Help translate a material (Chinese-English translation)

Skimming: through rough reading, taste the main idea, help understand and prepare for reading. Find the topic sentence, get this effect, and find out each topic. An article usually revolves around a center. In reading teaching, in a sense, it is necessary to train students to identify topic sentences, grasp the center, and let students understand the topic sentences and specific details of the article, instead of guiding the topic sentences. Students should rely on the interface of the paragraphs and the situational analysis of sentence relations to infer and summarize the main idea of the paragraphs, so as to achieve the purpose of understanding the article as a whole and express correct information.

Skip: Find necessary information, such as age, numbers, place names, etc., master keywords, grammar, word transition, tone transition, know the state of words in time, and grasp the context of the article.

Reading: read in sections, pay attention to details, pay attention to language structure and language processing, grasp the main facts and key information, reveal the internal structure of the article, and help deepen understanding. An article is an organic whole, and there is an inherent close relationship between paragraphs, and the content of each topic has a very important relationship. It is very important to clarify the structure of the article and grasp the theme of the article.

Reading inference: infer the meaning of not directly stating causality, and infer the meaning of new words, phrases or grammar that students encounter in self-study. Guiding students to speculate according to the context they have learned not only improves reading speed but also cultivates a kind of ability, which is the key to English reading. Cultivating students' ability to guess words is a very important and meaningful part of foreign language teaching. However, if words have a vital influence on the article, it will promote students' understanding and check and solve the difficulties encountered in the learning process with their own tools.

Speed reading: Students are required to read all the parts from each title, summarize the main points, themes, the author's intentions, opinions and attitudes, so that we can get an overview of the full text. Almost reading also helps students to grasp the meaning connection between contexts and cultivate their comprehensive generalization ability.

Teaching:

Step 1: Interest is the best teacher. According to the topics and tasks in this section, by creating scenes, or arousing students' curiosity, or stimulating students' interest, we can create a good atmosphere in classroom teaching, guide students' muscle thinking and predict the effect, so as to naturally put into reading.

(Enter the background knowledge and related information of the text).

Import mode: 1) Multimedia; 2) Creating questions to create suspense 3) Current affairs hotspots 4) Topics related to students' life experiences; 5) Stories, jokes, games and songs; 6) Review of old knowledge.

Step 2: Here: Read the text quickly and capture key information. Read the article, the article is divided by the school, the teacher asks the students to read, and guides the students to pay attention to the tone of the full text when reading.

Step 3: Intensive reading

Read carefully and master the details of the text. Students or teachers design reading for 8 to 10 minutes according to the material, and then find out the detailed information to answer the questions.

Step 4: Make reasonable arrangements and guide participation.

Students should pay attention to the imitation of rhythm, sound and intonation while listening to tape recordings repeatedly, and read the text with emotion; Students' freedom of speech, teachers' inspection, correct pronunciation and intonation, and so on. Teachers can also extend the cultural information and ideas in teaching materials, some of which involve not only the text content but also the students' study and life, to inspire students to think and encourage them to express their views.

Step 5: Express

Rereading the text to capture implied, oral or written expressions (rewriting, repetition, storytelling, dialogue scenes, problem points, story extension or expansion, etc.). ); Answer the teacher's deep-seated questions (such as: word meaning speculation, semantic and content analysis, structural analysis, inductive law, etc.). ). In the process of listening to students' answers to questions, teachers guide students to talk about training and find out the weak links in combination with the contents of the text.