Improving Primary School Students’ Reading ComprehensionProviding Relevant Background Information

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1、Improving Primary School Students Reading Comprehension by Providing Relevant Background Information摘要作为一名小学英语老师，在我的教学中出现过这样那样的问题，但目前我觉得最大的问题莫过于我的学生们在英语阅读中表现出来的吃力-他们不能完全理解课文内容，在做阅读题中成绩也总是不能如人所愿。为了解决这个问题，我开始了这方面的研究。通过分析，我发现学生们阅读能力差的原因是因为缺少相关的背景知识，学生的阅读教材全部是英文原版教材，缺乏背景知识的了解，学生即便掌握了所有生词，也不能达到彻底理解文章。这就造

2、成了学生不爱学阅读，觉得阅读太枯燥，单词也很容易就忘记了，时间久了，自然就失去了兴趣。在学习了英语教学法后，我用学到的理论知识对我的问题进行了分析，并进行了为期四周的教学研究。“兴趣是最好的老师。” 在实践中，我首先从培养学生的兴趣出发，通过使用多媒体，图片等，为学生提供相关的背景知识，例如用图片解释单词，句子，以及文字和图片相结合讲授相关背景，逐步培养学生的兴趣。经过四周的教学实验，通过课堂观察和实验前后的数据的对比，以及个别谈话，问卷调查等，发现新的教学方法效果明显，学生的阅读能力以及兴趣有了明显的提高，他们再做阅读题时不再觉得枯燥乏味了，也学会了捕捉重点信息和个别细节，从而提高了英语学习

3、的兴趣和信心。关键词：阅读 ；背景知识 ；兴趣；信心AbstractThis project is about improving students skill of English reading by providing relevant background knowledge. In my teaching, I found that some students had much trouble in English reading. They could not understand what they have learnt completely. 这句含义不清楚。When the

4、y came across a new word they just get the Chinese meaning but could not link it to the relevant things, even the comprehension of the whole text. Therefore, theyThey also have some difficultyies in doing with the relevant reading exercises of reading.After studying the course of English Language Te

5、aching Methodology, I have learned that theis reading problem was to a large extent due to the their lack of relevant background knowledge. In order to solve this problem, I decided to carry out a 4-week research project on 30 primary school students who were 9 to 10 years old. It was carried out fr

6、om March 17th 2010 to April 7th 2010. 你的研究目的和假设是什么？在这里说。In my research, I compared the target and control groups, collected pre-questionnaires and post-questionnaires, reading tests and teaching diaries 这些内容的主题是什么？.I analyzed my project data and found that students interest in learning reading text

7、had increased, and they can get the gist of the text and can retell the story. Their reading skills for getting the gist improved, they could use the inter-active approach to learn the reading text. We can easily find out the improvement from the reading tests. The projects result showed that the th

8、eory and methods I used were effective and valuable and I will keep using them in my future teaching.Key words: primary school English teaching; reading；background knowledge；interest；confidenceTable of ContentsPages1. Project Introduction 12. Project Problem Identification and Analysis 2.1 Project p

9、roblem 2.2 Problem analysis 2.3 Results of problem analysis3. Project Objective and Hypothesis 3.1 Project objective 3.2 Project hypothesis4. Project Rationale 4.1 The role of reading in English teaching4.2 The outline of of primary school 4.3 The problem in todays English teaching and how to solve

10、it4.4 The Important Role of Background Knowledge in Reading5. Project Design 5.1 Target Group and Control Group 5.2 Teaching materials 5.3 Lesson design5.4 Teaching Activity Outline6. Project Implementation 6.1 Background information6.2Summary of project implementation 6.3 Grouping6.4 Teaching mater

11、ials 6.5 Data collection7. Results and Discussion7.1 Finding from the questionnaires7.2 Finding from the scores of the 4-week dictation and reading test 7.3 Finding from classroom observations I took in my Teaching Notes and Diaries7.4 Unsolved Problems7.5 Discussion8. ConclusionBibliographyAppendix

12、 I Five reading materials and questions used in the projectAppendix II Lesson PlanAppendix III Pre-questionnaireAppendix IV Teaching Activity Outline:Appendix V Teaching DiariesAppendix Post-questionnaireAppendix The script of retelling story页码需补充。(Please write the title of your BA degree paper here

