| 1. | Without reading the text , try to predict its content
不用阅读课文来预测课文的内容。 |
| 2. | Read the text life in the future , and then complete the following chart
阅读课文《未来的生活》 ，并完成下列表格。 |
| 3. | The teaching of reading in college english based on the discourse analysis theory
语篇分析在大学英语阅读课文教学中的运用 |
| 4. | Read lesson 102 carefully and choose the best answer to each question
学生活动：学生仔细阅读课文，然后回答教师提出的问题。 |
| 5. | Ask the students to read the text again and choose the best answer to each question
学生活动：学生通过仔细阅读课文，然后回答教师出的问题。 |
| 6. | Students read the text again and fill in the table with the information they get
再让学生阅读课文，用他们在阅读中所获得的信息填写一个表格。 |
| 7. | Ask the students to read the text quickly and choose the best answer to each question
学生活动：学生通过仔细阅读课文两到三遍，也可大声地朗读，然后做教师提出的问题。 |
| 8. | 3b read for the second time ? faster than the first time . how many of the questions can you answer without looking back at the reading
比第一次要快的再次阅读课文，不用回顾文章你能回答多少问题呢？ |
| 9. | Let independent reading text of student , teach a new text each time , let student use first 10 - 20 carry on the fast reading separately , do the comprehension of the text at the same time
让学生独立阅读课文，每教一篇新课文时，先让学生用10 ? 20分进行快速阅读，同时做课文的理解题。 |
| 10. | The concept of the purpose of reading everyday texts is transferred to academic texts as we look at the reasons for reading an assignment title , an index , a background text and examine the impact of purpose on reading strategies
当我们在阅读一个指定的题目，索引，背景文章时，带目的性地阅读日常文章可以转换为有目的性地阅读课文文章，并检查有目的性地阅读这种阅读方法的作用。 |
