查询词典 reading-room

Well last October the best machines from around the world came together at the University of Reading in Britain and the winning entry, cutely named 'Elbot,' scored an impressive fooling rate of 25% through computer text.

嗯，去年十月，世界上最好的机器齐聚在英国的Reading大学，"胜者"是一台有着可爱名字的机器"Elbot"，通过计算机文本它取得了令人钦佩的25%"忽悠"率。

This study, thus, aimed to examine whether an embedded extensive reading program has any significant impact on the students' reading proficiency gains, reading speed, motivation and attitude towards reading; whether there is any correlation between extensive reading quantity and reading proficiency gains; the correlation between reading quantity and reading speed; and if it is feasible to implement an extensive reading program in the Taiwanese senior high school English curriculum.

因此，本研究旨在验证在正规英语课程里嵌入一个广泛阅读活动是否对学生的阅读能力、阅读速度、以及英语阅读动机和态度有显著的影响；调查广泛阅读量与阅读能力的成长以及阅读速度的成长是否具有相关性；以及探讨广泛阅读活动在台湾高中英语课程实行的可行性。

Part One is an introduction focusing on the background,the significance and the purpose of the present study.Part two provides a brief overview of a theoretical review on the nature of reading process,a brief review of 3 traditional methods of teaching in reading and research on TBLT in china and abroad.Part three introduces Constructivism,Krashen"s "Input and Interactionist Hypothesis" and The affective filter hypothesis,which construct a theoretical frame for the study.Part four provides the application of TBLT to teaching reading in senior middle school,mainly including fundamental principles,types of the reading task design and finally introducing the design of TBLT models in senior high school according to Willis"task-implementing model in teaching.Part five elaborates the experiment itself,mainly including the hypothesis of the present study,the procedures of the experiments and questionnaires.Part six is data collection and analyses.The result of the experiment shows that TBLT is more effective than traditional method in senior middle school English reading.Part seven draws a conclusion to the study.Implications as well as limitations are discussed here.

陈述了目前研究的背景，意义和目的；第二部分为文献综述，介绍三种阅读模式，以往阅读课所用的传统教法及其局限性；任务的定义，国内外对任务型教学的研究；第三部分为任务型教学的理论基础，介绍了构建主义理论，克拉申的输入假设理论，情感过滤假设；第四部分探讨了任务型教学在高中英语阅读教学的具体应用，包括阅读课设计的原则，类型，以及根据Willis的教学模式所设计的高中英语阅读教学模式；第五部分为实验部分，包括本研究的假设、实验方法、实验过程、测量工具等；第六部分数据收集和分析，结果表明：任务型教学提高英语阅读教学成绩比传统的教法有效；第七部分是本研究的结论，本研究对外语阅读教学的启示及本研究的局限性。

1St Week: A general introduction to the nature and contents of the course; an investigation of students' acquired knowledge of literature in general; a brief introduction to African-American literature 2nd and 3rd Weeks: Rediscovering an Invisible Culture (Why Black culture had been unknown and unobserved for several decades; how it came to be rediscovered ) 4th to 6th Weeks: Double Consciousness (the marginal perspective in Language, Oral Culture, Folklore and Religion); Reading representative works by three Black writers of racial consciousness: Douglass, Washington and Bu Bois 7th to 9th Weeks: Minstrelsy (Imitation, Parody and Travesty in Black-White interaction rituals 1830--1920); Reading the novel about the Black life: Uncle Tom's Cabin 10th to 12th Weeks: Social Mobility and Cultural Stigma: The case of Chicago Jazz 1920--1930; Reading poems by Hughes and novels by Wright 13th to 15th Weeks: Oral Tradition and the Quest for Literacy: The crisis of Black writers from Philips Wheatley to Ralph Ellison; Reading the masterpiece of Ellison 16th to 18th Weeks: Contemporary Afro-American Culture: the sixties and seventies (efforts on reconstructing the Black identiy and Black history); Reading novels by Morrison

第1周：介绍课程性质、内容，了解学生相关文学背景，简要概括黑人文学历史第2-3周：再现黑人文化（黑人文化长期被掩盖的事实和原因，重新被发现的原因和过程）第4-6周：双重意识（语言、吟唱文学、民俗民谣、宗教的边缘化），阅读黑人种族意识三代伟大启蒙家道格拉斯、华盛顿、杜波伊斯的代表作第7-9周：吟游文学（黑人与白人的文化互动过程中的模仿、戏仿、曲仿），阅读第一部反映黑人生活的小说《汤姆叔叔的小屋》第10-12周：社会动荡与文化耻辱（芝加哥爵士乐的兴起、流行和影响），阅读休斯和赖特的代表作第13-15周：口头文学传统与争取教育权利的斗争（从惠特利到埃里森的黑人作家危机），阅读拉尔夫·埃里森的代表作第16-18周：六、七十年代以来的美国黑人文化（重建身份和重建历史的努力），阅读莫里森的代表作每位参加该课程学习的学生均须严格出勤，按时完成学读任务，每学期主持两次小型（10分钟）学术报告，第一次针对老师推荐的作家作品做一个专题报告，第二次针对自己的学期研究计划做一个选题前瞻性和可行性报告。

There were not much choices for trians on Sunday. The first train would depart later than weekday. For arriving at Newbury earlier, Piching chose the earest train which would take 3 transfers. One disaster after another, they faced the engineering day from Reading to the south-west. Thus, the final train was replaced by a bus. It totally took them nore than 5 hours to reach Newbury.

