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1、Students Shortcomings Correction in English Reading 纠正学生在英语阅读中的错误【Abstract】At present, the purpose of middle school English teaching is to improve students skills of listening, speaking, reading and writing。English reading is the comprehensive use of English language ability, which is an important c
2、riterion of measuring the students level in English.It is also a basic skill for a student .So it is very important for students to change their bad reading habits and reading speed.【Key Words】: Reading , interest, improvement ,teaching methods,【摘要】中学英语教学的主要目的是培养学生的听、说、读、写能力。英语阅读是英语语言综合运用能力的重要体现，是衡量
3、学生英语水平的重要标准.也是英语学习的一项基本技能 因此学生们应该改掉阅读中存在的坏习惯，提高阅读速度。【关键词】 阅读； 兴趣；改进；教学方法。OutlineAbstract (in English) IAbstract (in Chinese) IIContents III1. Introduction 32. Problem 43. Problem analysis 4 3.1 Analytical method 4 3.2 Questionnaire 4 3.3 Brainstorming 54. Project objective 55. Project hypothesis 56.
4、 Project rationale 5 6.1.Description of subjects 6 6.2. the principles adopted 6 6.3 Teaching Plan 67. Project design 78. Project implementation 99. Data analysis 1110. Problem unsolved 1211. Conclusion 1212.References 131. IntroductionI have been teaching the students who are in their second year o
5、f a senior middle school in my teaching Ive found there are some problems. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice, which I learned from my work.2. ProblemThe problem I have in my teachi
6、ng is that most of my students often make some mistakes in reading. I assign them to do at school.3. Problem analysis In my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were main reasons that accounted for students reluctance to reading
7、out of class.3.1 Analytical methodGood man thinks that in the reading focus on meaning without being hindered by the attention he must pay to linguistic form. In communicative teaching model, the classis students-centered, and communicative activities are performed between students and the teachers,
8、 students and students. But efficient communication still depends on successful decoding of the “meaning” of the discourses, that is, a listener must instantly make out what a speaker wants to get across. And communicative efficiency means that students should be able to efficiently in all of the fo
9、ur skills .So reading competence, which can be considered as a communication between readers and writers, should also be brought full consideration.3.2 QuestionnaireReading should be regarded as an active psycholinguistic process; a text is assumed to have its potential meaning; and its real meaning
10、 depends on the readers interaction with the text. The relationship between a writer and a reader may be represented in this simple flow chart:Writer or speaker Text or discourse (with message or meaning ) Reader or listener .This proceeding clearly shows that the purpose of reading is to try to get
11、 out of a text as much as possible the message that the writer has tried to put into it, However, we may find it vulnerable，T he result of the readers interaction will vary form one to another ,and a reader does not necessarily achieve what the writer expects .There is much that remains to be explor
12、ed with in the span between the writer and the reader: what constraints prevent the reader form sharing the message with the writer? A teachers role, I think, is to bridge the gap and help the students become efficient readers.3.3 BrainstormingSome Tangible Errors in Reading Comprehension The Chines
13、e language is totally different form the English language .The former belongs to the SinoTibetan language family and the latter to the indoEuropean language family. Therefore, When Chinese learners attempt to understand a text in English, they face linguistic problem in various respect: spelling, ge
14、nder, verb forms, tenses and word order .In addition to these, Id like to discuss some other obstacles between writers an readers.4. Project objectiveIn my project, I decide to improve my error-correction in three ways: I would first make more detailed and insightful corrections of the studentsWords
15、 such as “imaginative” and “respect able” are often misunderstood and misused by Chinese learners as in their mother tongue words have virtually no inflexions. In my classroom, however, I have found my students more liable to stumble over article and prepositions. I believe the reasons are that these particles are never used in the Chinese language and hence difficult to handle. For example, they
