How to Improve Students’ Reading Ability More Effectively 英语本科论文
How to Improve Students’ Reading Ability More EffectivelyAbstractAs everyone knows, the classroom teaching is one of the most important ways that the students learn English. As far as the English teaching in the middle schools is concerned, teachers have to arouse the students' interests so that they can learn better. There are many ways to arouse the students' interests and help them to learn better, reading teaching is one of them. The article presents a detailed report of a project implemented to solve the problem that most of my students are interested in reading. I have adopted various teachings, such as group work、pair work、personal work、role play、retell the text and discussion in class.This hypothesis is verified by a four-week practice of well-organized English class. Among the methods of scientific investigation used are the analytic method, cause analysis and brainstorming activation.Key words:Reading, Design, Interest, Ability.Main Headings of the Project Report1.Introduction2.Summary of the Preliminary Research2.1 Problem2.2 Project objective2.3 Problem analysis2.4 Project hypothesis2.5 Project rationale3. Reading Teaching Design4. Control and Target Groups5.Project Implementation6.Data Analysis7.Project Evaluation8.ConclusionReferencesAppendixesA. Questionnaire on Reading PracticeB. The Timetable of the ProjectC. Teaching NotesD. Teaching DiariesE. Students’ HandoutsF. Audio-Recording1.IntroductionI am an English teacher in Nan‘an middle school in Wuwei. This middle school is located in a small town Shuangcheng and all my students are peasants children.When the students were in primary school, they mainly studied Chinese and Maths. So they had less chance to know more about other knowledge. It was almost the first time for them to touch English when they got into middle school. Most of them thought it is very difficult and boring for them to learn English well. So they don‘t like it and don‘t like reading better. Now my students are in their third year of studying English. They still don‘t like reading and can't realize the importance of English reading. In the past years, I have also paid more attention to arousing their interests in English and spent much too long time on reading teaching. But the effect is still very poor. The most difficult thing is how to improve their reading ability. Just I have such an opportunity to do the project. In order to make more effective I should adopt various communicative ways in different steps of reading teaching.I hope I can solve it better that how to improve students‘ reading ability through the action research so that I can apply my knowledge and theory into practice, which I learned from Gansu TV University.2. Summary of the Preliminary ResearchThis part of my study was conducted during March1,2010-May27, 2010.2.1 ProblemThe problem is based on my teaching experience. That is: Most of my students do not like reading teaching because they think it is difficult and boring.2.2 Project objectiveHow to improve students‘ reading ability more effectively.2.3 Problem analysisA. The analytic methodThere are more than 50 students in my class, and I can't give each student the opportunity to practice their reading ability. Therefore, it's in common that the students can not get high marks in reading exercises in exams, but the others can be done well. The problem made me thinks the other side of the issue: some of my students do well in reading. But most of other students are poor in reading practice, this situation make me think of these.Why some students do well in reading practice, while others don't?Who are the some that do well in reading practice? And who are the others that don't do well in reading practice.Moreover, my students are in contrast with my colleague's students. This inspired me to make a chain of refractions what about my colleague‘s students? Is it also the causes that are poor in reading practice? If on the other hand all of my colleagues‘ students like reading practice, then my problem is actually caused by myself, not by students. Probably that the style of reading practice. I asked my students ‗to do was poorly designed and the form was inflexible.So after problem analysis, I have reached this conclusion. The problem that my students don't like to do reading practice. So I designed the objective to research how to solve the problem.B.Cause analysisI think that it will be much better to use cause analysis to analyze my problem.In this situation, I asked myself a series of questions and tried to provide some answers to them.W hy did most of my students not do reading work？In order to know more about this issue, Idesigned a cause exploration Procedures like this:→The teacher's side→The students' side→The task design→The class size→The classroom management→Tentative conclusion1).The teachers’ side-that is my -self.△I wasn‘t enthusiastic myself.△I failed to give instructions clearly.△I failed to dig out students‘ interest in doing this or doing that.2).the students’ side.△Some students are not interested in English, so they don't like reading, too.△Some students are afraid of making mistakes and being laughed at by their partners.△They have the idea of ―losing face‖ if they have mistakes.△Some students are troubled for remembering new words and useful expressions, because of no strong will and desire.3).The task design△The task is poorly designed and the form was inflexible.4).The class size.△There are more than 50 students in my class, so I can't give each student the opportunity to practice their reading ability..5).The classroom management.△The classroom is perhaps getting too noisy.△Students may not be properly grouped.6). Tentative conclusion△If I change my teaching method of the reading activities. My students will have great interest to do reading activities. If I present clearly to my students and they know how to do it. They will like to do it.C.BrainstormingWhen I was engaged in the problem analysis, I often talked to my colleagues about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully.After a lengthy problem analysis, I determined to launch a project to overcome this problem.2.4 Project hypothesisIt is hypothesized that students will do reading activities by better-designed teaching, such as the group work、pair work、personal work、role play and discussion etc.2.5 Project rationaleAfter I‘ve read English Language Teaching Methodology (Part I and Part), I found it‘s very helpful. The unit on speaking is particularly useful. After some reading and thinking, I have worked out four reasons on which my project will be based. They are-----1)The role of reading in class and its purpose---- First, reading serves as a tool in teachingall language skills. It can be integrated with the teaching of listening comprehension, oral presentation, and writing skills. Second, reading may be a good in itself. Since reading is often required for passing a particular examination, from reading an simple article at anelementary level to composing essays at an advanced level. Third, reading has its practical value and can be used as stimulus in motivating students to learn the language. For example, students may stories or famous books they like in English. If they have access to Internet, they may be able to communicate with the world because most of webs are in English.2)The role of the students------ I would like the students to feel that learning is acollaborative endeavour and not a competitive one. They should come to realize that they can learn from each other and help each other, especially in speaking as it is not a skill they can practice on their own.3)The role of the teacher------Students should realize that the teacher has many roles in theclassroom, 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.4)The type of classroom tasks used------ I think all of the above can be dealt with bydesigning and using appropriate tasks in the lesson. If students have to do information-gap tasks, which require them to gain information from their partner by means of questioning and listening and to give information to their partner by listening and responding adequately to questions, then I feel they can be shown the value of communicating with their peers.3.Reading Teaching DesignOn the basis of the project rationale above, I need to design some reading activities that can prove my project hypothesis. (refer to Appendix C) In order to prove the hypothesis, I must fulfill one condition, that is reading activities must be better designed than the existing ones. The problem with the existing reading activities is that they have little information value, and that students have no real communicative purpose when doing them. So my new reading activities should have a real information gap, so that the students have a real purpose to communicate.I have designed four activities to be tried out in four weeks. And these activities are reported as follows.Week 1 Activity 1.For use with Learning English 5 Unit2 Lesson15For use with Learning English 5 Unit3 Lesson20For use with Learning English 5 Unit3 Lesson23For use with Learning English 5 Unit4 Lesson26I have finished designing the reading word activities. I should to select a control group anda target group. The advantage of setting up these two groups is obvious: after the project is carried out, I can compare the target group with the control group. The results obtained through the comparison will indicate whether the project is successful or not. And my initial hypothesis will be proved or disproved.I am currently teaching two parallel classes. I use Class 1 as my target group and Class 2 as my control group.5.Project Implementation.It took me four weeks to implement my project. For each week I was scheduled to do these: △teaching notes (see Appendix C)△students‘ handouts‘ (see Appendix D△diary-keeping(refer to Appendix E)△Audio-recorder (see Appendix F)The tasks all occurred in target group of my class 1, Grade 9 of Middle School. And my control group is in class3 Grade 9 of Middle School. The target students showed their great interest in the designed group work and they enjoyed my practicing requirement.6.Data AnalysisAfter four weeks‘ action, I found that the target group is much better than the control group.I think the improvement is mainly due to these factors: Providing very tasks with peers, and checking their reading tasks every time.But I also found that a few students did not do their reading homework. This implies that I should find out some other reasons to account for this fact, and try to solve the problem more thoroughly.7. Project Evaluation△The problemMy problem is a researchable to me because I have the resources and the time.△The methods used in problem analysisD.I used the Analytic method、Cause analysis and Brainstorming. These are all acceptablemethods and suitable to my problem.