学习英文倡议书

学习英文倡议书（共8篇）

1.学习英文倡议书 篇一

How horrible the traffic is! The picture depicts a scenario of a terrible traffic jam in the street. In fact， the traffic jam is so heavy that it is more of a parking lot than a crowded street①。

Anxious passengers cannot take buses because there are few buses. Instead， the street is filled with too many private cars.

Exaggerated as it is， the phenomenon is not uncommon nowadays. With the number of private cars increasing②， traffic jams in metropolitans are bound to happen. Heavy transportation pressure in large cities may bring much inconvenience to people and exert negative impacts on the environment. On the one hand， when traffic jam happens， short distance in the past now seems to become terribly long， and drivers could do nothing but to wait. Therefore， a lot of precious time has been wasted on the road. On the other hand， exhausted gas emitted cars③ has increased the burden of environment and caused carbon emission， which has diverted from the concept of living a low carbon life.

Therefore， effective measures should be taken to alleviate the traffic jam. Firstly， taxes levied on the sales of private cars④ should be raised so as to restrict private car ownership rate. Secondly， public transportation such as buses and subways， which are low-carbon transportation means， should be encouraged and promoted so that we can have a smooth transportation.

2.学习英文倡议书 篇二

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.

2. The advantages of cooperative learning

Various research and studies have shown that cooperative learning is a great way of teaching.Its greatest advantage is that it is applicable at every educational stage.But college level courses have seen a lot of achievements in collaborative learning or cooperative learning.There are a number of theories that suggest cooperative learning method for all levels and types of education.Studies have shown that cooperative learning has great and positive psychological and educational outcomes.As Jodi Crandall (Jane Arnold 2000, P226) puts, ‘Cooperative learning has shown to encourage and support most of the affective factors which correlate positively with language learning:i.e.reducing anxiety, increasing motivation facilitating the development of positive attitudes toward learning promoting self-esteem, as well as supporting different learning styles and encouraging perseverance in the difficult and confusing process of learning another language.’

3. The disadvantages of cooperative learning

3.1 When students’English proficiency disparity is bigger in the group, good students harvest slightly.

3.2 Poor students can have the inferiority complex and depend on the eugenics because of the unsmooth cooperation.

In the teaching practice, the author sometimes discovered some outstanding students assumed full responsibility of the weaker student's duty in the same group, but the lower level students had become carefree observer.

3.3 The cooperative learning has the prominent result when

the students complete the lower difficult study task.However, when the students complete the more difficult task, especially those duties which need the independent thinking, independent study may be more effective than cooperation.

4. How to ensure the effectiveness of cooperative learning

One of the most important aspects of cooperative learning is to teach those students how to work in groups who aren't familiar with this type of learning.The strategy is to make that the task you are given is not only increasing the study skills of the student but is also interesting and open enough for the group of students.The main reason for such activity is that the students must utilize the skills the teacher has taught them.For example, if the group of students is told to analyze rap songs and find out the issues related to the songs, they will read the songs and then write up their ideas about it, the main two points noted here is that the students get familiar with listening to each other as well as sharing information, which is a necessary step in learning.

5. Conclusion

To sum up, cooperative group learning method is widely used in contemporary English teaching, and it has proven effective in increasing motivation for learning and self-esteem, fostering positive feelings toward classmates, and increasing performance on tests of comprehension, reasoning, and problem solving.We English teachers ought to widen our vision and make the best use of its superiority and avoid its shortcomings.

参考文献

[1].Jane Arnold.2004.Affect in Language Learning.北京:外语教学与研究出版社。

3.英文翻译质量对英文学习者的影响 篇三

【关键词】英文翻译 质量 影响

从教育改革的大方向来看，英语在中国教育中的比重虽然有所下降，但国人对英语学习的热情不减。身为高校英文教师，笔者发现高校大学生对英文的学习通常抱有积极的状态。但无论哪种学习方法，都是在将汉语转换成英语，或将英文转换成汉语的过程中寻找突破口，因此，这种情况下，翻译就显得格外重要。甚至从某种意义上来讲，翻译是英文初学者的基础和根基。

一、译文质量的评判标准

怎样评价译文的质量呢？现代人将翻译的标准概括为：忠实、通顺。“忠实”是指忠实于原文，译者必须准确而又完整地把原文的思想及内容表达出来，不可擅自增减或改变原意，要绝对尊重作者的思想观点；“通顺”是指译文的语言必须合乎规范、通俗易懂。“忠实”和“通顺”是检验翻译质量的两个重要标准。而高等学校英语专业英语教学大纲指出，对英语专业的学生要强调听、说、读、写、译技能的均衡发展，尤其要注重说、写、译表达能力的培养。此处，“译”就是指的翻译。可见，翻译能力在高校英语人才的培养中受到了重视。

