Howtoteachreading河北省教育科学课件

HowtoTeachReadingAWhyTeachReading?...HowtoTeachReadingAW11.Whatisyourresponsetothefollowingquestions?aWhatreasonsarethereforgettingstudentstoreadtextsinEnglish?bWhatdifferentelementsofEnglishcanstudentsstudyinareadingtext?...1.Whatisyourresponsetot22.Completethefollowingsentences.aWhenIlearntaforeignlanguagereadingwas…bIthinkreadingintheforeignlanguageclassroomis…cStudentsneedtolearnhowtoread…...2.Completethefollowingsen3BWhatkindofreadingshouldstudentsdo?Authenticmaterialsappropriateforbeginner/elementarystudentsWhenreadinginclass,studentsshouldonlybegiventextswhichareauthentic....BWhatkindofreadingshould4CWhatreadingskillsshouldstudentsacquire?Scanning(searchingatextquicklyforspecificinformation)Skimming(readingatextquicklytogetthegeneralidea)ReadingfordetailedinformationReadingforpleasure...CWhatreadingskillsshoulds5DWhataretheprinciplesbehindtheteachingofreading?1.Whatwouldyouexpecttogetoutofagoodreadingtext

aasateacher?basastudents?2.Whathavethefollowingconceptsgottodowithusingreadingtexts?activeskillappropiatetasksengagementexploitationpredictionresponsetocontent...DWhataretheprinciplesbehi6EWhatdoreadingsequenceslooklike?1.Lookatthereadingtextandcompletethetaskswhichfollowit....EWhatdoreadingsequenceslo7YourSleepandYouMiriamKellawayReportsHowmuchbeautysleepdoyouneed?AccordingtoPhilipSedgewick,researchfellowattheSleepDisordersClinicattheDepartmentofMentalHealthatSt.GeorgeHospital,mostofusneedroughlyeighthoursanightifwewanttostayhealthy.Andweneedtohavearegularroutinetoo....YourSleepandYou...8Problemsfortiredpeople:●Morechanceofbugs（小毛病）andinfections●Shiftworkers(peoplewhoworkatdifferenttimesofdayandnight)getmoreinfectiousdiseasesthantherestofus。●Morechanceofstress●Moreneedforenergyfoodlikechocolate,coffee,etc.StudentsintheUSAsaytirednesscausesovereating.Inasurveyofhospitalnursesacrossthecountry,ninetypercentofthoseworkingonthenightshifgainedweight.●Irritablity,grumpness（抱怨）...Problemsfortiredpeople:...9CanadiansleepresearcherHarveyModofsky,attheTorontoWesternHospitaltookbloodfromsleepingpeopleandhefoundthatsleepingbodieswerefightinginfectionbetterthanthosethatwereawakeandinarecentstudyof9,000adultsintheUKthosewhosleptbetweensixandahalfandeightandahalfhoursanightweremorehealthythanthosewhosleptless....CanadiansleepresearcherH10REM&Non-REMREMstandsforRapidEyeMovement.That’sthetimewedream,whenwesortoutallthememories,thoughtsandfeelingsinourhead.Non-REMisoftencalledDeepSleep.WithoutREMpeoplebecomeforgetful,irritableandlessabletoconcentrate.Deepsleepprovidesuswithphysicalandmentalrecovery....REM&Non-REM...11Thingsnottodoinbed(accrdingtosleepexperts):EatReadWatchtelevisionWorkDrinkcaffeineSmokecigarettesHavealcohol(itinterfereswithREMsleep.Itcanmakeyoutiredandirritablethemorningafterthenightbefore)....Thingsnottodoinbed(accrd12A.Whatleveldoyouthinkitmightbesuitablefor?B.Whatkindofcomprehensiontaskscouldyoudowithit?C.HowwouldyougetstudentsEngagedwiththetopicofthetext?D.Whatlanguage,ifany,wouldyoufocusthestudents’attentiononinthereadingtextforaStudyexercise?...A.Whatleveldoyouthinkit132.Canyouthinkofanswerstothesereading-relatedquestions?A.WhatkindofEngageactivitywouldyouusebeforestudentshaveaboutrockmusic?B.Whatfollow-upactivitymightyouuseafteryourintermediatestudentshavereadatextaboutanimalrights?C.Wherewouldyoulookforauthenticreadingmaterialsforyourbeginnerstudents?Whatwouldtheybeabletocopewith?D.Writeamockcaradvertisementasareadingtextforbeginnerstudents.Howeasyisit?Whatproblemsdidyouhavedoingit?...2.Canyouthinkofanswersto14Whataretheprinciplesbehindtheteachingofreading?Principle1:ReadingisnotapassiveskillReadingisaincrediblyactiveoccupation.Todoitsuccessfully,wehavetounderstandwhatthewordsmean,seethepicturethatthewordsarepainting,understandthearguments,andworkoutifweagreewiththem.Ifwedonotdothesethings—andifstudentsdonotdothesethings—thenweonlyjustscratchthesurfaceofthetextandwequicklyforgetit....Whataretheprinciplesbehind15Principle2:Studentsneedtobeengagedwithwhattheyarereading.Aswitheverythingelseinlessons,studentswhoarenotengagedwiththereading—notactivelyinterestedinwhattheyaredoing—arelesslikelytobenefitfromit.Whentheyarereallyfiredupbythetopicorthetask,theygetmuchmorefromwhatisinfrontofthem....Principle2:Studentsneedto16Principle3:Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.Ofcourse,itisimportanttostudyreadingtextsforthewaytheyuselanguage,thenumberofparagraphstheycontainandhowmanytimestheyuserelativeclauses.Butthemeaning,themessageofthetext,isjustasimportantandwemustgivestudentsachancetorespondtothatmessageinsomeway.Itisespeciallyimportantthattheyshouldbeallowedtoexpresstheirfeelingsaboutthetopic—thusprovokingpersonalengagementwithitandthelanguage....Principle3:Studentsshouldb17Principle4:Predictionisamajorfactorinreading.Whenwereadtextsinourownlanguage,wefrequentlyhaveagoodideaofthecontentbeforeweactuallyread.Bookcoversgiveusahintofwhat’sinthebook,photographsandheadlineshintatwhatarticlesareaboutandreportslooklikereportsbeforewereadasingleword....Principle4:Predictionisam18Themomentwegetthishint—thebookcover,theheadlines,theword-processedpage—ourbrainstartspredictingwhatwearegoingtoread.Expectationsaresetupandthetheactiveprocessofreadingisreadytobegin.Teachersshouldgivestudents“hints”sothattheycanpredictwhat’scomingtoo.Itwillmakethembetterandmoreengagedreaders....Themomentwegetthishint—th19Principle5:MatchthetasktothetopicWecouldgivestudnetsHamlets’famoussoliloquy“Tobeornottobe”andaskthemtosayhowmanytimestheinfinitiveisused.Wecouldgivethemarestaurantmenuandaskthemtolisttheingredientsalphabetically.Theremightbereasonsforbothtasks,but,onthefaceofit,theylookabitsilly.WewillprobablybemoreinterstedinwhatHamletmeansandwhatthemenufoodsactuallyare....Principle5:Matchthetaskto20Onceadcisionhasbeentakenaboutwhatreadingtextthestudentsaregoingtoread,weneedtochoosegoodreadingtasks—therightkindofquestions,egagingandusefulpuzzles,etc.Themostinterestingtextcanbeunderminedbyaskingboringandinapproriatequestion;themostcommonplacepassagecanbemadereallyexcitingwithimaginativeandchallengingtasks....Onceadcisionhasbeentak21Priciple6:Goodteachersexploitreadingtextstothefull.Anyreadingtextisfullofsentences,words,ideas,descriptions,etc.Itdoesn’tmakesensejusttogetstudentstoreaditandthendropittomoveontosomethingelse.Goodteachersintegratethereadingtextintointerestingclasssequence,usingthetopicfordiscussionandfurthertasks,usingthelanguageforStudyandlaterActivation(激活）....Priciple6:Goodteachersexpl22Whatdoreadingsequenceslooklike?Inthefollowing4examples,wearegoingtolookfourdifferentkindsofreadingtextsandfourdifferentkindsofreadingtasks.IneachcasewewillseehowthereadingtextfitsintoanESA（Engage，Study,Activate)sequence....Whatdoreadingsequenceslook23Example1(elementary)Inthefirstexampleforelementary,theteacherhasintroducedthetopicof“attraction”.Heasksthestudentswhattheyfindattractioninaperson.Withluck,thediscussionofthetopicshouldbeenjoyableandamusing.Hethentellsthestudnetstheyhavetofillinthefollowingchartaboutwhattheirpartnerthinksisimportantwhenheorshemeetsanewfriend....Example1(elementary)Inthefi24VeryimportantimportantNotveryimportantPhysicalappearanceClothesJoboreducationMoneyandpossessionsPersonalityorcharacterReligionPoliticsOther…...VeryimportantimportantNotver25Thestudentsnowhavetolistthequalitiesinorderofimportanceforthemasawholeclass.Theteacherthentellstheclasstoreadthetextonthenextpagetoseehowtheiropinionsaredifferentfromthemenandwomenbeingdescribed.Whenthestudentshavereadthetext,theteacherallowsthemtodiscusstheiranswersinpairs,Thisistogivethemachancetoclearupanysmallcomprehensionproblemsbeforetheytalkinfrontoftheclass.Thestudentsnowhavetocompletethefollowingtask....Thestudentsnowhavetolist26Readthefirstpartofthearticleagain.Usethesewordstoanswerthequestionsbelow.eyeslegsfacesmilefigureteathWhichdomenthinkaremostimportant?Whichdowomenthinkaremostimportant?Doyouagree?...Readthefirstpartoftheart27TheMainAttractionSuddenlyithappens.Youjustknowhe’sthemanforyou,andyouhaven’tevenbeenintroducedyet.Buthowdoyouknow?Andcanyoumakesurehefeelsthesameway?Companyinvestigate…...TheMainAttraction...28Whatfirstattractsmentowomen?Whereaswomentendtonoticetheeyes,teethandsmileinparticular,menwillbemorelikelytoassessthefaceingeneralandpaymoreattentiontofigureandlegs.AccordingtoarecentsurveybySinglesmagazine,thesearethetoptenattributesthatmenandwomenlookforineachother,inorderofpriority....Whatfirstattractsmentowom29Menlookforawomanwhois:AttractiveSincereSlimAnon-smokerWithasenseofhumorAffectionateTallkind...Menlookforawomanwhois:..30Womenlookforamanwhois:TallProfessionalWithasenseofhumorAttractive(notnecessarilyhandsome)SincereIntelligentHandsomekind...Womenlookforamanwhois:..31Asafollow-uptothesereadingtasks,theteacherasksthestudentstothinkofpeoplewhotheyfindattractive(friends,filmstars,athlets,etc.).Theyarethenaskedtosaywhatthemostattractivethingaboutthemis.Thediscussioncanleadontodescriptivewriting,etc....Asafollow-uptothesereadin32Noticethatthispatchworklesson(补缀模式）startedwithanEngageactivity,themwentontoanActivateexercise(workingwithapartner),followedbyanActivereading(doyouagreewiththepassage?),aStudyreading(answerthequestions)beforebeingfollowedupwithActiveexercise....Noticethatthispatchworkles33Noticetoo,howimportantthefirstActiveexercisewas:itgavethestudentsachancetopredictwhatwascoming....Noticetoo,howimportantthe34Example2(lowerintermediate)Inthesecondexample,theclassisonceagainpreparedforreadingbydiscussionwhat,ifanything,thestudentsknowaboutghosts.Theteachermaygetthemtosaywhethertheybelieveinghostsornotandiftheyhaveeverseenone....Example2(lowerintermediate)35Afterthat,thetextbookfromwhichthisreadingtextistakengivesstudentssomeinformationaboutghosts(thattheyareususllytheresultofatragicdeath,thattheyappearatnight,etc.)