△The project objectiveMy project ―To improve students‘reading ability more effectively to arouse students‘interest”is realistic.△The project hypothesisIs the project hypothesis provable? Yes. My hypothesis—Learners‘ interests in reading practice can be enhanced by well-designed exercises –is provable. I have found that my students‘ interests in reading practice has indeed been enhance after I used the exercises I designed.△The project rationaleDoes the project have a sound basis? Yes. My project was based on the theoretical assumptions which are valid and sound.△The project designI have defined my project objective and hypothesis. I have stated my project rationale. I have worked out the details for project implementing. I have also planned the stages for the project implementation.△The stages and details of project implementation.The stages are necessary and complete. The implementation details are properly maintained. In my case, I am assessed on the following items.Week 1Teaching notesDiary-keepingHomeworkWeek 2Teaching notesDiary-keeping Audio-recordingHomeworkWeek 3Teaching notesDiary-keeping Audio-recordingHomeworkWeek 4Teaching notesDiary-keeping Audio-recordingHomework△The methods used in project implementation.I set up control and target group, using the group work、pair work、personal work、and discussion methods.△The methods used to obtain the results.In what way has the investigator obtained the project results? Is it acceptable, suitable and properly used? I used observations, diary-keeping, to obtain the project results. They are all acceptable, suitable to the task and properly used.△The results obtained from the project implementation.My hypothesis has been proved to be correct.8．ConclusionThe present study is chiefly based on the project that I proceeded form March 2010 to May 2010, which aimed to enhance my students‘interests in doing reading practice. In my study I used the analytic method, Socratic dialogue. Cause analysis questionnaire, survey and brainstorming activation. I also formulated a specific research objective and a research hypothesis. And then I implemented my project. I did much improvement in four aspects when I designed my reading tasks and organized my students to do the reading tasks. After implementing my four-week project, I do the data analysis , From the data, I think the methods used in problem analysis are suitable, the problem objective is realistic, the hypothesis is provable, and the project has a sound basis now .I‘m happy to state that my problem has been successfully solved from the action research, I have got a lot of benefits . In the past , I was leading role and my students were only secondly role during the whole speaking practice now this appearance has already changed completely. When I asked my students to do speaking practice, they were very happy. I think it was caused by well-designed in speaking practice.In addition, I found out that although atmosphere in the reading task had been improved a lot through the implementation, there was still much that would need further improvement.Reference Books1.Gu Yueguo. 2002, Practical Project Design, Foreign Language Teaching and Research Press.2.Gu Yueguo. 1999 English Language Teaching Methodology, Foreign Language. Teaching and Research Press.3.Junior English for China-Teacher‘s Book 2B,People Education Press.4.Junior English for China-Students‘ Book2B People Education Press.Appendix A: Questionnaire on Reading PracticePlease tick the box next to the answer that expresses your opinion.1.What‘s your understanding about the importance of reading practice?□ A It‘s very important □ B General□ C It‘s unimportant □ D It‘s very unimportant2. What do you think of reading practice?A It‘s very un interest ing .B It‘s not interest ingC It‘s interest ingD It‘s veryinteresting3. Do you like or dislike doing reading practice?A I like it very much.B I like it a little.C I don‘t like it at all.D I hate it .4. Do you like what kind of reading practice?A from the textbookB Make up yourself.C from the everyday lifeD Can‘t be con sidered as it5. How would you like your teacher to give you instructions about how to do readingpractice?A In plain EnglishB In ChineseC First in English, then in ChineseD Needn‘t instructions6. How would you like your teacher to help you before reading practice?A give you some instructionsB give some promptingsC give you the first stepD give you a model.7. How would you like your teacher correct your errors when you doing reading practice?A Correcting at onceB Correcting after done .C hinting with her eyesD point errors directly8. Do you like what kind of practicing way?A Work in pairsB work in groups.C Work freelyD Both can.Appendix B : The Timetable of the Project.Appendix C Teaching NotesWeek 1:Date: Thursday Mar.8.2010 8:25-9:10 am class2Teaching Aims:1.Review and learn more words and expressions about he commercial world.2.Practice some important grammars.Teaching Important Points: Improve the students‘ reading ability.Teaching Difficult Points: Grasp the adverbial clauses.Teaching methods: talking, asking and answering, discussionTeaching Procedure:Step1. Practice the ads.Take out something that students are interested in. Let them write advertising for them.If it is a pen, what can students say about it? If you want to help them make the advertising better, what can you do?Step2.Let some students introduce their favorite advertising to the class. Tell the others why you like it best.Do you think what advertising you dislike? Why?The teacher tells the students what advertising he likes best. Why?Step3.Read the text and let the students answer the following questions:What is the news about?Who will bake something good to eat?Step 4. Read the text again and do with the content in details. Let the students find more questions about this part. If they find any questions, they can stand up and ask any student.If they can‘t do it well at once, you can give them examples. Such as: How much does a player need?What will Brian do in order to make money? (To bake something good to eat.)What‘s the price o f the cookies? (Four for a dollar.)Step 5. Listen to the tape. Ask the students to listen carefully and imitate after it.Ask who can read fast enough to follow the tape. Encourage them to read as fast as they can.At the same time, the students walk ar ound to see the students‘ pronunciation and intonation.After finish listening, the teacher can repeat some words and expressions on the blackboard.Step 6. HomeworkFinish off the exercises in activity book.Week 2:Date: Tuesday Mar.13 2010 8:25-9:10 am class 2Teaching Aims:1. Know more about shopping.2. Grasp more phrases for shopping and signs for business hours.Teaching Important Points: Improve the students‘ reading ability.Teaching Difficult Points: The adverbial clauseTeaching methods: practicing, talking, asking and answering, discussionTeaching Procedure:Step 1. Come to “THINK ABOUT IT”.Discuss the questions in groups, talk about the feeling that you must wait. Where must you wait? Give examples.S1: When I am ill, I must go to see a doctor. I must wait my turn.S2. When I buy my breakfast, I must wait in queue because everyone is in a hurry. They all want to go to school or work earlier.S3: When I buy something in shops I must wait. Because the shop near my home is so good that many people buy things there, I must wait.The teacher sums what the students say.:We live in a big world. We must be polite when we buy something. That‘s a good manner. We can‘t jump the queue. We should think more about the others.Step 2. Look at the picture of Danny. What is he doing? Do you know his feeling now?Talk about the picture in pairs. Then let some students demonstrate their ideas in front of the class.Step 3. Listen to the tape and answer the following questions:When does Danny get up very early?What does the sign say?Does Danny buy the supplies he wants?If some students can‘t answer the questions well, don't lose your temper. We can go on the next step.Step 4. Read the text and check the answers to the listening part. Ask the students to find more questions about Danny. If they find any, they can ask any student. If one can‘t give the right answer, others can help him or her.The questions can be like this:Does he take money to buy things?How long does Danny wait?Where does Danny sit?Step 5.Do with some language points.Make sentences with the following words: build, sign, hearHe wants to build a bridge when he is older.What signs can you see near the school?I hear a baby crying loudly.Encourage them to make more sentences.Step 6. Come to “LET’S DO IT”.Divide the class into several groups. We can describe the same shop. Then let some students present their report to the class. The others try to add the report and make it perfect.We can put up the report on the wall after class.Step 7. Homework: Finish off the activity book.Week 3:Date: Tuesday Mar.20 2010 8:25-9:10 am class2Teaching Aims: Learn and review some words and expressions in interesting information about real and attempted products.Teaching Important Points: Improve the students‘ reading ability.Teaching Difficult Points: Some words and expressions about the illness and seeing a doctor.Teaching Methods: talking, discussion, asking and answering,Teaching Procedure:Step 1 Ask the students to discuss the topic in groups.Step2 Ask the students to check their reading work in their model text paper first individually then in pairs.Step 3 Ask several volunteers to come to the blackboard and ask some questions about the text.Step4 the teacher and the students analyze the problem together. The teacher ask some good students to give more examples of the right form.Step 5 Summarizing the lessonHomework: 1) Retell the reading work.2) Do some additional exercises.Week 4:Date: Tuesday Mar.27 2010 8:25-9:10 am class2Teaching Aims:1. We must eat healthy and keep healthy.2. Know about the balanced diet.Teaching Important Points: Improve the students’ reading abilityTeaching Difficult Points: What is a balanced diet?Teaching Methods: talking, asking and answering, discussionTeaching Procedure:Step1.warming up:Talk about the question: what do you eat in your daily life? Do you think what the foods you eat contain? Some words are too difficult for them to answer, so the teacher shows some new words to them with the flash.Some words are too difficult to learn. Let the students read after the audiotape for several times to have correct pronunciation.Step2.Read the text and answer the following questions:What do bread, noodles and rice come from?Is fruit different from vegetables?Answer the questions in class in oral. If they can‘t answer them correctly, let them read the text. Help them find the correct answer.Step3. Read the text in details and finish the exercises.Read the text and fill in the blanks:1.Bread, noodles and rice are made from _______.2 ______and _______are very good source of ________, _______ and _______.3. ______ ______ are made from potatoes.4.Salad is made of _______ ________.5.Many people think that only meat and chicken have _______.