二、英文翻译质量对英文学习者的影响

本文以四川省某高校的外语社团为例，探讨一下英文翻译质量对英文学习者的影响。外语协会是外语爱好者的聚集地，英文爱好者在选择社团时一般都会选择外语协会，因为在那里不但可以交到志同道合的朋友，还可以参与编订协会的英文报纸，这对他们来说是一个锻炼的机会，更是一个提高的过程。外语协会的成员会将自己编订的报纸下发到每个宿舍，作为英语老师，笔者也通常会收到一份。他们办的报纸以英文板块为主，对于缺少英文读物或爱好英文的同学来说，这种不权威的报纸也是很好的英文学习资源。报纸有一个板块叫做生活小常识，还有一些公共场合的标语，但他们的翻译质量着实让人捏一把汗，比如“小心地滑”他们居然翻译成“Be careful of land slide（小心山体滑坡），将“不要将烟灰弹入”此处翻译成“please don't bomb into the ash here（不要将这里炸成灰烬）”。在后来的英文考试中，笔者甚至看到个别学生将上例中其中的一句写在了考卷上。

有时，外语社团为丰富社员的生活，每周日会为社员放一些经典的外语电影，全是中英文字幕的电影，对于英语水平较高的同学，不看英文字幕全靠听是可以将整部电影的所表达的东西消化掉，但对于英文水平不高的同学，不看字幕是不可行的。据我所知，很多学生都喜欢边看英文视频，边学英语。但很多电影的中英文字幕都是有问题的。比如说电影“The First Blood”被译成“第一滴血”，其实这是具有文化背景的习语，表示the first success in the contest，因此确切的翻译应为“初战告捷”。还有，“End of the World”被译为“世界末日”其实这样翻译也是没有错的，但很多学生由于不了解很容易学生理解为大难临头、人类即将灭亡的恐怖时光，而对西方人来说，它只表示伸张正义的时刻。“世界末日”之说来源于基督教，是其基本教义之一。它表示有朝一日现世将终结，所有的人都将接受上帝最后的审判：好人升天堂，坏人下地狱，魔鬼入火湖。因此西方人的“End of the World”指的是如中国人所指的是“恶有恶报，善有善报，不是不报，时候未到”的意思。

在教学过程中了作为老师常常强调学生翻译必须文理优美，忠实于原文并不等于死扣语法、逐词死译。而且，还要使译文符合本民族语言习惯，不必迁就原文语言形式，这才能达到“信、顺”统一。但由于自身水平和受英文翻译文本的不良影响，学生在学习过程中真是既迷茫又彷徨，于是在迷茫中翻阅更多的英文读物，又不慎重选择，随处看随处学，结果越学脑子越乱。

在互联网上查找英文学习资料，对英文学习者来说也是一个不错的选择。百度上随便输入一大段话，分分钟就能得到好多版本的翻译。而很多学生在生活中遇到自己不会翻译的句子，和不知道怎样用英文表达的话，就直接找一个翻译软件，整段输入，整段翻译。而不同的翻译软件给出的翻译结果却不尽相同，翻译质量也参差不齐。比如这句话“各位领导对2015年的工作提出了问题，强调了要求，制定了规划，部署了工作重点和具体措施”有道这样翻译：“The leaders raised questions about 2015 work，emphasize the requirements，set the planning，deployment of focus and specific measures”而百度翻译给出的翻译是“Questions leaders to work in 2015，emphasized the requirements，formulate a plan，the deployment of work focus and specific measures”学生在工作学习中往往会按着软件给出的翻译进行学习，也不去关注互联网给出的翻译质量是好还是坏。

所以，英文翻译的质量，直接影响英文学习者的英文水平。英文翻译质量不一的状况和翻译者的英文水平有关也和市场英文读物出版缺少监管有关。英文学习者要试着提高自己的辨别意识，选择英文翻译质量较好的读物，这样至少不会在英文学习中走太多的弯路。

参考文献：

[1]于亚丽.浅析网络对英文翻译的影响[D].北京师范大学. 2013.4.

[2]陶友兰.论中国翻译教材建设之理论重构[M].复旦大学出版社，2008，12.

