湖南广播电视大学英语专业本科

精选优质文档倾情为你奉上精选优质文档倾情为你奉上专心专注专业专心专注专业精选优质文档倾情为你奉上专心专注专业湖南广播电视大学英语专业本科毕业论文（设计）题目：TeachingDesignofEnglishReading学号：29姓名：满可分校：长沙电大教学点：校本部指导教师：王晓旻湖南广播电视大学教务处制毕业论文（设计）写作过程（此页由学生填写）选题经过指导老师建议写英语课堂教学的行动研究的内容，结合自己在具体教学中发现学生在英语阅读学习中的存在不少困难，所以最终选择《如何教授学生英语阅读》这个题目调研与材料准备首先，我根据英语阅读教学中发现的学生存在的问题找出可能导致问题出现的原因，将这些设计成问卷发给学生完成，再根据问卷调查的结果找到可行的方案并设计四周的教学设计。我阅读了教学法的相关章节内容和一些关于英语阅读教学的期刊论文来设计这四周的教学内容。初稿写作主要有以下几个部分内容的写作：Introduction，ProblemAnalysis,PossibleSolution,ProjectObjective,ProjectHypothesis,ProjectDesign,ProjectImplementation,DataAnalysis,Conclusion,Reference第一次修改内容论文的选题和问题的分析，如问卷项目内容的修改第二次修改内容四周的教学设计和具体的教学实施内容部分的修改第三次修改内容对初审内容的修改和附件内容的审查指导教师意见写作过程属实PreparedforChinaCentralRadio&TelevisionChangshaPracticalProjectDesignTitle:TeachingDesignofEnglishReadingName:满可Number:29School:ChangshaMajor:EnglishTutor:王晓旻Date:March21st2011Student’sTel:E-mail:@ProjectTitle:TeachingStudentsHowtoImproveEnglishReadingInvestigatorManKeChangsSubmittedon21stMarch2011InfulfillmentofthecoursePracticalProjectDesignACKNOWLEDGEMENTIreallyappreciatemytutorMs.Wang,whosehelpandpatiencemadethisprojectgetoffthegroundandcometoaclosesmoothly.Iamalsogratefultomycolleaguesfortheirtimespentonbrainstormingandpaneldiscussionswithme.Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.Lastbutnottheleast;thanksaregiventomyfamilywhohassharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisproject.-PAGEI-AbstractThisstudypresentsadetailedreportoftheprojectimplementedtosolvetheproblemthatmostofmystudentsdon’tknowhowtoreadeffectively.Itishypothesizedthatstudentscanmastersomestrategieseffectivelythroughwell-designedteaching.Thishypothesisisverifiedbyafour-weekclassroomteaching.Amongthemethodsofscientificinvestigation,questionnaireandpeercheckingareused.Keywords:reading;techniqueMainHeadingsoftheProjectReportIntroductionSummaryofthePreliminaryResearch2.1 Problem2.2 ProblemAnalysis2.3 QuestionnaireSurvey2.4 PossibleSolutions3.ProjectObject&Hypothesis4.ProjectDesign5.ProjectImplementation6.DataAnalysis7.ProjectFindingsandDiscussion8.ConclusionsReferenceAppendix1:TheTimetableoftheProjectAppendix2:Questionnaire(1)and(2)

Introduction:IamnowteachingEnglishinaseniormiddleschool.MystudentsareinGradeOne.Inmyteaching,I’vefoundsomeproblems.Manystudentsdon’tknowhowtoreadeffectively,eventhoughtheyhavemadegreateffortsonit.NowIamgoingtograduatefromtheChangshaRadio&TV2.SummaryofthePreliminaryResearchThispartofmystudywasconductedfromJanuary31,2011toApril29,2011.2.1ProblemTheproblemIhavemetinmyteachingisthatmanystudentsthinkit’sdifficultforthemtoreadfastandeffectively.Forexample,theyhavelearnedsomereadingtechniques,buttheydon’tknowhowtousethesetechniquesandskillsintheirreading.AsweallknowthatitisnecessaryforstudentstomasterEnglishreadingskills,Imakeupmymindtosolvethisproblem.2.2ProblemAnalysisItisveryimportantandnecessaryforseniormiddleschoolstudentstomasterreadingskills.Althoughsomeofmystudentshavedonealotofreadingexercisesbefore,theyhaven’treallymasteredmanyofthetechniques.Theyusuallymakemistakesinthecomprehensivereadingtasks.WhydomostofmystudentscomplainaboutthedifficultyinEnglishreading?Isitbecausetheytakenoeffortsonlearningreadingtechniques?IsitbecausetheyshownointerestinEnglishreading?Isitbecausetheyarelackinginvocabulary?Isitbecausetheythinkit’sboring,andtheyarenotinterestedinlearningnewwords?IsitbecausetheirEnglishteacherhasn’tgiventhemgoodinstruction?2.3QuestionnaireSurveyInordertogetmoredetailedandmoreexactopinionfrommystudents,Imadeaquestionnaire(Seeappendix2)andasked60ofmystudentstofinishitinclass.Itriedtomakeitasscientificandeffectiveaspossible.Idistributedthequestionnairestomystudentsandgavethemeightminutestofillitout.Thequestionnaireitemsareasfollows:AnswersforchoosingABC1.