______ makes your bones and teeth strong.Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.Step5. Ask some students to read the text in the class. Don‘t read the whole text, read only the important words, expressions and sentences.Step6. Come to “LET’S DO IT”.Fill in the chart to compare the eating habits of your classmates.Interview four or more students to fill in the chart. They can design more questions to ask the others.Step7.Homework: Finish off the activity book.Appendix D: Teaching DiariesWeek 1Date: Thursday Mar.8 2010.As usual when I said we were going to speak something to the students. Put up their hands. As if they are going to have a reading test I noticed a little girl in the front. She found it was Zhang Li . She is below average I told them the four steps of doing this reading work. I speak the main idea of the passage. They became understanded and began. After they finished the reading task. They looked at the passage on the blackboard . They did what I said carefully. I think our students likes to ask some questions each other and their reading work has been improved. So I am very excited.Week 2Date: Tuesday Mar.13 2010.I‘m very glad that my students become more active in my reading class and the learner‘s interests class. Especially when I ask them to discuss in groups check in pairs. They like what I have done for them the whole class went smoothly. I found Zhang Li was smiling. She spoke English with her partner quite well. I was surprised to see them.Week 3:Date: Tuesday. Mar.20 2010.This period of time. Deal with the reading work like the steps of the last two weeks. First, I ask them to reading and asking some questions by themselves .Then I ask them ask to each others. Third, act them in front the class. To my surprise, they are more active then I expected .I will go on the good ways to improve the students‘ reading ability.Week 4:Date: Tuesday. Mar.27 2010.Before that, English reading is a weakness in my class. Through the four weeks of objective training, the target group has great changes.We all have been ill. Sometimes illness can‘t be avoided. But talking bout the disease is not so easy. We have so many things that we can‘t describe correctly. So we must research more words and expressions about the disease. The teacher must help them immediately if possible. Remember to discuss how to keep healthy in details.In the course of teaching, I guide students to participate and cooperate, through personal experience and finding. It stimulates their interest of learning English, and enhances their self-confidence.The effect of reading ability has improved a lot of in my class.Appendix E. Students’ HandoutsAppendix F. Audio-Recording。
Howtoimproveyourreadingcomprehension如何提高你的阅读理解
·How to improve your reading comprehension 如何提高你的阅读理解For how to improve your reading comprehension ability of many people do not have the correct means对于如何提高你的阅读理解能力许多人没有掌握正确的方法In general一般来说Reading to grasp two points阅读要掌握2个要点First第一Y ou should continually to read/keep reading, use of spare time to read。
你应该不断地阅读,利用业余时间看书Many people complain that there is no time to read很多人抱怨没有时间看书in fact，事实上Can make use after class, before going to bed to read.可以利用下了课，睡前看看书in the long run从长远来看，This is a very necessary这是非常有必要的In addition此外Y ou should master the necessary reading skills您应该掌握必要的阅读技巧Not boring to read, it should be to master the skills. 不枯燥阅读，应该掌握技巧。
such as 如skimming略读recognizing signal words确认信号andSo on等等。
Skillful reading will make you get twice the result with half the effort熟练的阅读会使你事半功倍Effects of technological advance on humankind先进技术对人类的影响Advanced technologies in life play an important role先进技术在生活中扮演着重要的角色for many years,多年来The impact of advanced technology has been slowly infiltrated into our lives先进技术带来的影响已经慢慢的渗透到我们的生活for example例如computer ，recorder, TV sets, rice cookers, telephones电脑，录音机，电视机、电饭煲、电话、and so on 等等Think about in real life, we have been inseparable from the advanced technology products.仔细想想在现实生活中，我们已经离不开先进科技的产品However然而Anything the two sides are.任何事物都是有两面性的。
How to Improve College Student’s Reading Ability--如何提高大学生的阅读能力
How to Improve College Student’s Reading AbilityAbstractThe most common problem college students have nowadays, including English majors, is that they have difficulty in understanding the long sentences, or sentences with complicated structures. Therefore, how to improve reading ability of college students draws more and more attention. Reading ability is very important in our daily life and studies. So the first thing we meet when we are reading is the vocabulary, that is, how to deal with the unfamiliar words will be a very important aspect in our discussion. Next, we must have a good knowledge of English grammar which will help us understand the English passages better. As the people said,practice makes perfect, so we should read a large number of English material except the textbooks. Finally, we should eradiate the bad reading habits and form good ones. The author of the paper has analyzed some common reading skills and put forward some suggestions to the further improvement of college students‟reading ability with the authors‟ own learning experience, which may help to improve the students‟ reading competence.Key words:Reading ability Vocabulary Grammar Reading habits如何提高大学生的阅读能力摘要如今大学生面临的多数问题，包括英语专业的学生，就是在理解英语长句或者复杂结构句上有困难。
提高学生英语阅读能力的有效途径
提高学生英语阅读能力的有效途径提高学生英语阅读能力的有效途径英语阅读中学生英语学习阶段的一个重点也是一个难点。
如何提高学生的英语阅读水平是影响学生提高英语水平的一个重要因素。
我结合自己的教学经验和自己对英语学习的探索。
总结出了英语阅读中经常遇到的障碍，并得出了阅读的方法与技巧。
一、英语阅读中存在的主要障碍大量阅读课外书籍对提高英语水平至关重要，但学生在阅读中会遇到诸如词汇、语法、背景知识、阅读习惯等多种问题，从而严重影响了阅读效果。
（一）词汇量偏低词汇量是制约英语阅读效果的基本要素。
应对不同体裁、不同篇幅的阅读资料，制约学生阅读速度的就是词汇量偏低这一问题。
学生在日常的英语学习中，往往是通过学习课文、阅读报刊、考试考级等几种方式比较集中地接触英语资料的。
在这一过程中，最大的障碍就是生词。
生词的存在先让读者在阅读速度上大打折扣，然后直接影响到对语篇的理解。
（二）英语语法混淆英语语法对于每一个英语学习者来说应该作为必会内容。
因为在熟记单词的基础上，要用英语清楚准确地表达自己，是需要掌握英语基本语法并弄清句子成分构成的。
如今，英语语法乱用、语义混淆的现象随处可见。
一些英语学习者由于语法掌握不，致使表述不清，甚至错用并产生严重歧义或误解。
（三）背景知识匮乏背景知识的重要作用通常会被大量的英语学习者忽略掉，因为更多的人把阅读障碍归因于生词和长难句的理解，由于对于所读资料背景知识十分陌生，而造成对文章理解上的重重障碍。
尤其是一些以特殊历史为背景的英文资料对读者来说更难解其义。
（四）不良阅读习惯常见的不良阅读习惯有指读、声读和回视。
指读是指为了在阅读时能集中注意力。
同学们常常用手指、笔或尺子等等指着一个个单词或放在这些词下面阅读。
指读大大减慢了阅读速度分散了读者的注意力。
声读一般有三种形式：出声读、默读和心读。
事实证明，读者阅读速度慢一般都采用了某种声读的方式。
回视又叫返读或复视，在实际阅读中许多读者多次返回重读，既影响了速度又影响了理解。
高中英语中学生阅读能力提升的有效方式
高中英语中学生阅读能力提升的有效方式Title: Effective Ways to Improve High School Students' Reading Ability in EnglishIntroductionReading is an essential skill in learning a language, especially in English. For high school students, improving their reading ability is crucial for academic success and future career development. In this article, we will explore some effective ways to enhance high school students' reading skills in English.1. Extensive ReadingOne effective way to improve high school students' reading ability is through extensive reading. Encourage students to read widely and regularly in English, such as novels, newspapers, magazines, and online articles. This will help them expand their vocabulary, improve reading fluency, and develop a better understanding of different writing styles.2. Active Reading StrategiesTeaching students active reading strategies can also help enhance their reading comprehension. Strategies like skimming, scanning, predicting, and summarizing can aid students inextracting key information from texts, improving their understanding, and making connections between ideas.3. Vocabulary BuildingBuilding vocabulary is essential for improving reading comprehension. Encourage students to learn new words regularly through reading, vocabulary exercises, and flashcards. Encourage them to use new words in context to reinforce their understanding and retention.4. Reading Comprehension ExercisesConducting reading comprehension exercises can help students practice applying reading strategies and improve their understanding of texts. Provide students with a variety of reading materials, including fiction, non-fiction, academic texts, and poems, to expose them to different writing styles and genres.5. Discussion and AnalysisEncourage students to discuss and analyze texts they have read in class or in groups. This can help them develop critical thinking skills, deepen their understanding of the material, and improve their ability to interpret and evaluate texts.6. Reading AloudReading aloud can help students improve their pronunciation, intonation, and overall language fluency. Encourage students to read passages aloud in class or practice reading at home to enhance their speaking and reading skills.7. Reading ChallengesOrganize reading challenges or competitions to motivate students to read more and improve their reading skills. Provide rewards or incentives for students who achieve reading goals, such as completing a certain number of books or articles within a specific timeframe.8. Technology-Based ResourcesUtilize technology-based resources like e-books, audiobooks, and online reading platforms to engage students in reading activities. These resources can make reading more accessible and interactive for students, allowing them to explore different types of texts and genres.In conclusion, improving high school students' reading ability in English requires a combination of strategies, including extensive reading, active reading techniques, vocabulary building, comprehension exercises, discussions, reading aloud, challenges, and technology-based resources. By incorporatingthese effective methods into the curriculum, educators can help students develop strong reading skills that will benefit them academically and professionally. Remember, practice makes perfect, so encourage students to read regularly and enjoy the journey of learning through reading.。
how to improve students' reading ability
how to improve students' reading abilityImproving students" reading ability is a crucial step in 帮助他们 developing their cognitive and intellectual abilities. Here are some tips to help you improve students" reading ability:1. Provide challenging reading material: Choose materials that are both interesting and challenging for the students. This can range from children"s books to adult literature, depending on the age and reading level of the students.2. encourage independent reading: Give students the opportunity to read on their own, and provide them with ongoing feedback and support. This can help them develop their reading skills and increase their reading enjoyment.3. Provide regular 的阅读训练：Provide regular 的阅读训练 (reading training) by emphasizing the importance of reading, encouraging students to read actively, and providing formal assessments of their reading abilities.4. Provide context: Before reading, provide students with context, such as the topic, author, and intended audience of the material. This can help them better understand the material and increase their willingness to read.5. Use technology to enhance reading: Use technology, suchas books on demand, reader apps, and online resources, to enhance students" reading experience and increase their engagement with the material.6. Provide emotional support: Emotional support can help students feel more comfortable and confident when reading. This can be achieved by providing positive feedback, encouraging students to take risks, and supporting them through difficult passages.7. Provide opportunities for remediation: If students are struggling with reading, provide opportunities for remediation. This can involve providing additional support and time for students to improve their reading abilities.Overall, improving students" reading ability takes time, effort, and commitment. By providing challenging reading material, encouraging independent reading, providing regular 的阅读训练，providing context, using technology to enhance reading, providing emotional support, and providing opportunities for remediation, you can help improve students" reading ability and enhance their cognitive and intellectual abilities.。
