عادت به مطالعه آزاد

عادت به مطالعه آزاد

Extensive Reading

در این اکسیر می خواهیم فعالیت Extensive Reading یا عادت به مطالعه آزاد در زبان انگلیسی را به شما توضیح بدهیم اما قبل از اینکه شروع کنیم، می خواهیم راجع به انواع و اقسام یادگیری با شما صحبت کنیم. تفاوتی ندارد که چه علمی را می خواهید یاد بگیرید. ریاضی باشد یا زبان انگلیسی، فلسفه باشد یا اینکه بخواهید یاد بگیرید چطور رانندگی کنید. برای یاد گرفتن  دو راه دارید.

انواع یادگیری

یکی از راه های یادگیری این است که مطالعه کنید علم مورد نظرتان چه بخش ها، چه اجزا و چه مفاهیمی دارد و چطور اجرا می شود. این حالت، چیزی است که در حال حاضر دارد در ایران اتفاق میفتد. در مدرسه و دانشگاه ما همیشه مطالعه می کنیم  که برای مثال زبان انگلیسی یک سری لغت، گرامر، لیسنینگ و … دارد. لغات را حفظ می کنیم گرامر را می خوانیم و … به این حالت Active learning گفته می شود.

اما یادگیری به شکلی دیگر نیز امکان پذیر است! این حالت Passive learning یا یادگیری مجهول نام دارد. در Passive learning ما مطالعه نمی کنیم یا لغت حفظ نمی کنیم. پس چه کار می کنیم؟ در این حالت فقط خودمان را در معرض زبان انگلیسی قرار می دهیم. در واقع Exposure داریم. با در معرض قرار گرفتن، نیازی نداریم که لغت و گرامر بخوانیم و در رابطه با آن سوال بپرسیم بلکه فقط خودمان را در فضای Material انگلیسی می دهیم.

 آزمون ماک آیلتس        دوره آیلتس

Active learning یا Passive learning؟

به نظر شما Active learning بهتر است یا Passive learning؟ اگر Active learning یک واحد موثر باشد و Passive learning هم یک واحد موثر باشد، ترکیب1 به علاوه1 در اینجا به ما 2 نمی دهد، بلکه چهار می دهد. پس بهترین کار برای یادگیری یک علم این است که Active وPassive  را با همدیگر ترکیب کنیم. یعنی هم مطالعه کنیم که زبان چه بخش هایی دارد و هم خودمان را در معرض Material انگلیسی قرار بدهیم و Expose کنیم. Exposure داشتن یا فعالیت Extensive، معمولا برای یادگیری زبان از طریق لیسنینگ و ریدینگ اتفاق میفتد.

در این اکسیر می خواهیم راجع به Extensive Reading باهم صحبت کنیم. اما قبل از اینکه شروع کنیم، از شما چند سوال داریم!

در اینجا یک پرسشنامه ریدینگ برای شما آورده شده است. به این سوالات دقت کنید:

Reading Questionnaire

1. Do you like reading?
2. What about your parents and friends?
3. How often do you read?
4. What do you usually read?
5. (newspapers/magazines/books/webpages/articles/etc.)
6. Do you have a favorite book or writer?
7. Do you read in English? If so, what do you read in English?

این سوالات را از خودتان پرسیده و به جواب آن ها فکر کنید. سعی کنید در صورت امکان با یک شخص دیگر در خصوص این موضوعات Discuss کنید. ما قصد داریم بدانیم آیا شما عادت به  Extensive Reading یا عادت به مطالعه آزاد برای لذت بردن دارید؟ به فعالیت عادت به مطالعه آزاد Pleasure reading هم گفته می شود.

بنابراین ببینید:

 If you love to read and read a lot, you are one the best readers in the world.

Extensive Reading یا عادت به مطالعه آزاد چیست؟

عادت به مطالعه آزاد یعنی شما در هر فرصتی تعداد زیادی محتوای Reading مثل کتاب، مجله، روزنامه و … بخوانید. کتاب هایی را بخوانید که به آن ها علاقه دارید. Extensive Reading یعنی زمانی که شما خودتان را درمعرض خواندن قرار می دهید. برای مثال زمانی که به خواندن روزنامه می پردازید و از خواندن آن لذت هم می برید. بعضی قسمت ها را سریع تر و برخی قسمت ها را آرام تر می خوانید. ضمنا قرار نیست کسی از شما سوالی بپرسد و مثلا از شما امتحانی گرفته شود.