DoyouthinkitnoteasyforyoutodoEnglishreadingcomprehensionexercise?VeryhardSometimeshardNothard2.AreyouinterestedindoingEnglishreadingtasksafterclass?VeryinterestedSometimesinterestedNotinterested3.HaveyourteachersgivensomeadviceonimprovingyourEnglishreading?Yes,alotofadviceYes,someadviceNo,littleadvice4.Haveyoulearnedsomemethods/strategiestoimproveyourEnglishreading?

Yes,somestrategiesAfewstrategiesNostrategies5.Haveyoueverlearnedthereadingstrategy–skimming&scanning?LearnedNotlearnedbutheardNotlearned6.DoyouthinkyourshortageofvocabularyisthemainreasonforthedifficultyindoingEnglishreadingtasks?Yes,itisalwaysthemainreasonSometimesitisthemainreasonItisnotthemainreasonInthequestionnaire,60studentsareaskedtogiveanswersconcerningtothesequestions.Itisfoundthat42students(70%)reportedthattheythoughtitisdifficultorsometimeshardforthemtodoEnglishreadingcomprehensionexercise.6students(10%)saiditwasveryboring,andtheywerenotinterestedinreading.6students(10%)saidtheirteacherhadnevergivensomeadviceonimprovingtheirEnglishreading.30students(50%)haveneverlearnedsometechniquesasskimming,scanningintheirreading.Halfofthestudents(50%)thinkitisnotthemainreasonfortheirdifficultyindoingEnglishreadingtasks.Inthequestionnairesurvey,wecanfindmostofmystudentsareinterestedinEnglishreading.Buttheyarelackofreadingtechniques.Theyknowlittleaboutthetechniques.Ishouldteachmoreeffectivereadingstrategiestothestudentsinmylaterteaching.Table2indicatesstudents’responsetothequestionsQuestion1Question2Question3Question4Question5Question6A122211201613B303243101417C1866303030WhenIreceivedtheresultofthequestionnairesurvey,IconsultedmythesissupervisorMs.WangandoftentalkedtomycolleaguesabouttheproblemsImet.TheygavemealotofsuggestionsandhelpsothatIponderedtheproblemmoredeeply.Ideterminedtolaunchaprojecttoovercomethisproblem.2.4PossibleSolutionsToteachmystudentshowtodoEnglishreadingefficiently,Imakeupmymindtosolvetheproblem.Somepossiblesolutionsareasfollows:First,teachsomeEnglishreadingstrategiestomystudents,suchasscanning,skimmingandsometechniquesonenlargingEnglishvocabulary.Second,askmystudentstodosomefast-readingexercisesinclass.Ichoosesomereadingmaterialswhichareneithertoohardnortooeasy.Aftertheyfinishthesetasks,Ichecktheiranswersandgivethemadviceonhowtodofastreading.Third,letmystudentsdotaskscollaboratively.Thatis,Idividemystudentsintoseveralgroupsandgivethemsomereadingtaskstofinish.Theycandothetaskswithingroupandthegroupleadermaydemonstratetheresult.3.ProjectObject&HypothesisThisprojectaimstohelpmystudentsgraspsomepracticalEnglishreadingstrategies.Itishypothesizedthatstudentscanmastersomestrategiessuchasscanningandskimmingeffectivelythroughwell-designedteaching.Withalltheseinmymind,Iplannedafour-weekteachingpractice.ProjectDesignThispartofmystudylastedforfourweeksfromFebruary.28th2011toMarch.25th2011.Ichoose60studentsasmysubjectinthisproject.Thesefour-weekactivitiesaredesignedasthefollowing:WeekTimeTeachingmaterialTeachingpurposeWeek12.28-3.4.EnglishwordsinUnit1andUnit2LearnhowtoguessthemeaningofnewwordsWeek23.7-3.11Unit1Topic1“Boymissing,policepuzzled”andUnit2topic2“AnadventureinAfricaLearnhowtoscanwhenreadingWeek33.14.