4.学习英文倡议书 篇四

I am Li Ming, president of the Students’ Union. I am writing to call on you to give up smoking.

Some students in our school have been caught smoking, which has become a cause of concern. Medical studies show that smoking is harmful to our health because of the poisonous chemicals produced when cigarettes are burning. Both smokers and non-smokers are affected by the poisonous matter. So the number of people who suffer from lung cancer and other breathing-related diseases has been on the increase. Therefore, smokers should give up this bad habit as soon as possible.

Let’s develop a healthy lifestyle! Let’s take action from now on!

5.英文离婚协议书 篇五

Woman:Mrs. Lishi

We both obtained the legal marriage registraion on Nov. 14, . Our daughter Wangwu was born on Jan. 15,.We can’t live together well and our marital relation is broken. Both sides agree to come to the settlement of divorce.

1.Both sides agree to dissolve the marriage voluntarily.

2. Both sides agree that Mrs. Lishi shall gain the daugter’s custody，Mr. Zhangsan shall pay a monthly maintenance fee ￥800 before the 8th. of each month.Mr. zhangsan can visit daughter anytime without any restriction.

3. Mr. Zhangsan will reimburse ￥50,000.00 to Mrs. Lishi.

4.The house located on the road of Liushi Road ,Liuzhou city is marital property.The house belongs to Mrs. Lishi.

5.Both sides have confirmed that they have no common claims and liabilities.

Both the man and the woman shall have full civil capacity,they can dispose their property by themselves.

5.This agreement is in triplicate,both sides shall hold one copy,the registration department will keep one copy.The settlement will take effect when both parties sign it and confirmed by registration department .

Man:Mr. Zhangsan Woman:Mrs. Lishi

ID No. ID No.

May 28, Jul.28,2014

From:Guangxi Yongwei lawyer Firm Tao Jianwu lawyer

6.离婚协议书英文版 篇六

divorce agreement

the agreement were: a, m, × × year × month × date of birth, han nationality, live in city, × × × × × × × × no. lu.

agreement person: mr. wang, female, year × month × date of birth, han nationality, live in city, × × × × × × × ×house lu

an agreement of the parties in the × × day of the district people"s government for marriage registration. personality is not suited for the two sides could not live together, marital relations have broken down, divorce is now two sides to reach an agreement as follows:

7.学习英文倡议书 篇七

In the 1980s and the beginning of the 1990s,researchers attempted to categorize the identified learning strategies.Skehan(1989)identifies three areas common to the different taxonomies.One is the learner’s capacity to impose himself on the learning situation;the second concerns the learner’s technical predispositions;and the third involves the learner’s capacity to evaluate.In accordance with the information-processing model,O’Malley and Chamot(1990)distinguish three major types of strategy:metacognitive strategies,cognitive strategies and social/affective strategies.Metacognitive have an executive function.Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself.Social/affective strategies concern the ways in which learners elect to interact with other learners and native speakers.Oxford(1990)provides another comprehensive classification of learning strategies,whose general framework is shown clearly in the following Figure(Figure 1).

A general distinction is made between direct and indirect strategies.Direct strategies consist of strategies that directly involve the target language in the sense that they require menta processing of the language.While indirect strategies provide indirect support for language learning through focusing,planning evaluating,seeking opportunities,controlling anxiety,increasing cooperation and empathy and other means.And the present study is based on Oxford’classification.

In China,researches on language learning strategies have been increasing in recent years.Among them,the following are worth mentioning:Wu Yi’an,Liu Runqing et al(1993)investigated the psychological and socio-psychological factors of English language learning;Wen Qiufang(1995)compared different learning strategies employed by successful learners and unsuccessful learners and(1996)systematically studied English learning strategies in a book entitled English Learning Strategies.We notice that most researches in China are concerned with the learning strategies used by English majors or non-English majors when they are learning English—the major foreign language in China.However,as a compulsory course,second foreign language study hasn’t been given much attention by researchers and little research has been carried out in this field.Till now,in China,Zuo Yan(2004)made an analysis on strategies used in second foreign language by postgraduates of English majors.Li Xiao(2006)made a comparative study of the vocabulary strategies used in first and second foreign language by English majors.Since language-learning strategies play an important role in language learning,this paper attempts to make a comparative study of the learning strategies used in second foreign languages by English majors.

Three questions are raised in this paper:1)What are the similarities between the learning strategies used in different second foreign languages by English majors and what are the reasons?2)What are the differences between the learning strategies used in different second foreign languages by English majors and the reasons.3)What are the implications for second foreign language teaching and learning?

