题目内容
Being aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 1 by the other. However, we need to be aware when we should use them. When we 2 teaching reading or developing reading skills, we are mostly referring to Silent reading. To develop 3 readers in a foreign language, silent reading activities must be given enough 4 and time in class with the proper guidance from the 5 . Reading aloud has its particular 6 for our students who are learning English as a foreign language. 7 can help them acquire good pronunciation and intonation, 8 them with new words and the stress patterns of English, help 9 their confidence in speaking the language. Therefore, opportunities should be 10 for students to practice reading aloud in class. The suggestion is that we should ask our students to read aloud only after comprehension. Reading aloud 11 comprehension can be very 12 and it can easily destroy their self-confidence. With 13 reading, it sets up a poor reading model for other students as well. It is 14 that we’ll first help students learn the text through 15 reading activities and then with comprehension we give our students practice by using an audio tape to 16 a good model for reading aloud. With adequate 17 , we may ask the students to read aloud to the whole class to 18 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 19 on the students’ comprehension as we can notice 20 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
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Being aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 1 by the other. However, we need to be aware when we should use them. When we 2 teaching reading or developing reading skills, we are mostly referring to Silent reading. To develop 3 readers in a foreign language, silent reading activities must be given enough 4 and time in class with the proper guidance from the 5 . Reading aloud has its particular 6 for our students who are learning English as a foreign language. 7 can help them acquire good pronunciation and intonation, 8 them with new words and the stress patterns of English, help 9 their confidence in speaking the language. Therefore, opportunities should be 10 for students to practice reading aloud in class. The suggestion is that we should ask our students to read aloud only after comprehension. Reading aloud 11 comprehension can be very 12 and it can easily destroy their self-confidence. With 13 reading, it sets up a poor reading model for other students as well. It is 14 that we’ll first help students learn the text through 15 reading activities and then with comprehension we give our students practice by using an audio tape to 16 a good model for reading aloud. With adequate 17 , we may ask the students to read aloud to the whole class to 18 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 19 on the students’ comprehension as we can notice 20 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
Being aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 1 by the other. However, we need to be aware when we should use them. When we 2 teaching reading or developing reading skills, we are mostly referring to Silent reading. To develop 3 readers in a foreign language, silent reading activities must be given enough 4 and time in class with the proper guidance from the 5 . Reading aloud has its particular 6 for our students who are learning English as a foreign language. 7 can help them acquire good pronunciation and intonation, 8 them with new words and the stress patterns of English, help 9 their confidence in speaking the language. Therefore, opportunities should be 10 for students to practice reading aloud in class. The suggestion is that we should ask our students to read aloud only after comprehension. Reading aloud 11 comprehension can be very 12 and it can easily destroy their self-confidence. With 13 reading, it sets up a poor reading model for other students as well. It is 14 that we’ll first help students learn the text through 15 reading activities and then with comprehension we give our students practice by using an audio tape to 16 a good model for reading aloud. With adequate 17 , we may ask the students to read aloud to the whole class to 18 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 19 on the students’ comprehension as we can notice 20 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
Being aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 1 by the other. However, we need to be aware when we should use them. When we 2 teaching reading or developing reading skills, we are mostly referring to Silent reading. To develop 3 readers in a foreign language, silent reading activities must be given enough 4 and time in class with the proper guidance from the 5 . Reading aloud has its particular 6 for our students who are learning English as a foreign language. 7 can help them acquire good pronunciation and intonation, 8 them with new words and the stress patterns of English, help 9 their confidence in speaking the language. Therefore, opportunities should be 10 for students to practice reading aloud in class. The suggestion is that we should ask our students to read aloud only after comprehension. Reading aloud 11 comprehension can be very 12 and it can easily destroy their self-confidence. With 13 reading, it sets up a poor reading model for other students as well. It is 14 that we’ll first help students learn the text through 15 reading activities and then with comprehension we give our students practice by using an audio tape to 16 a good model for reading aloud. With adequate 17 , we may ask the students to read aloud to the whole class to 18 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 19 on the students’ comprehension as we can notice 20 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
Being aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 1 by the other. However, we need to be aware when we should use them. When we 2 teaching reading or developing reading skills, we are mostly referring to Silent reading. To develop 3 readers in a foreign language, silent reading activities must be given enough 4 and time in class with the proper guidance from the 5 . Reading aloud has its particular 6 for our students who are learning English as a foreign language. 7 can help them acquire good pronunciation and intonation, 8 them with new words and the stress patterns of English, help 9 their confidence in speaking the language. Therefore, opportunities should be 10 for students to practice reading aloud in class. The suggestion is that we should ask our students to read aloud only after comprehension. Reading aloud 11 comprehension can be very 12 and it can easily destroy their self-confidence. With 13 reading, it sets up a poor reading model for other students as well. It is 14 that we’ll first help students learn the text through 15 reading activities and then with comprehension we give our students practice by using an audio tape to 16 a good model for reading aloud. With adequate 17 , we may ask the students to read aloud to the whole class to 18 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 19 on the students’ comprehension as we can notice 20 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.
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