英语泛读教材分析

赵凌

（天水师范学院，甘肃 天水 741001）

【摘　要】英语泛读课程在英语语言教学过程中处于一个非常重要的位置。作为英语语言知识的输入媒介直接影响着英语学习者的知识获取和语言素质培养。笔者分析了国内高校英语专业学生普遍使用的《英语泛读教程》来说明该课程对英语专业学生英语学习的影响。

教育期刊网 http://www.jyqkw.com
关键词 英语学习；英语专业；泛读教材；分析

Evaluation of English Extensive Reading Textbook

ZHAO Ling

（Tianshui Normal University, Tianshui Gansu 741001, China）

【Abstract】English Extensive Reading textbook plays a crucial role in Chinese English majors English language acquisition. It directly influences English language learners knowledge input. In this paper, the author analyzed the Extensive Reading textbook in order to illustrate how it will effect Chinese English majors learning.

【Key words】English；English majors；Entensive reading；Analyze

0　Introduction

The textbook evaluated in this assignment is Extensive Reading (book 1 by Liu Naiyin, 2005, second edition). This textbook is sponsored by Education Department of China, and is widely used as a coursebook of extensive reading for English majors(usually first and second year students).

According to the author, this textbook has the following features:

（1）The materials of reading touches upon society, politics, economics and culture of English-speaking countries; the content is up to date and includes new social developments and scientific and technological developments, and it focus on interests and variable genres.

（2）The reading material varies from 1200 words to 2400 words, which is a breakthrough of traditional extensive reading books. This increasing of words can help students enlarge their vocabulary through reading, upgrade their reading speed and comprehending ability.

（3）The reading material highlights the aim of training students’ abilities to acquire information and text thesis statement quickly, accurately and effectively.

This text book consists of 15 units, each unit falls into 4 parts:

（1）Text. In this part there is a text about 1200-2000 words, students are required to read the text and do the following exercises. The exercises are multiple-choice questions set for testing students’ abilities of getting the main idea of the text, comprehending the text, discussing in class and vocabulary exercises.

（2）Reading skills. In this part, various reading skills are introduced, and, accordingly, specially designed exercises are followed. (This part is not provided in unit 3, 6, 9, 12 and 15)

（3）Testing. In this part, three short passages of about 100-300 words are provided. Students are to read the passages quickly and note down the time of reading each passage. Each passage is followed by 5 multiple-choice questions to examine students’ comprehending.

（4）Home reading. In this part, a passage of similar length of the text in part one is provided for students to read after class. Exercises of multiple-choice questions are provided to examine students’ comprehending.

It is universally acknowledged that extensive reading, unlike intensive reading which focuses on grammar and complete comprehension of reading materials, aims at letting students read at leisure, at their own space and most importantly read for fun, in this process, students can cultivate themselves a native-like language environment, thus, promoting their reading ability. But in my teaching experience in my university, it is another story. In my curriculum, I have to teach extensive reading for a class twice a week. And the established practice in teaching extensive reading in my department, the first part--- text has to be taught just like the one of an intensive reading class. That means I have to explain every difficult points of the text: new words, difficult sentence structure and grammar and so forth. Usually, there is no time to do the following parts of the unit which are normally assigned to students as homework. And there are no contributive suggestions available in the according teacher’s book. Still, there is no way I can alter the course either in time table or the teaching procedure, because the syllabus of our university requires me to do so. That is how the extensive reading class is taught in my teaching practice.

1　Evaluation

According to Mckeachie (2002): ‘the major predictor of what students learn is not the teaching method but the textbook’. Textbooks are of great importance for both teachers to carry out their teaching activities and students to get a great access to information. When it comes to EFL learning, it is needless to say how important textbooks are. In China, Extensive reading is the textbook for English majors of first and second year across nearly all Chinese universities and colleges, if I may say, this book has a great influence on students’ cultivation of reading ability. I will evaluate this extensive reading book according to the textbook’s 5 parts: text, reading skills, testing and homereading and the according exercises. …… 此处隐藏：2856字，全部文档内容请下载后查看。喜欢就下载吧 ……