So, first of all, just listen to the text.

首先，只听课文。

Let's have a look at how you read the text first.

我们先来应该先怎么读课文。

This is the text I've chosen for you today.

这是今天我为们选择课文。

The first group was just supposed to study the text, the chapter once.

第一组只把课文，章节学习一次。

So pick a part in the text that you'd like to read.

在课文中挑一个想读部分。

For example, if the teacher says, " Oh, who's a good reader" ?

举例来说，如果老师说：“噢，谁很会念课文？”

She would have time to play with her children and listen to their lessons.

她将有时跟她子们一起玩耍，听他们念课文。

When I was learning Spanish, I was bored with the text in the textbook.

当我在学西班牙语时候，我对课本上课文感到厌烦。

We can also find definitions within the text to help us better understand unfamiliar words.

我们还可以在课文中找到定义，帮助我们更好地理解不熟悉单词。

The poor boy stole off to his seat, and bent his eyes again upon his lesson.

“可怜悄悄地遛回座位，眼睛再次落到课文上。”

658. From the context of the text, I find the next pretext for selling the textile.

我从课文前后关系中找到卖纺织品下一个借口。

I learned the lesson, father! replied the boy. I can say every word of it.

“爸爸，我学完那篇课文了！”回答道。“我能一字一句复述。”

Henry commenced, and repeated the whole lesson without missing a word!

“亨利开始了，他复述了整篇课文，一个词也没丢！

But I used to get so absorbed with the highlighting I'm not sure I was actually learning anything useful.

但是我过去太沉迷于标亮课文，我也不确定是否学到了有用东西。

One warning: Unless you integrate your reading of graphics with the text, you may make a wrong assumption.

如果不把图表和课文结合起来话，可能会得出一个错误设想。

One group was then instructed to reread the text a second time where the other group only read it once.

然后要求一组人再读一遍课文，而另一组人只读一遍。

Finally let's think about what you can do if there are difficult words in the text that you don't know.

最后，让我们想想如果课文中有不认识难词，能做些什么。

Listen to part of a lecture in a literature class.

听一段文学课上课文。

Listen to part of a lecture in a biology class.

听一段生物课上课文。

Do not read the text first.

不要先读课文。