Extensive Reading برای چه مهم است؟ چرا باید عادت به مطالعه آزاد داشته باشیم؟

Extensive Reading کمک می کند سریع تر بخوانیم، زمان بیشتری ذخیره کنیم، زبان انگلیسی را بهتر متوجه شویم، خودمان را سرگرم کنیم، اطلاعات عمومی مان را افزایش بدهیم (مخصوصا درباره ی contemporary topics یعنی موضوعات دنیای معاصر) و Vocabulary و گرامر انگلیسی مان را بهتر کنیم.

در عادت به مطالعه آزاد چون ورودی زیادی دریافت کرده ایم در نتیجه می توانیم بهتر صحبت کرده و بهتر بنویسیم یعنی خروجی یا Production بهتری داشته باشیم.

Fictional و Nonfictional در Extensive Reading در عادت به مطالعه آزاد

برخی متن هایی که در Extensive Reading می خوانید Fictional است و برخی Nonfictional است.  Fiction یعنی داستان یا اطلاعاتی که واقعی نیست بلکه تخیلی است و نویسنده یک سری آدم و اتفاقات را از ذهن خود با توجه به خلاقیتش خلق می کند و می نویسد. خواندن یک متن Fiction به ما کمک می کند مفهوم و ایده ای را که نویسنده تلاش دارد به ما انتقال بدهد، یاد بگیریم. Fiction می تواند انواع و اقسام مختلفی داشته باشد. برای مثال می تواند حالت واقعی داشته باشد. یعنی خالق فضایی را خلق کرده اما آن فضا یک فضای واقعی و حقیقی است. یا اینکه فضایی که خلق شده فانتزی است و نمی تواند در دنیای واقعی ای که ما در آن زندگی می کنیم به وقوع بپیوندد. در هر حال هر دوی این فضاها می تواند برای افراد جذاب باشد و باعث شود افراد آن ها را مطالعه کنند.

در ادامه برای شما چندین تمرین آورده ایم، این تمرین ها را انجام بدهید.

Fiction and Nonfiction | Exercise 01

This story was written in 1933 by the famous American author Ernest Hemingway. The definition for some words are given at the bottom of each page. These will help you follow the story better. You do not need to learn these words.

Preview

Look at the picture and read the title.

What do you think this story is about?

Do you know anything about the author, Ernest Hemingway?

Read the story to the end. Don’t stop to look up new words.

Fiction and Nonfiction | Exercise 01 | Story: A Day’s Wait (pg 1/9)

He came into the room to shut the windows while we were still in bed, and I saw he looked ill. He was shivering, his face was white, and he walked slowly as though it ached to move.

“What’s the matter, Schatz?”

“I’ve got a headache.”

“You better go back to bed.”

“No. I’m all right.”

“You go to bed. I’ll see you when I’m dressed.”

But when I came downstairs he was dressed, sitting by the fire, looking a very 10 sick and miserable boy of nine

years. When I put my hand on his forehead I knew he had a fever.

 “You go up to bed,” I said. “You’re sick.”

“I’m all right,” he said.

When the doctor came, he took the boy’s temperature.

“What is it?” I asked him.

“One hundred and two.”

Downstairs, the doctor left three different medicines in different colored capsules with instructions for giving

them. One was to bring down the fever, another a purgative , the third to overcome an acid condition. The germs of influenza can only exist in an acid condition, he explained. He seemed to know all about influenza and said there was nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of flu and there was no danger if you avoided pneumonia.

Back in the room I wrote the boy’s temperature down and made a note of the time to give the various capsules.

“Do you want me to read to you?”

“All right. If you want to,” said the boy. His face was very white, and there were dark areas under his eyes. He lay still in the bed and seemed very detached from what was going on.

I read aloud from Howard Pyle’s Book of Pirates, but I could see he was not following what I was reading.

“How do you feel, Schatz?” I asked him.

“Just the same, so far,” he said.