-3.18Unit1Topic1“Boymissing,policepuzzled”andUnit2topic2“AnadventureinAfrica”.LearnhowtoskimwhenreadingWeek43.21-3.25SomereadingmaterialsfromSeniorEnglishBook2Collaborativereadingstrategy4.1 WeekOne:2011.2.28—2011.3.4.Teachingmaterial:EnglishwordsinUnit1andUnit2inSeniorEnglishBook2Teachingpurpose:Thisweek,studentsareaskedtograsphowtoguessthemeaningofthenewwordsthroughthestemsandaffixesofEnglishwords.Teachingprocedures:Inthefirstweek,IwillgivemystudentsbriefintroductiontoenlargingEnglishvocabularybymeansofguessingthemeaningofnewwords.OnewayistoguessthroughthestemsandaffixesofEnglishwords.Theywilllearnhowtoguessthemeaningofanunfamiliarwordfromthefamiliarwords.Theotherwayistoguessanunfamiliarwordthroughcontextclues.Bothprefixesandsuffixesareaddedtothesamestemguilt-guilty-guiltily-guiltinessforget-forgettable-unforgettabledrama-dramatic-dramatistnation-international-internationalism-internationalistnormal-abnormallyrelevant-irrelevantlogical-illogicalIgive“unforgettable”forexample.“unforgettable”hasaprefix:“un”,meaning“not”.Ithasonesuffixes:“-able”.“-able”changestheverb“forget”intoanadjective,“forgettable”.Soifthestudentsknowthemeaningoftheprefix:“un”andthemeaningofthesuffix:“-able”,theycanguessitsmeaningintheirreading.2)Discoverthemeaningofanunfamiliarwordthroughusingcontextclues.a.Explanationanddescriptioncanleadstudentstothemeaningofanewword.Lookatthefollowingsentence:Duringthebusinessdepressionhalfthemachinesinthefactorywereidle.(idlemeans“notactiveorinuse”)b.Synonymsandantonymsarealsoimportantcluesforguessing.Lookatthefollowingsentence:Asadandunhappysenseofbeinglosthangsoverthecity.Inthesentence,“unhappy”and“sad”aresynonyms.“unhappy”means“sad,nothappy”.Comparisonandcontrastcanalsoshedlightonthemeaningofanewword.Lookatthefollowingsentence:Themanisastallasgiraffe3)RememberEnglishwordsthroughsynonyms.Thefollowingwordsaresynonyms.gifted;cute;clever;bright;talented;intelligentThenIwillprovideseveralsentences,whichhaveitalicizedword.Iaskmystudentstoexplaintheword.1)Myfriendfeelsgloomyabouthisfuture,buttoherbrother,thefutureseemshopefulandlighted.2)Thebookdidnotimpressmeatall,Ididnotthinkitgood,useful,etc.3)Microscopeisaninstrumentwithlensesformakingverysmallnearobjectsappearlarger.Aftermystudentshavefinishedtheexercise,Iaskseveralstudentstogivemetheirexplanation.Ichecktheiranswersandpraisethosestudentswhodowellintheseexercises.Atlast,selectsomewordsinUnit1andUnit2andteachmystudentstouseprefixandsuffixtorememberthesewordssuchas“existence”,”strength”,“repeat”,“national”,“equipment”,“witness”,“possibly”,“various”,“argument”,and“pianist”etc.4.2 WeekTwo:2011.3.7—2011.3.11Teachingmaterial:SeniorEnglishBook2Unit8Topic1,“Boymissing,policepuzzled”andUnit2topic2“AnadventureinAfrica”.Teachingpurpose:Thisweek,studentswilllearnhowtoscanintheirreading.Teachingprocedures:Thisweek,I’llintroducetomystudentshowtoscan.First,Iwillgiveabriefintroductiontothistechnique.ThenI’llgivemystudentssomeadviceonhowtoscan.First,astoprepareforscanning,studentsshouldtakeafewminutestodiscovertheorganizationoftheinformation.Secondly,inordertoscanquicklyandefficiently,studentsmustbecomefamiliarwiththearrangementofthematerial.Third,somecluewordsorphrasesassociatedwiththespecificfactswillaidinthescanning.Fourth,whendoscanning,studentsmustkeepintheirmindthataccuracyisjustasessentialasspeed,sincetheyarelookingforspecificinformation.AfterIhaveintroducedthetechnique,Iaskstudentstoreadthefollowing2passagesandtrytodotheexercisesafterreading.1Boymissing,policepuzzledPoliceinAmericahavesteppeduptheirsearchforafifteen-year-old-boywhowentmissingtwodaysagoinDover,NewHampshirePeoplehaveshowngreatinterestinhisdisappearanceduetosightingsofpuzzlinglightsintheskyandreportsofalienvisitsaroundthetimeofhisdisappearance.…PolicehavenotruledoutthepossibilitythatJustinwastakenbyaliens,butarealsolookingintootherpossibilities.‘Sometimespeoplemakeupsuchamazingstories,’saysDetectiveSamPeterson,whohastakenchargeofthecase.‛Sowe’vebeenlookingatotherpossibilitiestoo,suchasmurder.Wewillnotgiveupuntilwefindconvincingevidence.’Then,IaskmystudentstofinishthefollowingTrueorFalseQuestion:WriteTfortruestatementsandFforfalseones.()1JustinFosterlivesinDover,()2JustinFoster’sfatherwenttobedearlybecauseofaheadache.()3Justinwasspendingthedaywithafriend()4MrFoster,whowasnotworkingthatnight,wassurprisedthathissondidnottellanyonethathewasstayingoutlate.2.AnadventureinAfrica30thJuneDearAihuaHowareyou?SorryIhavenotwrittenforsolong.Ihavebeenquitebusyplanningmyholidaywithmyolderbrother.Colin,DoyoustillrememberthetripItoldyouabout?ItoldyouColinandIwouldspendafewweekstravellingbeforehegoestouniversityAfterthat,we’llbemovingontoTanzania,wherewe’regoingtoclimbMountKilimanjaro.Mountainclimbingcanbeverytiring,andmanypeoplefeelsickastheairgetsthinner,soColinandIwillmakesurethatwewillgetenoughrestaftersunset.TheAfricanpartofourtripwilltakeaboutfourweeks.Thenwe’regoingtotheI’llsendyoupostcardsfromallthedifferentplaceswevisit!LoveTobyThenIaskstudenttofillintheblankaccordingtowhattheyhaveread.1)Ihavebeenquitebusyplanningmyholidaywithbrother,Colin.2)DoyoustillrememberItoldyouabout?3)ItoldyouColinandIwouldspendtravellingbeforehegoestouniversity.4)Wearegoingtovisitsomanyplacesanddolotsofthings.5)Wewillgotofirst.4.3WeekThree:2011.3.14—2011.3.18Teachingmaterial:SeniorEnglishBook2Unit1Topic1,“Boymissing,policepuzzled”andUnit2topic2“AnadventureinAfrica”.Teachingpurpose:Theaimofthisweekistohelpmystudentslearntoskimintheirreading.Teachingprocedures:Thisweek,I’llintroduceanothereffectivereadingtechniqueskimming.FirstIwillletmystudentsknowthecharacteristicsofskimmingbelow:(1)anacceptanceofalowercomprehension;(2)aselectiveomissionofpartsofthereadingmaterial;(3)anextremelyrapidreadingrate.AndthenItellthemsomeskillsinskimming?(1)Itoldmystudentstheyshouldreadthefirstparagraphoftwoatthefastestaveragerate(200-300wordsperminute)tograspthemainideaofthestory,thesetting,thetoneormood,alittleoftheauthor’sstyle,andsoon.(2)Onthethirdorfourthparagraph,studentsshouldreadonlythetopicsentenceorgetsthemainideaoftheparagraphandskipstheremainingpartoftheparagraph.(3)Ifthetopicsentenceisnotthefirstsentenceintheparagraph,studentswillhavetospendsometimelookingforthetopicsentence.