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1、Project Title:Reading Design & Learners Reading Ability-improvingAcknowledgmentIt is a hard work to conduct researches in English, especially to Chinese teachers, so I would like to express my heartfelt gratitude and respect to those who have dedicated their energies to the studies in this field, es
2、pecially to Professor Gu Yueguo for editing us such a good course.I am mostly grateful to my supervisor professor Wang Xingze .Although the place where Mir Wang works is far away from the place in which I am, he always gives me good suggestions by sending e-mails. Also my sincere thanks go to my tut
3、or Du Yujing she is very kind. She has given me many constructive advices to fulfill my project design. My supervisor professor guide Mir Wang and my patient tutor Miss Du who helped me to clarify my thought and sharpen my thinking patiently and kindly, without whose kind effort, purely-hearted supp
4、ort and patience this project would not even have got off the ground.No amount of thanks will be adequate for my students who supported me greatly in the investigation and gave me the concern and support with the interviewing. I choose Class 1 students as experimental group. My students are third ye
5、ar students. They are facing graduation, so they have a lot of tasks toed every day. Although they are busy, they hold on to read a piece of short passage every day. Without whose willing participation in the project implementation it would have remained on paper.AbstractThis research presents a det
6、ailed 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
7、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 l
8、ife 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
9、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 readin
10、g 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 contro
11、l 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 complete
12、ly 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 sug
13、gestions 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)
14、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. Proj
15、ect 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
16、 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. T
17、here 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
18、 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.T
19、he 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;
20、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
21、 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
22、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 d
23、ont 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
24、 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 thei
25、r 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. Th
26、e 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
27、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, ex
28、pect 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 smar
29、tly 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
30、 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
31、 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 inte
32、rmediate 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,
33、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 leadin
34、g 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
35、 . 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 cl
36、ose 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 student
37、s, 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 a
38、ppropriately, 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 t
39、he 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
40、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 exp
41、laining 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
42、 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 l
43、ot 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 spiri
44、t 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
45、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 f
46、ast. 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 on
47、ce, 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 fol