....Afterthat,thetextbookfrom36Thestudentsarenowaskedtoreadthetextonpage74tosaywhetherOrcasManorisatypicalhauntedhouse.Thisisageneralreadingtaskdesignedtoletthemgetanoveralpictureofthetext.Forthenextreading,thestudentsareaskedmoredetailedStudy-typequestions,eg....Thestudentsarenowaskedto37CompletethetableWhichghostHekilled….Youcanseehimin….1previousowner2visitors3Thecorridors4...CompletethetableWhichghostH38Thestudentscanchecktheiranswersinpairsbeforetheteacherputsthechartontheboradandhasindividualscomeoutandfillitintocheckthatthewholeclasshaveunderstoodthetext....Thestudentscanchecktheira39SandfordOrcasManor（庄园）NexttothechurchinthevillageofSandfordOrcasthereisanoldgatehouse.Ifyougothroughthegateyouarriveatthesinister(不吉利的）manorhousewhichisfamousforitslargenumberofghosts....SandfordOrcasManor（庄园）...40Thepresentownerofthemanorsaysitisdifficulttokeepservantsbecausetheghostsfrightenthem.Manypeoplehaveseentheghostsofthepreviousowner.Hewasafarmerwhocommittedsuicidebyhanginghimselffromthegatehouse,andheoftenappearsinthegardenwearingoldworkingclothes....Thepresentownerofthemanor41Anotherghostisan18thcenturypriestwhousedtokillvisitorswhiletheywereasleepintheirbeds.Hestillsometimesfrightensguestsinthemiddleofthenightbystandingovertheirbedsholdingaknife....Anotherghostisan18thcentu42Theghostofaservantsometimeswalksalongthedarkcorridorsofthehouse.HemurderedhismasteratSandfordOrcas,butnobodyknowswhy....Theghostofaservantsometim43Butperhapsthemostfrighteningstoryisofayoungmanwhogrewupinthehouseandthembecameasailor.Whilehewasatsea,hekilledaboy,andthenwentmad.WhenhereturedtoSandfordOrcas,theylockedhiminaroomatthebackofthehouse.Heneverlefttheroomagain,anddiedthereseveralyearslater.Onsomenightswhenthemoonisfull,youcanhearhimscreamingandbangingonthedooroftheroom....Butperhapsthemostfrighteni44Theteacherwantsstudentstounderstandhowweusepronounstoreferbacktosubjectswehavealreadymentioned.Heasksthemwhoorwhat“it”,“them”and“He”refertoinparagraphtwo.Whatdo“they,“their”,“he”refertoinparagraphthree?...Theteacherwantsstudentsto45Asafollow-uptask,studentscanwriteadescriptionofahauntedhousewhichtheycaninvent.Theycandothisindividuallyorinpairsorgroups....Asafollow-uptask,students46Onceagain,apatchworklessonhasstartedwithanEngagesessionwhereteacherandstudentstalkabouthauntedhousesandreadsomeinformationaboutghosts.Thentheyreadforgeneralunderstanding—anActivetypeofexercise—beforeStudythetext—bothformeaningandthenforlanguageuse(personalpronounuseintextwriting)–andthendoinganotherActivefollow-up....Onceagain,apatchworklesson47Example3(intermediate)Inthisexampleforintermediatestudents,thestudentsfirstlookfatapictureofpeoplesunbathingandsaywhetheritisapositive,safeandattractiveimage—orwhetheritistheopposite