2 Method

Subjects:The participants in this research are 32 third-year English majors from the Faculty of Foreign Language Studies of Hubei University.There are 25 female students and 7 male students.All of them have learned their second foreign language for almost one year.So they have already formed relatively stable learning strategies in their second foreign language.Among them,15 subjects’second foreign language is Japanese,and they are randomly selected from two classes taught by Japanese teacher Xu Qinfang.The other 17 subjects’second foreign language is French,and they are also randomly selected from French teacher Yuan Meilin’s two classes.The subjects range in age from 19 to22 years old.

Instrument:The researcher used a questionnaire to gather the information on language strategies used by subjects.The questionnaire is a revised version based on Strategy Inventory Language Learning(SILL)by Oxford in 1990.In order to avoid language ambiguity,the questionnaire is designed in the subjects’native language(i.e.Chinese).

The questionnaire consists of two parts.The first part is about the subjects’personal information,i.e.name and gender.The second part,the main body of the questionnaire,is designed to assess the language strategies employed by the subjects.The questionnaires distributed to different language learners are almost the same,but slightly different.Take the third item for example,the questionnaire distributed to the Japanese learners is expressed like this:3.我把日语单词的发音与其相关的形象或图形联想,以帮助记忆____。While the questionnaire distributed to French learners is expressed like this:3.我把法语单词的发音与其相关的形象或图形联想,以帮助记忆____。Only one Chinese character is different.The purpose is to draw the subjects’attention on the fact that the researcher wants to survey their Japanese or French learning strategies,not others.But all the items are exactly the same(for detailed information,please refer to appendixes).So the researcher still regards the questionnaires distributed to different second foreign language learners as one questionnaire.The second part consists of 40items,which are divided into six categories according to Oxford’s(SILL).The categories and the number of sub-items can beshown in the following Figure(Table 1).

For each of the sub-items,Likert 5-point scale is employed The Likert 5-point ranges like this:1.从不(I never do that);2.偶尔(I occasionally do that);3.有时(Sometimes I do that);4.经常(I usually do that);5.总是(I always do that).And the subjects are required to choose on situation that would appropriately describe their way of second foreign language learning.And the number that they choose stands for the mark point that they get in this sub-item.

3 Results and Discussion

The results of the data are shown in the following figure(Table 2).

3.1 Similarities between the Japanese learners and French learners and reasons

In Table 2,only one mean of the six categories for Japanese learners and French learners is above 3.For Japanese learners only the mean of compensation strategy is above 3,i.e.3.43while for French learners,the highest is the mean of metacognitive strategy,i.e.3.21.It indicates that most English majors don’t spend much time and energy in their second foreign language study.There may be two reasons to explain the phenomenon.The first reason may have much to do with the requirements and goals of their second foreign language study.For third-year English majors,second language is just a compulsory course,and they don’t have the pressure to pass frequent tests or examinations and also they needn’t to use their second foreign language as a tool to find a good job in the future.Therefore,most of English majors are usually not willing to spend much time and energy on their second foreign language study.The second reason may lie in the fact that although the third-year English majors have learned their second foreign language for almost one year,they could be regarded as beginners of their second foreign language So they cannot use many strategies to learn their second foreign language,and sometimes it may be difficult for them to select the proper strategies in their second foreign language study.

We also notice that the means of affective strategy and social strategy are comparatively very low.The mean of affective strategy for Japanese learners is 2.53,occupying the last place among six categories,and the mean of affective strategy for French learners is 2.55,occupying the last but two place among six categories.And the means of social strategy for Japanese and French learners are also not very high:2.77 for Japanese learners and 2.57 for French learners—both occupying the fourth place among the six categories.The phenomenon may be related to the learning culture of Chinese students.The Chinese students are usually too“shy”to ask questions,and may be unwilling to share their opinions with their classmates.Because they think that i they make mistakes,they will be laughed at by others and they will lose face before people.

