利用兴趣提高中学生英语阅读水平毕业论文.doc 24页

'利用兴趣提高中学生英语阅读水平毕业论文Contents1.Introduction--------------------------------------------------12.LiteratureReview-------------------------------------------13.ProblemAnalysis--------------------------------------------14.ProjectObjective--------------------------------------------25.ProjectHypothesis------------------------------------------26.Projectrational----------------------------------------------37.ReadingLessonDesign------------------------------------48.Projectimplementation------------------------------------59.DataAnalysis------------------------------------------------610.Evaluation----------------------------------------------------811.Conclusion---------------------------------------------------8AppendixAQuestionnaireOneforproblemAnalysis---9AppendixBWorksheet-Note-----------------------------------10AppendixCWorksheet-guessingthemeaning-------------11AppendixDWorksheet-Fillingintheblanks---------------12AppendixEQuestionnaireTwo-thepost-trialquestionnaire------------------------------------------------------------13AppendixFTeachingMaterial------------------------------14Bibliography-----------------------------------------------------15２４ 1.IntroductionInlearningalanguage,especiallyaforeignlanguage,readingisaveryimportantlink.Wecangetinformationfrompassagesthroughreading;IhavetaughtEnglishinmiddleschoolsforthreeyears.Infinalexams,themarksofreadingareaboutonethirdofallthemarks.Butmostofthestudentsareafraidofreading.Theyaresonervousthattheydon’twanttoreadthepassagesassoonastheyseethem.Sotheydoworseandworseinreading.Somestudentscan’tdoreadingtaskswellbecauseoftheirlimitedvocabulary,somebecauseoftheabsenceofnecessaryknowledgebackground,stillmanyofthemdon’thavetheinferringandjudgingabilityaccordingtothecontextwhilereading.Theyknoweverywordofthesentence.Letalonetherealmeaningaccordingtothewholepassage.Ofcourse,otherscan’tunderstandbecausetheydon’tknowtherealmeaningofacertainwordinthesentence.Thatistosay,theyhaven’tmasteredthewordwhichmayhavemorethanonemeaning.Allthesefactorsleadtotheirabilitytounderstandthetext.Sotheyfeeldulltodoreadingtasks.Theycan’tintentionalityread.Howtoenhancethereadingabilitythroughorganizingreadingclasswellisveryimportant.Howtoenhancetheeffectofteaching,trainingthereadingabilityisanimportantquestion.Somescholarspayalotofattentiontothetheoryofreading.Muchworkhasbeendoneaboutthesequestions:whatelementsdoreadingcomprehensioninvolve?What’stherelationshipbetweenthebackgroundknowledgeandthelanguageinreading,etc.2.LiteratureReviewUsuallyreadingistaughtpassively.Thestudentsarenotkeenonit.Theyjustreaditbecausetheyhaveto.Generallyteachingofreadingcanbedividedintothreekinds.Theyreflectthethreestagesofthedevelopmentofreadingtheory.Firstly“bottom-up”patternwasproducedinthe1960s.Itwasinaccordancewith２４ thearticle.Itwasfromlowerwordsdecodingtoobtaininginformation.TherepresentativefigureswereD.labergem,S.T.Samuels,P.B.Goughect.Thesecondis“top-down”pattern,whichwasformedintheendof1960sandthebeginningof1970s.Itwasinaccordancewithcognition.Istressedtheeffectofthereaders’backgroundknowledgeinreading.Itisthoughtthatreadingisaprocesschoosing,predicting,testingandversifying.Itwasagameofpsycho-linguistics.TherepresentativefigureswereK.S.Goodman,F.Smith,T.Hudsonetc.Thethirdoneis“interactive”pattern.ItwasproposedbyD.E.Runein1977.Itisthoughtthatreadingisnotonlyaprocessof“bottom-up”or“bottom-down”schemeisthebasisofreading.Ofcourse,eachpatternhasitsownbenefit.3.ProblemanalysisBeforeIbegintodesignmynewteachingplan,Iwouldliketofindoutthereasonwhysomeofmystudentsfeelthatitisdifficultforthemtodoreadingcomprehension.Itrytofindtheanswersfromthreerespects:theteacher,thestudentsandtheclasssize,andweshouldchoosetherightteachingmaterials,neithertoodifficultnortooeasyforthem.3.1.Theteacher’ssideIhavetaughtEnglishforthreeyears.Afterreflectingonmyteachingexperience,Ifindmostofmyclassesweretaughtbyold-fashionedteachingmethodsbywhichImyselflearnedEnglish.ThatistosaywhenIwasastudent,myteacherusedthesemethodstoteachmeandnowIusethemtoteachmystudents.Inclass,Ispendmuchtimeinexplainingthemeaningofthesentences,newwordsandgrammarpoints.WhenIlistenedtotherecordingofmylessonIfoundIdidmostoftalkinginclass.IfoundIdidnotgivemuchtimetomystudentstopracticewhattheylearnedandgivethemfewopportunitiestoread.IdidnotrealizetheproblemuntilIlearnedthecourseEnglishLanguageTeachingMethodology.“Traditionalmethodsoflearningaforeigndiehard.(Alexander.94)Thatistrue.２４ 3.2.Thestudents’sideFromQuestionnaireOne(seeappendixA),Iknowwhatthestudentsthinkofthereadingtask.Thefollowingarethemainreasonswhytheydonotlikereadingthetext.Someweak-learnerslackedconfidence.TheythinktheirEnglishispoorandtheydonotquiteunderstandsomewordsandsentencesinthetext,eveniftheyknowthewords.Theylacklogical,assumingandreasoningability,sotheycan’tunderstandthetxtexactly.Somestudentslackthenecessaryhistoricalandgeographicalknowledge,eveniftheycanreadthepassages,theycan’tdothemultiplecorrectly.Manystudentstoldmethatwhenthecontentofthetextwasnotfamiliartothem,theyfeltthattheydidn’twanttotouchit.Somedonotthinkitisnecessarytoreadinclass.Theythinktheyonlylearnthebasiclanguageknowledge,andtheyneedn’tdomorereading.Afewstudentsthinkreadinginclassisawasteoftime.Theteachershouldtellthemmoreimportantthingsaboutreadingstrategiesinclass.3.3.ThesizeoftheclassTheclasssizeof39studentsmighthavesomenegativeeffect.Itisimpossibletogiveeveryonethechancetotellthemeaningofthepassage.Thefewchancesforstudentstoreadmaybegiventothosewhodonotwanttoreadwhiletheothermayneverhavethechancetopracticereading,theymaydoirrelevantthingsinclasswhileothersarelearning.Allthesereasonsmakethestudentsunabletoreadontheirowninitiative,sothereadingclasshasn’tgotanyeffectiveness.4.ProjectobjectiveEnhancetheinterestinreadingandreadingabilitybyinitiativereading.Iftheyaren’tinterestedinit.Theywon’tcalmdowntoreadordoanyreadingcomprehensionexercises.２４ 5.ProjecthypothesisItishypothesizedthatthestudents’readingabilityisincreasedbyinitiativereading.Iftheywouldn’tliketoread,howcantheygetthecorrectmeaningaboutit!6.ProjectrationalOfcoursetherearemanyfactorsininitiativereading.Iespeciallymentionthethreefactorsbelow.6.1.Interest---thefirstlyimportantfactorofinitiativereadingInterestisveryimportantinlearningEnglish.InterestisveryespeciallyimportanttoEnglish.Thisisbecausethereistomanythingstoremember.What’more,theyliveinanativelanguageenvironment,theycangetlessinformationthroughEnglish.SoitisdifficulttokeeptheinterestinEnglish.It’simpossibletolearnEnglishwellwithoutadequateinterest.Einsteinsaid“Interestisthebestteacher”.Wecanclassifyinterestintothreekinds:direct,andstable.Wemustarousethestudents’interestfromvariousaspects.Forexample:thesituationofsociety,usingrealobjecttoolsandstickfigures,choosingthehumorouspassages,Englishpartiesetc.Throughtheseways,Icanarousethestudents’interestinEnglishandmakethemlearnEnglishimitatively.6.2.NecessarybackgroundknowledgewillpromoteinitiativeunderstandingItisnotuncommonthatsometimeswhenyoutakeupatextinaforeignlanguage,yourecognizeeverywordbutstillfailtograspitsmeaning.Whatisproblem?Wheredoesthedifficultylie?Let’slookatthefollowingexample.DefenderZhang,China’sleaguechampionsDalianWanda,scoredhisheaderatthe24thminuteofthesecondhalffromacornerkick.(ChinaDaily,4-10-1997)To２４ understandtheabovepassage,thereaderneedstohaveacertainamountofbackgroundknowledgeinthefieldoffootballinordertounderstandsuchtermsas“defender,”and“header”,andalsotherulesofthegame,for“hesecondhalf”andcornerkick”,otherwise,itmaynotmakemuchsense.Thebackgroundneededtointerpretagiventestiscalled“schema”.Itoriginatesfromalltheparticularexperiencethereaderhashad.Itisanorganizedstructureaswell,includingtherelationshipbetweenitscomponentparts.“Schema”playsaveryimportantroleinunderstandingagiventext.Manypre-readingactivitiesaredesignedwiththispurposeinmind.Theteachersusuallyspendtimeinactivatingthestudents’existingschemaorprovidingitifitdidn’texist,beforeteachingatext.Forexample,ifthestudentsaregoingtoreadastoryaboutHenryKissinger,theteachermaytrytoactivatetheirrelevantbackgroundknowledgebyaskingsuchquestionas:“HowmuchdoyouknowaboutHenryKissinger?”Theymayrespondbysayingsomethingtheyknowabouthistheirlife,hispoliticalcareerasadiplomat,especiallyhisroleintheimprovementofSino-Americanrelations,andsoon,thestudentstenmightbetoldwhatsortoftestitisinordertopredictwhatsortofinformationtherewillbeinthetext.So,ifitisabiography,weexpecttofinddetailsofKissinger’sbirthandparent.Ifitisanarticlecriticizinghispoliticaldecisions,wewouldprobablynotexpectthatsortofinformation,butamorespecializedaccountofhispoliticalactivities.Askingstudentstopredictthecontentsfromthetopicandfromthetesttypeareexamplesofthestructuretheyarefamiliarwithincertaintypesoftexts.6.3.Theinitiativereadingways---skimming,scanningandinferring.Skimmingisnotcarefulreading;thereaderusuallymoveshiseyesoverthetextveryquicklyjustinordertogetthegistofitortodecidewhetheritisworthreadingmoredeeplyornot.Skimmingenablesreaderstolookefficientlyforsomethingthatintereststhemwithoutspendingtoomuchtimereadingwhatisunnecessaryorinteresting.Scanningmeanslocatingspecificinformationyou,thereader,wantfromthetext,youdonotnecessarilyfollowtheorderofinformationinthepassagebutcan２４ gobackandforthtoreadthepartofthetexttoyourpurpose,itisatimeandenergysavingactivity,whichshouldhelpyouincreaseyourreadingspeedandefficiency.Inferringmeansmakinguseofsyntactic,logicalandculturalcluestodiscoverthemeaningofunknownelements.Thesemaybethewritersopinionsandattitudeswhicharenotdirectlystatedinthetext.Makinginferenceswhilereadingusuallyhelpsthereadertoachieveabetterunderstandingofthetext.Onepointworthmentioningisthatinferencesmustbemadewithcareandsupportedbyevidence.7.Readinglessondesign000000000000000000000000000000000000000000000000000000000000000TimetableoftheprojectdesignWeekStageTeachingobjectTime1Preparationforreadingt1.Totalksomethingaboutsomefamousmentostimulatetheinterests2.Tolearnsomebackgroundknowledge45m2ReadingStage1Skimming2Scanning3makingnotesTocatchthemainideasofatextthroughskimming,scanningandnotemaking.90mPost---readingtestTodosomefilling２４ 3blanksexercise.45mBasedontherational,thepassageHowCarlMariStudiedinSeniorEnglishforChina(SEFC)Book1Bwasusedasmylanguagematerial.Newtasksaretobedesignedandnewteachingmodelsaretobeusedwiththeaimofprovidingstudentswithachancetocatchthemainideasuccessfully.Sinceitisalargeclass,Imustpayattentiontothefollowingfactors.1)Askingmorestudentstosaysomethingaboutthefamousmentoarousetheirinterests.2)GivesomeinformationaboutKarlMarx.3)Fromsomegroupstodiscussthequestions.4)Usevarioustypesoftaskandreadingstrategiestogetefficientresult.IwillgivethestudentssomesayingsofMarx’sandaskmorethemtoarousethestudents’willtoread.Iusesomeinterestingactivitiestostimulatethestudents’interest,providingthemwithachancetousetheirimaginationandcreativeabilityIgivemorebackgroundinformationaboutthetexttothestudents.Inthisstage,studentsareaskedsomequestionstoseehowmuchinformationaboutthetexttheyhaveknown.Sometimespicturesormapsareshownforthemtoguesswhatwillhappeninthetextorwhatthetextthattheyaretolearnisabout.Thestudentsbegintoreadthetextandcometothenextpage-reading.Inthisstagestudentsaretoreadthetextseveraltimesusingdifferentways:skimming,scanning,andthenclosingreading,eachtimetheywillbegivendifferentquestions,sothattheycanunderstandthetextbetterwhilereading.TakethepassageHowCarlMarxStudiedforexample,thefirsttwoquestionare:whatforeignlanguagesdidCarlMarxstudy?AndwhatworkdidMarxdo?Thenthescanningquestionswere:InwhatcountrywasCarlMarxbornandwhatwashisnativelanguage?Etc.Someotheractivitiesareusedinthestage,suchasguessingthemeaningofnewwordsandexpressionsinthetext,makingnotes,listeningtothetapeofthetext,some２４ exercisesongrammarpointsandsoon.Ichooseacommonclasstohavetheexperiment,TheyareaboutseventeenandinGradeOneofSeniorHighSchool.TheyhavemasteredsomebasicknowledgeofEnglish,butforsomereasons,someofthemarenotgoodatEnglishandtheyaren’tinterestedinit,either.Theyespeciallyhavedifficultyinreading.Toenhancetheirinterestsandmakethemreadinitiatively.Idesignthisreadingclass.Itrytohelpthestudentstohaveagreatimprovementthroughmyreadingcourse.8.ProjectimplementationProjectimplementationisn’tsoeasy,soteachersmustdoalotofpreparationsforpre-reading，while-readingandafter-reading.Week18.1PreparationforreadingBeforestudentsbeginafewtext,Iwouldliketotalksomethingaboutsomefamousmentostimulatetheirinterests.WearelearningEnglish,weoftenhaveagreatdealofdifficultyinlearningforeignlanguages.Marxcangraspseveralforeignlanguages,doyouknowhowMarxstudiedforeignlanguages?InthiswayIarousethestudents’motivationtolearnthetext.Inordertolearnthetext,thebackgroundknowledgeisnecessary,soIwillspendafewminutesexplainingit.UsuallyIaskthemsomequestionsoraskthemtotalkaboutthepicturesonthebook.WhenItaughtthepassageHowCarlMarxstudied,myquestionwas“WhatdoyouknowaboutKarlMarx?”IaskthestudentstotellmeeverythingtheyknewaboutKarlMarx:hishomeland,hisnativelanguage,hisbooks,hisbestfriend,hisgraveandsoon.SometimesIaskthemsomequestionstohelpthem.Bytheendofthisactivity,IbelievethatthestudentsgetmoreinformationaboutKarlMarx.