13、)? your title? 1. Introduction (一级标题采用Arial 12 号黑体)(正文采用Times New Roman 12号字) get rid of these notes. 正文必须用1.5或两倍行距。In recent years, English got important role in our life, and more and more people in China have realized that English is very important. For students, how to what is the best way to im

14、prove their English level? The answer is reading. Reading is the main way for students to learn English. It is the basic skill for a student. But in primary schools a lot of problems are still exist in the English reading. Reading is the important way for students to learn English. It is the basic s

15、kill for a student. There are 30 students in my class. They are eight or nine-year-old, and they are in Grade 4 of a private school. 语言要精炼，好好的组织。They come from different cities, their English level varies, and some of them are nearly beginners. They have lots of difficulties in English learning, esp

16、ecially in reading. They cannot get the meaning of the text even though they have learnt all the new words. They could not link the new words or sentences together as a whole text and they also cant concentrate during the lesson. I hope to solve the problem from my courses in Beiwai Online. So I und

17、ertook this subject. In my research, according to my problem, the methods of scientific investigation I used to analyze the problem included are: Socratic Dialogue and Cause Analysis. And Aafter the scientific analyzing, I found out that the problem my students have is that they dont have relevant b

18、ackground knowledge and lack interest in learning new text. Broughton says, “Motivation is a basic principle of all kinds of teachingthe language student is best motivated by practice in which he senses the language is truly communicative.” ( 1978:47). 正文引用格式不对 So the project is focused on arousing

19、the students interest in learning and using new words, and then I provide the relevant background knowledge or ask them to collect the information about the relevant background on line. I teach two classes: Class Three and Class Four of Grade four who are the same level. I regard Class Three ad the

20、controlled group, and Class Four as the target group. I had a pre and post-questionnaires to the target group, had a dictation of new words each week to both the two groups after teaching with the new methods, a listening test each week to both the two groups, and took a teaching diary to report the

21、 key procedure of the research for data collection. According to the collection data, I found the students could remember more words than in the previous week. 导言应该包含对以下内容的论述：项目背景（比如公司概况，作者的角色等）、研究意义、问题分析、文献综述、项目目标、项目假设、项目对象、项目内容、项目实施时间、项目调研方法。字数要求500字。你需要补充缺失的信息，并用比较正式的文字描述出来。你去参考一下样文导言部分的内容。2. Pro

22、blem Identification and Analysis2.1 (其他层次标题采用Arial 10号黑体)Having taught English to primary students for 7 years, I have been teaching teach fourth graders in a private elementary school for 7 years. During my reading class, I found that although some new words in the textbook had been taught in the c

23、lassroom, they the students still could not understand the sentences or get the main points of the text. Moreover, many students seem to lose their interest during the lecture. Thise research problem of this project is that many students can not understand the text even though they have been taught

24、the meaning of each words. 2.2 Problem AnalysisThe reading skills of my students need to be improved. They now seem to only get the meaning of individual words and sentences, but they are unable to understand the meaning of the whole text clearly and effectively and thus their memory of the words ar

25、e tend to be temporary. In view of Due to these facts, the scientific investigation based on Socratic Dialogue and Cause Analysis is used to analyze the problem. 1. Socratic DialogueAt this stage, the researcher asked a series of questions and then answered them.Table1: Socratic Dialogue for Problem

26、 AnalysisQuestionsAnswersa) Why do they have difficulties on English reading? Lacking the background knowledge is the major problem. 现在做这个问题分析就是找出学生的问题所在，如果这个问题和答案你在这里马上就出来了，下面的分析也就是多余的了。你应该一步一步通过各种分析方法arrive at 这个答案和下面的解决方法。b) Why is it hard for them to understand the text?they are unable to unders

27、tand the meaning of the whole text clearly and effectivelyc) How did the teacher deal with the problem?The teacher will provide the relevant background to students to help them understand the text.2. Cause AnalysisThis analysis starts with some factors that may contribute to the cause: the teachers

28、side, the students side as well as the techniques for teaching reading. a) Teachers sidei. The researcher was majored in English and after graduation went to teach taught English in a primary school. She has been teaching reading for 2 years, the lacking of experience might have caused part of the p

29、roblem. ii. The teacher had been focusing on the teaching the words and believed understand the words will make them know how to translate the sentences and they will finally know how to translate the whole text and neglected the fact that know how to translate doesnt mean understand the text. 尽量用术语

