Reading Design.doc

reading design & learners reading ability-improvingabstractthis research presents a detailed report of the project implemented to solve the problem that some of my students do not like doing reading exercises. in my english teaching experience, i have unavoidably met with a load of difficulties and problems. some have called for my immediate action, but some have obsessed me for many years. one of them is that many students of mine cannot achieve a good result in their usual english reading. to say more exactly, most students of mine cannot achieve good marks in english reading at their examinations. but as a fact, english reading plays an important role in many aspects of our life and becomes more and more important in schools teaching. on the other hand this research presents a detailed report of the project implemented to foster students interest in english reading and to improve students reading skill, through better-designed reading exercises. based on the assumption that better-designed reading exercises and better-organized reading class can increased the students interest in reading and thus motivate the students to do reading happily, a twelve-week program was adopted. the hypothesis is verified by a three-week classroom teaching of the newly designed reading exercises and used all kinds of reading methods such as skimming, scan. data were collected through observation and discussion of which shows that better-designed reading exercises really contributes to students motivation in reading. based on the data collected between the target group and control group, it can be seen that the better-designed task is helpful to most learners. the learners interest in english reading in the experimental group has distinctly increased. however, the program seems to be powerless to a certain number students, the application of the design seems not as completely successful as expected. therefore, further research and adaptation are needed. in order to seek the reason out, another investigation - interview - on the attitudes towards the designed tasks is applied, and the learners comments are helpful to the improvement of the project design. some good suggestions are offered so as to revise the tasks much better and effective.key words: reading interest skill better-designmain headings of the project reportproblem identification11. project objective22. project hypothesis 23. project rationale 31) the role of students 42) the role of the teacher 43) the methods of teaching reading54) choosing the meaningful reading materials to read after class 55) the role of reading in class and its purpose54. reading work design6week 1 activity 1 6 activity 2 7week 2 activity 3 7week 3 activity 4 8week 4 activity 58 5. control and experimental groups86. project implementation 97. project evaluation 98. project findings and discussions 12references 13appendix：appendix a the timetable of the project appendix b the methods of problem analysisappendix c teaching notesappendix d diary-keepingappendix e reading exercisesappendix f students handoutsappendix g the audio tape of one classroom performance (pack)problem identificationi am an apprentice teacher. i practice teaching in shuiquan middle school in pin chuan district. the place where i practice teaching is in the countryside. i teach junior middle school students, class one and two, grade nine. there are sixty-seven students in class one; there are sixty-six students in class two. all of my students are from little village. their listening、speaking、reading and writing skills are not very good. especially their reading skill is poor. but they work hard. in my teaching, the problem identified was really a serious problem. that is: although i spend a lot of time enhancing my students interest in reading and improving their reading skill, a majority of my students dont like doing the reading practice, some of them always seem to not have enough patience; their skill is improved a little.the problems had been troubling me for a long time and now i was determined to find a solution to the problem .i have already worked out the timetable of my project. i used several methods of problem to analyze the problem. they are the analytic method, observation and interview. i used observation; i went and sat in my colleagues classes to see how they organized the reading class. some of them just explained the new words、complemented some phrases、enumerated collocation or translated the sentences one by one. some of them looked on reading as an unimportant part; students just know the storys plot. their students arent interested in reading. the observation gives me an opportunity to compare my teaching with my colleagues teaching. i see my own problem in a new perspective. its like look at me in a mirror. through careful analysis and observation, i came to know that students dont like doing reading, it become a common practice. some of my students tending to depend on the teacher, they hope the teacher does all tasks for them; they just listen to the teacher. most of them felt overloaded because the reading passage is too long and because of a heavier homework assignments, they dont have enough time to do reading practice, some of them are not familiar with foreign culture, a few of them felt that they dont have enough vocabulary. now ill finish my study in baiyin branch gansu radio & tv university. i hope i can solve the problems that have troubled me for some time through the action research so that i can apply my knowledge and theory into practice, which i learned from baiyin branch gansu radio & tv university. i have made my decision to solve the problem.1. project objective:my research objective is to enhance my students interest in doing reading and improve their