3.2 Differences between the Japanese learners and French learners and reasons

In Table 2,only two means of the six categories for Japanese learners are lower than those for French learners.They are metacognitive strategy and affective strategy:2.99(for Japanese learners)<3.21(for French learners),and 2.53(for Japanese learners)<2.55(for French learners).All the means o the other four categories—memory strategy,cognitive strategy compensation strategy,and social strategy—for Japanese learners are higher than those for French learners:2.98(for Japanese learners)>2.87(for French learners);2.65(for Japanese learners>2.48(for French learners);3.43(for Japanese learners)>2.77(for French learners);2.77(for Japanese learners)>2.57(for French learners).The data show that compared with French learners,Japanese learners use much more language learning strategies to learn their second foreign language.The reason may lie in the fact that for Japanese learners,the spelling and pronunciation of Japanese words are not only quite different from their native language(i.e.Chinese),but also quite different from their first foreign language(i.e.English).Japanese can be said to be a totally new language for them.Therefore,Japanese learners cannot transfer or use the language strategies used in their native language or first foreign language to learn their second foreign language,and they have to spend much more time and energy to learn the new language.But the situation is quite different for French learners.Since English and French originate from the same Indo-European language,and many words in the two languages are almost the same in the spelling and pronunciation,i wouldn’t take much time and energy for the French learners to learn French.French learners can take their first foreign language(i.e.English)as a tool to help them to learn their second foreign language(i.e.French),which will save them lots of time and energy.And also,French learners can transfer the strategies they employed in English learning into their French learning Therefore,French learners needn’t spend as much time and energy in their second foreign language as Japanese learners do in their second foreign language.

4 Conclusions

Through the comparison and subsequent discussion,this study shows that there do exist some similarities and differences in the language strategies used by different second foreign language learners.And the present study can provide us with some suggestions for second foreign language teaching and learning First,though second foreign languages(here,it refers to Japanese and French)are minor foreign languages in China,we should pay more attention to second foreign language teaching and learning Second,departments and language teachers should provide a more relaxing and comfortable learning environment to stimulate students’motivation to learn their second foreign language.And last but not least,since data show that English majors use the strategies in comparatively low frequency,which indicates that they are not good strategy users in their second foreign language learning,second foreign language teachers should train students in the use of language learning strategies.The training doesn’mean to introduce simply good second foreign language learning strategies.It is to enlarge the range of students’choice of learning strategies,and help them raise the strategy awareness,select appropriate strategies.It can be carried out together with the teaching curriculum.Of course,there are many limitations in the pilot study.(1)The number of the subjects in the present study is too small,so it limits the scope for generalization for a larger number of students.(2)The questionnaires are designed by the researcher herself based on Oxford’SILL,so the validity and reliability of the questionnaire need to be testified.

摘要：基于Oxford的Strategy Inventory for Language Learning(语言学习策略量表)为该文设计了一套问卷调查。目的为对比分析英专学习者的不同二外的学习策略。文章对数据,调查结果及原因进行了详尽分析。并在最后提出了对外语学习及教学的建议。

关键词：语言学习策略,二外,建议

参考文献

[1]O’Malley J,Chamot A U.Learning Strategies in Second Lan-guage Acquisition[M].Cambridge:Cambridge University Press,1990.

[2]Oxford R L.Language Learning Strategies:What every teachershould know[M].New York:Newbury House,1990.

[3]Skehan P.Individual Differences in Second Language Learning[M].London:Edward Arnold,1989.

[4]Wenden J,Rubin J.Learner Strategies in Language Learning[M].New Jersey:Prentice Hall,1987.

[5]Wong-Fillmore L.The second time around:Cognitive and so-cial strategies in second language acquisition[D].UnpublishedPh.D dissertation,Stanford University,1976.

[6]吴一安,刘润清,Jeffery P.中国英语本科素质调查报告[J].外语教学与研究,1993(1).

[7]文秋芳.英语成功者与不成功者在学习方法上的差异[J].外语教学与研究,1995(3).

[8]文秋芳.英语学习策略论[M].上海:上海外语教育出版社,1996.

[9]左雁.英语硕士研究生第二外语的学习策略探究[J].内蒙古师范大学学报,2004(9):100-102.

8.大学英语泛读教学英文小说的学习 篇八

[关键词]英语泛读　英文小说　互动式阅读

大学英语泛读是一门需要进行大量阅读实践的课程，也是高职院校英语专业学生的基础课程。通过本课程的学习，要使学生在阅读中，既能比较系统的掌握基本的快速阅读技能，又能通过阅读题材及风格各异的篇章，开阔视野、扩大知识面，丰富语言知识、增强语感，扩大词汇量，增加一定的英美文化背景知识，加深对英语语言特点的理解，提高阅读的速度和理解能力及快速、准确、有效地获取信息的能力，以培养具有综合素质的英语专业人才。