.Theyarethenshownthefollowingmagazinearticle....Example3(intermediate)Inthis48PollyGriffithsGoesdowntotheSeaforAdviceonHowtoLookGoodandStaySafe...PollyGriffithsGoesdowntot49Soyouthinkyou’retoopaleandwanttogetagoodsuntanthissummer?Whynot?Exceptthatunlessyou’recarefulthesuncanmakeyourskinoldandleatheryandcanevengiveyouskincancer....Soyouthinkyou’retoopalea50Ifyoumustsunbathe(andlet’sfaceit,lotsofusthinkit’sagoodidea),thenhavealookatthesegorgeousguysandbabiesIfoundonthebeachandseewhichofthemislikeyou....Ifyoumustsunbathe(andlet’51I’mthetypewhoalwaysburns.It’sbecauseI’mfair-skinned–andI’vegotredhairandfreckles.That’swhyI’msogood-looking!ButIstillburnunlessIuseareallyhighAPF(sunprotectionfactor)–about20instrongsun....I’mthetypewhoalwaysburns.52MelindaIhavetobecareful‘causeI’mthetypewhoburnseasily.ButIdotanintheend.Ifyou’vegotfairhairandblueeyeslikemeyou’dbetterusequiteastrongsunscreen(anSPFof15tostartwith)…...Melinda...53JeanYeahItaneasily.Peoplelikemewhoaredark-skinned(withdarkhairandbrowneyes)arenotonlyrealycoolbutwegoevenbrownerinthesun.Istilluseasunscreenthough,somethinglightwithanSPFofabout6…...Jean...54AliceMe,I’vegotbuilt-inprotection!Idon’tburn,butIdon’tsunbathesanyway.Imeanwhatfor?Ilikemessingaroundonthebeachthough....Alice...55Sothemessageis:Checkoutwhatkindofskinyou’vegotandthenbesafeandsensible–andhaveagoodtime!SeeyouatpoolsideBar!...Sothemessageis:Checkoutw56Theteacherchecksthattheyhaveunderstoodbyaskingthemquestionslike“WhatsunprotectionfactordoesRogeruse?”“DoesMelindaburn?”“Whoisdark-skinned,fairskinned?”etc.Studentsthenuselanguagefromthearticletodescribethemselves....Theteacherchecksthattheyh57Inthisstraightarrowlesson,theteacherstratsbyEngagingthestudentswithdiscussionsofsunbathing.TheythenStudythetextbeforegoingontoActivatetheknowledgewhichthetexthasgiventhem....Inthisstraightarrowlesson,58Example4(intermediatetoadvance)Thefinalexampleshowsthatreadingdoesnothavetobeastaticactivitydealingwithprosepassages.Wecanmakemuchmoredynamicthanthan.Theteacherwantstogethisintermediatestudentsreadingpoetry,bothbecausehethinkstheywillenjoyit(ifdoneinanEngagingway)andbecausehethinksitcanprovideausefulfocusforlanguagestudy....Example4(intermediatetoadva59Heaskesstudentsiftheylikepoetry.Cantheyrememberanypoems?Whataretheyabout?Whatdopoetsnormallywriteabout?...Heaskesstudentsiftheylike60Hetellsthemthatheisgoingtoputstudentsingroupsofnine.Eachstudentinthegroupwillgetalinefromapoem.Theycanreaditaloudbuttheymustnotshowittotheothereightmembersofthegroup.Thetaskofthegroupistoputthelinesintherightorderforthepoem.Hethenhandsoutthefollowinglines(atrandom)totheninemembersofthegroup....Hetellsthemthatheisgoing61Andwouldsuffice.ButifithadtoperishtwiceFromwhatI’vetasteddesireIthinkIknowenoughofhateIceissoniceIholdwiththosewhofavourfire.Somesayinice.TosatthatfordestructionSomesaytheworldwillendinfire....Andwouldsuffice62Theyreadtheirlinesouttoeachotherandseeiftheycanputthemintherightorder.Ideally,thegroupswillbestandingupincirclessothatthememberscanchangepositionwhenthegrouphavedecidedwheretheirlinescomeinthepoem....Theyreadtheirlinesouttoe63Astheactivitygoeson,theteachergoesroundthegroupslisteningtohowtheyaregettingon.Iftheyarenotmakinganyheadway,hemaypromptthembysaying“ShallItellyouwhatthefirstlineis?”or“Thinkofthesoundsofthelastwordineachline”etc....Astheactivitygoeson,thet64Whenthestudents(thinkthey)havefinishedthetask,theteacherreadsthepoemaloudforthemtochecktheirversion.Thisiswhathereads:...Whenthestudents(thinkthey)65Somesaytheworldwillendinfire,Somesayinice.FromwhatI’vetastedofdesireIholdwiththosewhofavourfire.ButifithadtoperishtwiceIthinkIknowenoughofhateTosaythatfordestructionIceisniceAndwouldsuffice....Somesaytheworldwillendin66Thegroupshavetodecideonagoodtitleforthepoemwhichtheycanthemcomparewiththeoriginal(whichis“FireandIce”—thepoemisbyRobertFrost).Theteachercanthenaskstudentstosaywhethertheylikethepoemandwhethertheythinkitisfunny,sad,seriousortragic.Hethengetsthemtodescribetherhymeschemeofthelastwordsineachline(,B,A,A,B,C,D,B,B)....Thegroupshavetodecideona67Theteacherthengivesstudentsfirstlinesofpoemsandtellsthemtowritedowntheirown(hecanmakeit“theworstpoemintheworld’scompetitiontobringinhumor)usingaparticularrhymescheme,forexample....Theteacherthengivesstudent68Thisreadingactivityworksbecausestudentsreallyhavetoengagewiththemeaningandconstructionofthepoem.Whentheyaretryingtoputthepoeminorder,youwillhearthemdiscussingrhymes,punctuaton,logicandwordmeaning.Itispopularwithstudents(ifusedonlyoccasionally),evenwiththosewhoarenotnaturalfansofpoetry.Interestingly,afteraninitialEngagesession,itquicklybecomesaperfectmixtureofStudyandActivation—studyingthepoem’sconstructionwhilststillactivatingallthelanguagetheyknow....Thisreadingactivityworksbe69Morereadingsuggestons

Studentsreadsmalladsforholidays,partners,thingsforsaleetc.,tomakeachoice.Theyamplifytheadsintodescriptions.(intermediate/advanced)Studentsreadjumbledinstructionsforasimpleoperation(usingapublicphoneboxetc.)andhavetoputtheinstructionincorrectorder.(elementary/intermediate)...Morereadingsuggestons

Studen703.Studentsreadarecipeandaftermatchinginstructionswithpictures,theyhavetocookthefood!(elementary/intermediate)4.Studentsaregivenanumberofwordsfromatext.Ingroups,theyhavetopredictwhatkindofatexttheyaregoingtoread.Theythenreadthetexttoseeiftheiroriginalpredictionswerecorrect.(elementary/intermediate)...3.Studentsreadarecipeand716.Studentshavetomatchtopicsentenceswiththeparagraphstheycomefrom.(intermediateanduperintermediate)7.Studentsreadatextandhavetoguesswhichofthegroupofpeopletheythinkwrotethetext(usingthepictureprovided).(lowerintermediate/advanced)...6.Studentshavetomatchtopi728.Studentsreadanarrativewiththeendmissing.Ingroups,theyhavetosupplytheirownending.(intermediate/advanced)9.Studentsreada“factfile”aboutacountry,population,machineorprocessetc.Theyhavetoconverttheinformationintobargraphs（条线图）orpiecharts(饼状图）.