中学生英语增强阅读能力的实用方法
中学生英语增强阅读能力的实用方法Practical Methods to Enhance English Reading Skills for Secondary School StudentsIntroduction:中学生英语增强阅读能力的实用方法English is a global language that holds immense importance in today's interconnected world. For secondary school students, being proficient in English reading skills not only facilitates academic success but also opens doors to various opportunities in the future. However, many students struggle with developing strong reading skills in English. This article aims to provide practical methods that can be employed to enhance the English reading abilities of secondary school students.1. Cultivating a Reading Habit:One of the most effective ways to improve English reading skills is to cultivate a regular reading habit. Encourage students to read English materials, such as books, magazines, newspapers, and online articles, consistently. By reading regularly, students develop familiarity with sentence structures, vocabulary, and different writing styles. They also gain exposure to various topics and ideas, which broaden their knowledge base.2. Choose Appropriate Reading Materials:The choice of reading materials plays a crucial role in enhancing reading skills. It is essential to select materials that align with the students' proficiency level. Beginners can start with simpler texts or graded readers,while more advanced students can challenge themselves with age-appropriate novels or news articles. Engaging content that matches their interests will encourage students to read more actively and attentively.3. Utilize Reading Strategies:Teaching students specific reading strategies can greatly improve their comprehension and analysis skills. These strategies include skimming, scanning, predicting, and making inferences. Skimming helps students quickly grasp the main idea, while scanning enables them to locate specific information. Predicting and making inferences encourage critical thinking and facilitate a deeper understanding of the text. By incorporating these strategies into their reading practice, students become more efficient and confident readers.4. Build Vocabulary Skills:A strong vocabulary is essential for effective reading comprehension. Encourage students to actively expand their vocabulary by learning new words and phrases regularly. They can use techniques such as keeping vocabulary journals, creating flashcards, or using vocabulary-building apps. Engaging students in word games, puzzles, and vocabulary quizzes can make the process more enjoyable and interactive. Emphasize the importance of using context clues to deduce the meaning of unfamiliar words. A rich vocabulary will not only enhance reading but also boost overall English language proficiency.5. Foster Critical Thinking:Developing critical thinking skills is paramount to comprehending complex texts. Encourage students to ask questions, make connections, and analyze information while reading. Prompt them to reflect on the author's viewpoint, evaluate the evidence presented, and identify any biases or fallacies. Engaging in discussions, debates, and writing reflections can further foster critical thinking abilities. By encouraging students to think critically, they become active readers who can extract deeper meaning from texts.6. Practice Active Reading:Active reading involves involvement and interaction with the text. Encourage students to annotate, highlight important points, and write summaries or reflections after completing a reading. These activities help consolidate their understanding of the material and improve their ability to recall information. In addition, encourage students to pose questions or share their thoughts on the text with their peers. Active reading enhances comprehension and promotes a deeper engagement with the material.7. Use Technology:Leveraging the power of technology can be highly beneficial in enhancing English reading skills. Introduce students to various online resources, such as e-books, language learning apps, and websites with interactive reading exercises. These platforms often provide audio support, instant feedback, and personalized learning experiences tailored to individual needs. Integrating technology into reading practice makes it more engaging, enjoyable, and accessible for students.8. Encourage Reading Comprehension Exercises:Regularly practicing reading comprehension exercises is crucial for honing English reading skills. Provide students with a range of comprehension exercises, including multiple-choice questions, short answer questions, and essay-style questions. This allows students to develop different reading strategies, improve their ability to find evidence in the text, and analyze the deeper meaning behind the text. Providing constructive feedback on their responses helps students understand their strengths and areas that require improvement.Conclusion:中学生英语增强阅读能力的实用方法Enhancing reading skills in English is a gradual process that requires consistent effort and practice. Through the implementation of these practical methods, secondary school students can develop a strong foundation in English reading. Cultivating a reading habit, choosing appropriate materials, utilizing reading strategies, building vocabulary, fostering critical thinking, practicing active reading, incorporating technology, and engaging in comprehension exercises are all valuable tools to enhance English reading abilities. By embracing these strategies, students will not only become proficient readers but also develop a lifelong love for reading in English.。
【英语教学论文】如何提高大学生的英语阅读能力
如何提高大学生的英语阅读能力HowtoImproveCollegeStudents`EnglishReadingAbilities[Abstract]Thepaperaimsathowtoimprovecollegestudents`En glishreadingabilities.ReadingisabasicabilityinlearningEnglish.Th roughinvestigations,thewriterfindsthattherearesomeobstaclestohi ndercollegestudentsfromimprovingtheirabilitiesinreadingcompre hensionintheprocessofreading.First,thepaperdiscussesthereasons forimprovingcollegestudents`readingabilities:oneisthatstudentsr eadindifferentwaysfordifferentpurposesandtheotheristhatstudent sreadformeanings.Second,combiningwiththetworeasonsandpsyc hologicalmechanismsandcognitiveprocessinEnglishreading,itana lyzesthefactorsofhinderingtheimprovementofcollegestudents`rea dingabilities,thatis,teachers`teachingmethodsandstudents`charac teristics.Then,accordingtothesefactors,itgivessolutionstogettingri dofobstaclesinEnglishreading,suchasemphasizingontheculturalb ackgroundknowledge,theinfluenceofdiscourseandtheacquisition oflexicon.Finally,itmentionsthatteachersshouldpayattentiontothe trainingofreadingskillsinEnglishteachingtohelpcollegestudentsto masterreadingskillsandimprovetheirreadingabilities.[KeyWords] collegestudents;readingabilities;readingcomprehension;obstacle s如何提高大学生的英语阅读能力【摘要】本文旨在如何提高大学生的英语阅读能力。
How to improve Students reading comprehension
How to improve Students' Reading Comprehension Reading is one of the important skills in English learning. Its purpose is to enlarge their vocabulary and familiarize themselves with background information about English and to cultivate(培养) students' careful observation and their logic thinking. What is more, it is to improve students' comprehension. I have tried to train my students in the following ways: skimming and scanning, author's viewpoint, structure of the passage, structure of paragraphs, students' anticipation, punctuation and summarizing.1. Skimming and ScanningBefore starting to read a passage in detail, I first ask the students to take a moment to preview the passage. Read quickly, without pausing to study the details. This is called skim reading. The students ask them to have these in mind: for which the passage was written, what type of passage it is, what the purpose and attitude of the author is and what the style of the article is. After having skimmed the passage, the students can study the passage in more detail, reading more slowly and carefully and looking for specific information that the questions are concerned with. This is called scanning. When students do the scanning, I ask them to read without any sound, to notice only the key words and not to pay too muchattention to the new words but to pay the sense group and the main meaning of the sentence. Especially pay attention to the first sentence and the last sentence of the paragraph.2. The author’s viewpointIn reading a passage I ask the students to makes guesses about the position of the author. Is the author neutral or does the author show his own opinion. The author often shows his opinion either by adding certain phrases or by adding a value to a word. I let the students to pay more attention to these words that the author can add, like luckily, unfortunately to show that he is pleased or not pleased with something. He can also add words, which show his surprise, regret or other emotions, for example surprisingly, to shock, unexpectedly, regrettably, pity, desirable, to be disappointed, etc. The author may also use words to indicate the level of certainty, for example: certain, obviously, undoubtedly, naturally, always, often, likely, probably, maybe, unlikely, hardly, rarely, never, etc. Another possibility is that the author adds words to comment on more or less objective facts.3. The structure of the passageI let the students know that the structure of a passages mostly with a title and sometimes a subtitle. After that, the introduction and the body followed by a conclusion or summary. An important aspect of reading is prediction. The better the student can predict what he or she is going to read, the faster and more effective he or she will read. The prediction process begins with the title. The introduction mostly informs the student about what he can expect. The body consists of paragraphs. Each paragraph deals with one aspect of the subject matter. Paragraphs are linked in a logical way; and the conclusion puts the subject matter in the right perspective. I asked the students' to form the main idea of the passage by putting the topic sentence of every paragraph.4. The structure of paragraphsI