reading skill.2. project hypothesis:the hypothesis of my project is learners interest in reading is increased and reading skill is improved by better-designed reading exercises 3. project rationale1). the role of the students:the students are the main body or the principal part in the teaching. the students should do the reading actively under my directions given. i would like the students to feel that learning is not only a collaborative endeavor but also an independent process, not a competitive one. they should come to realize that they can learn from each other and help each other, when they work in pairs or groups. this trains them for more teacher-independent. i would like separating the students into three administrative levels (abc). a in order to organize quickly layer, account for 20% of the number of people of the class, is participated in by the students with good level, expect much, the progress is quick, rely mainly on teaching oneself, the teacher coaches in order to complement, is not restricted by textbook and syllabus, it is identical not to impose students. “try ones best to fly and try ones best to go .this kind of students teacher mainly adopts and talks smartly concisely, progressive mode. c is a slow group on storey, account for 25% of the number of people of the class, is made up of a standard student, do not require justice should be high, the progress is general, only require students to finish the content on the books, there is certain application ability, take teachers teaching as the core, teach oneself it in order to complement, can let these students eat . this kind of students teacher mainly adopts the mode of “talk more concisely and follow in order and advance step by step . b is a middle group on storey, account for 55% of the number of people of the class, is made up of student with about medium-sized level, as to this kind of student, the teacher adopts lets them go and come of their own will , would like to organize quickly to organizing quickly, expect the slow group to go to the slow group, require the students in the intermediate layer grasp the knowledge studied skillfully, use flexibly, as to this kind of student, the teacher takes the incentive measure, pass as they go to organize and fail quickly. certainly it is a dynamic change that this kind is divided by different level, when siring, according to situation, have to can rise a level prominent progress, study not all rightly, can drop a level too, the students of such dynamic change divide layer, to student, it is a pressure, is the motive force, help to arouse the enthusiasm of all students. 2). the role of the teacher:teacher should be playing a leading role, respect and believe the students, give the students initiative and make them take the initiative in reading .let them study and put into practice audacious by themselves. the teacher should stimulate students study interest instructional psychology tells us, “the interest is the best teacher . only the thing that students are interested in, he will start the brain actively, ponder deeply, and with most simple and direct, effective method obtain essential knowledge most, this is curiosity. we can say that no interest, no curiosity. it is easy to find, students study interest has very close contacts with the teachers personal glamour in teaching practice. the teacher wants to use the ardent smile, cordial and self-confident sight, expression just right, graceful and proper figure gesture, rich in the logo of artistry, beautiful and normal writing on the blackboard to infect students, put forth effort to build resonance system of the harmonious coordination between teachers and students in the classroom. secondly, except that teachers deep grounding in basic skills of language and art of the artistry are explained, master the duration and degree of heating, accelerate rhythm appropriately, cause and shy, strange, dangerous and design the suspense. love the strong psychological characteristic of the competition, desire to excel according to students, design the fast reaction, distinguish the proposition etc. and carry on the contest. it is in excitement, active state in the changeable reading of form all the time to enable them. the sciences, interest of the reading material have met their curiosity greatly. students should realize that the teacher has many roles in the classroom, not just that of evaluator. i would like to demonstrate these different roles so that students realize when the teacher takes a major instructional role in class and when she takes only a minor helping role. i would like students to get used to being responsible for their own learning and not depend on the teacher all the time.3.) the methods of teaching readingsome teachers like explaining and anglicizing the language phenomenon which appears to the text thoroughly and carefully one sentence by one sentence. to some words usage, they like drafting cites from many sources, even guide the students to study certain words more excessively and find the slight difference between two words. some teachers also think so long as understanding the text general idea has sufficed ,thus does not say to the lecture of language knowledge .these two kinds of deviations do not raise students reading ability, it has no favor in training the students reading skill. if the teacher spends a lot of time on explaining the language knowledge excessively, the language ability can neglect inevitably. in order to improve the enthusiasm of students participation, stimulate the interest that they read, form the positive attitude towards study, develop students and probe into the study and spirit of cooperation, thus improve students to read and analyze judgment. first, i adopt (1) cross over the obstacle of the new word; grasp the method to infer the meaning of a word influence the biggest obstacle of read rate to be no more than the new word. it can be through guessing to cross over the new word the meaning of a word is solved. guess by context there are the following four methods in the word: utilize definition, explanation given in the article, repeat; utilize general knowledge into relevant information; utilize examples; utilize compares and contrast. (2) learn to read the law fast. psychology shows, people, while reading, the information unit that can accept may be large or small, the bigger, the more through reading information of transmitting to the brain the unit is, the higher the efficiency read is. if the unit read is only limited to a word, then eyes are stopped once, the brain can only accept an information of isolating the concept at most; if the unit read is sentence, then eyes are stopped once, the brain will produce an intact judgments and deduce accordingly. this is very important too for nervous function of the brain to train, can make great efforts to expand the unit read, can be said to be and read silently and trained the most basic task. the training about this, reality is to expand “the training for range of visibility . (3) learn to catch keywords. in order to improve read rate, readers can follow ones own reading the purpose, content of the reading materials and recreation and sports and adjusting read rate in the course of reading, utilize existing relevant knowledge in the head, choose, infer and deduce through possible and few characters information, also can jump out reading materials intention to judge author objectively if necessary. this is jumping and skimming. the key jumped is to catch beginning and ending, every section of key marks and theme sentence of the article. independent in keyword, last the time one they each other, in space or array relation of respects behavioral. catch keywords, establish the essential connection between the concepts, understand the directness of english for thinking and can be passed unimpeded, can find out the theme sentence easily. the theme one is used for summarizing the careless sentence in an article, the theme one is probably the some one section of first sentences, it may be in the last sentence too, under special circumstances may appear in the paragraph. through discerning the theme sentence, can catch the main meaning of each paragraph in the article fast, accurately. if can catch the main idea of every paragraph, the central idea of so the whole article has been just held, discern the theme sentence and understand its meaning in reading, can help us to find out about the authors thinking of style of writing, analyze the content structure of the article, find out the logic relation between each paragraph, facilitate pace and accuracy of understanding read to improve, strive to make, make oneself get involved read, or and thought sympathetic response of protagonist, or the thought sympathetic response with the author . the universal law of one is to refine the centre: read english heart bright, look for centre to be most serious, cut relation confirm, summarize, summarize in the beginning of the sentence again, form a connecting link in the sentence, has not summed up and summarized in the sentence, has emphasized or the head or end should be considered. (4) design the question meticulously; check the result of reading. check strictly in reading silently. could supervise students to work hard to complete and raise the quality constantly to every requirement read silently in this way. answer questions, choose the answer, fill a vacancy, and translate from english to chinese by way to check. among them in order to answer question to be most practical, answer can with oral, may in the form of nib too. the checking question can be a general interrogative sentence, can choose the interrogative sentence too, it also can be a special interrogative sentence. the first kind of answer is the simplest, only say yes, no is all right; the second and the third kind of answer is a little more complicated, often need to use a concrete phrase or sentence structure. the most difficult one is why？whats themeaning of？4). choosing the meaningful reading materials to read after class: reading is trained in practice of reading in a large amount out; only rely on the limited text material not to train reading. (1) the teacher must choose a certain amount of reading materials after class with interesting content which suits their language level for students. to reading materials after class, require students to understand the main idea of article, dont analyze language. the reading amount should be crescent, the pace should be accelerated gradually too, should ask the quality in quantity (2) should make the materials selected in the subject matter on the choice of the reading material, types, real standard with students that respects such as the difficulty, etc. they are suitable for reality of teachings purpose, the teacher must choose a certain amount of interesting reading material after class which suits their language level for students, stimulate students interest of reading, make students experience and is read in abundant reading day by day, thus improve reading. (3) to make students be interested in reading, no matter in order to ask knowledge, the pastime, or in order to obtain information, it is very important to select suitable materials. first of all, it is difficult to be easy to be appropriate. the english level lf the students of the same class will have differences, so the teacher wants the level based on different students, select the difficult reading materials apt to be different for them, in this way, the competence of reading of the