participate in other important nutrient cycles.

By serving as a gigantic reservoir for carbon dioxide, oceans help regulate the temperature of the troposphere. Oceans provide habitats for about 250,000 species of marine plants and animals, which are food for many organisms, including human beings. They also supply us with iron, sand, gravel, phosphates, magnesium, oil, natural gas, and many other valuable resources.

Exercise III

Buy a copy of Shanghai Daily, and practice marking.

Exercise IV

Psychologist Albert Mehrabian has found that posture often indicates feelings of tension or relaxation. He says that we take relaxed postures in non-threatening situations and tighten up when threatened. Based on this observation, he says we can tell a good deal about how others feel simply by watching how tense or loose they seem to be. For example, he suggests that watching tenseness is a way of detecting status differences. The lower-status person is generally the more rigid, tense-appearing one, whereas the one with higher status is more relaxed. This is the kind of situation that often happens when an employee sits ramrod straight while the boss leans back in her chair. The same principle applies to social situations, where it's often possible to tell who's uncomfortable by looking at pictures. Often you'll see someone laughing and talking as if he were perfectly at home, but his posture almost shouts nervousness. Some people never relax, and their posture shows it.

MI (main idea), MSD (major supporting detail), msd (minor supporting detail)

I. Posture often indicates feelings of tension or relaxation (MI)

A. Person displays relaxed posture when not threatened (MSD)

B. Person displays tense posture when feeling threatened

(MSD)

C. Tension or relaxation in posture may indicate status (MSD)

1. Tense-appearing person has low status (msd)

2. Relaxed-appearing person has high status (msd)

D. Posture indicates who's comfortable in a social setting (MSD)

T for Topic

MI for Main Idea

SD for Supporting Detail

Group I

a. A four-leaf clover means good luck.

b. Red roses convey passionate love.

c. The symbolic meaning of plants

d. Even today, several plants have symbolic meanings

e. An olive branch indicates peace.

T___________

MI__________

SD__________

Group 2

a. Red indicates passion.

b. White indicates sympathy.

c. The meaning of floral colors.

d. Floral colors also can communicate feelings

e. The color orange signifies friendship.

T___________

MI__________

SD__________

Group 3

a. In the 1870s, an ardent suitor might have sent his beloved a bouquet of flowers that expressed a complete message.

b. The symbolism of flowers reached its peak during the Victorian era, when almost every flower and plant had a special meaning.

c. A bouquet of forget-me-nots conveyed the sentiment "remember me."

d. A bouquet of jonquils, white roses, and ferns indicated that a suitor desired a return of affection, was worthy of his intended's love, and was fascinated by her.

e. The "language" of flowers

T___________

MI__________

SD__________

Group 4

a. In 1875, in Switzerland, Daniel Peter and Henri Nestle created milk chocolate by adding condensed milk to chocolate liquor.

b. In the 1890s, the first candy bar was created by adding nuts, fruits, caramels, and other ingredients to the chocolate liquor.

c. For the love of chocolate.

d. There have been many changes in chocolate candy since it was created in 1847.

e. Milton Hershey modified the Peter process by adding whole milk.

T___________

MI__________

SD__________

Group 5

a. Food of the Gods

b. According to Aztec mythology, the god Quetzalcoatl gave cacao beans to the Aztec people.

c. The beans were later offered as gifts to the gods.

d. The cacao tree, the source of chocolate, has long been cultivated by native peoples of Central and South America for religious purposes.

e. The beans also were used to make a beverage consumed by priests on ceremonial occasions.

T___________

MI__________

SD__________

Group 6

a. Originally chocolate candy bars were promoted as health foods.

b. A high energy treat.

c. In World War I, candy bars were given to the soldiers as a source of quick energy.

d. In the 1920s, many candy bars claimed to aid the digestion and had names like Vegetable Sandwich.

T___________

MI__________

SD__________

Topics, Main Ideas, and Details

Directions: The following group contains a series of related statements: One of the statements gives a topic, another gives a main idea, and four give supporting details. Identify the role of each statement in the space provided using the following abbreviations:

T for Topic

MI for Main Idea

SD for Supporting Detail

a. In a suit brought by New Jersey importer, John Nix, tomatoes were legally declared vegetables in 1893 by the U.S. Supreme Court.

b. The Spanish conquistadors introduced the tomato to Europe, where it was first known as the "Apple of Peru."

c. What is a fruit?

d. Later it was known as pomo doro, golden apple in Italy, and pomme d'amour, love apple (it was believed by many to be an aphrodisiac) in Franc

e.

e. Tomatoes, one of the most common, popular, and

versatile vegetables, is technically a fruit.

f. Justice Horace Gray said that although tomatoes are considered to be the fruits of the vine, they are usually served at dinner, and not, like fruits, generally as dessert.

T___________

MI__________

SD__________

Drections: The main idea sentence appears at different locations in the following paragraphs. Write the letter of the main idea sentence on the line. Then draw a diagram of the paragraph and list the supporting details by letter.

