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回顾：ELL 和其他任何人可以阅读并展示对教科书章节的理解的十二种方式 - 添加到列表！
在接下来的几个月里，每周我都会重新发布过去的帖子，我认为读者可能仍然觉得有用。这篇文章首次出现于 2019 年。今天早些时候，我发布了“下学年我想做得更好——你呢？”几个小时后，我意识到我 [...]
来源:Larry Ferlazzo | 英语教育博客在接下来的几个月里，每周我都会重新发布过去的帖子，我认为读者可能仍然觉得有用。 这篇文章首次出现于 2019 年。
Earlier today, I posted WHAT I WANT TO DO BETTER NEXT SCHOOL YEAR – HOW ABOUT YOU?
几个小时后，我意识到我遗漏了我想做的另一个重要改变——改变我让学生阅读历史教科书的方式。
通常，顺序是我预先教授关键词，然后学生两人一组阅读，轮流大声朗读每个段落，圈出新单词并在每页底部写下摘要。 We then review the pages and summaries as a class. 其他时候，学生三人一组做类似的事情，但还使用小白板写下读者所说的内容。
Of course, we do a zillion other activities besides reading and reviewing the textbook, too.
It goes well, and students clearly learn a lot and enjoy the class.
I periodically change things up a bit in approaching how we read the chapter, but not often enough.
So, here is a list of different ways we’ve read the chapter, and I hope readers will contribute more. 问题是我每年只使用其中一些策略一次，因为我忘记了它们，并且很容易陷入每次都做同样事情的习惯。
I think making this list, inviting other ideas, and keeping it more visible to me will prompt me to mix-it-up more.
Here it is (several include links to resources and student hand-outs I use):
1.Read with a partner, taking turns reading each paragraph. 圈出新单词，为每一页写一个摘要。
2. 三人一组朗读，用一块小白板，轮流读每个段落，其他人不看就写在白板上。圈出新单词，为每一页写一个摘要。
5. Do a 3-2-1 poster of the chapter’s content (see The Best Ways To Use “3-2-1″ As An Instructional Strategy)
7. Do a version of number six as a mindmap (see here).