Tiêu đề 48 - Advanced Reading Power.pdf ✅

Acknowledgments The authors thank Laura Le Dréan , executive editor, whose feedback was invaluable as we developed Advanced Reading Power, and Gosia Jaros-White, associate development editor, who helped us clarify our ideas and stay on schedule. We gratefully acknowledge the gentle pressure from the many teachers who have wanted us to write an advanced level book for the Reading Power series. We have made every effort to respond to their concerns. We would also like to thank friends and colleagues, including Anita Belt and Jane Stevenson, for their helpful input and encouragement. We acknowledge the influence of Tom Cobb, Averil Coxhead, and I. S. Paul Nation, whose work was essential in planning the new vocabulary development units. Finally, we wish to thank Richard M. Ravin for his outstanding work in researching and drafting the reading passages in Part 4. The publisher would like to extend special thanks to the following individuals who reviewed Advanced Reading Power and whose comments were instrumental in developing the book. Jennifer Altman, University of Washington English Language Program, Seattle, WA; Mary Hill, North Shore Community College, Danvers, MA; Helen Kallenbach, Sonoma State American Language Institute, Rohnert Park, CA; Alessandro Massaro, Bunker Hill Community College, Boston, MA; Susan Reynolds, Seminole Community College, Oviedo, FL; Ishida Saori, University of Hawaii at Manoa, NICE Program Outreach College, Honolulu, HI Advanced Reading Power: Extensive Reading, Vocabulary Building, Comprehension Skills, Reading Faster Copyright © 2007 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 Staff credits: The people who made up the Advanced Reading Power team, representing editorial, production, design, and manufacturing, are Christine Edmonds, Ann France, Gosia Jaros-White, Laura Le Dréan, Edith Pullman, Jennifer Stem, and Paula Van Ells. Text composition: Rainbow Graphics Text font: 10/14 Stone Serif Text, Illustration, and Photo credits: See page 311 Library of Congress Cataloging-in-Publication Data Mikulecky, Beatrice S. Advanced reading power : extensive reading, vocabulary building, comprehension skills, reading faster / Beatrice S. Mikulecky, Linda Jeffries. p. cm. ISBN 0-13-199027-6 (pbk.) 1. Reading (Higher education) 2. College reading improvement programs. 3. Vocabulary—Study and teaching. 4. Reading comprehension. I. Jeffries, Linda. II. Title. LB2395.3.M53 2007 428.4'3—dc22 2006032213 LONGMAN ON THE WEB ISBN - 13: 978-0-13-199027-2 ISBN - 10: 0-13-199027-6 Longman.com offers online resources for teachers and students. Access our Companion Websites, our online catalog, and our local offices around the world. Printed in the United States of America 3 4 5 6 7 8 9 10-VHG-11 10 09 08 Visit us at Iongman.com .
Contents Introduction Part 1: Extensive Reading Unit 1: Choosing a Book for Extensive Reading Unit 2: Reading and Discussing Nonfiction 12 Unit 3: Reading and Discussing Fiction 14 Unit 4: Responding to and Reporting on Your Extensive Reading Books 22 Part 2: Vocabulary Building 25 Unit 1: Strategies for Building a Powerful Vocabulary 26 Unit 2: Learning New Words from Your Reading 31 Unit 3: Inferring Meaning from Context 36 Unit 4: Word Parts 47 Unit 5: Collocations 62 Part 3: Comprehension Skills 73 Unit 1: Previewing 75 Unit 2: Making Inferences 88 Unit 3: Understanding Paragraphs 105 Unit 4: Patterns of Organization 134 Unit 5: Reading Longer Passages Effectively 155 Unit 6: Skimming 170 Unit 7: Study Reading 183 Unit 8: Summarizing 200 Unit 9: Critical Reading 216 Part 4: Reading Faster 239 Unit 1: Learning to Read Faster 240 Unit 2: New Technology and Its Impact Around the World 255 Unit 3: People Who Have Made a Difference 271 Unit 4: Inventions That Are Changing Our Lives 287 Appendix 1: List of 2,000 Most Frequent Words 303 Appendix 2: Academic Word List 308 Appendix 3: Record of Books Read 310 Contents
Introduction To the Teacher Advanced Reading Power is unlike most other reading textbooks. First, the focus is different. This book directs students' attention to their own reading processes, while most other books focus primarily on the content. Second, Advanced Reading Power is organized in a different way. It contains four separate sections that correspond to four important aspects of proficient reading, and therefore it is like four books in one. Teachers should assign work on all four parts of the book concurrently. The four parts of Advanced Reading Power are: • Part 1: Extensive Reading • Part 2: Vocabulary Building • Part 3: Comprehension Skills • Part 4: Reading Faster Advanced Reading Power was designed to meet the needs of students who are enrolled in pre-college programs, college bridge programs, or advanced reading classes at the post- secondary level. Consequently, emphasis has been placed on the development of skills necessary for academic success, including building academic vocabulary. The purpose of Advanced Reading Power is to develop students' awareness of their own reading and thinking processes so that they can be successful in reading college-level texts. To accomplish this, the book addresses the various reading skills in a direct manner, calling students' attention to how they think as they read. Many students have a conceptualization of reading as translating, and that can interfere with their ability to read well in English. In Advanced Reading Power, students acquire an accurate understanding of what it means to read in English and gain confidence in their ability to deal with college-level reading assignments. In order to allow students to focus on the process of reading, the lexical and syntactic content of some exercises has been controlled. In other exercises, however, students practice working with authentic texts of different types, including excerpts from college textbooks. Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises that require them to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely and thus acquire new ways of talking and thinking about a text. When students are asked to write sentences or paragraphs, they are also asked to exchange their work with others and discuss it so they can experience the connections between reading and writing. The success of a reading class depends to a large extent on the teacher. You can enhance your students' learning while working with Advanced Reading Power by providing the following: • an anxiety-free environment in which students feel comfortable taking risks and trying new ways of reading. Introduction V