基于图式理论的高中英语阅读教学实证研究

发布时间：2021-12-25

基于图式理论的高中英语阅读教学实证研究

摘  要

针对高中英语阅读教学中存在的过于注重单词记忆、句法结构分析，而忽视语篇分析和阅读理解的现象，本文提出将图式理论应用于高中英语阅读教学，以此提高高中生的语篇分析能力和阅读理解能力。本文在对图式理论和当前英语阅读教学现状的深入分析的基础上，通过访谈、测验、对比、例证等手段，以临港一中高一年级学生为研究对象，对图式理论应用于高中英语阅读教学中的效果进行了实例研究。基于对论证结果的分析，本文提出具体的图式化的阅读教学策略，以提高学生的语篇分析能力，最终达到掌握阅读方法并熟练运用的目的。本文还提出采用将学生听、说、读、写能力的训练与具体生活语境相结合的教学策略，力求让学生更好的体会和理解所阅读的文章，进一步提高英语阅读教学效率，提升高中生的英语水平。

关键词：图式理论；英语阅读教学；英语阅读能力

 An Empirical Study of English Reading Teaching in Senior High School Based on Schema Theory---Take No.1 Senior High School in Lin Gang as an Example               

Abstract

Aiming at the phenomenon that senior high school English reading teaching in the presence of too much emphasis on word memory, syntactic structure analysis, and ignore discourse analysis and reading comprehension, this thesis raises the idea that schema theory should be applied to the teaching of English reading in senior high school so that the abilities of discourse analysis and reading comprehension of students in senior high school can be improved. The thesis makes empirical researches, taking fresh students in Lin Gang Senior High School as an example, on the effect of schema theory which is applied to the teaching of English reading in senior high school on the basis of analyzing schema theory and current situation of the teaching of English reading by means of interview, examination, contrast and exemplification. Through the analysis of the demonstrative results, this thesis puts forward the specific teaching strategy of schematic reading to improve students’ ability of discourse analysis. Finally, the purpose of grasping the reading strategy and putting it perfectly into use can be achieved. And what’s more, this thesis also puts forward the teaching strategy which the students’ practice of listening, speaking, reading and writing should be combined with the specific context in daily life so that students can have a better experience and understanding of the reading passage. Further more, the teaching efficiency of English reading and the senior high school students’ level of English learning can be improved.  

Key words: schema theory; teaching reading; English reading ability

Contents

Introduction

Chapter One  Current Situation of English Reading in Senior High School

Chapter Two  Literature Review

2.1 Schema theory

2. 2 Researches on applying schema theory to English reading abroad

2. 3 Researches on applying schema theory to English reading in China

Chapter Three  Research Strategies

3. 1 Experimental  objectives

3. 2 Experimental  subjects

3. 3 Experimental  Process

3.3.1 Test before the experiment

3.3.2 Test after the experiment

3.3.3 Reflection of the interview

3. 4 Findings

Chapter Four  Strategies Analysis

4. 1 Taking students as the center of schema activation

4.2 Guiding the students to analyze the reading material with schema

4. 3 Consolidating the existing schema for the students

Conclusion

References

Appendix

Introduction

    English, as an international language, has a great advantage in information exchange and acquisition. Almost all the students in the world are trying to grasp the important tool. As a matter of fact, learning English acquires four skills: listening, speaking, reading and writing. Whereas reading is by far the most important one among them, it is an important tool to gain information, especially to senior high school students.

    While in most senior high school English classes, teachers usually take a lot of time and energy explaining the text word by word, sentence by sentence. They often analyze the structure of long sentences, or give the Chinese translation of the text to the students. As a result, after learning English for several years, many students still fail to fully understand the meaning of the given text. How can the students solve the problem? How can them read efficiently? Thus, a practical theory is in great need to instruct reading teaching process. In recent years, many new theories appeared in academic circles, of which the schema theory is of great importance to EFL teaching. This thesis is mainly concerned about how could we help students apply the schema theory to learn English efficiently. Lacking of prior knowledge is the major cause of many Chinese EFL students’ poor reading comprehension. In the paper, the author will illustrate the influence of background deficiency on students’ comprehension and analyze how to increase students’  background knowledge through classroom instruction. The aim of the paper is to draw the attention of the students and the teachers in senior high school which emphasis the important role that background knowledge plays in reading comprehension and to make them use some strategies to improve their reading comprehension.  