1. (a) Americans eat oysters but not snails. (b) The French eat snails but not locusts. (c) The Zulus eat locusts but not fish. (d) The Jews eat fish but not pork. (e) The Hindus eat pork but not beef. (f) The Russians eat beef but not snakes. (g) The Chinese eat snakes but not people. (h) The Jale of New Guinea find people delicious. (i) The diversity of our customs and expressive behaviour suggests that much of our behaviour is socially programmed, not hardwired.

Main Idea Sentence

Supporting Details:

2. (a) The range of dress habits is equally great. (b) If you were a traditional Muslim woman, you would cover your entire body, even your face, and be thought deviant if you didn't. (c) If you were a North American woman, you would expose your face, arms, and legs, but you would cover your breasts and pelvic region, and be thought deviant if you didn't. (d) If you were a Tasaday tribe woman in the Philippines, you would go about your daily activities naked, and be thought deviant if you didn't.

Main Idea Sentence

Supporting Details:

3. (a) The world's cultures have strikingly different notions about displays of affection and about matters of personal space. (b) "Don't touch me." (c) "Take your hands off me." (d) Such statements are not uncommon in North America, but they are virtually never heard in Brazil. (e) Brazilians like to be touched more than North Americans do.

(f) When North Americans talk, walk, and dance, they maintain a certain distance from others--their personal space.

(g) Brazilians, who maintain less physical distance, interpret this as a sign of coldness. (h) When conversing with a North American, the Brazilian moves in as the North American retreats. (i) Cocktail parties in international meeting places such as the United Nations can resemble an elaborate insect mating ritual as diplomats from different cultures advance, withdraw, and sidestep. (j) How people show affection and respect personal space varies greatly from culture to culture. Main Idea Sentence:

Supporting Details:

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江苏译林版英语六年级上册知识点整理全

六年级上册复习资料 内含：6A各单元知识点，语法知识，易错题及适当形式填空

6A Unit 1 The king’s new clothes姓名：一，单词/词组 1. long long ago 很久以前 2. new clothes 新衣服 3. make new clothes for you 为你制作新衣服 make sth for sb 4. show the king his new clothes给皇帝展示新衣服 show sb. sth.= show sth. to sb. 5. try on 试穿try on the coat=try the coat on try it/them on 6. magic clothes 有魔力的衣服 7. walk through步行穿过 8. in his new clothes 穿着他的新衣服 9. shout at sb. 对某人大叫10. laugh at sb. 对某人大笑 11. look at 看….12. point at 指向… 13. fit well 非常适合14. an American cowboy 一个美国牛仔 15. a Scottish man 一位苏格兰人16. tell a story 讲一个故事 17. say a/one sentence 说一句话18. on the mountain 在山上 19. the next sentence 下一句话20. live in the house 住在房子里 21. tell the boy a story 给这个男孩讲一个故事 tell sb. sth. 22. it is one’s turn 某人的机会23. think hard 努力思考 24. have to 不得不 have to do sth. 25. in front of 在….前面（外部） in the front of 在… 前面（内部） 26. walk by 路过27. be nice to sb. 对某人好 28. look after 照顾29. turn into 变成 二，句型 1. Long long ago, there was a king. 很久很久以前，有一位国王。 2. The king was happy. 国王很开心。 3. He liked new clothes. 他喜欢新衣服。 4. Two men visited the king. 两个男人拜访了这位国王。 三、练习 1.用所给词的适当形式填空。 1.Three days ago,I (bring)a new bike. 2.I (live) with my grandparents when I was young. 3.The king (not wear) any clothes that day, all the people (point)at him. 4.Long long ago, there (be) many old men in the mountain. 5.Look,the girl is (wear) a nice dress. 2.选择正确答案。 ( )1. Long long ago, there a boy called Ma Liang. A. was B. were C. is D. are ( )2. I ________ TV a moment ago. A. watch B. watched C. looked D. look ( )3. The teacher the blackboard, then we copied the words. A.point at B. pointed at C.is pointing at D. points at ( )4. Do you want ________?

思维导图UNIT1READING1

Topic: Module 2 Un it1 Cultural Relics (Readi ng 1) Teach ing Aims: 1. K no wledge aims: To make stude nts master key words and expressio ns are, survive, in search of, design, decorate, belong to, remove, doubt … important sentences: It was also a treasure decorated with gold and jewels, which took the country ' best artists about ten years to make. However, the n ext Ki ng of Prussia, Frederick William I, to whom the amber room bel on ged, decided not to keep it. There is no doubt that the boxes were the n put on a train for Koni gsberg, which was at that time a German city on the Baltic Sea. After that, what happe ned to the Amber Room remai ns a mystery. 2. Ability aims: En able stude nts to talk about the history of the Amber Room. 3. Lear ning strategies aims: En able the stude nts to read the passage fast to get the main idea. 4. Cultural aware ness and emoti onal attitude aims: Lear n about some cultural relics at home and abroad and have the sense of protecting them Teaching key point: To make students know the history of the Amber Room . Teach ing difficult poin ts: Talk about cultural relics and what can be done for them. Teach ing procedures: Step 1 Lead-in (Brai nstormi ng) The teacher starts the less on by ask ing a questi on: What are cultural relics? Can you list some of them? How about Chin ese cultural relics?