Question

谁能把这些翻译成英文。急急急急急！！！！！

阅读是主动地、积极地获取信息的创造行为，是培养学生通过视觉感知书面文字符号并获取信息能力的途径，更是提高听、说、写能力的有力杠杆，它在英语学习中起着至关重要的作用。在近几年的高考英语试卷中，阅读的分值（阅读理解，完形填空，改错）占了整个试卷分值的一半以上。99年高考英语试卷阅读理解的篇幅在增长，难度也有所加大。笔者认为要提高英语阅读水平，学生需做到以下几点：
一、多采用Top-down阅读法

自上而下（Top-down）阅读是从语篇整体出发，把注意力集中在通过文字符号获取信息上，即按文章所给的标题先对文章的内容与含义作出推断，理解作者所要表达的意思。

运用自上而下的阅读法的关键是培养学生预测、推断文章内容和含义的能力，从而提高阅读理解能力。

通过略看文章的总体结构安排或文章的标题来预测文章的内容及深层含义，可从下列几方面去推测：

1.文章写了哪几方面的内容？

2.作者将从哪几方面来阐述？

3.内容将如何发展下去？

在阅读时要注意不同的英文文体，因为文体对信息的组织和布局模式有着重大影响。训练掌握各种英语文体的结构特征，有利于归纳文章和进行逻辑推理。例如：记叙文以叙事为主必定有三个要素：情节、人物和背景。情节的发展多以时间、地点的转移为线索。因此，阅读记叙文时，必须抓住时间这条线索，以人物为中心，弄清故事的发生、发展、结局。再如议论文和说明文有一个共同点，就是段落大多有主题句（较多地出现在段首或段末），要抓住主题句，发掘每一个主旨，弄清文章的中心论点，以便更加详细地预测文章的内容，吃透整篇文章的表层及深层含义。

二、正确处理好精读与泛读间的关系。

精读和泛读是阅读时两种主要方法，两者相辅相存，不可偏废也无法代替。

1.注重阅读材料的选择。

选择合适的精泛阅读材料是提高英语阅读的重要手段。选择字数为200左右，后面配有习题的阅读材料为宜。阅读材料体裁要多样化——叙事类、科普类、议论或说明类、广告类等。要注重文章的实用性。所选材料的难易程度以理解正确率达60%～70%，生词量不超过4%为恰当。

2.精读泛读相辅相存。

比起泛读，精读是点。对一些有一定难度写得较好的文章要进行剖析，要归纳、总结作者的写作意图、思路及中心论点，最后达到获取详细信息和深层次内容的目的。如果说精读是点，泛读即是面。只有通过大量阅读，才能积累大量词汇、结构和句型，才能积累大量词汇、结构和句型，才能扩大知识面，培养语感，提高对文字的反应能力。在泛读时，要根据上下文提高自己猜测生词的能力，不要一看到生词就查词典，要弄清文中批示代词和人称代词所指代的对象。要对自己进行限时阅读。一篇200字左右难度适中的阅读文章，争取6分钟之内做完其阅读理解题。在阅读时，要多积累英、美等国家的社会、历史、地理、文化及风俗方面的知识，这有利于提高阅读水平。要培养良好的阅读习惯。阅读时，要从意群上去看，不要逐字读，更不要用笔或手指边指边出声读，这样有碍理解文章的意思，而且影响阅读速度。

阅读是一个综合过程，阅读能力的提高更是一个循序渐进的过程。学生只有坚持不懈，锲而不舍地改进阅读方法，培养阅读兴趣，才能达到事半功倍的效果。

影响阅读理解的因素可分为知识性障碍和非知识性障碍。知识性障碍包括：1.词汇障碍2..语法障碍 3.背景知识障碍 。非知识性障碍包括：1. 心理障碍 2.阅读习惯. 3..阅读速度4.阅读技巧

Answer 1

翻译成英文:Reading is actively, and actively create behavior, the information is to cultivate students through the visual perception and access to information written symbols, improving ability of listening, speaking, writing and powerful levers in learning English, it plays a vital role. In recent years, the entrance examination test scores in reading comprehension, gestalt (blanks, correct) accounted for more than half of the exam scores. 99 years college entrance examination English papers in the growth of reading comprehension, difficulty is increasing. The author thinks to improve students' English reading level, to do the following:
A, use more Top - down to read

Top-down (Top - down from the whole discourse reading, focus on through the text symbols to obtain information on the press, namely the title for the first to make the content and meaning, understanding the author wants to convey meaning.

Using the top-down method of reading is the key to cultivating students' forecast, the content and meaning that ability, thus improving the reading comprehension.

Through the general structure of the article is watching the title to this arrangement or predict the content and deep meaning, but from the following several aspects to speculate:

1.the writing which several aspects of content?

2 the author elaborated from which a few aspects?

3 how content development?

While reading the English style should pay attention to the different style, because of information organization and layout patterns have significant influence. Mastering English training various styles for the structure characteristics, and concludes the logic and reasoning. Example: the narrative to give priority to must have three elements of narrative plot, characters and background:. The development of the plots in time and location of the transfer for clues. Therefore, reading narrative, must grasp the clue, in time for the center, characters of occurrence, development, the story ends. Then if there is one thing in essays and exposition, is mostly have a topic sentence (passages in the more or at the end of the period, to seize the topic sentence), each theme, make the central point, so that more detailed predict the whole article, grasp the surface and deep meaning.

Second, to correctly handle the relationship between intensive and extensive reading.

Intensive and extensive reading is read two main methods, combining with both axiomatization, cannot replace.

1 the reading materials.

Choosing appropriate pure extensive reading material is an important means of improving English reading. Choose words for problem sets, with about 200 behind the reading materials. Reading materials to diversified styles, narrative, general, or instructions, advertising, etc. Should notice the practicability. The degree of difficulty in understanding the accuracy reaches 60% ~ 70%, no more than 4% for new words.

2 that intensive reading.

Compared with reading, reading is the point. Some have certain difficulty to write better articles to analyze and summarize the author want to induce and intention of writing, ideas and argument, and finally achieve center of detailed information and profound content. If reading, reading is that is the surface. Only through extensive reading, to accumulate a large vocabulary and sentence structure, to accumulate a large vocabulary and sentence structure, expanding knowledge, ability, training and enhance the sense of reaction ability of text. In reading, according to the context to improve their ability of speculation, don't a word in the dictionary and see new to ascertain the instruction pronouns and the pronoun refers object. To limit their reading. An article about 200 words difficult to read, moderate six minutes to finish their reading comprehension. While reading, to accumulate more than Britain, the United States and other countries of the society, history, geography, culture and custom of the knowledge of the respect, it is helpful to improve the level of reading. To develop good reading habits. While reading, to go with the group, don't read, don't even pen or finger edge to edge reads aloud, this interferes with the understanding, and influence of the reading speed.

Reading is a comprehensive process, improve the capability of reading is a gradual process. Students only unremitting persistence, to improve reading methods, training reading interest, can reach the twice the result with half the effort.

Influence factors of reading comprehension and can be divided into knowledge obstacles knowledge obstacles. Knowledge obstacles include: 1. 2 words. Syntax disorders (3) background knowledge obstacles. The knowledge obstacles include: 1) psychological barrier (2) reading habits. 3. The reading speed and reading skills