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Developing English Reading Skills
作者:李忠厚 发表时间:2015年10月09日 浏览量:60 分享到空间
Project Title:
Developing English ReadingSkills
Investigator
Li Zhonghou
Anhui TV University
Submitted on 17th June 2008
Infulfilment of the course
Practical Project Design
Acknowledgment
I am most grateful to and Professor Luan Xiaohong Supervisor Song Yang, without whose support this project would not be implemented.
I am also grateful to my colleagues for their time spent on brainstorming.
No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.
Last but not the least, big thanks to my wife and my daughter, without whose support, I would not have self-confidence to finish this project.
Abstract
The present study presents a detailed report of a project implemented to solve the problem that most of my students do not like doing reading practice. They say that they could not grasp the meaning of the articles. It is hypothesized that if I carry out cooperative learning on the teaching of English reading, then the learners’ reading skills will be developed.
Among the methods of scientific investigation used are analytic method, cause analysis, observation and questionnaire.
Main Headings of the Project Report
1. Project objective
2. Project hypothesis
3. Project rationale
3.1 Meaning of cooperative learning
3.2 Students’ role
3.3 Teachers’ role
4. Project activities
5. Procedure
5.1 Reading work design
5.2 Control and target group
5.3 Project implementation
6. Project evaluation
6.1 The problem
6.2 The methods used in problem analysis
6.3 The project objective
6.4 The project hypothesis
6.5 The project rationale
6.6 The project design
6.7 The stage and details of project implementation
6.8 The methods used in project implementation
6.9 The methods used to obtain the results
6.10 The results obtained from the project implementation
7. Project findings
Appendix
1. Project objective :
To develop the students’ English reading skills in cooperative learning.
2. Project hypothesis:
It is hypothesized that if carry out cooperative learning on the teaching of English reading, then the learners’ reading skills will be developed.
3. Project rationale:
3.1 Meaning of cooperative learning
It is believed that cooperative learning can improve students’ reading abilities. In cooperative learning students are usually divided into groups and given tasks to perform or problems to solve in the classroom. Ideally, in cooperative groups, each group may consist of a prior low-achieving student, a low-medium achievement student and two high-medium achievement students. Tasks allow students opportu- nities for authentic and creative use of the language because at this time students’ knowledge of what to say, when, how, where, and to whom is required.
Cooperative learning groups are based on positive interdependence among group members, in which goals are structured so that students need to concerned about the performance of all group members as their own. In cooperative learning groups, the membership is typically different in ability and personal characteristics. Thus the ability of all the members in the group can increase altogether.
3.2 Students’ role
In cooperative learning , students are encouraged to help themselves learn, ask for help from others and from the teacher, learn language by using it in real settings, explain what they are learning and how they are learning, and assess themselves to measure their strengths and weaknesses. Students are expected to participate actively in learning activities, relate material to their own experiences and personal lives and undertake a variety of reading tasks which involve problem solving of one sort and another. This approach establishes the learner as the most significant and essential person in the teaching-learning process. The students will need to help establish the high expectations for themselves, and assume some responsibility for their own success. This can result in the promotion of their interests and preferences toward language learning. Moreover, learner’ beliefs (including their preferences) about the learning process are of critical importance to the success or failure of any student’s efforts to master a foreign language. According to Nunan (1998), no curriculum can claim to be truly learner-centered unless the learner’s subjective needs and perceptions relating to the processes of learning are taken into account.
3.3 Teachers’ role
Teachers only serve as a guide, language supporter and helper, but not as the main source of knowledge. The classroom is learner-centered. It has to be pointed out that there is a shift in roles for the teacher from the mere evaluator to facilitator. The teacher’s role is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction. So teachers work as guides and facilitators in classrooms. Learning-centered classrooms are by no means characterized by a free-for- all. These classroom are task-based. Students’ learning is judged by whether they achieve predetermined, developmentally-oriented objectives. Thus, the job of teaching reading in English inChinawill become more challenging, yet more meaningful.
The successful implementation of cooperative reading may require teachers to change not only their teaching methods but also their classroom management and organizational practices to accommodate the group and pair work whole to cooperative leaning. Teachers will need practical and moral support in their efforts to use the cooperative approach.