30、：比如这里传统的教法就是使用bottom-up的方式，期望学生掌握单词、片语便能理解文章。iii. The teacher did not realize there was a need to change or develop the way of the reading teaching. b) Students sidei. The average age of the students is ten. They are in Grade 4. 这个不是原因分析。ii. The origin of the students varies so as their English leve

31、l. The level of some students is almost like beginners. iii. Some of the students are lack of the interest in English learningc) Techniques for teaching readingi. Traditionally, the lesson on vocabulary was over emphasized. Students need to memorize the words and are tested by dictation. ii. Student

32、s will be asked to read text and translate into Chinese or vise versa as a main part of the lesson.iii. A better way of reading teaching has to be introduced to improve the students reading.3. Results of Problem AnalysisAfter the above analysis, the cause of the problem in the students reading learn

33、ing becomes clear. It was because of the teachers ineffective design of vocabulary and reading activities （这里要说明白：到底是那方面ineffective，因为这里已经是在总结分析结果，务必清晰明了）and based on the analysis above, the researcher was determined to design a project that can lead to more effective reading learning activities to

34、solve the problem.（此项目设计你的主要解决方法或方向也需在此点明，这也是你为什么做问题分析的初衷）3. Project Objective and Hypothesis3.1 Project Objective:The project objective is to develop the students English reading comprehension andso that they can read the original edition text and increase their interest in English reading. 3.2 Pro

35、ject Hypothesis: When using multimedia to introduce background information to reading passages, English teachers can help fourth graders to improve their reading comprehension and to increase their interest in reading.格式不统一。4. Project Rationale4.1 The role of reading in English teaching.For centurie

36、s, reading is considered as one of the most useful ways in getting information. Reading is an important skill that needs to be developed in children. The more children read, the better they become at reading. Its as simple as that. The more enjoyable the things they read are, the more theyll stick w

37、ith them and develop the reading skills theyll need for full access to information in their adult lives. Reading should be viewed as a pleasurable activity- as a source of entertaining tales and useful and interesting factual information. The more young children are read to, the greater their intere

38、st in mastering reading. Reading out loud exposes children to proper grammar and phrasing. It enhances the development of their spoken language skills, their ability to express themselves verbally. Also, reading can open up new worlds and enrich childrens lives and can enhance childrens social skill

39、s. Reading can provide children with plenty of good, clean fun. 这一段并未说出阅读在英语教学中的作用。4.2 The outline of According to , the characteristics of physical and mental development for elementary students, require English teaching focus on the listening and speaking. But they should also develop reading skil

40、ls. For six graders they can read short and small stories. English reading ability of students is the important part in English comprehension, the reading level of students directly or indirectly restricts the development of English language proficiency. 这里你需要交代清楚：这个新大纲标准，跟你这个项目有什么关系？然后再来描述新大纲标准。 4.

41、3 The problems in todays teaching and how to solve itUsually there are two process of reading teaching. The most traditional way is bottom- up. And the other way is top-down. The bottom-up approach reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrase

42、s, then sentences and paragraphs, and finally working out the meaning of the whole text. With top-down processes, on the other hand, the reader uses his and her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then prediction are checked by re

43、ading and trying to understand the text. The disadvantage of bottom-up is that organizational structure you establish might have to be changed in a later roll-out phase. Because of the immediate changes to repository owners and the user population, the roll-out will have a higher impact earlier and

44、require greater cooperation. This strategy is driven by the existing infrastructure instead of the business processes. The disadvantage of top-down is the solution provides limited coverage in the first phases. A minimal percentage of user accounts are managed in the first phases. ？下句话不清楚。You might

45、have to develop custom adapters at an early stage. The support and overall business will not realize the benefit of the solution as rapidly. The implementation cost is likely to be higher. Today, there are still a lot of problems exist in English reading teaching, for example, teacher-centered and l

46、ess effective in learners situation. 蓝色字体的文字为什么放在这里？Both way of teaching are not suit for students in reading class, and such kind of way the teacher used may caused that students follow the teacher step by step in learning but could not master the main idea of the text. And this also caused lack of

47、 interesting in reading. So the way of inter-active is the best way to teach reading. Research on Interactive Way of Reading An interactive way of reading is a reading approach that recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process. This app

48、roach can be seen as an interactive process between a reader and a text which leads to reading fluency. In this process, the reader interacts dynamically with the text as he or she tries to elicit the meaning and where various kinds of knowledge are being used: linguistic or systemic knowledge throu

