毕业论文How to improve English Reading in Middle SchoolWord格式.docx

毕业论文How to improve English Reading in Middle SchoolWord格式.docx

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reading，improve，middleschool

I.Introduction

ReadingisoneofthefourthbasicskillsofEnglish.However,inmiddleschool,thesituationofstudents’readingabilityisfarfrombeingsatisfactory.

Formanystudents,theyareafraidofreadingandmostofthemshowlittleinterestsinreadingfortheEnglishreadingistooboring.Inordertosearchforarightwaytosolvetheproblem,Ihavebeendevotedtosearchforaneffectiveteachingmethodtoimprovestudents’readingabilities.

II.TheimportanceofimprovingreadingandhowtoimproveReading

2.1Theimportanceofimprovingreading

TherearemanyreasonsthatstudentsaretoreadEnglishtextsareanimportantpartoftheteacher’sjob.First,manyofthemwanttobeabletoreadtextsinEnglish.Anythingwecandotomakereadingeasierforthemmustbeagoodidea.Second,ReadingtextsprovidegoodmodelsforEnglishwriting;

studylanguagevocabulary,grammar,punctuation,andthewaytoconstructsentences,paragraphsandtexts.Last,goodreadingtextscanintroduceinterestingtopics.

Ofcourse,itisimportanttostudyreadingtextsforthestudents,howmanyparagraphstheycontain.Butthemeaning,themessageofthetext,ismuchmoreimportant.Teachersshouldhelpstudentsunderstandthatthemainidea.Theyhadtheirownpurposetoread,theyhavetofindwaysofdoingsomethingaboutit.Theyshouldbeencouragedtocontinuereadingtogainmeaning.Buttheymustrealizethatthemeaningisnotintheteacher.Studentsshouldbeencouragedtoaskthemselves,“CanIunderstandthem?

”

Studentshavetorealizethatrisktakinginreadingisappropriate;

thatusingcontexttodecidewhatwordsmeanis.Onceadecisionhasbeentakenaboutwhatkindofreadingtextthestudentsaregoingtoread,teachersneedtochoosegoodreadingtasks—therightkindofquestionsandusefulpuzzles,etc.Workingingroups,theEnglishteacherandstudentstaketurnstoaskeachotherquestionsafterthereading.

Readingisanimportantwayofgaininginformationinforeignlanguagelearning,itisabasicskillforanEnglishlearner.Thereisalotofreadingexercisesinanexaminationtoday.Butallthesereadingsmustbedoneinlimitedtime.Sostudentsareaskedtoreadthemcorrectlyandwithacertainspeed.Todothis,youshouldchangeyourbadreadinghabitandraiseyourreadingefficiency.

2.2Howtoimprovethestudent’sreading

Studentshavemanykindsofexperience;

sometextsarewrittenwithspecificsituationinmindandinvitespecificwaysofreadings.Onewayistoteachreadinginthreestages:

beforereadingstage,whilereadingstage,andafterreadingstage.Eachstagehasadifferentgoalanddealswithdifferentreadingstrategies.Theoverallaimistotrainthestudentstobeefficientreadersintheforeignlanguage.

2.2.1beforereading

Beforereadingmeansbeforethetextisread.Toreadeventhesimplestpassage,youhavetobeabletoplaceitwithinacontextandtoanticipatewhatyouarelikelytofind.Theaimsofthebeforereadingisarousingthestudents’interest.Studentsreadthetextbyprovidingapurposeforreading,preparingthestudentsforthecontentofthetext.Notallthreeaimsarerelevanttoalltexttypes.So,theteacherdoesnothavetospendtoolongonmotivatingthemtoread.

2.2.2Whilereading

Whilereadingismainlyfocusesontheexploitationofthetext.Itaimstohelpthereaderunderstandthecontentandstructureofthetext,aswellastheauthor’spurposeinwritingit.Thepurposeofareadinglessonistoteachnottest.Asateacherweshouldhelpstudentsbecomeefficientreaderswiththeirownreadingskills.

2.2.3afterreading

Afterreadingworkisnotdirectlyconnectedwiththetext,butusually“growsout”ofit.Ithastwoaims:

oneistoconsolidateorreflectonwhathasbeenreadinthetext,theotheristorelatethetexttothestudents’ownknowledge.Asteachers,wegivestudentsasenseofresponsibilitytoreadatext,whentheyknowthattheywillhavetousetheinformationgainedfromittodosomethingelse.

III.ReadingSkills

Withthecomingofthetelevisionageofoursociety，manypeoplewouldhaveusbelievethatwearemovingrapidlyawayfromreadingasanecessarylifeskill．Butthisisnotthecaseatall．

Goodreadingisamoreimportantlifeskillthaneverbeforeandtheprintedwordcontinuestobethecornerstoneofbothhighereducationandbetterpositionsinthejobmarket．

Forstudents，almostallstudyinginvolvesreading．Foradults，readingisdaytoday，eitherastumblingblockorasmoothpathtopleasureandopportunity．Thisiswhygoodreadinghabitsarenotonlyanimportantstudyskillforthestudent，butalsoanimportantlifeskillforanyone．

3.1Skimming

Skimmingisveryfastreading.Whenyouareskim,youreadtogetthemainideaandafew,butnotallofthedetails.Toskimrapidly,youmustleaveoutpartsofthematerial.