tell the students that a paragraph is a group of sentences. A typical paragraph consists of three parts. The first sentence usually contains the topic sentence, which is the heart of the paragraph. The topic sentence contains the new aspect of the subject of the passage. The second part of the paragraph contains sentences, which develop the aspect. These sentences may contain arguments, explanations, details, examples, and other supporting evidence. The last sentence of a paragraph is often a summary of the paragraph or a linkingsentence to the next paragraph. So we can get a good impression of the contents of the paragraph by the structure.5. Students' Anticipation(推测)I let students know that even if you have a wide and flexible vocabulary you will encounter words of which they do not know the meaning. Very often there is not enough time to look up all those words in a dictionary. This means that students should be able to guess the meaning of the word. This is often possible if the student understands the relationships between words in meaning and form. I ask the student to notice the word formation if they meet new words. From the roots and affixes and conversion and compounding, they learn to try to guess the meaning of the word according to the content.To make a good guess at the meaning of the word, I ask students to pay attention to the clues; indications that help him find that meaning. If you meet new words and try to find if there are synonyms and repeated ideas of the new words. I teach students to follow these steps: 1) Determine the word class, i.e. a verb, a noun, an adjective, an adverb, etc. 2) Determine its function in the sentence, i.e. is it an attributive or an adverbial? 3) Contextual clues, is the context in which we find this word positive or negative; what doesthe context tell us about the word? 4) Word formations, is there any relation between this word and a word that is familiar to you? 5) Guess the eventual meaning of the word logically and reasonably.6. PunctuationI teach the students to know punctuation is partly based on grammar. For example, commas are often used to separate clauses. If the student understands the meaning and usage of punctuation marks, it will be easier to understand the grammatical structures. Punctuation marks also indicate how the author wants the student to interpret a piece of passage. For example, if the author puts something in brackets, the part of the sentence should be interpreted as an addition to the sentence. Sometimes the parentheses indicate the author's point of view.7. SummarizingWe know that it is very difficult to remember the complete contents of long passages. For that reason it is often advisable to make notes of information in the passage that is essential for the student. The result is a short outline of the passage containing all aspects of the passage. In this way students can grasp the main ideas of the passage. I ask the students to follow these steps: 1) Familiarize(熟习)with the material. After students have read the passage or a sectionof it, they can start summarizing. The length of the section read through depends on the structure and the complexity(复杂) of the passage. 2) Select important information. I ask the students to go through each paragraph, sentence by sentence, asking themselves which information is absolutely essential to the argument. They should point out complete sentences as much as possible. An alternative is to underline or highlight important sentences or phrases. Pay attention to these important points: author, title, reason why the passage was written, purpose, theme, key words, link words, all major aspects, explanations, author’s opinion.Less important points: introduction, summary, repetition, examples, important figures and dates. 3) Paraphrase the information. I ask the students to point out the information of the previous step in their own words. And writing down information in their own words forces them to completely understand what they are writing down. They should try to shorten long and complex sentences into much shorter ones. 4) Insert links between sentences and paragraphs. Let students make sure that the connection between sentences is clear and logical and that each group of sentences smoothly fit in one paragraph. 5) Adjust the length of the summary. If they have to make a summary as partof an assignment and they are assigned a maximum number ofwords, count the words and leave out information that is not essential or add important information.Through the training of the reading skills of skimming and scanning, author's viewpoint, structure of passages, structure of paragraphs, students', anticipation, punctuation, and summarizing, students know the steps of how to understand a passage and particularly how to deal with the comprehension questions in the examination. But we know reading is a practise of long period and we must have a lot of practice. In order to cultivate the reading ability, students need knowledge of grammar, a good master of vocabulary, a good ability of analysis and a good memory as well. So we must try to train the students enlarge their vocabulary, the skills of reading, broaden their background knowledge and cultivate the ability of question analysis and resolution. Only in this way can we raise the student's comprehension ability.。
How to Improve Students’ Reading Ability
How to Improve Students’ Reading AbilityLei Wang* Linyi Normal UniversityAbstract: Reading ability is very important in our daily life and studies. As most people know, reading ability refers to the reading skills that a reader brings to the text. It is a basic skill for college students including foreign language learners. Reading ability generates learning power that helps students know themselves and others better as well. It is necessary to improve their reading abilities. So the first thing we meet when we are reading is the vocabulary, that is, how to deal with the unfamiliar words will be a very important aspect in our discussion. Next, we must eradicate bad habits and form good ones. Only after this can we go further on critical reading with a higher speed. Finally, there is some advice for teachers, for proper ways of teaching will give great help to students for their improvement of reading abilities.Key words: vocabulary; fast reading; habit of reading; reading ability1. IntroductionAs most people know, reading ability refers to the reading skills that a reader brings to the text. These skills include a reader’s ability to monitor their own comprehension, decode unknown words and apply fix-up strategies.The importance of reading ability includes three parts:First, reading ability generates learning power that helps you know yourself and others better. It also helps you understand past, present, and future more clearly.Second, reading power activates learning power. An individual with know-how is obviously worth more than one without know-how. It helps you in two ways: getting a better job, and succeeding on the job. Engineers, for example, must rely on knowledge to plan, build, and maintain all varieties of power systems. The knowledge first directly comes from reading.Third, reading power can also be yearning power, serving as a catalyst for creativity.2. Ways to Improve the Students’ Reading Ability2.1 Deal with Unfamiliar WordsMany students probably consider that their main problem in reading is not having a big enough vocabulary. It has been suggested that a vocabulary of about five thousand words is needed to start independent reading. Students who meet a word they cannot interpret are first likely to ask what it means, which is fine as long as an informant is available, but not practical as the basis for interdependent study. After that, most of the students turn to dictionaries. This is very natural and in some circumstances advisable. But in fact, one of the first things to be said about a dictionary is “Don’t use it too much”. Students who keep looking up new words read not that effectively. Every time you break off to consult a dictionary, you slow down your reading and interrupt your thinking, which should be following the development of thought in the text. It would be idiotic to ban the use of* Lei Wang, female, lecturer of Foreign Language School, Linyi Normal University; research field: applied linguistics; address: Foreign Language School, Linyi Normal University, Linyi City, Shandong Province, P.R. China; postcode: 276005.47dictionaries, but like many useful tools, they can be dangerous.We must free ourselves from dependence on a dictionary or an informant. It is essential to realize that we can cope without one, and that it is wasteful to look up every new word, but any students reading for a serious study purpose need to be able to look up new words. For them, they must learn to use a dictionary effectively and with discretion. The first step towards using the dictionary as a tool instead of a crutch is to decide which words to look up---and to accept that they should be as few as possible. Having decided to look up a word, we want to do it quickly and to make the best use of the information in the dictionary. Both skills need training. Some students take much time to find a word in the dictionary; this is particularly likely if their L1 does not use the same alphabet as the foreign language. Exercises on alphabetical order, and on using the guidewords at the head of each page, will help. Even practice in opening the dictionary as nearly as possible at the right page is useful. Such exercises can often be done as races.Dictionaries vary, so students need to be familiar with the kind of information offered by their own. As far as reading is concerned, by far the most important is the semantic information, together with examples if any. Practice is needed in selecting, from several meanings offered, the one that is relevant to the given text.2.2 Word-attack SkillsIn fact, we don't learn all of our words by being taught them, but most of them were learnt when we meet them in the context. Usually this involved assimilating the meaning gradually, after frequent encounters. In the classroom, students simply don’t get enough exposure for this natural assimilation to be possible. Therefore solutions outside the classroom must be found. An extensive reading is the single most effective way of improving vocabulary.One of the most useful word attack skills is the ability to use structural information to assign meaning to a word.Two kinds of information are relevant:(1) The grammatical function of the word: its place in the sentence.