4. Project activities
I spent three weeks in increasing students’ English reading skills. I designed four activities in the weeks. Of course, the students had been divided into groups according to the need.
I teach two parallel classes, Class 1 and Class 2. So I used Class 1 as my control group, and Class 2 as my target group.
Week 1
Task 1: Children’s story with pictures (I offered ): The Emperor’s New Clothes
Object: To arouse students’ interest.
Length of time: 70min
Task 2: English Interesting Stories
Object: To increase students’ ability to summarize the subjects.
Length of time: 100min
Week 2
Task 3: Magic Mill
Object: To enable students to be better at finding and making sense of the details concerned.
Length of time: 60min
Week 3
Task 4: Interesting English Reading Comprehension
Object: To help the students correctly judge and properly evaluate someone or something according to the existing linguistic information.
Length of time: 70min
5.Procedure:
5.1 Reading work design
I have designed an adequate amount of activities (Cover three weeks of teaching) to test hypothesis. I hope that if I carry out cooperative learning on the teaching of English reading, then the learners’ reading skills will be developed accordingly.
In my project, I use three ways to prove my hypothesis: I would first give each group some materials to read aloud, and then ask them to help each other; next I would ask students to act the materials they read out in their own way, or repeat them with their own words; and lastly, I would design some remedial exercises to help the students analyse the materials.
I have designed four activities in three weeks.
Week 1
Activity 1
Reading: Ask students to read the materials the teacher designed.
Purpose: to arouse students’ interest.
Instructions: Students listen to the teacher’s explainations carefully and then finish the reading with the whole group.
Procedure: Students to read the materials aloud with the group’s help.
For students: Keep reading until they can read the story fluently. Repeat the story with your own words if you can. All of you must help each other in your group.
Activity 2
Follow up
Purpose: to increase students’ ability to summarize the subjects.
Instruction: After read the story, students in the same group act the story out by exchanging roles or repeat the story with their own words.
For students: You must act as every role in the story, so you must read the story carefully. All of you must help each other in your group.
Week 2
Activity 3
Purpose: To enable students to be better at finding and making sense of the details concerned.
Instruction: The teacher must guid students to comprehend the meaning of the story.
For students: All of you must comprehend the meaning of the story. Then you ask your peers some questions according to the story and answer their questions. Of course, all the questions must be rational. All of you must help each other in your group.
Week 3
Activity 4
Purpose: To help the students correctly judge and properly evaluate someone or something according to the existing linguistic information.
Instruction: To correct students’ errors in time. The teacher would design some remedial exercises to help the students analyse the materials.
For students: You must understand the meaning of every story and every question. All of you must help each other in your group.
For the three weeks activities, I wanted to arranged like this:
Step 1:Readingmaterials were distributed to various groups. With the help of each other, in a certain period of time, they read the materials.
Step 2: In accordance with the requirements, each group completed the collective corresponding task in the reading. If necessary, the teacher gave them help.
Step 3: Each group reported what they had done.
Step 4: In all groups, the teacher selected the most outstanding one.
Step 5: After compared the result of control group and target group, I found that reading skills and abilities of the members in target group had been greatly improved.
Whether doing anything, the interest is the best teacher. Training of cooperative learning is no exception, so my first step is to stimulate students’ interest in reading. Of course, the students have been divided into groups. After the students have certain interest in reading, I will spend some time in training and guiding them to seize the meaning of the articles. It is very important. This requires that students can exactly find the keywords of the article. If necessary, give them help. Completion of the above training, I trained students to further identify and understand the details in the article. To do so, it can improve their ability of observing. Upon completion of these, I could guide the students to correctly judge and properly evaluate someone or something in the reading materials using their own language, on the one hand the reading materials can be read by the students seriously, on the other hand they can also improve their language ability.
5.2 Control and target group
I set up control and target groups. The implementation of the project takes three weeks. In each week both groups are required to read the same story, and after that, both groups are asked to do a reading task and then I compare the students performance. The result obtained from the comparison should show whether the students in the target group make more progress in English reading than in the control group. This will show whether the students’ reading skills can be improved by cooperative learning.