Chapter One  Current Situation of English Reading in Senior High School

    At present, the teaching method of English teaching in our country is grammar-translation. In recent years, although there appeared some developments , many teachers still put the teaching of knowledge as the purpose of teaching. The current  English reading teaching focuses on the interpretation of the vocabulary, the analysis of the structure of the sentence and the level of understanding of the text, is still maintained at the first level, that is, text understanding of the text. In the current teacher centered classroom, teachers do too much work. He usually reads to the students, and explains the text in detail. Therefore, there is very little chance for the students to complete their reading , let alone to make their own words. 

With the current approach, the reading process is also considered to be a passive action on the part of the reader. To understand a text, a reader must first recognize the words in the text, and then put the word into the sentence, the sentence into the text, and in the final understanding of the occurrence of the sentence. The meaning of the text is a set of the meaning of a sentence, the meaning of the sentence is a collection of words.

Obviously, this kind of reading does not in accordance with the nature of reading. Nuttall (2002) said, “ the role of students as readers demanded that he should make the meaning of text for himself... From the beginning, he must be able to do everything for himself.” This English reading teaching needs urgent reform and innovation. This thesis attempts to serve the purpose.

Chapter Two  Literature Review

2.1  Schema theory

This concept schema was first appeared in the writings of philosopher Immanuel Kant (Cheng Xiaotang, Zheng Min, 2004:104). He thought that the schema is the connection and objects perceived ties, the concept only be meaningful known to interact with known information, and it pointed out that schema plays an important role in the process of obtaining knowledge.    

On the basis that different scholars made a new definition of schema. Chinese scholars Cheng Xiaotang and Zheng Min (2004) made a definition of schema: Schema is the knowledge network stored in the memory, and is based on the individual experience, development and application of systematic, organized, hierarchical dynamic structure. Cheng Xiaotang and Zheng Min divided the concept of schema into the word righteousness and behavior on the concept of schema. Towards the meaning, schema refers to the knowledge network reflected on the memory. Conceptual schema is the knowledge network on the people taking advantage of memory reflected on the new information in a series of actions.

2. 2  Researches on applying schema theory to English reading abroad

    Reading is received widely attention from linguists, psychologists, cognitive linguists in foreign countries, and a new theory is put forward in the constant researches and experiments. Schema theory is put forward based on the research results of cognitive psychology, and based on the research achievements of scholars according to schema theory in English reading teaching and the discusses of the application of schema theory in reading teaching.

    Nunan (2001) in his written Teaching and Learning in the Second Language in reading teaching and listening teaching these two chapters talked about the schema theory. Schema theory is based on the thinking framework of the experience of the past have created to help readers better understand new experiences. He believes that the application of schema theory in reading emphasizes readers already known knowledge and experience is of great help to understand the ability of new things. In the brain by providing the structure adapted to new things to influence the reader’s understanding of new things. In the book The Skills and Resources in Reading Teaching, Silberstein (2002)  pointed out that background knowledge has joined in discourse understanding and also included in the research of schema theory. Silberstein especially points out that the background knowledge involves two kinds, one kind is a form of schema that is the knowledge of article writing structure, the other is a content schema that contains the world knowledge and background knowledge. McDonough & Shaw(2005) pointed out that the schema theory to reading teaching has a huge contribution, and also has a profound influence to classroom teaching. At the same time, referred to Bartlett is the first person who uses schema as a term. Bartlett use schemata to the solution interpretation of the world as we know how knowledge is based on our previous knowledge and experience to form a combined type. McDonough & Shaw (2005) also pointed out that schema theory has absorbed the concept of interactive reading process to explain the fact that highly efficient readers can link their world knowledge to reading text to improve their reading efficiency.

