英语教育毕业论文

reading task. The following are the main reasons why they do not like reading the text.

Some weak-learners lacked confidence. They think their English is poor and they do not quite understand some words and sentences in the text, even if they know the words. They lack logical, assuming and reasoning ability, so they can?t understand the txt exactly.

Some students lack the necessary historical and geographical knowledge, even if they can read the passages, they can?t do the multiple correctly.

Many students told me that when the content of the text was not familiar to them, they felt that they didn?t want to touch it. Some do not think it is necessary to read in class. They think they only learn the basic language knowledge, and they needn?t do more reading. A few students think reading in class is a waste of time. The teacher should tell them more important things about reading strategies in class.

3.3. The size of the class

The class size of 39 students might have some negative effect. It is impossible to give every one the chance to tell the meaning of the passage. The few chances for students to read may be given to those who do not want to read while the other may never have the chance to practice reading, they may do irrelevant things in class while others are learning. All these reasons make the students unable to read on their own initiative, so the reading class hasn?t got any effectiveness.

4. Project objective

Enhance the interest in reading and reading ability by initiative reading. If they aren?t interested in it. They won?t calm down to read or do any reading comprehension exercises.

5. Project hypothesis

It is hypothesized that the students? reading ability is increased by initiative reading.

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If they wouldn?t like to read, how can they get the correct meaning about it!

6. Project rational

Of course there are many factors in initiative reading. I especially mention the three factors below.

6.1. Interest---the firstly important factor of initiative reading

Interest is very important in learning English. Interest is very especially important to English. This is because there is to many things to remember. What? more, they live in a native language environment, they can get less information through English. So it is difficult to keep the interest in English. It?s impossible to learn English well without adequate interest. Einstein said “Interest is the best teacher”. We can classify interest into three kinds: direct, and stable. We must arouse the students? interest from various aspects. For example: the situation of society, using real object tools and stick figures, choosing the humorous passages, English parties etc. Through these ways, I can arouse the students? interest in English and make them learn English imitatively.

6.2. Necessary background knowledge will promote initiative understanding

It is not uncommon that sometimes when you take up a text in a foreign language, you recognize every word but still fail to grasp its meaning. What is problem? Where does the difficulty lie?

Let?s look at the following example.

Defender Zhang, China?s league champions Dalian Wanda, scored his header at the 24th minute of the second half from a corner kick. (China Daily, 4-10-1997) To understand the above passage, the reader needs to have a certain amount of background knowledge in the field of football in order to understand such terms as “defender,” and “header”, and also the rules of the game, for “he second half” and

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corner kick”, otherwise, it may not make much sense. The background needed to interpret a given test is called “schema”. It originates from all the particular experience the reader has had. It is an organized structure as well, including the relationship between its component parts. “Schema” plays a very important role in understanding a given text. Many pre-reading activities are designed with this purpose in mind. The teachers usually spend time in activating the students? existing schema or providing it if it didn?t exist, before teaching a text. For example, if the students are going to read a story about Henry Kissinger, the teacher may try to activate their relevant background knowledge by asking such question as : “ How much do you know about Henry Kissinger?” They may respond by saying something they know about his their life, his political career as a diplomat, especially his role in the improvement of Sino-American relations, and so on, the students ten might be told what sort of test it is in order to predict what sort of information there will be in the text. So, if it is a biography, we expect to find details of Kissinger?s birth and parent. If it is an article criticizing his political decisions, we would probably not expect that sort of information, but a more specialized account of his political activities. Asking students to predict the contents from the topic and from the test type are examples of the structure they are familiar within certain types of texts.

6.3. The initiative reading ways---skimming, scanning and inferring.

Skimming is not careful reading; the reader usually moves his eyes over the text very quickly just in order to get the gist of it or to decide whether it is worth reading more deeply or not. Skimming enables readers to look efficiently for something that interests them without spending too much time reading what is unnecessary or interesting. Scanning means locating specific information you, the reader, want from the text, you do not necessarily follow the order of information in the passage but can go back and forth to read the part of the text to your purpose, it is a time and energy saving activity, which should help you increase your reading speed and efficiency. Inferring means making use of syntactic, logical and cultural clues to discover the

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meaning of unknown elements. These may be the writers opinions and attitudes which are not directly stated in the text. Making inferences while reading usually helps the reader to achieve a better understanding of the text. One point worth mentioning is that inferences must be made with care and supported by evidence.

7. Reading lesson

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Timetable of the project design

Week 1 Stage

Teaching object Time Preparation reading for t 1.To talk something about some famous men to stimulate the interests 2.To learn some 45m background knowledge 2 Reading Stage 1 Skimming 2 Scanning 3 making notes To catch the main ideas of a text through skimming, scanning 90m and note making. 3 Post---reading test To do some filling blanks exercise. 45m

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