5.3 Project implementation
It took three weeks to implement my project. For each week I am scheduled to do these:
Teaching notes (Appendix B)
Students’ handouts
Diary-keeping: Students’ responses and my own observation.
I want to know if the hypothesis has been proved by the three weeks use of cooperative learning with the target group. I have three sources data that help me to find it out. All the details of my project implementation were carefully maintained. They are data collection submitted as part of my project report pack.
⑴ The previous I did with my students for the cause analysis of my initial problem.
From the interview I know that I should give them more materials to read. Then I do so. The students said they were quite satisfied with what I had done for them.
⑵ Classroom observations I took in my diary.
My students became more active before. They were willing to read. They even feel reading English is very interesting. It is easy for them to grasp the meaning of an English article.
⑶ The comparison of the final reading work between the control and the target group. Look at the students’ reading work between the control and the target group. The target group is much better than the control group. They made more progress in English reading than the control group. They also made more progress than before.
From the above analysis I draw a conclusion that learners’ English reading skills can be improved by cooperative learning.
6. Project evaluation
6.1 The problem
Is the problem a researchable one ? Yes. If give me the resources, the time and the expertise I have, I can launch a project to solve the problem.
6.2 The methods used in problem analysis
Are the methods used to analyze the problem acceptable, suitable to it and properly applied? Yes. I used the analytic method, cause analysis, observation and questionnaire. These are all acceptable methods suitable to my problem. I also used them properly.
6.3 The project objective
Is the project objective realistic? Yes. Since it is researchable. It is realistic. It can be achieved. My project objective--to develop the students’ English reading skills in cooperative learning--is realistic.
6.4 The project hypothesis
Is the project hypothesis provable? Yes. My hypothesis-- learners’ reading skills will be developed by carrying out cooperative learning on the teaching of English reading—is provable. I have found that my students’ English reading skills has been improved.
6.5 The project rationale
Does the project have a sound basis? Yes. My project was based on the theoretical assumptions which are valid and sound.
6.6 The project design
I have defined my project objective and hypothesis.
I have stated my project rational.
I have worked out the details for project implementing.
I have also planned the Stage and time table for the project implementation.
6.7 The stage and details of project implementation.
The stage are mecessary and complete. The implementation details are properly maintained.
In my case, I am assessed on the following items.
Week 1
Teaching notes
Students’ handout
Diary-keeping
Week 2
Teaching notes
Students’ handout
Diary-keeping
Week 3
Teaching notes
Students’ handout
Diary-keeping
8. The methods used in project implementation.
In what way has the project been implemented? In my case, I first set up control and target groups and the playground teaching.
9.The methods used to obtain the results.
In what way has the investigator obtained the project results? Is it acceptable, suitable and properly used? I used observations, diary-keeping, and interviews to obtain the project results. They are all acceptable, suitable to the task and properly used.
Summarizes the methods I have used in my project
Stages of the project |
The methods used |
Project analysis |
Analysis method, Cause analysis, Observation, Questionnaire |
Project design |
Brainstorming Control and target groups |
Project implementation |
Observation, Diary-keeping |
10. The results obtained from the project implementation. My hypothesis has been proved to be correct.
7. Project findings
From the project I’ve found that the learners’ English reading skills can be developed by cooperative learning. In these activities, the students in Class 2 can take the initiative to help each other. But in Class 1 most of the students only work by themselves. So I think cooperative learning not only develops the students’ English reading skills, but also creates opportunities for students to become more active in their learning, increasing the chances of their becoming motivated, thinking, responsible, and productive citizens for the twenty-first century.