    The help of schemata on reading comprehension mainly reflects in the readers’  using the existing schema to predict and read the text rationally. When the reader’s schema is activated, they began to understand the reading text, while the process includes prediction and inference. Rumelhart took the schema as a theory to illustrate the effect of forecast and reasoning. Rumelhart thought that, schema, the same as theory, has predictive effect, thus readers can use the correct theory of not observing things to make the correct reasoning. By the same token, schema is explained in the process of helping understand phenomenon is likely to be the reader’s senses can not achieved, this makes the schema to make our understanding of knowledge is beyond the scope of observation. (quoted from Tian Yanming,Wang Shujie 2010:181). Tian Yanming and Wang Shujie (2010) introduces three reasons that Rumelhart published in the article, using the schema theory analysis a reader cannot be well understood by the text: (1) the reader did not have the schema that adapted themselves to the reading materials, leading to it’s  misunderstanding of the content of the article. (2) the reader has the reading materials related to schema, but the author did not mention existing schema for enough clues to activate readers, thus readers cannot understand the meaning of the article. (3) readers think that they have make sense of the article, can carry on the explanation to the article, but the reader’s explanation is not the expression of the author figure, this means that the reader misunderstood the meaning of the author. Rumelhart puts forward three reasons  for reading in their mother tongue, for readers of not the native language, even provides ample clues to understand, at the same time also have related schema, but not enough language knowledge, the reader cannot understand the reading text. Long& Richards(2007) discusses the schema theory and second language reading teaching, pointing out that a basic idea of schema theory is that reading the text itself is without meaning, just to guide readers to construct or search themselves have knowledge of schemata. According to schema theory, the process of reading comprehension is the input information interact with existing schema of the mind.

2. 3 Researches on applying schema theory to English reading in China

    Compared with schema theory researches abroad, the researches in our country were relatively late. On the basis of research results about schema theory in foreign countries, Chinese scholars also make a deeply research for the application of schema theory in English reading teaching.

    The Junior Middle School English Reading Activities Before the Design Based on Schema Theory written by Mr. Lee (2011) , this paper introduces how to use three kinds of patterns to design before-reading activities. Fang Yizhen (2011) in the paper The Application of Schema Theory in the Context of College English Reading Teaching combined “bottom-up” reading mode with“ top-down” , put forward the teaching method in the late reading teaching. Li ping and Qi  Meng(1999) , on the basis of interpreting schema theory, raises the concept of leading to the reading. And in previous study results, through the experiment report, confirmed that the leading of reading is an effective method on the application of schema theory to English reading comprehension.

The above scholars discussed respectively how schema theory effected in reading teaching in practical application both from before reading and after reading. There are also some scholars from reading- the whole activity to discuss the connection of schema theory and reading. Lin Ting (1996) in Should Be In the Context of Schema Theory to Improve the Effect of Reading broadening the schemata method , put forward the application of analogy method to the contrast of Chinese and western culture, language, values to let the students broaden the schema. The method of activity process and setting image through specific things, image intuitive to make the students construct schemata. Zhang Weiyou (1995) in the text Schema Knowledge and Reading Comprehension using the schema of the ship launching proved schemata knowledge as the reading role in reading, and then use specific examples to prove the existence of schemata, then through practical examples to illustrate that the broaden of schema for reading role in promoting. Finally discussed the enlightenment of schema knowledge in teaching. Tian Yanming, Wang shujie (2001) in the book The Psychological Cognitive Theory and Research on Foreign Language Reading discussed the discourse understanding of this in more details and put forward the influence of the schema in discourse understanding of prediction, reasoning, selection, extraction, and the role of the organization. In Cui Yaping (2002) On the Application of Schema Theory in L2 Reading Comprehension, schema and schema theory , the activation process of schema , language schema and content schema in the application of second language reading comprehension, as well as the function of schema is also discussed in the paper.

Chapter Three  Research Strategies

    Reading comprehension accounts for a high proportion of all levels in different tests. And schema theory plays an important role in reading comprehension. The above sections show that the use of appropriate strategies of helping students gain access to an understanding of commands is accessible. It can thus be assumed that the readers can improve their reading proficiency through schema strategy training. What’s more, the author also presents a tentative model of schema training for reading comprehension tasks. The emphasis of this chapter is to study the effectiveness of schema training strategies in English reading teaching, and to explore an effective model of English reading teaching.

3. 1  Experimental  objectives

    The objectives of the experiment are: (1) How to find out the main problems in  English reading comprehension of English learners, and put forward the strategy to solve the problem? (2) How to test the effectiveness and popularity of the training strategy ? (3) How to test whether English learners can use these strategies to guide their reading and other language learning after the training?