(4)Iftheparagraphdoesnothaveatopicsentence,theymayhavetoreadtheentireparagraphinordertogetitsmeaning.SecondlytakeTopic2asanexample.Letmystudentsreadthefollowingpassageandthentellmethemainideaofthefollowing2passages:1Boymissing,policepuzzledPoliceinAmericahavesteppeduptheirsearchforafifteen-year-old-boywhowentmissingtwodaysagoinDover,NewHampshirePeoplehaveshowngreatinterestinhisdisappearanceduetosightingsofpuzzlinglightsintheskyandreportsofalienvisitaroundthetimeofhisdisappearance.…PolicehavenotruledoutthepossibilitythatJustinwastakenbyaliens,butarealsolookingintootherpossibilities.‘Sometimespeoplemakeupsuchamazingstories,’saysDetectiveSamPeterson,whohastakenchargeofthecase.‘Sowe’vebeenlookingatotherpossibilitiestoo,suchasmurder.Wewillnotgiveupuntilwefindconvincingevidence.’ThenIaskseveralstudentstogetthegistofthisarticle.Readthenewspaperarticlequicklyandanswerthesequestions.1.Whatisthearticleabout?【】2.Whoismissing?【】2.AnadventureinAfrica30thJuneDearAihuaHowareyou?SorryIhavenotwrittenforsolong.Ihavebeenquitebusyplanningmyholidaywithmyolderbrother.…I’llsendyoupostcardsfromallthedifferentplaceswevisit!LoveTobyThenIaskseveralstudentstofindthetopicsentencesfromtheparagraphs:Topicsentencefromthefirstparagraph:Topicsentencefromthesecondparagraph:ThenIprovidethemwiththeanswer:1)Colinwantstotravelbeforestartinguniversity.(Fromthefirstparagraph)2)Tobyisworriedabouttravellingoncamels.(Fromthesecondparagraph)4.4WeekFour:2011.3.21—2011.3.25Teachingmaterial:somereadingmaterialsfromSeniorEnglishBook2Teachingpurpose:theaimofthisweekistohelpmystudentstousecollaborativereadingmethodintheirreading.Teachingprocedure:Thisweek,Iwillusecollaborativereadingmethod.Thatis,Iaskmystudentstodoreadingtaskscollaboratively.Ifirstdividetheminto6groupsandgiveeachgroupsomereadingtaskstofinish.Studentscandothetasksintheirgroup.Attheendofthelesson,thegroupleadermayreadouttheanswerandtheotherstudentsmaycommentontheresult.Forexample,thefirstandthesecondgrouparegiventhearticleasbelow:SearchingfortheYetiPeoplehavereportedseeingawildman-likecreatureintheHimalayas.TheycallitaYeti.Therearemanysightingsallovertheworldeveryyear.Eachreportedsightingproducessimilardescriptionsofthecreature.Yetisaresaidtobeheavilybuiltandhairy.Peoplebelievethatitsometimescomesdownfromthemountainstoattackvillagers.…ThefirstgroupdiscusstheYeti1. WheredidpeopleseetheYeti?________________________________2. WhendidAmericanseetheYeti?________________________________Thesecondgroupisalsogiventhesamearticleandthetaskisthefollowing.Writethenamesbesidetheblanks.Research_______________________________________________Writetheoutline__________________________________________Writethestory____________________________________________Illustratethestory__________________________________________Thethirdandfourthgrouparegiventothearticleasbelow:Shangri-laWouldyoulikethechancetodiscoveraplaceofmysteryandbeautyinthesouth-westofChina?Ifyouransweris’yes’,consideratriptoShangri-la!HowtogetthereStartinthecityofDalianddrivenorthwardsalongtheYunnan-TibetHighwayuntilyoureachZhongdian(Shangri-la),thecapitalofDiqing.Zhongdianis659kilometresawayfromKunming,andthereareregularflightsbetweenZhongdianandKunming.