8. Appendix A:
The timetable of the project
Stage |
Week |
Calendar dates |
Tasks |
I |
1 |
Mar31-Apr6 |
Identify a problem |
II |
2,3 |
Apr7-19 |
Analyze the problem using scientific of investigation ☆ analyzing the teaching situation ☆ analyzing the teaching objectives/teacher’s roles/students’ roles/teaching materials, etc ☆ analyzing the data what I collected from students. |
III |
4 |
Apr 20-26 |
Design a problem-solving project ☆ formulating the project objectives and hypothesis ☆ making a training plan of English reading ☆ preparing reading materials and resource needed ☆ plan data collection method: teaching journal/survey/communication, etc |
IV |
5,6,7 |
Apr 27-May17 |
Carry out the project ☆ report of the classroom implementation of the training plan of English reading ☆ report of the data collection |
V |
8 |
May18-24 |
Evaluate the project against a checklist ☆ critical comment on your own teaching by checking your subjective comments against the collected data ☆ suggestions for report |
VI |
9,10 |
May25-June7 |
Write the project report |
Appendix B: Teaching notes
Week 1:
Date: Tuesday, April 29, 2008 16:20—17:30
Place: Class 1, in the classroom; Class 2, into small groups, on the playground or anywhere the group like.
Today’ objectives: to arouse students’ interest
Step 1: Distribute the reading materials to all the students in Class 1 and Class 2. In a certain period of time (30 minutes), they read the materials.
The students in Class 1 read in the classroom by themselves. While the students in Class 2 divided into groups read anywhere they like. After 30 minutes, they must read the article before class. They can ask help for each other. In Class 1 I will select a outstanding student, but an outstanding group in Class 2.
Step 2: In accordance with the requirements, each group complete the collective corresponding task in the reading. If necessary, the teacher give them help.
Step 3: Each group report what they had done.
Step 4: I select the most outstanding one.
Step 5: Compare the result of control group and target group.
Date: Tuesday, May 2, 2008 16:20—18:00
Place: Class 1, in the classroom; Class 2, into small groups, on the playground or anywhere the group like.
Today’ objectives: to increase students’ ability to summarize the subjects.
Step 1: Distribute the reading materials to all the students in Class 1 and Class 2. In a certain period of time(40 minutes), they read the materials.
The students in Class 1 read in the classroom by themselves. While the students in Class 2 divided into groups read anywhere they like. After 30 minutes, they must repeat any one of the articles before class. They can ask help for each other. In Class 1 I will select a outstanding student, but an outstanding group in Class 2.
Step 2: In accordance with the requirements, each group complete the collective corresponding task in the reading. If necessary, the teacher give them help.
Step 3: Each group report what they had done.
Step 4: I select the most outstanding one.
Step 5: Compare the result of control group and target group.
Week 2:
Date: Tuesday, May 6, 2008 16:30—18:30
Place: Class 1, in the classroom; Class 2, into small groups, on the playground or anywhere the group like.
Today’ objectives: to enable students to be better at finding and making sense of the details concerned.
Step 1: Distribute the reading materials to all the students in Class 1 and Class 2. In a certain period of time(20 minutes), they read the materials.
The students in Class 1 read in the classroom by themselves. While the students in Class 2 divided into groups read anywhere they like. After 30 minutes, they must recite any one of the articles before class. They can ask help for each other. In Class 1 I will select a outstanding student, but an outstanding group in Class 2.
Step 2: In accordance with the requirements, each group complete the collective corresponding task in the reading. If necessary, the teacher give them help.
Step 3: Each group report what they had done.
Step 4: I select the most outstanding one.
Step 5: Compare the result of control group and target group.
Week 3:
Date: Tuesday, May 13, 2008 16:30—18:40
Place: Class 1, in the classroom; Class 2, into small groups, on the playground or anywhere the group like.
Today’ objectives: to help the students correctly judge and properly evaluate someone or something according to the existing linguistic information.
Step 1: Distribute the reading materials to all the students in Class 1 and Class 2. In a certain period of time(30 minutes), they read the materials.
The students in Class 1 read in the classroom by themselves. While the students in Class 2 divided into groups read anywhere they like. After 30 minutes, they must do the exercises. They can ask help for each other. In Class 1 I will select a outstanding student, but an outstanding group in Class 2.
Step 2: In accordance with the requirements, each group complete the collective corresponding task in the reading. If necessary, the teacher give them help.
Step 3: Each group report what they had done.
Step 4: I select the most outstanding one.
Step 5: Compare the result of control group and target group.
Appendix C: Questionnaires for Project 2.
Appendix D: Reading materials.