在post-reading中运用“头脑风暴”创设实践机会，深化三种图式

在post-reading中运用“头脑风暴”创设实践机会，深化三种图式。
1．学生通过前面的pre-reading, while-reading, language ｐｏｉｎｔｓ三个阶段的学习，启动相应的图式知识，补充新的背景，篇章和语言等信息，从而拓宽了学生的已有图式，并建立了高级图式。

結果 (中文) 3:

In the post-reading, the use of "brainstorming" to create practical opportunities, deepen the three types of schemata.
1. students through the front of the pre-reading, while-reading, points language three stages of learning, to start the corresponding schema knowledge, add a new background, text and language and other information, so as to broaden the students' existing schemata, and to establish a high-level schema.