I sat at the foot of the bed and read to myself while I waited for it to be time to give him another capsule. It would have been natural for him to go to sleep, but when I looked up he was looking at the foot of the bed, looking very strangely.

 “Why don’t you try to go to sleep? I’ll wake you up for the medicine.”

“I’d rather stay awake.”

After a while he said to me, “You don’t have to stay in here with me, Papa, if it bothers you.”

“It doesn’t bother me.”

“No, I mean you don’t have to stay if it’s going to bother you.”

I thought perhaps he was a little lightheaded and after giving him the prescribed capsules at eleven o’clock I went out for a while.

It was a bright, cold day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees, the bushes, the cut brush, and all the grass and the bare ground had been varnished with ice. I took the young Irish Setter for a little walk up the road and along a frozen creek , but it was difficult to stand or walk on the glassy surface, and the red dog slipped and slithered, and I fell twice, hard, once dropping my gun and having it slide away over the ice. We flushed a covey of quail under a high clay bank with overhanging brush, and I killed two as they went out of sight over the top of the bank.

Some of the covey lit in trees, but most of them scattered into brush piles, and it was necessary to jump on the ice-coated mounds of brush several times before they would flush. Coming out while you were poised unsteadily on the icy, springy brush, they made difficult shooting, and I killed two, missed five, and started back pleased to have found a covey close to the house and happy there were so many left to find another day. At the house, they said the boy had refused to let anyone come into the room. “You can’t come in,” he said. “You mustn’t get what I have.”

I went up to him and found him in exactly the position I had left him, white-faced, but with the tops of his cheeks flushed by the fever, staring still, as he stared, at the foot of the bed. I took his temperature.

“What is it?”

“Something like a hundred,” I said. It was one hundred and two and four tenths.

“It was a hundred and two,” he said.

“Who said so?”

“The doctor.”

“Your temperature is all right,” I said. “It’s nothing to worry about.”

“I don’t worry,” he said, “but I can’t keep from thinking.”

“Don’t think,” I said. “Just take it easy.” “I’m taking it easy,” he said and looking straight ahead. He was evidently holding tight onto himself about something. “Take this with water.” “Do you think it will do any good?” “Of course it will.” So I sat down and opened the pirate book and commenced to read, but I could see he was not following, so I stopped. “About what time do you think I’m going to die?” he asked. “What?” “About how long will it be before I die?” “You aren’t going to die. What’s the matter with you?”

 “Oh, yes, I am. I heard him say a hundred and two.”

“People don’t die with a fever of one hundred and two. That’s a silly way to talk.”

“I know they do. At school in France the boys told me you can’t live with 90 forty-four degrees. I’ve got a hundred and two.”

He had been waiting to die all day, ever since nine o’clock in the morning. “You poor Schatz,” I said. “Poor old

Schatz. It’s like miles and kilometers.

You aren’t going to die. That’s a different thermometer. On that thermometer thirty-seven is normal. On this kind

it’s ninety-eight.”

“Are you sure?”

“Absolutely,” I said. “It’s like miles and kilometers. You know, like how many kilometers we make when we do seventy miles in the car?”

 “Oh,” he said.

But his gaze at the foot of the bed relaxed slowly. The hold over himself 100 relaxed too, finally, and the next day it was very slack , and he cried easily at little things that were of no importance.

Read the story again. Underline any new words you need to know to understand the story. Show the words to your teacher. If your teacher agrees, look them up and write the meanings In the margins.

Discuss these questions with another student:

• Where does the story take place? Who are the people in it, and what happens to them?
• Did you like the story? Why or why not?
• What do you think about the doctor’s cure for the flu? What do you do when you have the flu?
• Hemingway often wrote about hunting. Why do you think he wrote about hunting in this story? What do
• you think about hunting?
• Why was the boy confused? Have you ever had a similar misunderstanding?
• Fiction and Nonfiction | Exercise 01 | Story: A Day’s Wait
• With another pair of students, retell the story from beginning to end. Try to use your own words. (You can
• look back at the story.)
• Choose five words you want to learn from the story. Write them in your vocabulary notebook with the
• parts of speech, the definitions, and the sentences where you found them.