(2) The morphology of the word: its internal structure.By looking at the position of a word in a sentence, we can establish at least its grammatical category (whether it is a noun, verb, etc). This tells us the kind of meaning to look for and is thus a first step on the road to understanding. It is useful for students to be able to label the grammatical categories. What is essential is that they should be able to detangle the structure. Identifying the grammatical function of a lexical item is an important preliminary, which sometimes enables the reader to understand the text sufficiently for his purpose. In any case, it ensures that inappropriate meanings can be dismissed and, when an appropriate meaning is established, it can be slotted straight into its place.The morphology or internal structure of a word may offer valuable clues to its meaning, so it is well worth learning something about it. In English, this involves the study of affixation, suffixation and bases i.e. roots. Serious work can begin when students have a big enough vocabulary to provide other examples of the same affix, suffix and bases. Students need to know which affixes and suffixes can combine with the bases, which affixes can co-occur, what changes in spelling or pronunciation occur when affixes or suffixes are added, and so on. An analytical approach to morphology pays big dividends in enabling students to work out the meaning of new words.3. Eradicate Bad Habits and Form Good Ones48We need to treat cautiously some of the faults in reading technique.First, many students are dictionary dependant, once they meet a strange word they turn to the dictionary immediately, which slows down the reading speed and becomes a barrier in comprehending the text continuously. So the students who have this bad habit must free themselves from dependence on a dictionary. They should learn to guess the word from how its structure is organized and infer from the text as we have mentioned above.Second, don’t vocalizing. Readers should not outwardly vocalize the words they read but pronounce then just below the threshold of visibility. The harmful thing about this style of reading is that the reader is forced to read at the speed his lips mouth the words. This means that he can read only as fast as he can speak, and this is a slow rate indeed. His word-to-word style cuts his potential comprehension in half. Fortunately such a defective form of reading is not difficult to cure. First the reader should read something interesting. Such interesting material will force his eyes to move at optimum speed. Then, while reading, the reader place two fingers in his mouth, preventing the motion of his tongue or of his lips. Another technique for the reader is to force his tongue tightly up against the roof of his mouth and keep it in this position while reading.Third, minimize regression. One of the tendencies most detrimental to smooth reading is the movement of the eye back to words and phrases that have already once been read. This looking back movement is known as regression. The regressive readers always feel that they just missed something important. They are insure of himself, never certain what they have read, always going back a few words to make sure, thus wasting much of his time rereading what they have missed. Their comprehensive level is low because their rhythm of reading is broken by the constant interruption of regressions. The way to solve the problem is simply, that practice without regressing but forcing yourself to go on the reading. The materials you choose should be easy. After some time, you may then be used to the reading without regression. However, in any case, students should know that difficult material may positively require regressions, so they should not be afraid of regress when the aim is to comprehend rather than speed.Fourth, throw away the habit of finger pointing while reading. Readers use fingers or a pen to fix their concentration on the word they are deducing. Again, this slows down the reading. They may read only at the speed of the movement of their fingers or pens. A better idea is to use a cardboard if you want to use something to help concentrate. You hold it just above the first line and then, as you read, move it down the page at the desired speed. This focuses the eyes on the line immediately below it and discourages regression. Of course the best way is not to use anything but form the habit of phrase reading. If you can cultivate the habit of rapidly picking up one complete thought unit after another, the eye movement will take care of themselves. Therefore, you can avoid “not see the woods for the trees”. An efficient reader chunks a text into sense group, units of meaning each consisting of several words. Each chunk is taken in by one fixation of the eyes. We must learn to take in longer chunks. This also may reduce the need for a word-by-word approach.4. Read at a Super SpeedRapid reading is good, but not good enough. Of necessity, you should also know and use three super speeds---surveying, skimming, and scanning. Too many people become poor readers precisely because they set up speed as their sole objective and race through materials without knowing what to look for and without any real purpose. They always read with the same speed or the same procedure because they know no other way. So you can see that it would be very important to train yourself to adopt one set of procedures for regular reading and49simultaneously practice another set of speed reading techniques.Surveying is specialized technique for getting a mountaintop view of an article, chapter, or entire book. With surveying, you catch a broad, overall picture of basic essentials. It will make you reading easy. When you know in general where the writer is going, you can follow more easily. It will increase your subsequent reading speed. It should also improve comprehension because you catch the essentials and writer’s plan. A quick surveying provides an ideal basis for deciding intelligently where to taste, swallow, or chew and digest the material. Then how can we survey? Written communication has certain characteristics that make surveying possible. Usually, the title of an article provides a concise indication of article content. The first paragraph normally suggests more exactly what is to follow. From that point on, major divisions are often marked with sub-titles. Other especially important points are apt to appear in italics, graphs, or tables. Finally, more often than not, the last paragraph will summarize or suggest key implications or applications. So read the title, the first paragraph, all sub-headings, italicized words, graphs, tables and the last paragraph.Skimming is not the kind of reading you have been told to do to achieve full comprehension, you just past over the text lightly and hastily. Skimming generate your reading speed. It helps you review and keeps you informed. But how can we skim? When you are skimming, you eyes begin to slide down a column of words, names, or figures; you don’t actually read each entry. As your glance moves down a page, you are vaguely aware of other words, but you react positively only when the right one comes along. When you do reach the desired point, you read all that is necessary with your normal attention to detail. If you want to develop skimming ability, you must do some drills: set a goal first, and then re-skim frequently when you don’t understand until you comprehend the text fully. Skimming drills should be followed by comprehension tests. At last, skim regularly. Once you are accustomed to skimming and have established the habit, it will be proved valuable throughout your life.Scanning is the special technique you use to find one specific bit of information within a relatively large body of printed matter of all the super speeds; this is the highest gear of all. It uncovers relevant information, accelerates your reading speed and flexibility. There are some ways to scan: If you are searching for a date, you should move your eyes down the page looking for numbers. If you are looking for a person’s name, use the inevitable capital letter as an aid. With other problems, use quotation marks, hyphens, or italics. In the other situation, you are looking for something unknown. Here, you won’t know until you find it. With practice, you can soon develop outstanding ability to apply the right technique at the right time.5. ConclusionMost of the reading skills such as how to deal with the strange words, how to find the main ideas, how to do critical reading, and how to comprehend better by various kinds of resources are trained by studying shortish texts in detail. But others require the use of longer texts, including complete books. Of course there are not just two contrasting ways of reading but an infinite variety of interrelated and overlapping strategies. Intensive and extensive reading is complementary and both are necessary, as well as other approaches, which fit into neither category. Not only the English edition of materials. We should read in our daily study and life, but also the Chinese edition is within the scope of materials we should read to broaden our knowledge so that we may feel much easier to understand the English ones while we are reading them. These two approaches are described traditionally as intensive and extensive reading.Anyway, practice makes perfect. As long as we have done enough practices, we can improve our reading 50ability gradually.References:1. Jones, S.L. Megginson, R.C. Nash, & J.M. Netter (1999). Share Issue Privatizations as Financial Means to Political and Economic Ends, Journal of Financial Economics. V ol.532. Gibbon, H. (2000). How to Read. Privatizations Yearbook, London: Thomson Financial3. Allington, R.L. “How Policy and Regulation Influence Instruction for At-risk Learners: Why Poor Readers Rarely Comprehend Well and Probably Never Will”. In L. Idol, & B.F. Jones (Eds.). (1991). Educational Values and Cognitive Instruction: Implications for Reform. Hillsdale. NJ: Erlbaum4. Anderson, R.C., Osborn, J., & Tierney, R.J. (Eds.). (1984). Learning to Read in American Schools: Basal Readers and Content Texts5. Anderson, R.C., Spiro, R.J., & Montague, W.E. (Eds.). (1977). Schooling and the Acquisition of Knowledge. Hillsdale: 35(Edited by Qunying Zhou and Renfeng Liu)51。
怎样更有效提高学生的阅读能力