3. 2  Experimental  subjects

    The experimental subjects were students from Lin Gang No.1 Senior High School. They entered the school in 2006 and were about 18 years old. One group of 50 students is from Class One, and the other group is from Class Two. They own a common English teacher. All the subjects have learned English for about seven years. The author used “quasi-experimental design”(Seliger,1989) to test the authenticity of the experiment. The subjects consisted of all the students in the two classes, and the experiment lasted for about two months. The Class One constituted the experimental group, and the Class Two comprised the comparison group.

3. 3  Experimental  Process

    The experiment was carried out in three steps. First, a pre-test was carried out to measure the reading ability of the subjects. Next, a post-test was carried out to validate the effectiveness of the schema theory. Then, following an interview as a supplementary. The experimental analysis are as follows:

3.3.1  Test before the experiment

A pre-test was carried out to measure whether the subjects were at the same level in reading ability before the experiment. All the students are convened together to finish the pre-test papers, which is extracted from the “Reading Comprehension” section from the final English examination from Lin Gang No.1 Senior high school for pre-test, and it contained 10 choice questions. The subjects tried to finish answering them in 30 minutes. All the questions are required to be finished by the students independently. Chatting or discussion is not permitted. Then, the answers were collected and corrected carefully. The score of each student is recorded strictly for later analysis.

Table 1. Group statistics

         (Notes: CC refers to Control Class; EC refers to Experimental Class; the    students of CC2 and ECl are from No.l Senior High School)

Table 2. Independent-Sample test (1)

(Notes: F refers to freedom; Sig refers to signature; T refers to Independent-Samples T test; Df refers to degrees of freedom)

    From the table 1 we can see: In the EC l, Mean=24.14, Deviation=5.691, and in CC2, Mean=23.97,Deviation = 5.893. The mean score in EC 1 is 0.07 point higher than that in CC2, the score differences between the two classes are so slight that they can be omitted, which demonstrates that there is little difference between EC1 and CC2. In the table 2, P=0.726>0.05, Sig=0.861>0.05,( if P is more than 0.05, it shows that there is no significant difference). It shows that there is no significant difference. Thus, these two classes are almost at the same level in reading comprehension before the experiment.

3.3.2  Test after the experiment

After the whole experiment, a post-test was carried out. And all the 100 students in the control class and experimental class took part in the test. The materials of the pre-test and post-test were of similar difficulty level. And these texts contained 10 choice questions with each of which was worth 2 points and the subjects were required to finish the test in 30 minutes. Similarly, the answers were collected and corrected carefully at once. The score of each student is strictly recorded and prepared for thorough analysis and comparison with the pre-test score in the following sections.

Table 3. Group Statistics

Table 4. Independent-Sample test (2)

    As is shown in Table 3, after two months’ teaching experiment, the mean score of EC1 post-test is 27.77 and the mean score of CC2 post-test is 24.63. There’s remarkable difference between the two classes. To study further, the figures in the table 4 above, F=8.711. If the sig is less than 0.5, the population variances are equal, we should see the second line results, from the figures, we can see the sig is less than 0.5, then it ( df=120.416  T=3.786  P=0.000<0.05) indicates that there is a significant difference between the EC1 and CC2 after the experiment. The mean score of EC1 is 3.14 higher than that of CC2. Therefore, it is proved that schema-oriented teaching method has a positive effect on the experimental class. It can effectively improve NO.1 Senior High School students’ reading comprehension level.

3.3.3  Reflection of the interview

A face-to-face interview is a supplementary in this study. The interviewees were these 100 students in this school. They were carried out in the form of casual chatting on the purpose of getting real information from them (The questions see Appendix ).

Through the analysis of the experiment results, we can find that, under the guidance of reading teaching methods, students should first think before reading, and through activating their knowledge to predict. In their spare time, they are likely to do some free reading in order to meet their interests after class, rather than the task of teachers. What’s more, because of their extensive reading, they broaden their content knowledge and horizon, and help them build new schema. They are no longer the only English learners, but also the English readers. The good reading habits can be further studied.