49、gh bottom-up processing as well as schematic knowledge through top-down processing. 你的文献综述没有看见任何参考文献和出处，还有内在逻辑需要加强。另外，你需要思考你写的这些跟你的项目有什么关系。4.4 The Important Role of Background Knowledge in ReadingDuring my teaching, I found there are some problems in teaching reading. Although some new words in the

50、textbook had been taught in the classroom, they still could not understand the sentences or get the main points of the text. Moreover, many students seem to lose their interest during the lecture. This research problem of this project is that many students can not understand the text even they have

51、taught the meaning of each word. This made me think for a long time. After learning the teaching method, I know there are some effective ways can solve the problems. Connect with my teaching experiences, I found that lack of relevant background knowledge is the main problem. A child who has limited

52、exposure to reading will have very different expectations and understandings. Each of these situations, however, provides some of the background knowledge that children bring to the act of reading. Activating background knowledge before reading is an important step that is often overlooked in teachi

53、ng young readers. 这一段的内容，已经在你的导言和问题分析那里得到了充分的描述，在这里，你需要重点写关于背景知识与阅读理解和阅读兴趣的关系，材料要从文献中获得，因为这一部分是文献综述。要写详细，并且必须注明出处。5. Project DesignDrawing on the discovery of the problem analysis and rationale quoted above, a project is designed to improve the students reading ability by introducing the background

54、to the text.5.1. Target Group and Control GroupTwo groups of students will be needed for comparison, the Target Group, who will be provided background information while teaching the reading, and the Control Group, who will be kept in the traditional way. The sample groups consisted of two classes of

55、 Grade 4 students, who were about the same English level at the beginning of the project. They were taught by the same teacher, but in different method. Students of Class 1, Grade 4 comprised the Target Group and used for reading practice. They will spend 40 minutes to practice. Students of Class 1,

56、 Grade 4 served as the Control Group and continued to use traditional method, namely, the bottom-up method, to practice English reading. 人数、性别，年龄。5. 2 Teaching materialsFour reading texts will be used in the project. They are should be suitable for the students present English level and the content

57、should be related to the students curriculum so as not to interrupt their normal learning plan. Four reading texts were selected by Reading Book published by Beijing Zhongde School English Department, Leveled Reader K(which has been used as suitable text book for the general English level of Grade 4

58、 students). 5.3 Lesson designTable 2: Timetable of ProjectSeeAppendix II.5. 4Teaching Activity Outline:See Appendix IV在正文中不能忽略而过。请参考样文。6. Project Implementation6.1 Background informationMy research subjects are 30 nine to ten-year- old students, and they are in nearly beginning English level. It too

59、k carried 4 weeks with two 40-minute classes per week. And had a dictation about the new words and a reading test at the end of each week to the both two groups. The target students were asked to fill out a questionnaire about their attitude and experience on English reading before the implementatio

60、n. After the 4-week project, the target students were asked to fill in a survey concerning their attitude and experience about background knowledge and reading activities. 6.2 Summary of project implementationWeek IWeek I was the beginning of the project implementation. Motivation was very important

61、 at this stage. Helping students to get involved in the relevant background and arouse their interesting is the main task of the lesson.The first period was to make students enjoy the text and guide students to build up general feel of time by having them look at some pictures. Story 1 involved 3 ta

62、sks. Task 1 was to motivate the students by looking at the pictures about time. Have them build up a general view of the text. Task 2 was make them read the story have them know the general idea and get the gist of the task. Task 3 was having students do the reading task. 请指明与项目假设和项目目标相关的部分。Week IIA

63、fter knowing the background of the text, students become active during the class. They want to know more about the text. So during this week, they will do the same thing like week 1. . 是关于同样的课文吗？到底什么是同样的，不详。请指明与项目假设和项目目标相关的部分。 Week IIIWeek III was an improving week. I think during this week, they wi

64、ll get a progress after two weeks training. The purpose of the week was to help students get to know the stories of George Washington and get the gist of the story. Then have tried to retell the stories to the others. The researcher provided some words to make a clue for the students, so that the students could easily produce the words and sentences about the story. This would reinforce what they had learnt. 这部分跟其他部分的不同之处在哪里？请指明与项目假设和项目目标相关的部分。Week IVWeek 5？ is a producing week. The task which researcher designe