２４ Week28.2.ReadingStageThenwecometothereadingstage.Inthisstage,Iusediverseactivitiestoaskthestudentstoreadthetext.Inthisway,theywillbefamiliarwiththecontentofthetextquicklyandtheywilllearnhowtocatchthemainideasofatextfromgeneraltospecific.Theactivitiesincludeskimming,scanningandnotemaking.SkimmingFirstly,Igivestudentstwominutestoreadthetextandaskthemtofindtheanswertothequestion.Usuallythequestionisgivenrightabovethetextinthebook.SometimesIaddoneortwoquestionswhichmeantohelpstudentsfindthemainideabetter.Igivemystudentsatipandaskthemtouseitoften.Thatistoreadthefirstandlastsentenceofoneparagraphtoguesstheanswertheyarelookingfor.Whenstudentsfindtheanswer,Ialwaysencouragethemtoputtheirhandsandanswerthequestion.Ialsoencouragethemtopickoutthewordstheycannotpronunciationwelloranythingtheyfeeldifficulttounderstandwhilereading.Whenstudentshavedifferentanswerstothequestion,forexample,whatworkdidMarxdo?Ialwaysgivethemsometimetoargueordiscussandaskthemtogiveevidencetosupporttheirviews.ScanningInthisactivity,Idesignsomequestionsforsepticinformation.Usually,Iwritethesequestionsontheprojectorandaskthestudentstoanswerorallyinpairs.ThenIasksomestudentstogivetheiranswersinclass.MakingnotesFirstly,Iwritetheheadingsontheblackboardwithyellowchalk.TakeMOREINFORMATIONABOUTKARLMARX(SEFCBOOK1B)forexample,Iwritethefollowingwordsontheblackboard:Name:Livedin:wrote2articlesabout:Born:MovedtoLondonin:Studied(languages):２４ Studiedat:Wrote(books):politicalidea:ThenItellthestudentstofindtheinformationfromthetext.ThenIaskthestudents:“WhereandwhenwasMarxborn?”Icollecttheinformationfromthestudentsandwrite.“May5,1818,Germany”ontheblackboardwithwhitechalk.Idrawthestudents’attentiontothefactthatwerequirenotes,notsentences.ThenItellthemtofindalltheinformationbythemselves.Whilethestudentsaredoingthistask.IgoaroundintheclassroomtoseeiftheydothetaskaccordingtowhatIhavetoldandstopsomeofthemfromwritingsentences.AfterthatIaskthemtochecktheirnotesingroupsoffourbeforecollectingthenotesfromthem.AttheendoftheactivityIwritetherightinformationontheblackboard(seeAppendixB).Inordertodealwiththewordsandlanguageproblemsthatthestudentsmentioned,inthereadingstageIalsousesomeotheractivitiestohelpthem.GuessingmeaningofthenewwordsandphrasesIselectsomenewwordsandphrasesthatmayaffectmystudents’understandingofthetext.Iputthemintheleftcolumntherearewordsandphrasesthathavethesimilarmeaningthatisfamiliartothestudents.Iwritetheminahaphazardorderonparentsahead.Thenaskthestudentstomachthewordsandphrasesintheleftcolumnwiththoseintheright.ThestudentsshoulddothistaskinpairsbeforeIcollecttheanswersinclass(SeeAppendixC).Thetaskisusuallydoneafterskimming.PhrasepracticeFirstly,IwritethephrasesontheblackboardorprojectorandIreadasentenceusingthephraseslowlyandclearly.Secondly,IasktwoorthreestudentstorepeatthesentenceandaskanotherstudenttoputthesentenceintoChinese.Thirdly,Isayasecondsentencewiththesamephraseanddothesecondstepagain.ThenIgivethestudentsaChinesesentenceandaskthemtoputitintoEnglish.Finally,Iaskthestudentstomakeasentencebythemselvesusingthisphrase.