3. 4  Findings 

    After the interview, we can find that: firstly, the use of schema oriented approach in reading class can make the students more active. The understanding of the process follows the principles of each input principle, and on some of the existing architectures. Therefore, in the process of reading in the classroom, when the teacher uses the schema oriented teaching method to guide the classroom teaching, the whole class is no longer a teacher centered one. Encouraging the students to construct their own semantic maps with the purpose of making the prediction of the highest structure knowledge. The pattern oriented model makes reading activities more active and meaningful. Secondly, in reading classes, the schema oriented teaching method can be used to promote students’ memory. With the help of some flow charts, students are able to firmly grasp the text to determine the overall structure and the sub structure of the meaning relationship of different ideas and discourse markers. These strategies can also help them building new schemata.

While on another side, we can also draw the conclusion that from the statistical data of the above mentioned research results and the main results of the analysis, it is not difficult to find, the application of the guide mode of English reading teaching method has positive effect on improving and promoting the students’ English reading ability and the ability of understanding. As a result, students’ reading ability is enriched. However, one fact should be recognized that all students benefit from the schema theory oriented approach to English reading teaching after a period of two months of teaching experiments. It is obviously that students do make great progress after testing, ignoring the differences among them.

   Chapter Four  Strategies Analysis

4. 1  Taking students as the center of schema activation

    The key of schema theory promoting reading lies in the process that the existing schemata in the mind of readers interact with reading text. In this process, three types of schema knowledge play a key role of which the language schema is the basis of the reading text, the content schema is the condition to understand the reading content, and the form schema is the basis of understanding the structure. So how to activate students already haven schema is the key. Teachers should be flexible according to the reading material to select different methods to activate students existing schemata. Here in particular, the students are the main part of the study, each student exists individual differences, so for the same topic, students existing schema also exist differences. Therefore, the teacher no matter adopt what kind of method to activate schema, he must  takes the student as the center, fully mobilize the enthusiasm of students, trying to make each student fully involved in the teaching learning activities, activates students within existing schemata.

4.2  Guiding the students to analyze the reading material with schema

    The construction of schemata needs enough input of language. In reading materials, the existing relevant schemata combine with reading materials continue to reconstruct related schema knowledge. In the process of reading, the reading ability of students got trained, the language schema got enriched, the content schema got deepened, the form schema got extended. At this stage, the role of the teacher is a guider rather than giving the detailed explanations of the reading materials. Teachers should guide the students to use three types of schemata, three models of reading, the basic reading strategy for distinguished reading. In guiding the students to analyze the reading material, at the same time, teachers should also guide the students to absorb new schema knowledge of reading material, to restructuring and expanding the students’ schemata.

4. 3  Consolidating the existing schema for the students 

    Enough language input is for a better output of the language. In English teaching, the output of the language puts forward higher requirements for students’ English comprehensive ability. And the language output is a way for the students to consolidate the existing schema and to better master the language.

Conclusion

    Schema theory is a hot topic in the field of reading comprehension. It has aroused more and more attention. However, the empirical research on training is very little. In the present case, it is necessary to carry out such kind of research. This study is just to meet this demand and its purpose is to find out the validity of the model training in English reading comprehension as a foreign language.

The experiment highlighted the effectiveness of schema strategy training on reading comprehension tasks. The experiment was conducted in three stages. First, a test was carried out to find out the levels in English reading of the subjects; then another test and an interview were performed to judge the effectiveness of the schema training strategies. In the course of training, the two groups have the same time and the distribution of the experimental environment. Every training strategy lasted two weeks, including class instruction and extensive reading after class. They were asked to do the same reading tasks after class and they received the same tests. The former was instructed in the use of schema strategies, and was required to apply them in doing the reading tasks. The latter was ignorant of the strategies, and was asked to do the tasks in their own ways. The training lasted for two months. The data analysis demonstrated that although there was no significant difference between the two groups before the training, but after the training, the experimental group outperformed the comparison group in overall reading proficiency. In addition, the interview conducted that after the training investigate the response of the experimental group revealed the popularity of the training in schema strategies, and most of the students could continue using the schema training strategies, and could transfer them to similar reading tasks and other language skills.

