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  3. You are going to read a text about the principles for teaching extensive reading, followed by a list of examples. Choose the bes

You are going to read a text about the principles for teaching extensive reading, followed by a list of examples. Choose the bes

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问题     You are going to read a text about the principles for teaching extensive reading, followed by a list of examples. Choose the best example from the list for each numbered subheading. There is one extra example which you do not need to use.

    We offer here some principles for teaching extensive reading as a tool for professional development. These are what we believe the basic ingredients of extensive reading. We encourage teachers to use them as a way to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach foreign language reading. We posit these principles in the hopes that others will consider them and react to them.
    (41) The reading material is easy.
    This clearly separates extensive reading from other approaches to teaching foreign language reading. For extensive reading to be possible and for it to have the desired results, texts must be well within the learners’ reading competence in the foreign language.
    (42) A variety of reading material on a wide range of topics must be available.
    The success of extensive reading depends largely on enticing students to read. To awaken or en courage a desire to read, the texts made available should ideally be as varied as the learners who read them and the purposes for which they want to read.
    (43) Learners choose what they want to read.
    The principle of freedom of choice means that learners can select texts as they do in their own language, that is, they can choose texts they expect to understand, to enjoy or to learn from. Correlative to this principle, learners are also free, indeed encouraged, to stop reading anything they find to be too difficult, or that turns out not to be of interest.
    (44) Learners read as much as possible.
    This is the "extensive" of extensive reading, made possible by the previous principles. The most critical element in learning to read is the amount of time spent actually reading.
The purpose of reading is usually related to pleasure, information and general understanding.
    In an extensive reading approach, learners are encouraged to read for the same kinds of reasons and in the same ways as the general population of first-language readers. This sets extensive reading apart from usual classroom practice on the one hand, and reading for academic purposes on the other. One hundred percent comprehension, indeed, any particular objective level of comprehension, is not a goal. In terms of reading outcomes, the focus shifts away from comprehension achieved or knowledge gained and towards the reader’s personal experience.
    (45) Reading speed is usually faster rather than slower.
    When learners are reading material that is well within their linguistic ability, for personal interest, and for general rather than academic purposes, it is an incentive to reading fluency.
    We hope that these principles will give teachers food for thought and reflection as they consider their beliefs about how best to help their students become proficient foreign-language readers.

A. The learners’ experience of reading the text is at the center of the extensive reading experience, just as it is in reading in everyday life. For this reason, extensive reading is not usually followed by comprehension questions. It is an experience complete in itself. At the same time, teachers may ask students to complete follow-up activities based on their reading. Such activities, while respecting the integrity of students’ reading experiences, extend them in interesting and useful ways.
B. Books, magazines, newspapers, fiction, non-fiction, texts that inform, texts that entertain, general, specialized, light, serious.
C. In helping beginning readers select texts that are well within their reading comfort zone, more than one or two unknown words per page might make the text too difficult for overall understanding. Intermediate learners might use the rule of hand—no more than five difficult words per page.
D. Nuttall notes that "speed, enjoyment and comprehension are closely linked with one another". She describes "The vicious circle of the weak reader: Reads slowly; Doesn’t enjoy reading; Doesn’t read much; Doesn’t understand; Reads slowly..." and so on. Extensive reading can help readers "enter instead the cycle of growth...The virtuous circle of the good reader: Reads faster; Reads more; Understands better; Enjoys reading; Reads faster..."
E. There is no upper limit to the amount of reading that can be done, but a book a week is probably the minimum amount of reading necessary to achieve the benefits of extensive reading and to establish a reading habit.
F. What Henry noticed about her kevel-1 non-reading undergraduates is no less true in foreign language reading: "My students needed to read for themselves, not for me." For students used to working with textbooks and teacher-selected texts, the freedom to choose reading material and freedom to stop reading may be a crucial step in experiencing foreign language reading as something personal.

选项
答案D
解析 本题小标题含义是：阅读速度通常是宁快勿慢。D首句就提到了speed，这里谈到阅读速度、乐趣和理解三者之间是紧密相连的。接下来的Reads slowly，Reads faster与小标题中的内容属于词义复现，故为答案。A项指出：学习者的阅读经历是泛读课程的核心。正因为如此，泛读之后通常不需要做阅读理解题。泛读是一种经历，阅读完之后，老师可能会让学生展开一些后续活动。这些活动在尊重学生完整的阅读经历的同时，以一种有趣并且有用的方式加深他们的理解。可见这部分内容的主题是学生的阅读经历。文中给出的各个小标题并未涉及学生的阅读经历，故A为干扰项。
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