(intermediate/advanced)...8.Studentsreadanarrativew73TheEndThankyou!......74HowtoTeachReadingAWhyTeachReading?...HowtoTeachReadingAW751.Whatisyourresponsetothefollowingquestions?aWhatreasonsarethereforgettingstudentstoreadtextsinEnglish?bWhatdifferentelementsofEnglishcanstudentsstudyinareadingtext?...1.Whatisyourresponsetot762.Completethefollowingsentences.aWhenIlearntaforeignlanguagereadingwas…bIthinkreadingintheforeignlanguageclassroomis…cStudentsneedtolearnhowtoread…...2.Completethefollowingsen77BWhatkindofreadingshouldstudentsdo?Authenticmaterialsappropriateforbeginner/elementarystudentsWhenreadinginclass,studentsshouldonlybegiventextswhichareauthentic....BWhatkindofreadingshould78CWhatreadingskillsshouldstudentsacquire?Scanning(searchingatextquicklyforspecificinformation)Skimming(readingatextquicklytogetthegeneralidea)ReadingfordetailedinformationReadingforpleasure...CWhatreadingskillsshoulds79DWhataretheprinciplesbehindtheteachingofreading?1.Whatwouldyouexpecttogetoutofagoodreadingtext

aasateacher?basastudents?2.Whathavethefollowingconceptsgottodowithusingreadingtexts?activeskillappropiatetasksengagementexploitationpredictionresponsetocontent...DWhataretheprinciplesbehi80EWhatdoreadingsequenceslooklike?1.Lookatthereadingtextandcompletethetaskswhichfollowit....EWhatdoreadingsequenceslo81YourSleepandYouMiriamKellawayReportsHowmuchbeautysleepdoyouneed?AccordingtoPhilipSedgewick,researchfellowattheSleepDisordersClinicattheDepartmentofMentalHealthatSt.GeorgeHospital,mostofusneedroughlyeighthoursanightifwewanttostayhealthy.Andweneedtohavearegularroutinetoo....YourSleepandYou...82Problemsfortiredpeople:●Morechanceofbugs（小毛病）andinfections●Shiftworkers(peoplewhoworkatdifferenttimesofdayandnight)getmoreinfectiousdiseasesthantherestofus。●Morechanceofstress●Moreneedforenergyfoodlikechocolate,coffee,etc.StudentsintheUSAsaytirednesscausesovereating.Inasurveyofhospitalnursesacrossthecountry,ninetypercentofthoseworkingonthenightshifgainedweight.●Irritablity,grumpness（抱怨）...Problemsfortiredpeople:...83CanadiansleepresearcherHarveyModofsky,attheTorontoWesternHospitaltookbloodfromsleepingpeopleandhefoundthatsleepingbodieswerefightinginfectionbetterthanthosethatwereawakeandinarecentstudyof9,000adultsintheUKthosewhosleptbetweensixandahalfandeightandahalfhoursanightweremorehealthythanthosewhosleptless....CanadiansleepresearcherH84REM&Non-REMREMstandsforRapidEyeMovement.That’sthetimewedream,whenwesortoutallthememories,thoughtsandfeelingsinourhead.Non-REMisoftencalledDeepSleep.WithoutREMpeoplebecomeforgetful,irritableandlessabletoconcentrate.Deepsleepprovidesuswithphysicalandmentalrecovery....REM&Non-REM...85Thingsnottodoinbed(accrdingtosleepexperts):EatReadWatchtelevisionWorkDrinkcaffeineSmokecigarettesHavealcohol(itinterfereswithREMsleep.Itcanmakeyoutiredandirritablethemorningafterthenightbefore)....Thingsnottodoinbed(accrd86A.Whatleveldoyouthinkitmightbesuitablefor?B.Whatkindofcomprehensiontaskscouldyoudowithit?C.HowwouldyougetstudentsEngagedwiththetopicofthetext?D.Whatlanguage,ifany,wouldyoufocusthestudents’attentiononinthereadingtextforaStudyexercise?...A.Whatleveldoyouthinkit872.Canyouthinkofanswerstothesereading-relatedquestions?A.WhatkindofEngageactivitywouldyouusebeforestudentshaveaboutrockmusic?B.Whatfollow-upactivitymightyouuseafteryourintermediatestudentshavereadatextaboutanimalrights?C.Wherewouldyoulookforauthenticreadingmaterialsforyourbeginnerstudents?Whatwouldtheybeabletocopewith?D.Write