How to Improve Students’ Reading Ability More Effectively怎样更有效提高学生的阅读能CONTENTSPrefaceAbstractMain headings of the Project Report1.Introduction2.Problem posing3.Problem analysis4.Possible solution5.Research design5.1. Significance5.2. Objects5.3. Principles6.Project objective7.Project implementation8. Data analysis9. Conclusion10. BibliographyPrefaceThis essay project is designed to find a novel and useful reading methods which could be of great helpful to senior middle school students. In my former period of teaching reading, I learned a few tricks that made me sound like a teacher of reading some of the time, but I was still mostly confused and mystified and full of questions about how to teach reading. So after learning in Guangan TV University, I made a determination to do some research on English reading.Here, I am very much obliged to my tutor for his contribution to my research and support and guidance on the project. I really appreciate his useful advice given on the project. Finally I am grateful to all my students who are in participation of my study actively and help me record some data.AbstractThe English reading skill teaching in the middle school is an indispensable part ofEnglish curriculum. Just as a famous linguist Wilkins said, “Without grammar very little can be conveyed, without reading nothing can be conveyed.”The writer found many drawbacks in the traditional English teaching through the teaching practice, for example, neglecting the scientific rules of study, etc .In order to improve the problem, the writer has done some research in different ways and put them into practice in class teaching. It proves that it is very useful to use different visual props, guessing the meaning of the words and playing games to stimulate students' interests. It will help students to overcome their anxiety and avoid the unfavorable affection from mother tongue and stimulate their motives of studying English. It has been adopted and proved to be effective in how to reading English paper.Key words: reading, context, competence, stimulateMain headings of the project report1.Introduction2.Problem posing3.Problem analysis4.Possible solution5.Research design5.1. Significance5.2. Objects5.3. Principles6.Project objective7.Project implementation9. Data analysis10. Conclusion11. BibliographyTo research the teaching methods of English reading1.IntroductionGrammar provides the overall patterns, and reading is the material to understand this patterns. Without grammar we can convey a little, but without reading we canconvey nothing. In the middle school, many students devote large amounts of time and energy to the learning of vocabulary, but they still complain that their reading skill is not large enough to improve or they cannot understand. It is very important to make students aware not all words are equally important and that effective way of forming reading skills help to reduce misunderstanding .teaching how to read is an indispensable part of English curriculum. However, English teachers sometimes have tendency to overlook the importance of teaching how to read. This is especially obvious in the middle school. It is necessary for the teacher to know the importance of teaching how to read in the middle school.2.Problem posing(A)、The importance of reading in EnglishGenerally speaking,in our study and daily life,we never read with blank mind.We need a purpose to find something out.Whether explicitly or implicitly,we always read with questions in mind.Understanding what has been reading involves finding the answers to those questions.The questions may be of many kinds,for example:I wonder what is on tonight?Who is Osama bin laden?What will happen is the united states?How to use the web site to get information?What does TOSET stand for?As seen above,normal students read a passage,an article,or text for some certain purposes.the reading goals is to read for meaning or to recreate the writers’meaning.the ultimate reading purpose in my mind must include other factors that change problem solving into a viable skill.the purpose is to reach a level that the students have confidence in their ability to go on reading until they understand the writers’general meaning.students still need a reading speed that enable to use reading skills to get main information or enjoyment.reading for meaning is a process.it is an important part of the target language.form reading ,students will know the present countries and past civilization.reading is a skill thar students will have most opportunities to use and they can obtain newspapers,magazines and books written in the second language.(B)、The present situation of senior school readingAs we enter the era of knowledge economy.It is clear that there is an increasing demand for people equipped with mastery of science and technology, especially for those who have strong communication skills. The eighth Basic Education Reform is coming into being under this opportunity. As an international communication tool, English is naturally the focus of the reform. Being a comprehensive competence, English reading have a higher request for senior students in all aspects such as vocabulary, grammar and language skills. According to my survey, there is still a gap between the actual situation of high school reading and the requirements of new curriculum released lately. So we can see the project of improving high school reading is worth researching.There are many kinds of causes of this situation, in addition to English as “foreign language”, the unchangeable objective reason, I believe that the following reasons played a significant role.(C)、The problems existing in teaching and learning1. About teachers(1). Misunderstanding on the language abilitySince the communication ability was proposed by some experts, what the students and teachers come into their minds is oral skill at the mention of communication. So in the past, we generally believed that a good lesson should be capacious and profuse in which students can take an active participation. So it seems that most of them put emphasis on speaking and let out the importance of reading which is equally necessary.(2). Misleading of college entrance examination or other various English test.The majority of English teachers in high school consider the college entrance examination to be the objectives and criteria. However , being affected by reality that the scores of the objective part are far more than that of the subjective one in the standardized entrance test, other kinds of English tests give their priorities to subjective questions, such as TOEF for example. English test of this kind have deviated from the original purpose of language study, been contrary to the intent oflanguage learning ,resulting in the poor reading ability of students under the situation.2. About studentsAccording to my survey and communication with my students, I find the major problems lying in English reading are as follows:(1). Overall appearance of the paperThis is perhaps the most basic problem. When taking an exam, most students do not pay much attention to the neatness of their papers. Problems such as chaotic alteration with correction fluid or tape paper, abuse of punctuation and words-spelling errors can be seen here and there.(2). V ocabulary、grammar and language logicMany students have only a poor vocabulary, they can not even remember most basic words and phrases so that it is quite hard for them to translate Chinese sentence can into English version. Usually they make a sentence without predicate or object lacking unity and logic which is puzzling for others to understand. Their sentences are often structured mechanically by a few simple words or phrases and few advanced vocabulary and complex sentence if ever. Therefore they can just get very low grades for their compositions.(3). Low enthusiasm and interestAs we know, the primary aspect of reading is interest which is the driving force of learning consciously and effectively. In today’s senior schools, many students are not enthusiastic about English reading. Most of them surveyed said they just can not find the proper and exact words and phrases to describe their minds and it was an even more difficult job for them to write down native and excellent sentences. This phenomenon led directly to unwillingness and disability of reading.3.Problem analysis3.1 The Ways Of Reading We Usually UseThis section attempts to clarify some misunderstandings about the nature of reading.If a student fails to understand the nature of reading,it is very likely that he or she may adopt inappropriate and ineffective reading strategies ,if a teacher fails to doso ,he or she will not be able to help his or her student to become efficient readers .In our life ,we often choose reading aloud and silent reading ,these are two types of reading practice commonly found in classroom.Are they the same or different?Reading aloud and silent reading are two different types of reading practice.Each has a function in the teaching of reading and should not be replaced by the other . However ,we need to be aware when we should use them .When we talk about teaching reading or developing reading skills ,we are mostly referring to silent reading .To develop proficience readers in a foreign language,silent reading activities must be given enough attention and time in class with the proper guidance from the teacher .Reading aloud also has its particular value for our students who are learning English as a foreign language .It can help them acquire good pronunciation and intonation ,familiarize them with new words and the stress patterns of English ,help build up their confidence in speaking the language.Therefore ,opportunities should be available for students to practice reading in class.The suggestion is that we should be available for students to read aloud only after they have comprehended the text instead of before comprehension we give our students to read aloud to the whole class to boost their motivation and confidence .By asking the students to read aloud,it is also a good chance for the teacher to get feedback on the students’ comprehension as we can notice whether there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstandings of the text.3.2. Students’ Reading ContentWhen the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, while being like English, are nevertheless written or adapted especially for their level. Anyway, the materials to be read should be interesting and meaningful. Teachers shouldbecome better acquainted with books written specially for teenagers and dealing with their problems.4.Possible solutionsHow to improve reading comprehension?This question can be analyzed from many aspects.I will give some references in term of three aspects.4.1learning to guess important wordsEven though“Reading”is a common means to get the information , foreign learners still have to master their basic skills, so essential for all types of reading problems. This reading is carried out within a limited time, requiring the reader must have a certain speed and accuracy. To achieve this standard must correct the bad habit of reading and improve reading efficiency.An across unknow words barriersReading speed than new words the biggest obstacle. If the reading process likened to a torrent of the creek, then new words is hard stone, Goukan so that streams continuously stirred back to swirling waves; rush will be getting better, red is not in the past will become a backwater.Barriers across vocabulary the could guess meaning to resolve. How to predict the new words:Example 1: A middle-aged professor said that matter how much he gave her for the household expenses, she always ranshort.In the sentence, we can easily guess extravagant means "extravagance, waste" because the clause that "No matter how much money he gave her a writer works spending her enough flowers."Example 2: Prometheus stayed chained to the rock for many years,at last