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Appendix

English Reading Test ( pre-test )

A

It doesn’t matter when or how much a person sleeps, but everyone needs some rest to stay alive. That’s what all doctors thought, until they heard about AI Herpin. AI Herpin, it was said, never slept, Could this be true? The doctors decided to see this strange man themselves.

AI Herpin was 90 years old when the doctors came to his home in New Jersey. They thought for sure that he got some sleep of some kind. So they stayed with him and watched every movement he made. But they were surprised . Though they watched him hour after hour and day after day, they never saw Herpin sleeping , In fact, he did not even own a bed. He never needed one.

The only rest that Herpin sometimes got was sitting in a comfortable chair and reading newspapers. The doctors were puzzled by this strange continuous sleeplessness. They found only one answer that might explain his condition. Herpin remembered some talk about his mother having been injurted(伤害)several days before he was born. But that was all. Was this the real reason? No one could be sure.

Herpin died at the age of 94.

1. The main idea of this passage is that _______.

    A. large numbers of people do not need sleep

    B. a person was found who actually didn’t need any sleep

    C. everyone needs some sleep to stay alive

    D. people can live longer by trying not to sleep

2. The doctors came to visit Herpin , expecting to ______.

    A. cure him of his sleeplessness

    B. find that his sleeplessness was not really true

    C. find a way to free people from the need of sleeping

    D. find out why some old people didn’t need any sleep

3. After watching him closely, the doctors came to believe that AL Herpin ________.

    A. was too old to need any sleep B. often slept in a chair

    C. needed no sleep at all D. needed some kind of sleep

4. One reason that might explain Herpin’s sleeplessness was ________.

    A. that he hadn’t got a bed B. that he had gradually got rid of the sleeping habit

    C. his mother’s injury before he was born D. his magnificent physical condition

5. AI Herpin’s condition could be regarded as ______.

    A. a common one B. one that could be cured C. very healthy D. a rare one

B

In earliest times, men considered lightning to be one of the great mysteries (神秘的事物) of nature. Some ancient peoples believed that lightning and thunder were the weapons (武器) of the gods.

In reality, lightning is a flow of electricity formed high above the earth. A single flash of lightning 1.6 kilometres long has enough electricity to light one million light bulbs (灯泡).

The American scientist and statesman, Benjamin Franklin, was the first to show the connection between electricity and lightning in 1752. In the same year he also built the first lightning rod (避雷针). This device (装置物) protects buildings from being damaged by lightning.

Modern science has discovered that one stroke (闪击) of lightning has a voltage (电压) of more than 15 million volts (伏特). A flash of lightning between a cloud and the earth may be as long as 13 kilometers, and travel at a speed of 30 million meters per second.

Scientists judge that there are about 2,000 million flashes of lightning per year. Lightning hits the Empire State Building in New York City 30 to 48 times a year. In the United States alone it kills an average (平均数) of one person every day.

The safest place to be in case of an electrical storm is in a closed car. Outside, one should go to low ground and not get under tress. Also, one should stay out of water and away from metal fences. Inside a house, people should avoid open doorways and windows and not touch wires or metal things.

With lightning, it is better to be safe than sorry?

6. People once thought lightning came from ________.

    A. the sky B. the gods C. the earth D. nature

    7. According to the passage what do you think all buildings need?

    A. Metal fences. B. Electricity. C. lightning rods. D. Machines.

    8. Lightning can travel ________.

    A. as quickly as water B. not so quickly as electricity

    C. at very low speed D. at very high speed

    9. Which of the following is NOT true?

A. In the U.S about one person per day dies from lightning.

B. The Empire State Building frequently gets hit by lightning.

C. Swimming during a thunder storm is a good idea.

D. A closed car is the best place to be during an electrical storm.

    10. Lightning is probably ______ to man.

    A. useful B. kind C. useless D. friendly

English Reading Test (post-test)

C

In 1933 an unknown American called Clarence Nash went to see the filmmaker Walt Disney. He had an unusual voice and he wanted to work in Disney’s cartoon(动画片) film for children. When Walt Disney heard Nash’s voice, he said “Stop! That’s our duck!”

