本科毕业设计effective ways of english reading teaching in high schools英语专业.docx

本科毕业设计effective ways of english reading teaching in high schools英语专业.docx

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本科毕业设计effectivewaysofenglishreadingteachinginhighschools英语专业

本科毕业论文设计

学生：

学号：

专业：

英语

班级：

2010级1班

指导教师：

Content

Abstract3

Introduction4

I.CurrentSituationsofEnglishReadingTeachinginHighSchools4

A.ProblemsinCurrentEnglishReadingTeachinginHighSchools4

1.LackofInterest4

2.FailingtoDevelopStudents’CommunicativeCompetence5

3.LackofInteraction5

4.LackofMoralLessons6

5.FailingtoDeveloptheStudents’ReadingStrategies6

B.CausesoftheProblems6

II.TheEffectiveMethodsofEnglishReadingTeaching7

A.WaystoMotivatetheStudents’InterestinReading7

B.MeanstoDeveloptheStudents’ProductiveCompetence8

C.IncreasingInteractioninReadingClass9

D.GivingMoralLessonsWhileTeaching11

E.EmployingScientificReadingandTeachingStrategies11

1.CorrectingtheStudents’BadReadingHabits11

2.CultivatingtheStudentsSkimmingandScanningSkills12

3.TeachingGrammarandVocabularyintheContext13

Conclusion13

Notes…………………………………………………………………………………………….15

Bibliography…………………………………………………………………………………16

Acknowledgements………………………………………………………………………..17

Abstract:

Trainingstudents’readingabilityisquiteimportant.Butsomeproblemsstillexistinreadingteaching.Thispaperwilltalkaboutwhatproblemsexistinreadingteachingandhowtodealwiththeseproblems.

KeyWords:

existingproblems;causes;effectiveways;highschools

摘要：

培养学生的阅读能力相当的重要，但是在阅读教学中仍然存在着许多的问题。

这篇论文将会提出阅读教学中存在的问题，以及如何解决这些问题。

关键词：

现存问题；原因；有效方法；中学

EffectiveWaysofEnglishReadingTeachinginHighSchools

Introduction

Inthesocietyoftheknowledgeexplosionandinformationrevolution,textisstillthebestcarrierofinformationacrosstimeandspace;itisthebestwayforlong-rangecommunicationofexperience,thoughtsandfeelings;itisthebestmediaforhumantoconveyscientificandculturalinformation;itisalsothebesttoolforthetransmissionofcivilization.Henceifyouhopetogainalargenumberofneededinformationandkeeppacewiththetimes,youhavetolearntoreadandimproveyourreadingability.

Readingistheoneofmainwaystoobtainknowledgeandinformationforseniorhighschoolstudents.Also,itisoneofthemostsignificantfourlanguageskills.Asweknow,thelistening,speaking,readingandwritingarethefourlanguageskills.Readingishelpfulforlearnerstodeveloptheirlinguisticcapacity.AndreadingcomprehensiontakesthemostcrucialpartinallkindsofEnglishtests,eveninthecollegeentranceexamination.Teachersputahighvalueonthereadingteaching,particularlyinseniorhighschool,becauseofthosefactors.However,theteachers’lectureinareadingclasstakesacrucialpartinthepracticalteachingprocess.Sothewholereadingclassbecomesastageforateachertoteachlinguisticknowledgewithgrammartranslationapproach.1Therearesomeproblemsinreadingteaching.Sothisessaymainlyillustratestheimportanceofreadingability,theexistingproblemsofEnglishreadingteaching,causesoftheseproblems,andtheeffectivewaysofEnglishreadingteachinginhighschools.

I.CurrentSituationsofEnglishReadingTeachinginHighSchools

A.ProblemsinCurrentEnglishReadingTeachinginHighSchools

ThecurrentEnglishreadingteachingfailstodevelopstudents’readingabilityandotherlinguisticcapacityaswellashassomeotherproblems.

1.LackofInterest

Incurrentreadingclass,theteachers’roleisalwaysdominantandactive.Theyalwaysdirectthelearningprocess,superviseandcorrectthestudents’behavior.Andtheyattachtoomuchimportancetotheirownlectures.However,thestudents’roleispassive,learninggrammarandvocabularyonlythroughtheteachers’analyzationofsentences.Inthisway,awholepassageistotallytorntopieces.What’smore,mostoftheteachersalwayspaylittleattentiontothesignificanceofpre-readingactivity.Throughcommunicatingwithmanyteachersinseniorhighschool,youcanfindeasilythatlead-inisjustawasteoftimeintheirmind.Andteachersalsoalwayschoosesomeoutdatedmaterialsintheteachingprocess.Inthiscase,thereadingclassmustbeextremelydull.Andfurthermore,thestudents’interestcannotbestimulated.

