然而，目前专业英语阅读课堂大多采用传统的教学方法，其效果不尽人意。
However, the current ESP class is full of traditional teaching methods, and ESP reading teaching is not satisfied.
然而，目前的高中英语阅读课堂教学大多采用传统的教学方法，其效果不尽人意。
However, the present reading teaching of Senior English is still using traditional methods and is not satisfactory.
本文介绍了英语阅读的重要性和英语阅读课堂教学活动的设计，其包括读前、读中和读后三个阶段。
The passage introduces the importance of English reading and how to design the activities for teaching English reading in class, which includes pre-reading, while-reading and post-reading.
为此，可以采取大学英语阅读课堂词汇教学模式的构建、小组活动、窄式阅读、构词法、词汇与语篇语境的结合等词汇教学策略。
Thus, we can adopt vocabulary teaching strategies of vocabulary teaching mode construction, group work, narrow reading, words construction, the association with the context, and so on.
本文主要探讨了在高中英语阅读课堂中现存的问题并试图提出一些提高阅读课堂效率的方法，这些方法建立在任务型教学理论上。
This thesis reports an investigation into the existing problems and discusses some ways to improve the effectiveness in reading classes in senior high schools.
为此，可以采取大学英语阅读课堂词汇教学模式的构建、小组活动、窄式阅读、构词法、词汇与语篇语境的结合等词汇教学策略。
Thus, we can adopt vocabulary teaching strategies of vocabulary teaching mode construction, group work, narrow reading, words construction, the association with…
本文对大学英语专业阅读课堂教学环境中实施的任务型教学进行了个案研究，探讨影响任务型教学实施的因素。
This study explores through case study the factors that affect the implementation of TBI in college reading classroom instruction intended for college majors of English.
大学英语教学模式近年来较之传统的教学模式有了极大的改变，主要体现在网络课堂和多媒体课件的引进等诸多方面，但阅读课还几乎一直沿用传统的教学模式。
The adoption of network class and multi-media courseware has changed the traditional college English teaching in a way, but the reading class has been rarely changed in this process.
合作学习理论应用于高中英语阅读课教学可以改变传统的以教师为中心的课堂教学模式。
The theory of cooperative learning which is applied in English reading class in high school can change the traditional teacher-centered teaching type.
合作学习理论应用于高中英语阅读课教学可以改变传统的以教师为中心的课堂教学模式。
The theory of cooperative learning which is applied in English reading class in high school can change the traditional teacher-centered teaching type.
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