the mighty Hercules came forth and broke theIn this passage there in front of stayed chained to make prompt, and our well-known Greek myth of the "Prometheus Bound" and the story of Prometheus, Hercules Hegelasi liberation, so that we can easily think of , bonds must be the word "chain."Example 3: The tiny droplets that form onto produce a cloud are far apart from each other.Behind the dash explanatory text tells us that particles which means "particles."some people to kill pain, in other words, it can help the patients'muscles relax during operation,anesthetic in surgical procedures can muscle relaxation, painrelief, thus we know that the word is "narcotic."In addition to these methods but also according to word-building to guess meaning. For example: child-childless (no children,-less that "no ..."), Marx-Marxism (Marxism,-ism that "... ism), large-enlarge (expand, en-said" so ... "), tell -foret ell (notice, fore-said that "before"), Australian satellite →Aussate (Austar), state run →state-run (state-owned) and others.Is sometimes difficult to guess the true meaning of a word, then as long as we can see its part of speech, the role of the sentence does not affect the reading is sufficient. For example:A German told me that all over Chinawill give you higher blood pressure.We are not hard to see is a gourmet eat something, as what is in the end it is entirely possible for both.Newwords resolved, on the reading for later paved the way, but there is a reading habit and skills of the problem. Caused by the slow reading speed, another reason is to read word for word.Can not make bricks without straw. V ocabulary is a fluent reading and correct understanding of the premise is to develop reading skills base. V ocabulary size is a measure of the level of student learning is one of the most important sign. So, should pay attention to vocabulary learning, there should be a conscious accumulation of English words, without a certain amount of English words as the basis and guarantee of English reading skills to speak of.4.2Finding out the topic sentence of a paragraphIn many articles,the topic or main idea is displayed at the beginning of an article,while the key sentence of a paragraph is displayed at the beginning or the end of a paragraph.Take JEFC Book 3A,Lesson 10 for example.The first sentence of the first paragraph is the whole article’s main idea.That is “the whale is the largest animal in the world”.Following are the first sentences from the second to the ninth paragraph.They are all topic sentences.”There are more than ninety kinds of whales.””The whale’s nose is a hole on the top of its body.””Most whales have blue eyes,one on each side of the head.””whales can travel in very cold water.””Scientists believe that whales live for twenty to thirty years.””Most whales are gentle.””Whales have few enemies.””people are their worst enemies.”From the above ten sentences,the general idea of this article is apparently shown to readers.So this is a good way to read an article quickly.4.3Questioning in the classroomWhen teaching reading in middle schools,questioning is the most important activity of a teacher.We call it question-through teaching model.Questioning in classroom refers to that teachers set out some questions which are related to the reading materials,asking students to think and answer,helping them understand the reading materials.Through asking and answering ,student can get correct and thorough information of the materials,understanding the writing intention of the writers’.appreciating the beauty of English language.Then teachers can follow and catch the multi-purposes of English reading teaching.4.Research design5.1. SignificanceThe design of English teaching is a effective strategy based on the correct principles of teaching ideas and English education. It focuses on specific objects and materials according to some teaching goals. It is the expression of teaching thoughts, process and art. Instructional design is not only a science but also an art, through which various elements are linked together to lead the systematization of teaching. A good design can improve teachers’ ability to handle a variety of teaching information, enable them to understand teaching comprehensively and objectively so that they can do better in class. We can say safely that the implementation of instructional design is a high-level exploration of improving classroom teaching, and also an essential job for every teacher who want to teach well.5.2 ObjectsMy students in class 7 and class 8.5.3 Principles(A)、Being familiar with the materialsMaterials are the most important and direct basis of classroom teaching. Teachers are required to be familiar with the textbook so that they can perceive the situation, organize the materials, arrange proper amount of content for each class and assign homework promptly. At the same time, teachers should seize the key of teaching, giveprominence to emphasis, and decentralize difficulties. Teachers must create a light atmosphere in which students can learn easily.(B)、Grasping the teaching method correctlyTeaching style is the reflection of the teaching law. It integrate teaching methods, style and forms to let teachers know what to do first and then specifically. With advancement of curriculum reform, more and more teachers have learnt to master a variety of teaching methods, use materials selectively and design teaching process creatively.(C)、Student-centered“Education-oriented in school” is always the philosophy that has been advocated by educators. In the teaching process, the students-centered theory requires to get full preparation for each class. In class, teachers should control the atmosphere to encourage students to speak and think actively in order to get a successful class.(D)、Teaching flexiblyAs we know, the teaching method is flexible, not fixed. So we should explore an useful method which is suitable to our students from a variety of ones. Only in this way can students learn well and love absorbing knowledge.5.Project objectiveSenior students are required to finish a compostion of a certain number of words in the English test. The purpose of the this course designed is that students can learn English reading easily in the most pleasant atmosphere. By this kind of guidance, students can write an native, wonderful composition with fewer errors in the limmited time. After the training, students will commence loving learning English and reading something like like diaries independently.6.Project implementationAs the saying goes "line of beginning the great distance to you". English written expression ability formation is not merit of one or two week, must be grasped bit by bit from the usual classroom instruction with the power of perseverance. Only by this the difficult problem of reading can be solved.(A)、To specialize the teaching programAccording to the outline and curriculum standards of the reading requirments, teaching materials, the ages and characteristics of students, social customs and the actual needs of communication, teachers should make out a reading instruction programs of this semester or this year including the situation of students, teachign objectives, specifical meaures, weekly arrangements(genre, content or theme, marking methods) and so on. Appropriate changes and adjustments should be made based on the actual situation of students in the process of implementation.(B)、To adhere to the priciple of gradual and orderly progressreading should began with the easier part by short sentences and then the long and complex ones. Students should finish the job step by step from sentence to article, from free time to limmited time, from controlled reading to guided reading and then free reading. So the reading ability can be cultivated gradually..(C)、To combine the reading with readingIn process of teaching reading, teachers should pay attention to the combination of reading and reading. Reading articles can not only improve the reading ability of students but also enhance their reading skills. This method can provide materials for reading and role models to mock, and meantime can avoid separating reading training with other capacity exercise. Thereby it will promote the improvement of integrated language skills.(D)、To offer some good model essaysWhen students are taking reading training courses, teachers should provide various genres of essay and make its requirements clear including stipulating the format of diaries, notes, letters and notice and so on, and give some tips if necessary. After getting the materials, students and teachers can write essays simultaneously. When the limited time is up, students hould stop reading immediately and listen to the teacher reading models. After a nervous period of reading and thinking, students can compare their own compositions with the model and correct errors in time. Through this comparative way, students can easily find the reason why they always get small scores for their compositions before and improve their reading abilitiesdouble-quickly.8. Data analysisData from questionnairesTable 1---comparison of students' interest in English readingDegree of interest Like a lot like Like a little Not like Before the research 7% 43% 37% 13% After the research 26% 66% 6% 2%Figure 1----comparison of students' interest in English readingFrom the data in the survey, we can see clearly that the attitude of the students reading have changed significantly after the experiment. Most of the students I investigated have commence loving reading. This shows that students have not only increased interest in reading but also gained much more self-confidence after a period of special training.Through the methods proposed in the research, students can be provided with inspiration which greatly reduces the anxiety of reading and inspire their passion.Therefore, all the methods in my research proves to be useful and can be used in class by English teachers.9. ConclusionReading is pretty important and one of the best way to improve students' English level. We should help the students to find a suitable way for themselves to enhance their reading ability. Sometimes, teachers are just like a salesman who must convince and persuade his consumers (i.e. students) to believe that they have what they need and what is useful for them . As a teacher, it is essential and useful to have more knowledge of educational psychology, especially in how to give suggestions and effective methods for our students.We should also try to come up with the new techniques and make students learn more knowledge in English,especially in reading level.10. Bibliography[1]: Gu Yueguo. 2002, Practical Project Design, Foreign Language Teaching andResearch Press.[2]: Gu Yueguo. 1999 English Language Teaching Methodology, Foreign Language.Teaching and Research Press.[3]: Junior English for China-Teacher’s Book 2B,People Education Press.[4]: Junior English for China-Students’ Book2B People Education Press.。