…Askthesetwogroupstocollectinformationaboutthefollowingaspects.Writetheirnamesintheblanksbelow.Location_________________________________________History___________________________________________Activitiesandsights_________________________________Thefifthandsixthgrouparegiventhefollowingarticle:Anne’sBestFriendDoyouwantafriendwhomyoucouldtelleverythingto,likeyourdeepestthoughtsandfeelings?Orareyouafraidthatyourfriendwouldlaughatyou,andwouldnotunderstandwhatyouaregoingthrough?AnneFrankwantedthefirstkind,soshemadediaryherbestfriend….Thursday15thJune,1944DearKitty,Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.Icanwellrememberthattherewasatimewhenadeepbluesky,thesongofthebirds,moonlightandflowerscouldneverhavekeptmespellbound.That’schangedsinceIcamehere.….Askstudentstoreadthepassageandanswerthefollowingquestions:AbouthowlonghasAnneandherfamilybeeninthehidingplacewhenshewrotethispartofherdiary?HowdidAnnefeelaboutnaturebeforesheandherfamilyhidaway?Whydoyouthinkherfeelingschangedtowardsnature?WhydidAnnenolongerjustlikelookingatnatureoutofthewindow.Attheendofthelesson,theleaderofeachgroupmayreadouttheanswerandtheotherstudentsmaycommentontheresult.5.Full-scaledImplementationoftheSolutions5.1WeekOne:2011.2.28—2011.3.4.Teachingmaterial:EnglishwordsinUnit1andUnit2inSeniorEnglishBook2Teachingpurpose:Thisweek,studentsareaskedtograsphowtoguessthemeaningofthenewwordsthroughthestemsandaffixesofEnglishwords.Teachingprocedures:Inthefirstweek,IwillgivemystudentsbriefintroductiontoenlargingEnglishvocabularybymeansofguessingthemeaningofnewwords.OnewayistoguessthroughthestemsandaffixesofEnglishwords.Theywilllearnhowtoguessthemeaningofanunfamiliarwordfromthefamiliarwords.Theotherwayistoguessanunfamiliarwordthroughcontextclues.BothprefixesandsuffixesareaddedtothesamestemGuilt-guilty-guiltily-guiltinessforget-forgettable-unforgettabledrama-dramatic-dramatistnation-international-internationalism-internationalistnormal-abnormallyrelevant-irrelevantlogical-illogicalIgive“unforgettable”forexample.“unforgettable”hasaprefix:“un”,meaning“not”.Ithasonesuffixes:“-able”.“-able”changestheverb“forget”intoanadjective,“forgettable”.Soifthestudentsknowthemeaningoftheprefix:“un”andthemeaningofthesuffix:“-able”,theycanguessitsmeaningintheirreading.2)Discoverthemeaningofanunfamiliarwordthroughusingcontextclues.a.Explanationanddescriptioncanleadstudentstothemeaningofanewword.Lookatthefollowingsentence:Duringthebusinessdepressionhalfthemachinesinthefactorywereidle.(idlemeans“notactiveorinuse”)b.Synonymsandantonymsarealsoimportantcluesforguessing.Lookatthefollowingsentence:Asadandunhappysenseofbeinglosthangsoverthecity.Inthesentence,“unhappy”and“sad”aresynonyms.