原本星期日的火车选择性就比较少，加上首班都比较晚发车，为了早点抵达Newbury，只好选择最早却要转三次车的班次，好巧不巧的，这天刚好又遇上从Reading起驶往西南边的路线施工，所以只能搭乘替代公车，总共花了五个多小时才好不容易抵达。

Ways have been put up to deal with the situation mentioned above in a big way : devoting much attention to the reading and accumulating in primary school , arousing the interest of the students in reading , lay stress on developing the habit of reading ; showing the students the reading method and technique ; creating student - centered reading teaching ; training their perceptivity and thinking ; giving elective courses , making a good job of reading after class ; guiding them to bring the advantage of regional culture into full play , reading more after class ; changing the idea of reading of the whole society to form a good atmosphere

针对上述现状，笔者提出了相应的培养学生阅读能力的对策：重视小学阶段的阅读积累；激发学生的阅读兴趣，注重阅读习惯的养成；教给学生阅读的方法和技巧；创设主体性阅读教学模式；培养学生的感悟能力和思维能力；开设阅读选修课，加强课外阅读指导；发挥地域文化优势，开展课外阅读活动；转变全社会的阅读观念，营造良好的阅读氛围。

This thesis has carried on the investigation to the new curriculum standard of present situation Junior middle school Chinese reading teaching, including two aspects: The first is the present situation investigation of reading main body students' reading, because students' reading present situation supports powerfully reading educational reform and thorough research; The second is present situation investigation of the class reading teaching, because the class is the battle position of promoting the students' reading ability, It is also the principal direction of reading teaching reform and the research.

本论文对新课程标准实施以来的初中语文阅读教学现状进行调查，包括两个方面：一是作为阅读主体的学生的阅读现状的调查，因为学生的阅读现状有力的支撑阅读教学改革与研究的深入；二是课堂阅读教学现状的调查，因为课堂是学生阅读能力提升的主阵地，也是阅读教学改革与研究的主方向。

By the investigation of present situation, it is trying hard to find the reasons that cause this situation. And it discusses how to carry out an effective teaching method that called comment on reading inner Chinese teaching. That method advocates multiple reading and pays attention to the interaction during the process of comment reading. These ways have the aim of stimulating students' interest on reading. As teachers, we are trying to change the disadvantages in reading teaching process through fairish teaching strategies, and helping students to have well lifelong reading habits. Only do those things, the efficiency of teaching will enhance and the missions of reading teaching will genuine completeness at last.

本文力图从教学实际出发，分析常见的阅读教学方法，通过对现状的调查，努力寻找造成这种现状的原因，并研究在高中语文课内教学中如何实施评点阅读法这一有效的、适用于合作探索型课堂模式的教学方法，倡导多元解读，重视评点阅读过程中各方互动，同时也探究如何避免评点阅读法的一些不足之处，扬其长，避其短，从而激发学生阅读兴趣，通过适当的教育教学策略，努力改变阅读教学中存在的弊端，帮助学生养成良好的终身阅读习惯，提高阅读教学的效率，真正完成阅读教学的使命。

I also practised sight-reading part with her so she should be fine with it.

我也为她练习了视奏(&sight reading&)，所以这方面她应该还可以。

The author discovered in the exploration, firstly, in Zhu Xi"s reading view both pays great attention the reader to text"s assurance, causes the reader as not to be separated from the text so as to do surpasses the text threshold the understanding, and pays great attention the reader individual experiences seepage to the influence of the reading result which causes the reader not only book not on only, displays the reader individuality fully; Next, Zhu Xi's opinions pays attention to the familiarity with fine thinking, thought that is familiar with fine thinking is the understanding foundation, thinking in reading, reading in thinking, can have a feeling to become aware, also pays great attention to fulfilling experience, thought that the reader wants to experience attentively at the same time, pursues internal conjunction of the reader's and the author's mind, pursues a kind of communication of mind, on the other hand we must use the practice to experience, and to pursue the reader's reading result and the life exchange, only then such reading result can penetrate thoroughly; Finally, Zhu Xi's view also pays great attention the knowledge that soaks thoroughly the penetration. It is thought that the reader must proceed in an orderly way, neither anxiously nor slow, work carefully and make steady progress from the easy to the difficult, and using analogy to make the knowledge interpenetration, learn with a lively mind, and increase reader's ability for the next reading .

在探索中笔者发现，首先，朱熹的阅读观中既注重读者对文本本身的把握，使读者不至于脱离文本做超出文本阈限的理解，又注重读者个性经验的渗透对阅读结果的影响，使读者不唯书不唯上，充分发挥读者个性；其次，朱熹阅读观还注重熟读精思的重要性，认为熟读精思是理解的基础，在读中思，于思中读，才能有所感悟，又注重体验践行，认为读者一方面要用心体验，追求读者与作者心灵内部的契合，追求一种心灵的对话，另一方面要用实践去体验，追求读者阅读结果与生活之间的交流融通，只有这样的阅读结果才能深入透彻；最后，朱熹阅读观还注重知识的浃洽贯通，认为读者读书要循序渐进，不急不缓，由易到难一步一个脚印去做，并运用类推的方法使知识相互贯通，活学活用，使读者的下次阅读受益。

They weren't aggressive, but I yelled and threw a rock in their direction to get them off the trail and away from me, just in case.

他们没有侵略性，但我大喊，并在他们的方向扔石头让他们过的线索，远离我，以防万一。

In slot 2 in your bag put wrapping paper, quantity does not matter in this case.

在你的书包里槽2把包装纸、数量无关紧要。