3. 培养学生归纳理解

阅读的目的就是要获取书面信息。因而阅读时不能逐字逐句地去分析语法，而是要快速完成树材料的阅读， 抓住大意， 再深层次地去理解内容。在阅读时教师可指导学生根据不同题材、体裁的阅读材料采取不同的归纳形式去归纳材料内容，快速、准确地猎取文章信息， 培养学生良好的阅读习惯。如SEFC 1B Unit 21 Karl Mark， 文章介绍了马克思学习外语的经历， 时间线条较详细， 每个时间点的出现都反映了他一生中的某一事件， 可以根据时间线索进行归纳 Time What happened

in 1818 was born in Germany

as a young man was forced to leave his homeland for

political reasons; went to Belgium， France

in 1849 went to England; made London the base

for his revolutionary work

later started working hard to improve his

English; made rapid progress

in 1853 wrote articles in English; praised him;

encouraged him; was not sure about two

things

later Kept on studying and using English

in the 1870s began to learn Russian; read articles and

reports in Russian at the end of six months

由于阅读材料题材与体裁的不同， 因而在阅读中还可以从不同角度用各种不同的归纳方式去归纳、理解材料内容， 如可以归纳动词， 显示事件过程;归纳文章人物， 突出重点人物等等， 从而在阅读实践中不断提高自己的阅读理解能力。