“unhappy”means“sad,nothappy”.Consequenceandresult,causeandeffectarealsoveryimportantclues.Lookatthefollowingsentence:Allthehousesinthecitycollapsedduringtheearthquake.Weknowmanyhousesfalldownintheearthquake,so“collapsed”means“falldownorbreaktopiecessuddenly”.Comparisonandcontrastcanalsoshedlightonthemeaningofanewword.Lookatthefollowingsentence:ThemanisastallasgiraffeAsweknowthatagiraffeisananimalwhichisverytall,themancompareswithagiraffe.So“giraffe”means“averytallanimalwithverylonglegsandneck”.3)RememberEnglishwordsthroughsynonyms.Thefollowingwordsaresynonyms.gifted;cute;clever;bright;talented;intelligentThenIwillprovideseveralsentences,whichhaveitalicizedword.Iaskmystudentstoexplaintheword.1)Myfriendfeelsgloomyabouthisfuture,buttoherbrother,thefutureseemshopefulandlighted.2)Thebookdidnotimpressmeatall,Ididnotthinkitgood,useful,etc.3)Microscopeisaninstrumentwithlensesformakingverysmallnearobjectsappearlarger.Aftermystudentshavefinishedtheexercise,Iaskseveralstudentstogivemetheirexplanation.Ichecktheiranswersandpraisethosestudentswhodowellintheseexercises.Atlast,IselectsomewordsinUnit1andUnit2forexample,usingprefixandsuffixtorememberthesewords:“existence”,”strength”,“repeat”,“national”,“equipment”,“witness”,“possibly”,“various”,“argument”,and“pianist”etcThenletstudentstellmehowtorememberthesewords.Thewaysare:“repeat”isformedby“re”,whichmeans“back”and“port”whichmeans“carry”,sothemeaningofthewordis“sayordoagain”.“pianist”isderivedfromtheword“piano”.Thesuffix“ist”means“thepersonwho”.Sotheword“pianist”means“thepersonwhoplayspiano”.“witness”isderivedfromthe“wit”,whichmeans“bepresentatandsee”.Thesuffix“ness”means“thepersonwho”.Sotheword“witness”means“personwhowasactuallypresentatanevent”.5.2 WeekTwo:2011.3.7—2011.3.11Teachingmaterial:SeniorEnglishBook2Unit8Topic1,“Boymissing,policepuzzled”andUnit2topic2“AnadventureinAfrica”.Teachingpurpose:Thisweek,studentswilllearnhowtoscanintheirreading.Teachingprocedures:Thisweek,I’llintroducetomystudentsthescanningtechnique.First,Iwillgiveabriefintroductiontothistechnique.Scanningisareadingtechniquewhenstudentswanttolocateasinglefactoraspecificbitofinformationwithoutreadingeverything.Studentscanscananarticleinamagazineornewspaperwithoutreadingthewholearticletofindsomespecialinformationtheyneeded.Throughusingthisstrategy,studentscansavetimeintheirreading.ThenI’llgivemystudentssomeadviceonhowtoscan.First,astoprepareforscanning,studentsshouldtakeafewminutestodiscovertheorganizationoftheinformation.Theycanproceedimmediatelytofindthesectionorpagemostlikelytocontaintheinformationdesired.Secondly,inordertoscanquicklyandefficiently,studentsmustbecomefamiliarwiththearrangementofthematerial.Takingafewminutestoreadthetitleandsubheads,tolookattheillustrations,andtoreadthefirstandlastparagraphs,theywillgetageneralideaoftheorderofideasandtopics.Thirdly,somecluewordsorphrasesassociatedwiththespecificfactswillaidinthescanning.Fourth,whendoscanning,studentsmustkeepintheirmindthataccuracyisjustasessentialasspeed,sincetheyarelookingforspecificinformation.ClueswordsarealsousefulwhenusescanninginEnglishreading.AfterIhaveintroducedthetechnique,Iaskstudentstoreadthefollowing2passagesandtrytodotheexercisesafterreading.1Boymissing,policepuzzledPoliceinAmericahavesteppeduptheirsearchforafifteen-year-old-boywhowentmissingtwodaysagoinDover,NewHampshirePeoplehaveshowngreatinterestinhisdisappearanceduetosightingsofpuzzlinglightsintheskyandreportsofalienvisitaroundthetimeofhisdisappearance.JustinFoster,ahighschoolstudent,wentmi