一、认识泛读教学英文小说阅读的意义

以我校选用的高等教育出版社的《英语泛读教程》为例，书中选摘了大量的英文名篇，如杰克，伦敦的《The Call of The Wild》，海明威的《The Old Man and The Sea》，劳伦斯的《The Rocking—Horse Winner》，此外，英语泛读教学的大纲也要求教师给学生列出一些英文参考书目，供学生在课外阅读。

因此，在英语阅读教学中使用小说这种文学体裁是能够让学生真正了解英语用法的一个有效途径，而且在世界范围内，使用真正的文学作品作为语言教材已经成了一个主流趋势，特别是在泛读教学中，小说占据了重要的地位。那么，如何引导学生在课堂上和课后进行英语小说的阅读。成为英语教学的一个关键。

二、英文小说阅读的过程

英文小说阅读不是简单的完成阅读任务的一个过程，它需要具有大量的词汇，还要有必备的语法基础。此外，具有相关的文化背景知识才能有利于小说的把握。

1、词汇习得。在阅读过程中，对于已知的词汇，学生会通过重复巩固这些词汇的拼写及使用，并且根据上下文的内容对该词汇的用法有一个更加深入的了解。对于未知词汇，学生可以使用查字典或通过上下文提示来猜测未知词汇的大意。

2、语法习得。文章的语法结构对于阅读理解的过程有很大的影响，所以学生应该通过辨认不同的语法现象，理解小说内容。同时，对一些长句、难句，学生也可以通过上下文内容提示，对其语法结构进行分解，更好的理解文章。

3、文化习得。读者通过小说的描写，可以间接地了解其人文、社会、宗教、科技等一系列的内容，从而扩大读者的知识面，并且通过对其文化的间接接触，增加读者的阅读兴趣。

4、评论性思考。阅读是一种积极的互动过程。阅读者的背景知识是受到他所处的人文、社会环境、科技发展水平等因素影响和限定的，而且这些因素必然会影响到阅读者对其所读小说的理解，并且在其阅读过程中产生不同的心理反应。此外，阅读过程也是阅读者和文章作者之间的交流。

当前的外语阅读教学中，我们不难发现：以基本的阅读理解为基础，发展学生的评论性思考能力能够帮助学生更加深入地理解其阅读内容、作者写作目的、文章结构等各方面的细节内容，从而使学生不仅可以从更深层次分析文章，而且最终对他们的写作技巧产生巨大的影响。

三、小说阅读过程中的活动设计

基于上述可以在小说阅读中实现的各种习得，教师可以利用课堂时间组织不同的活动对学生的阅读过程进行引导和检查。根据阅读的性质和自然过程，可以将小说阅读分为三个阶段。

1、阅读前阶段活动(pre—reading activities)。阅读理解的过程就是一个基于读者的背景知识(background knowledge)和所读文章之间的互动过程(Interactive process)。因此，调动读者的背景知识是帮助读者从思想上接近其阅读材料的一种有效方法。下面的几种活动可以被应用于阅读前阶段：

(1)在课堂上针对小说的题目进行提问。文学作品的题目往往是对全文内容的高度总结，或者是全文基调的暗示。教师启发学生对文学作品题目的思考，可以帮助学生预测该文学作品的主题，从而调动他们的阅读积极性；

(2)向学生介绍该文学作品的主要人物和他们在该作品中的身份地位；

(3)让学生在课堂上阅读该小说序言部分。然后教师向学生询问该部分的作用。

2、阅读中阶段活动(while—reading activities)

(1)记录阅读中所遇到的生词：教师可以鼓励学生在阅读过程中建立自己的“生词库”，但必须提醒学生只需要记录那些他们认为很重要的生词，他们有兴趣学习的生词，或者他们觉得值得记忆的生词。

(2)建立“关系树”(relationship tree)

在阅读过程中，梳理小说中人物及其关系。教师可以在课堂上建立该小说中人物“关系树”的主干或者部分，然后由学生通过他们的阅读理解对该“关系树”进行填充或补全。

3、阅读后阶段活动(after—reading activities)

在该阶段中，教学活动的重点应放在对全文的理解和再创作上。

(1)评价。在任何一部文学作品中，人物都是很重要的部分。分析作品中的人物，并对人物的价值观和道德观进行评价，这样可以帮助学生理解发生在人物身上的故事。

(2)再创作。该活动以写作为重点。学生通过对所阅读的小说的理解，再创作出一些新的内容。“再创作”活动的目的在于帮助学生进行批判性思考或者创作性思考。这个部分可根据学生的水平进行调整。

四、结论