The duck was the now-famous Donald Duck, who first appeared in 1934 in the film The Wise Little Hen. Donald lived in an old houseboat(水上住家) and wore his sailor jacket and hat. Later that year he became a star after an eight-minute Mickey Mouse film. The cinema audience liked him because he was lazy and greedy(贪婪的), and because he lost his temper(发脾气) very quickly . And they loved his voice when he became angry with Mickey’s eight nephews(侄子). Soon Donald was more popular than Mickey Mouse himself, probably because he wasn’t a goody-goody like Mickey.

In the 1930S,’ 40s and ‘50s Donald and hid friends Mickey , Goofy and Pluto made hundreds of Disney cartoons. He also made educational films about the place of the USA in the world, and safety in the home. Then in 1966 Donald Duck and his voice disappeared---there were no more new cartoons.

Clarence Nash died in February, 1985. But today’s children can still see the old cartoons on television and hear that famous voice.

1. Who made Donald Duck film?

A. Mickey Mouse B. Clarence Nash C. Walt Disney D. Pluto

2. When was the first Donald Duck film made?

A. In 1933 B. In 1934 C. In 1966 D. In 1930

3. Who was Clarence Nash?

A. A cartoonist B. Donald Duck’s voice C. A film-maker D. A film star

4. Where do today’s children see Donald Duck?

A. In new film B. At the cinema C. On television D. At concerts

5. The underlined word audience in the second paragraph means

A. reads B. formal interview C. law freedom D. the people who watch a film at a cinema

6. The underlined word goody-goody in the second paragraph means a person who

A. likes to appear to be faultless in behavior

    B. who likes to appear to be faulty in behavior

C. dislikes to appear to be faultless in behavior

    D. dislikes to be faulty in behavior

D

One day, President Lincoln went to a party, At the gathering, a man called Douglas was repeatedly talking about Lincoln’s low position in life and saying that he first met Lincoln when he was a shop assistant at a village shop. Finally he said, “And Mr. Lincoln was a very good waiter too.”

People burst into laughter, but they quieted down when Mr. Lincoln said quietly.

“Gentlemen, what Mr. Douglas has said is true. I did keep a grocery (食品杂货店), and I did sell cotton, candles and cigars(雪茄烟), and sometimes whisky(威士忌酒). But I remember that in those days Mr. Douglas was one of my best customers. I often stood on one side of the counter and sold whisky to Mr. Douglas on the other side, but the difference between us now is： I have left my side of the counter, but Mr. Douglas still sticks to his as firmly as ever.”

7. Where was Douglas talking about Lincoln’s low position in life?

A. At a meeting B. In a college C. At home D. In a restaurant

8. Why was Douglas repeatedly talking about Lincoln’s low position in life?

A. Because he was friendly to Lincoln.

B. Because Lincoln was an example to show that an American of low position in life can become President of the U. S.

C. Because he wanted others to look down upon Lincoln.

D. Because he wanted to tell other people about Lincoln’s honesty as a shop assistant.

9. How did Lincoln win the oral competition(口头的比赛)?

A. He won it by telling of his low position in life in his early days.

B. He won it by telling of his high position in life in his early days.

C. He won it by saying Douglas was telling lies.

D. He won it by comparing his present position with Douglas.

10. What do you suppose the sentence “Mr. Douglas still sticks to his as firmly as ever means?”

A. Douglas was still talking about Lincoln’s low position in life.

B. Douglas was still standing on the other side of the counter.

C. Douglas remained a drunkard (酒鬼)and had not changed a bit.

D. Douglas kept on going to gatherings and talking a lot.

Questionnaire of the Interview

1.学习之前知道图式理论吗？

A.是 B.否

2.学习之后了解清楚图式理论了吗（只实验组做此题）？

A.是 B.否

3.能在老师的指导下，在英语阅读中运用图式理论吗？

A.是 B.否

4.会在其他阅读中继续运用图式理论指导阅读吗？

A.是 B.否

5.能运用图式理论的策略转移应用类似的阅读任务吗？

A.是 B.否

6.能运用图式理论的策略转移学习其他语言技能吗？

A.是 B.否

7.在无老师的指导下，能自己用图式理论指导学习吗？

A.是 B.否

8.觉得图式理论好用吗？

A.是 B.否

9.会将图式理论推荐给其他同学使用吗？

A.是 B.否

10.对这一阶段的英语阅读教学满意吗？有什么意见或建议？

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