2.FailingtoDevelopStudents’CommunicativeCompetence

Asweallknow,theinputskillsarereadingandlisteningwhiletheoutputskillsarewritingandspeakingamongthefourbasiclanguageskills.InChina,thepeopleheresayChineseratherthanEnglish.Therefore,Englishlearnershavenolanguageenvironmenthere.Soreadingisalwaysregardedasthemainmethodsforlearnerstogainknowledgeandinformation.Therefore,itisapopulartopicthathowtocopewiththerelevancebetweeninputandoutputintheprocessofreadingteaching.Inthecurrentreadingclass,teachersonlyfollowthescheduleofthecollegeentranceexamination.Theyalmostspentallthetimeofaclassonexplaininglinguisticknowledge.AndthereislittlechanceforstudentstodeveloptheircreativethinkingandtospeakEnglishintheclass.Inthiscase,itishardforstudentstoimprovetheircommunicativecapacity.

3.LackofInteraction

Intheprocessofreadingteaching,theclassisstrictlydominatedbyteacherssothatthestudentshavelittlechancetopracticeEnglishinclass.Thestudentspresenttheirownthoughtsonlytotheirteachers’questions.Theyareafraidtoshowtheirthoughtsandopinionspositivelyandfreely.Gradually,whentalkingwithotherpeopleinEnglish,theyfindthattherearesomeproblems.Sofinally,theyarereluctanttospeakEnglishbecausetheythinktheirEnglishispoorandtheyareafraidofmakingmistakeswhilecommunicating.Soinsuchacircumstance,theteacheristhemainpractitionerratherthanthestudents.Andtheteacherplaystheactiverole;however,thestudentsarepassive.Theinteractionbetweenteachersandstudentsandbetweenstudentsisfartherenough.

4.LackofMoralLessons

Nowadaysmoreandmorepeoplebegintorealizethatthemoraldeclineinoursocietyisquitesevere.Sincethereformandopening-up,theeconomicconstructionhasbeenpaidmoreattentiontowhilethemoralconstructionhasbeenpaidlessattentiontoinourcountry.Theeducationsystemisagoodexampleinthispoint.Mostteachersonlyjudgewhetherastudentisgoodornotthroughtheirmarks.Theyignoremorallessonsintheprocessofteaching.InEnglishreadingclass,mostoftheteachersarewillingtospendthetimeonexplaininglinguisticknowledgewhiletheyarereluctanttospendthetimeonthemoralaspect.Andthereislittletimeforgroupworkactivitiessothatstudentscannotdeveloptheircooperativepersonality.

5.FailingtoDeveloptheStudents’ReadingStrategies

Teacherspaylittleattentiontogiveadequatetrainingonthereadingstrategiestowardstheirstudentsandencouragethestudentstousethestrategiestoenhancetheirreadingcomprehension.Onlynewvocabulariesandgrammarrulesaretaughtbymostteachers.Ithasstudentsjustunderstandtheliteralmeaningofthepassageanditmakesthemdevelopawrongmindthatthetaskofreadingistolearnsomelanguagepointsandgrammar.Ifthissituationstillexists,therightreadingstrategiescanneverbegraspedbystudents.Besides,itwillbehardforstudentstoimprovetheirreadingability.2

B.CausesoftheProblems

TheproblemsincurrentEnglishreadingteachinginhighschoolshavebeenanalyzed.Obviously,thecurrentteachingisnotgoodfordevelopingstudents’readingabilityandpromotingstudents’all-rounddevelopment.Thenwhatarethecausesoftheseproblems?

Tobeginwith,thecurrentEnglishreadingteachinginhighschoolstakesateacher-centeredmethod.Teachersplaytheactiveroleinclass.Theydesignthereadingclassdependingontheirownopinionswithouttakingstudentsintoconsideration.Moreover,someteachersmisunderstandthepurposeofreadingteaching.What’smore,themostimportantonemustbetheexamination-orientededucation.Influencedbytheexamination-orientededucationsystem,thereadingteachinggetsanoppositeresultforteachersblindlypursueafasterteachingprogressandignoretocultivatethestudents’readingability.

II.TheEffectiveMethodsofEnglishReadingTeaching

A.WaystoMotivatetheStudents’InterestinReading

Interestisanimportantfactortoguidesomeonetotheirdreams.Itisakindofmotivation.Itisalsoone’sdeterminationtoreachahigherheight.Also,asanEnglishsayinggoes,interestishalfofthesuccess.Generallyspeaking,ifstudentsareinterestedinreading,theywillshowmoreactiveintheirEnglishreadingstudy.However,nowadaysalotofstudentsarelackofinterestinreadingbecauseoftheteacher-centeredteachingmethod.Therefore,teachershopingtoimprovestudents’readingability,motivatingthestudents’interestshouldbethemostcrucialthing.Tomotivatethestudents’interest,therearetwomeanstoarousetheirinterestinthefollowing.

●ApplyingAppropriatepre-readingactivities

ThereisanEnglishsaying:

wellbegunishalfdone.Agoodbeginningisnotonlygoodformakingagoodpreparationforshowingnewmaterialsbutalsohelpfulforarousingthestudents’interest.Ifthepre-readingactivityiswell-designed,studentscanconcentrateontheclassandlearnEnglishwelleasily.

Pre-readingactivitiesareactivitiesthatteachersdoatthebeginningofthelesson,which,justtakeashorttimeinalesson,canachieveawiderangeofpurposes:

thesecanbeusedtocultivateearlylevelsofengagementandmotivation;tomakeallstudentssoonontask;toinjectasenseofpaceinthelesson;tocreateanexpectationthatstudentswillthinkandjoininthe