首页
登录
职称英语
How to Read Effectively Many students tend to read books withou
How to Read Effectively Many students tend to read books withou
游客
2023-12-07
28
管理
问题
How to Read Effectively
Many students tend to read books without any purpose. They often read a book
slowly and in great detail with the result that they frequently have no 【1】______ 【1】______
view of what they are reading.
Ⅰ. To read effectively, students are suggested to do the following:
1)To decide precisely on the 【2】______for reading a book. 【2】______
2)To decide what they arc going to read:
a. The 【3】______page should be read first. 【3】______
b. The chapter headings are useful in indicating what should be read.
c. The Index can help to 【4】______the pages related to some information. 【4】______
3)To read the opening and final paragraphs so that they could know what
a book is mainly about.
4)To ask themselves what is the main part of their reading and then try to
answer the question by malting notes, which can help them to concentrate on
the reading and provide a(n)【5】______which can be re-read later. 【5】______
5)To increase reading speed without loss of 【6】______. 【6】______
Ⅱ. Three main kinds of silent reading speed:
1)the slowest: study speed for a higher level of understanding;
2)the average speed for easier textbooks, novels, etc.;
3)the fastest: 【7】______used to get a general idea of a book or an article. 【7】______
Ⅲ. The results of a survey of students’ reading speed conducted by Edward Fry:
A good reader achieves 【8】______comprehension when he skims at over 800 words 【8】______
a minute, 70% comprehension at 250~500 words a minute, and 80%~90%
comprehension at 200~300 words a minute.
The average speed of a poor reader is 【9】______words a minute with a 【9】______
comprehension 【10】______of 70%. 【10】______ [br] 【7】
How to Read Effectively
Good morning, everyone. Today I’m going to talk about effective reading.
When a teacher or lecturer recommends a student to read a book it’ s usually for a particular purpose. The book may contain useful information about the topic being studied or it may be invaluable for the ideas or views that it puts forward, and so on. In my. cases, the teacher doesn’t suggest that the whole book should be read. In fact he may refer to a few pages which have a direct bearing on the matter being discussed.
Unfortunately, when many students pick up a book to read, they tend to have no particular purpose in mind other than simple to "read the book". Often they open the book and start reading, page by page, line by line, word by word: in other words, slowly and in great detail. The result is that students frequently don’t have an overall view of what they are reading: they also tend to forget fairly soon what they’ re been reading.
Students can make their reading much more effective by adopting a strategy aimed at helping them to understand and to remember what they read. First, they should decide precisely why they are reading the book: perhaps it’s to find some information that’ll answer a question; perhaps it’ s to understand a difficult idea or argument, and so on. Then the students should decide exactly what they’ re going to read: it’ s seldom necessary to read the whole book. A good starting point is the Contents page at the front of the book; a quick look at the chapter headings may help to indicate what should be read. The index at the back of the book is often extremely useful in helping to pinpoint the exact pages that need to be consulted for particular pieces of information.
When it has been decide what’s to be read—a chapter of a book, for example—then it’s helpful to get an overview of the contents before starting to read. This can be done by reading the introduction. Usually the opening paragraph, and the conclusion, usually the final paragraph. In addition, a glance at the headings of sections or sub-sections will show the order in which the items are introduced. As well as doing this, some students find it useful to skim, or read very quickly, some sections in order to get the gist, or general idea of the contents.
Finally, students should ask themselves a specific question connected with the main part of their reading. They should then endeavor to answer it by making appropriate notes as they read. This will help them to focus on the reading as well as providing a summary, which can be re-read later. This is, perhaps, the most effective element in the reading strategy.
The importance of this last point can be seen from the following quotation take from Teaching and Learning in Higher Education by Ruth Beard; One reason for poor eomprehensi0n from reading may be that students fall to make notes or to ask themselves questions about the text. Evidence obtained by Camichaeil and Dearborn showed that whereas a reader normally seemed fatigued after one and a half hours, if the reading material was broken down every twenty-four pages by short tests, reminding him what he had read, he could go on without fatigue or loss of efficiency for periods of up to six hours.
If a student puts into practice everything that’s been suggested so fax, can we say that he read efficiently? Well, we must remember that most students have a lot to read and only a limited time in which to read it. As a result, it’ s important that a student reads as quickly as possible. If he can increase his reading speed without loss of comprehension, then he’ll become a more efficient reader.
Basically, there are three main kinds of silent reading speed, all for different purposes. The slowest speed is study speed, for a high level of understanding and when it’ s necessary to remember details; next is average speed, for easier textbooks, novels, etc.; the fastest is skimming, when it is not necessary to have a high level of comprehension. Skimming is used to get a general idea of what an article or a book is about.
Various surveys have been conducted into students’ reading speeds, which are measured by the number of words read in a minute. One, by Edward Fry, showed that a good reader achieves 50% comprehension while skimming at more than 800 words a minute; this is, of course, very fast. He has an average speed of about 250~500 words a minute for 70% comprehension. This falls to about 200~300 words a minute for study speed with a high-level comprehension rate of 80%-90%. On the other hand, a poor reader is unable to skim at all. The average speed of a poor reader is 150 to 180 words a minute with a comprehension rate of 70%, if 80%-90% comprehension is required, then the study speed is about 90 to 125 words a minute.
A reasonable average reading speed for students to aim at is about 250 words a minute.
选项
答案
skimming
解析
转载请注明原文地址:https://tihaiku.com/zcyy/3253540.html
相关试题推荐
InUKthestudentsattheageof16,whowanttoreceivefurthereducation,must
InWesternCulturesyoudon’topenacloseddoorwithoutknocking,unlessit
InWesternCulturesyoudon’topenacloseddoorwithoutknocking,unlessit
InWesternCulturesyoudon’topenacloseddoorwithoutknocking,unlessit
InWesternCulturesyoudon’topenacloseddoorwithoutknocking,unlessit
Theprocessbywhichawordisshortenedwithoutchangingitsmeaningandparto
______canbeusedindependentlywithoutbeingcombinedwithothermorphemes.A、F
ThroughouttheU.S.studentsaregettingouttheirNo.2pencils,readyendu
ThroughouttheU.S.studentsaregettingouttheirNo.2pencils,readyendu
ThroughouttheU.S.studentsaregettingouttheirNo.2pencils,readyendu
随机试题
Comparedwithtraditionalcomputerscience,webscienceincludestheresearch__
某国电信市场原本由一家公司经营,其成本函数为TC=Q2-10Q+30,市场需
社会意识形式()A.是自觉建立起来的、以特定的形式和较为严整的体系表现出来 B
麻醉药品和第一类精神药品处方印刷用纸颜色是:A.淡红色 B.淡绿色 C.淡黄
患者,女,40岁,于颈部左侧扪及数个大小不等结块,表面皮色正常,按之坚实,推之能
2019年4月,某审计组对丙上市公司2018年度财务收支情况进行了审计。有关存货
指定此粟赶要文要刊这定访A.1 B.2 C.3 D.4
A.桂枝汤 B.八味地黄丸 C.黄柏 D.山茱萸 E.薄荷与皮质激素类药
A.1 B.-1 C.0 D.2
(2015年真题)某机场有两条跑道,因飞行量增加需扩大飞机场停机坪,飞机噪声现状
最新回复
(
0
)