Beforestartingtoreadapassageindetail,theteacherfirstaskthestudentstotakeamomenttopreviewthepassage.Studentsshouldreadoftencontainsanintroductionoroverviewofwhatwillbetalkedabout.Thenfromthesecondparagraphasstudentshavetoinordertodiscoverwhetheritcontainsamainideaoranyimportantdetails.Theteacheraskthestudentstohavetheseinmind:

forwhichthepassagewaswritten,whattypeofpassageitis,whatthepurposeandattitudeoftheauthorisandwhatthestyleofthearticleis.

Youreadtheendingparagraphswhichyoushouldreadmorefullybecausetheyoftencontainasummary.

Thefollowingpracticalstepsforskimmingaresuggestedtohelpthestudentsgetstarted:

1.Readthetitle.

2.Notetheauthor'

snameandthesourceofthetext.

3.Readthefirstparagraphcompletely.

4.Readsubheadingsandfirstsentencesofremainingparagraphs.

5Ifthefinalparagraphappearstobeasummary,readitcompletely.

3.3Readingspeed

Anothergoodreadinghabitisreadingfast．Infact，moststudentsreadmuchtooslowly．Studiesshowthatfastreadersarethebestreaders，

Remember，nothinghurtsconcentrationmorethanreadingtooslowly．Yourmindwillkeepupwithyourreadingspeedifyouaskitto．Byalwaysreadingatyourtopspeed，youchallengeyourunderstandingandmakeiteasierforyourmindtoconcentrateonthematerial．

3.4Vocabularybuilding

Ithinkmemorizingwordpartsandtheirmeaningswillnothelpyoubecomeabetterreader..Forastudentwithgoodreadinghabits,aprintedpagecontainsnotonlywordsbutalsoideas，actions，thoughtsandfeelings.Butallthesethingsarebuiltonwords．Themorewordsyouarefamiliarwith，thelessyouareawareofreadingwordsandthemoreyouareawareofcontentandmeaning．Expandingyourvocabularywillhelpyoutoreadmoreeffectivelyandrapidly．

Manystudentssimplyskipoverwordstheydonotunderstand．Thisnaturally，hurtstheiroverallcomprehension．Otherstudentsstopatteachnewwordandlookitupinthedictionary，butthismethodcanslowdownyourreadingaffectingconcentrationandcomprehension．

Butyoucanbuildyourvocabularywithoutusingadictionaryeachtime．Herearetworules：

1．Pauseforamomentoneachnewwordinyourmind．

2．Trytoguesswhatthewordmeansfromcontext，fromthewordsaroundit．

Whathappenswiththismethodisthatyouwillseethewordagainandagain．Eachtimeyouwillhaveastrongerimpressionofthemeaning．Soon，thenewwordwillbefamiliaranditsmeaningclear．

Thekeytothemethodistobealerttonewwords．Don'

tskipoverthem．You'

llfindyouareaddingtoyourvocabularyeachdayandagoodstrongvocabularyisagreathelptoreadingquicklyandwithstrongcomprehension．

Goodreadinghabitslikethesecanhelpstudentsandworkingadultsaliketobemoresuccessful．Thespecialworldofschoolandtherealworldofschoolandofeverydaylifecanbemorecomfortable，productiveandrewardingwiththeadditionofsimpleyetimportantlifeskillssuchasgoodreadinghabits．

IV.Classificationofteachingreading

Inmyopinion,mostteachersinmiddleschoolalwaysadoptthetraditionalteacher-centeredclassroomteachinginreadingclass,whichemphasizegrammarandtranslationteaching.Theyspendmosttimetoexplainwords,grammar,andtranslateeachsentenceintoChinese.Thensuchteachingmethodsmustresultinsilentclass.Whenteachteacher’sintonationandexpressionsstillthesame.Theyspeakneithertoofastnortooslow,neithertooloudortoolow.Theydon’tchangetheirexpressions,letaloneasmile,andtheyalwaysseemneverusebodylanguage.Theyjustrepeateveryprocedurethathappensineveryclass.Thisisbadforthereading.

So,studentsintheclassstudyveryboring.Theyjustdowhatteachertellsthemtodo,andhavelittleopportunitytospeakintheclass.Evengivenchance,theyneverwanttoexpressthemselvesfreely.Theyhavetolistentotheteacherspeakingallthetimeandjustfeelsleepy.Theywillneverenjoysuchareadingclassandjusthopethebellcouldringsoon.Ifthiscontinues,studentswilllosethepassionoflearningEnglishandevenhateEnglishclass.Insuchsituation,whatweneedtodotoactivatestudentsinreadingclass.

V.Conclusion

Inshort,wefindclasslivelyintheproc