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1、1. IntroductionIn learning a language, especially a foreign language, reading is a very important link. We can get information from passages through reading; I have taught English in middle schools for three years. In final exams, the marks of reading are about one third of all the marks. But most o
2、f the students are afraid of reading. They are so nervous that they dont want to read the passages as soon as they see them. So they do worse and worse in reading. Some students cant do reading tasks well because of their limited vocabulary, some because of the absence of necessary knowledge backgro
3、und; still many of them dont have the inferring and judging ability according to the context while reading. They know every word of the sentence. Let alone the real meaning according to the whole passage. Of course, others cant understand because they dont know the real meaning of a certain word in
4、the sentence. That is to say, they havent mastered the word which may have more than one meaning. All these factors lead to their ability to understand the text. So they feel dull to do reading tasks. They cant intentionality read. How to enhance the reading ability through organizing reading class
5、well is very important. How to enhance the effect of teaching, training the reading ability is an important question. Some scholars pay a lot of attention to the theory of reading. Much work has been done about these questions: what elements does reading comprehension involve? Whats the relationship
6、 between the background knowledge and the language in reading, etc? 2. Literature ReviewUsually reading is taught passively. The students are not keen on it.They just read it because they have to. Generally teaching of reading can be divided into three kinds. They reflect the three stages of the dev
7、elopment of reading theory.Firstly “bottom-up” pattern was produced in the 1960s. It was in accordance with the article. It was from lower words decoding to obtaining information. The representative figures were D. Labe gem, S.T.Samuels, P.B.Goughect. The second is “top-down” pattern, which was form
8、ed in the end of 1960s and the beginning of 1970s. It was in accordance with cognition. I stressed the effect of the readers background knowledge in reading. It is thought that reading is a process choosing, predicting, testing and versifying. It was a game of psycho-linguistics. The representative
9、figures were K.S.Goodman, F.Smith, T.Hudson etc. The third one is “interactive” pattern. It was proposed by D.E.Rune in 1977. It is thought that reading is not only a process of “bottom-up” or “bottom-down” scheme is the basis of reading. Of course, each pattern has its own benefit.3. Problem analys
10、isBefore I begin to design my new teaching plan, I would like to find out the reason why some of my students feel that it is difficult for them to do reading comprehension. I try to find the answers from three respects: the teacher, the students and the class size, and we should choose the right tea
11、ching materials, neither too difficult nor too easy for them.3. 1. The teachers sideI have taught English for three years. After reflecting on my teaching experience, I find most of my classes were taught by old-fashioned teaching methods by which I myself learned English. That is to say when I was
12、a student, my teacher used these methods to teach me and now I use them to teach my students. In class, I spend much time in explaining the meaning of the sentences, new words and grammar points. When I listened to the recording of my lesson I found I did most of talking in class. I found I did not
13、give much time to my students to practice what they learned and give them few opportunities to read. I did not realize the problem until I learned the course English Language Teaching Methodology. “Traditional methods of learning a foreign die hard. (Alexander.94) that is true.3.2. The students side
14、 From Questionnaire One (see appendix A), I know what the students think of the reading task. The following are the main reasons why they do not like reading the text. Some weak-learners lacked confidence. They think their English is poor and they do not quite understand some words and sentences in
15、the text, even if they know the words. They lack logical, assuming and reasoning ability, so they cant understand the txt exactly.Some students lack the necessary historical and geographical knowledge, even if they can read the passages; they cant do the multiple correctly.Many students told me that
16、 when the content of the text was not familiar to them, they felt that they didnt want to touch it. Some do not think it is necessary to read in class. They think they only learn the basic language knowledge, and they neednt do more reading. A few students think reading in class is a waste of time. The teacher should tell them more important things about reading strategies in class.3.3. The size of the classThe class size of 39 students might have some