２４ Week38．3．Post---readingtestTotestthestudentsiftheyhavegraspedthetext,Iaskthestudentstodothefillingblanksexercise.FillintheblankoftheshortpassageTheshortpassageinfactusuallyisasummaryofthetext.Forexample,“KarlMarxwasbornin____.Whenhewasyoung,he____toleavehis…”(SeeAppendixD)9.Dataanalysis:Iusetwoquestionnairesatdifferenttimeinthisprojecttoseeifmydesigncanprovemyhypotheses.Questionnaire2isdesignedpartlybasedonQuestionnaire1intheresearchsothatcomparisonscanbemadetoseetheimprovementaftertheimplementation.Therearethesamethreequestionsusedintwoquestionnairestogetthestudents’generalopinionaboutreading.(SeeAppendixAandE)Thequestionsdealwiththreeaspects:degreeofinterest,helpanddifficultyintheirreadingwork.Thefollowingsarethethreequestions:Question1:Doyoulikethereadingactivity?Question2:DoesthereadingactivitygiveyoumuchhelpinyourEnglishstudy?Question3:Isitdifficultforyoutoreadatext?Aftercomparingtheresultsofthetwoquestions,Ifindthattherehadbeensomeimprovementindifferentdegreesaftertheimplementationstage.TheresultsofthetwoquestionnairesarepresentedinTable1.Table:Comparisonoftheresultsofthreequestionsinquestionnaires.Very------------------------------------------notatallDegree4321Q2Q1Q2Q1Q2Q1Q2Q1２４ Interest5%2%38%20%45%63%12%15%Help21%17%60%70%12%12%7%0%Difficulty5%17%17%58%45%22%2%2%Inordertohaveaclearerviewofsuchachange,Idrawafigureforestaspectandcompare,theresultsofthetwoquestionnaires.Figure1.ComparisonofdegreeofinterestInterest:Fromthegraph,wecanseeclearlythat43%ofstudentslikereadingaftertheimplementation.Thenumberofthestudentswhoisinterestedinreadingincreases20percent.Help:IfIaddthepercentageofthestudentschoosing4and3togetherinQuestionnaireTwo,Imayconcludethat80%ofthestudentsthinkreadingishelpfultotheirEnglishstudy.FromFigure2belowIfindthenumberofthestudentswhoagreethatreadingisveryhelpfulincreasefrom17%to21%.Ialsonoticethattherearethreestudentswhohavenegativeviewonreading.Difficulty:Thereisadrasticimprovementinthisterm.Theresultshowsthatusingthenewteachingprocedurecanhelpthestudentstoovercometheirdifficultyinreading.Figure3belowshowsthepercentageofthestudentswholeavecomfortableinreadingdecreasefrom75%to53%.And23%morestudentsfeltthatitiseasiertoreadaftertheimplementation.Beforetheprojectimplementationonly1/4ofthestudentsthoughtheyhadnotmuchdifficultyinreading.Afterthenewteachingprocedureemployed,abouthalfofthestudentsfoundreadingworkisnotasdifficultasbefore.２４ Figure3.Comparisonofdegreeofdifficulty10.EvaluationInclassItrytoarousethestudents’motivationtoreadthetext.Italkwiththemaboutthethingstheycareabout,thepersonstheyarefamiliarwith.Iintentionallysetupsometricksaboutthecontentofthetext.Iaskthestudentstofindtheanswerandtheendingofinthetext.Thismakesthestudentspracticereadingskills.Theyemployskimming,scanning,andinferringtoreadthetext.Thesehelpthemtobecomeefficientreaders.Moreandmorestudentsdon’tfeelafraidofreadinganymore.Theyfeelthatitisveryinteresting.Theyreadthetextactivelyandparticipateinreadingthetext.TheycangetmoreinformationandlearnmoreknowledgenotonlyinEnglish,butinmanyotherthings.Theproblemwefindinourstudents’readingiscausedbymanyfactors.Afteranalyzingtheproblembyadoptingsomescientificmethodssuchastheanalyticmethod,causeanalysis,questionnairesandobservation,Ihypothesizethatusingnewteachingprocedurecanhelpthestudentsovercometheirdifficultyandincreasetheirreadingability.FromthecomparisonoftheresultIfindthestudents’interestinreadinghasrisen.Throughtheaboveprojectresearch,wecanconcludethatreadingisdifficultforthestudents,butifweusepropermethodstostimulatethemandteachthemthenecessarybackgroundknowledgeandreadingskills,wewillhaveabetterresultinthisfield.Wecanordainthestudentsintoefficientreaders.Ofcausetherearestillsomeproblems.IshallfurtheranalyzetheproblemusingthescientificmethodsIhavelearnedfromPracticalProjectDesign(GuYueguo1999)anddesignsomenewtaskstosolvetheoroblem.IwillusetheknowledgeIhavelearnedfromtheprojectandothercoursesinCCTVUniversitytogoonresearchingtheproblemsinmyclassroomteachinginthefuture.11.ConclusionReadingplaysanimportantroleislanguagelearningforChinesestudents.Reading２４ isforlearningandinformation,whichcanhelpextentlearners’generalknowledgeoftheworld;Readingservesreadersimmediateneedsorwishes;Readingisforentertainmentorpleasure.Readingistheabilitytounderstandthewrittenwordsandrespondtotheminproperways.Readingabilityisveryimportant.Throughtheproject,wecanseethatinitiativereadingisveryhelpfultoenhancethereadingabilityofthestudents’.Mystudentsinterest’interestinreadinghasbeenincreased.Studentscanreadthetextintheirowninitiativeandcanunderstandthemeaningofthegiventextandtheyownbecomeefficientreaders.２４ Bibliography1.《EnglishLanguageTeachingMethodology1》GuYueguo1999BeijingForeignLanguageTeachingandResearchingPress2.《EnglishLanguageTeachingMethodology2》GuYueguo1999BeijingForeignLanguageTeachingandResearchingPress3.《PracticalProjectDesign》GuYueguoBeijingForeignLanguageTeachingandResearchingPress 4.《ApproachesandMethodsinLanguageTeaching》RichardsJ.C. LondonCambridgeUniversityPress1984 5.《SeniorEnglishTextbook1B》1996BeijingPeople’sEducationPress 6.《ANewEnglish-ChineseDictionary》1993ShanghaiTranslationPress 7.“课程、教材、教法”刘道义 《英语课的任务和教学目的》1997年第3期 8.《应用心理语言学》王初明1990湖南教育出版社 9.《试论中学英语教学的文化导入》葛炳芳湖南师专学报1998年第3期 10.《试论影响外语习得的若干重要因素》戴炜栋等外语教学理论系列文章 11.《HowtoSimulatcEnglishLearningInterest》ShiAichang1996年 12.“高中英语阅读课文教学模式探讨”黄远振 《ForeignLanguageTeachinginSchool》1998第11期 13.“高中英语阅读策略与教学方法的研究”杜萍 《ForeignLanguageTeachinginSchool》2002年第4期 14.《外语教育心理学》李月娥1996年南宁,广西教育出版社 15.“初中英语教学中的‘呈现’设计”谢彩云２４ 何伟 《中小学英语教学与研究》1999年第3期 16.《现代英语教学》舒白梅1996年 17.“高中英语阅读课教学活动小议”潘玉兰马永双 《中小学英语教学与研究》2001年第4期 18.《英语阅读论》胡春洞戴忠信1998年广西教育出版社 19.“图式理论和英语阅读理解”罗容 《中小学英语教学与研究》2001年第6期 20.“浅析英语阅读理解中的语境线索”沈建葆 《中小学英语教学与研究》2001年第9期 ２４ A:QuestionnaireOneforProblemAnalysis 1.你喜欢阅读吗?() A很喜欢B比较喜欢C一般D不喜欢 2.你认为阅读对你的英语学习（） A有很大帮助B有帮助C没什么帮助D一点没帮助 3当进行阅读时，我觉得() A很困难B有些困难C不太困难D不困难 4你认为有必要在课堂上进行阅读吗？ A有B无所谓C无必要 5我在阅读中感到困难的是() A不认识单词B语法不熟 C没有掌握必要的阅读技巧D没有背景知识E其他 6你希望在阅读上老师给你什么帮助() A翻译生单词B解释新语法C多给一些背景知识 7你认为如何提高自己的阅读能力() A课前预习，有所准备B多背单词 C多作阅读，多看文章D其他8我喜欢阅读，因为() A能使我获得很多课外知识B能使我得到享受 C能提高我的英语能力D其他 9我不喜欢阅读，因为() A太浪费时间B生词太多，读不懂C没兴趣D其他２４ Appendix,Worksheet----------note ReadthepassageinLesson82and83againWritenotesinthespacebelow: Born:_________________________________________________ Students:Livedin:_______________________________________ MovedtoLondonin:Wrote(books):________________________ Wrotearticlesabout:_____________________________________ Studied(language):_______________________________________ Politicalidea:２４ ____________________________________________ AppendixC 1.flooda.Make 2.indangerb.Awallbuilttokeepbackwater 3.protectc.Tosavefromwater 4.damd.Tobecoveredwithwater 5.rescuee.Ingreattroubles 6.(sth)datefromf.(sth)be２４ built AppendixD:Worksheet--------Fillingintheblanks KarlMarxwasbornin____.Whenhewasyoung,he____toleavehishomelandfor____reason.Hehadtofromonecountrytoanother.AtlasthecametoEnglandand____Londonthebaseforhisrevolutionarywork.Marx____someEnglishbeforehecametoLondon,buthe____hisEnglishwaslimited.Heworkinghardtoimproveit.Hemade____rapidprogressbeforelonghecouldwritearticlesinEnglish.Engleswrotehimaletterto_____himforit.Engles’letterhadgreatly_____him,andfromthenon,Marx_____evenharderathisEnglish.HemasteredEnglish_____well______hecouldwroteoneofhisfreastworksTheCivilWarinFranceinEnglish.WhenMarxwasinhisfifties,he______tolearnRussian,becausehethoughtitwasimportanttostudythesituationinRussia.Atthe______ofsixmonths,hehadlearned____toreadarticlesandreportsinRussian.Marxsetusagoodexamplesinlearningforeign２４ languages. AppendixE: QuestionnaireTwo---thePost-trialQuestionnaire 1.经过这一段时间的阅读训练，你喜欢阅读吗？（　　） A很喜欢B比较喜欢C一般D还是不喜欢 2.你认为阅读对你的英语学习（） A有很大帮助B有帮助C没什么帮助D一点没帮助 3.当你在阅读时，你觉得（） A比以前更困难B没有变化C不象以前那样困难了D不困难 4.你认为自己的阅读能力（　） A提高很多B提高一点C没有什么提高D一点没提高 5.你认为阅读对提高英语能力（） A帮助很大B有帮助C帮助不大D没有帮助 6.阅读课文时，你觉得背景知识对阅读理解（） A影响很大B有影响C影响不大D没影响 7.你认为阅读技巧对阅读理解的效果和速度影响（） A很大B一般C不大D没影响 8.阅读后，你喜欢（　　　） A作多项选择题　　B做补全单词题　　　C做判断正误题　　　D２４ 与人用英语讨论内容 AppendixF HowMarxLearningForeignLanguage KarlMarxwasborninGermany,andGermanwarhisnativelanguage.Whenhewasstillayoungman,hewasforcedtoleavehishomelandforpoliticalreasons.HestayedinBelgiumforafewyears;thenhewenttoFrance.Beforelonghehadtomoveonagain.In1849,hewenttoEnglandandmadeLondonthebaseforhisrevolutionarywork.MarxhadlearnedsomeFrenchandEnglishatschool.WhenhegottoEngland,hefoundthathisEnglishistoolimited.Hestaredworkinghardtoimproveit.HemadesuchrapidprogressthatbeforelonghebegantowritearticlesinEnglishforanAmericannewspaper.Infact,hisEnglishinoneofthesearticleswassogoodthatEngelswrotehimaletterandpraisedhimforit.MarxwrotebacktosaythatEngels,praisedhadgreatlyencouragedhim.Howeverhewentonexplainingthathewasnottosureabouttwothings—thegrammarandsomeoftheidioms.Theseletterswerewrittenin1853.Intheyearsthatfollowed,MarxkeptonstudyingEnglishandusingit.Whenhewroteoneofhisgreatestworks,TheCivilWarinFrance,hehadmasteredthelanguagesowellthathewasabletowritethebooksinEnglish.Inthe1870’s,whenMarxwasalreadyinhisfifties,hefounditimportanttostudysituationinRussia,sohebegantolearnRussian.AttheendofsixmonthshehadlearnedenoughtoreadarticlesandreportsinRussian.Inoneofthebooks,Marxgavesomeadviceonhowtolearnaforeignlanguage.Hesaidwhenapersonislearningaforeignlanguage,hemustnotalwaysbetranslatingeverythingintohisownlanguage.Ifhedoesthis,itshowsthathehasnotmasteredit.Hemustbeabletousetheforeignlanguage,forgettingallabouthisown.２４ Ifhecannotdothis,hewasnotreallygraspedthespiritoftheforeignlanguageandcannotuseitfreely.２４'