中学交际英语教学研究

中学交际英语教学研究Inmodernsociety,EnglishlanguageteachinginChinabecomesmoreandmoreimportant.Asweknow,thetraditionalapproach,whichtakestheteacherandstudentsmuchtimeandenergy,bringsoutslowandpooreffectsinlearning,whiletheCommunicativeApproach,whichwillbediscussedinthisthesis,takeslesstimeandproducesfastandbettereffects.ThisthesisfirstintroducesthebasicknowledgeoftheCommunicativeApproach,includingthehistoricalorigin,connotationanditstheoreticalbase.AnditthenpointsoutsometeachingmethodologyoftheCommunicativeApproach.Finally,itdiscussestheapplicationoftheCommunicativeApproachinmiddleschoolEnglishteaching,namelyinlistening,speaking,reading,andwriting.在现代社会，中国的英语语言教学已经变得越来越重要。众所周知，传统的英语教学方法花费了老师和学生大量的时间和精力，却收获甚微。但是，在这篇本文中所讨论的交际教学法，却能在短时间内取得更好的效果。本文从三个方面对交际教学法进行论述。首先，介绍了交际教学法的一些基本知识，包括历史起源，内涵意义，以及理论基础；然后，指出了一些交际教学法的教学方法论原则；最后，本文重点讨论了交际教学法在中学英语听、说、读、写教学中的运用。ContentsIntroduction………………...……………………11TheCommunicativeApproach………...…………21.1HistoricalOriginoftheCommunicativeApproach.……………...21.2ConnotationoftheCommunicativeApproach………………..31.3TheoreticalBaseofCommunicativeApproach…………….32TeachingMethodologyoftheCommunicativeApproach…...42.1MistakesandCorrection………..…………42.2TeacherandStudent……………..………...52.3AccuracyandFluency………….…………53ApplicationoftheCommunicativeApproachinMiddleSchoolEnglishTeaching…….…………..…………....63.1ListeningTeaching………..63.2SpeakingTeaching…….…..93.3ReadingTeaching………………….......………………...123.4WritingTeaching………...………………14Conclusion………...……………16IntroductionWiththedevelopmentofeconomy,scienceandtechnology,moreandmoreopportunitieshavebeencreatedforChinesepeopletocommunicatewithpeoplefromallovertheworld,especiallyfromtheEnglish-speakingcountries.Andasaresult,thedemandfororalEnglishhasbeengreatlyincreased.Andundersuchsituation,anewEnglishteachingapproachappeared.ThisnewapproachiscalledtheCommunicativeApproach,whichwillshiftthefocusfromthegrammartothecommunicativecompetenceoflanguage,inordertoshowourstudentshowthelanguagesystemisusedinnormalcommunications.AndtheCommunicativeApproachinlanguageteachingisbasedonthetheoryofcommunicativecompetence,whichisproposedbyHymesinhisbookOnCommunicativeCompetencein1970sandwidelyacceptedtoconsistofgrammaticalcompetence,sociolinguisticcompetence,discoursecompetence,strategiccompetence.AndChinaalsostartedthestudytoCommutativeApproachintheearly1970s.In1979,LiXiaojuandhercolleaguesinGuangzhoubeganwritingandteachingasetofcommunicativeEnglishtextbooksentitledCommunicativeEnglishforChineseLearners.AndsincethattimeseveralprojectssuchasJuniorEnglishforChinahaveintegratedtopicsrelevanttoChinesestudentsandcommondailyexpressionsincommunicationwithgrammaticalstructures.Suchintegration,infact,representstheweakversionofCommunicationApproach,whichfostersthedevelopmentofcommunicativecompetence.However,ourEnglishteachingdoesnotseemtofollowthistrendwell,especiallyinmiddleschools.UnderthepressureoftheCollegeEntranceExamination,middleschoolEnglishteachersstilltaketheoldEnglishteachingmethod---GrammarTranslationMethod,whichonlypaysattentiontothegrammar.Andasweallknow,inmodernsociety,students’communicativecompetenceismoreimportantthangrammaticalknowledge.Therefore,weshoulddosomethingtoimprovethissituation,andtohelptheteachersandstudentstakelesstimeandproducefastandbettereffects,andthisisthepurposeofthisthesis.ThisthesiswilldiscusstheCommunicativeApproachtoteachingEnglishinmiddleschoolfromthreeparts,namelyinthebasicknowledge,themethodology,andtheapplication.1TheCommunicativeApproach1.1HistoricalOriginoftheCommunicativeApproachLikeanyscientificinventionhistory,theCommunicativeApproachhasexperiencedalonghistoryofmaturityandithadbeensurveyedbymanypeoplebeforeitwasformallyknowntotheworld.Thoughtheapproachgotitsformalnameonly10yearsago,itisnotanewone,anditssourcecanbetracedbackinhistory.In1971,aseminarwasheldbytheCulturalCooperationCouncilofEuropeatRuscholikonnearZurichinSwitzerland.Agroupofexpertsbegantoinvestigatethepossibilityofdevelopinglanguagecourseinordertomeettheadultneedsofvariousaimsandofdifferentabilitiestolearnforeignlanguagetofacilitatemutualcommunication.ThecouncilalsodecidedthatateachingsyllabusofmodernlanguageusedinEuropeshouldbedesigned(张正东，黄泰铨410).AtthistimethefirstpaperentitledAModelfortheDefinitionofLanguageNeedsbyAdultsdraftedbyTene’Richterichappeared.Thepapercontainstwosections,languageneedsandlearningneeds.Foreachsection,theauthorprovidedadetailedtaxonomyofthevariedsituationsinwhichastudentmighthavetousethetargetlanguage,theroleshemighthavetoplay,andthecommunicativeactivitiesinwhichhemighthavetoparticipate.Thismodelaterlaidasolidfoundationforthematerialsandsyllabusappearinglater,suchasJohnMunby'sCommunicativeSyllabusDesignin1978,D.Wilkins'NotionalSyllabusin1976andL.Widdowson’sTeachingLanguageasCommunicationin1978(张正东，黄泰铨410-11).Itwasnotuntil1979,whentheCommunicativeApproachtoLanguageTeachingbyC.J.BrumfitandJohnsonwaspublishedthattheterm“CommunicativeApproach”becamepopularformallyasanindependentapproach.Sincethen,communicativelanguageteaching,orCLT,hasbecomeahottopicworldwide,whichhasbeenwidelyresearcheduponandappliedaroundtheworld.AndinChinaseveralexperimentsonaconsiderablescalehavealsobeenconductedwithfavorableresults.1.2TheConnotationoftheCommunicativeApproach“Doingthingsthroughlanguage”isjustthelatestpropositionabouttheCommunicativeApproach.However,theexactconnotationoftheCommunicativeApproachhasastrongversionandaweakone.Thestrongversionadvancestheclaimthattheacquisitionofthesecondorforeignlanguageistheproductofcommunicativeactivities,notthepurposeforthem.Itadvocatesusingthelanguagetolearnit(张正东，黄泰铨414).Students’knowledgeofthetargetlanguageistheoutcomeofcommunicativeactivity.Theymustusetheircapacitiesintheactivitytolearnthenewlanguageandfirstdeveloptheircommunicativecompetence.Therefore,languagelearningisnotmerelyaquestionofactivatingsomethingexisting,norofobtainingrigidknowledge.Itisaquestionofusingforeignlanguagetolearnit.Thefunctionofthispointofviewunderwentaprocessofdevelopment,.Bycontrast,theweakversionclaimsthatlearningistofacilitatecommunication,soknowledgeisuseful.Studentsaresupposednotonlytolearnaforeignlanguage,butalsotolearnhowtouseit.Itholdsthatstudentslearnstructuresfirst,thentheirabilitiestousethembedeveloped(张正东，黄泰铨416).Sothebasictaskforteachingistoenablestudentstoinvolveinsufficientcommunicativeactivities,followingcloselythecommunicativeaimsformulatedinthesyllabus.Accordingly,knowledgeofsemanticsandpurestructuresshouldoccupyaplaceinthesyllabusandtextbooks.1.3TheoreticalBaseofCommunicativeApproachCommunicativeApproachisbasedontheideathatlearningaforeignlanguageisnottomasteritsstructuresorforms,buttodevelopstudents'communicativecompetence.AndthisideaisinitiatedfromHymes'communicativecompetence.Underthefactthatlanguagecouldnotexistwithoutsocialcontext,Hymesproposedatheoryofcommunicativecompetence,whichincludesfourrespectsintermsofbothknowledgeandabilitytouselanguage.(a)Whethertobeable(andtowhatdegree)toknowtheagreementoflanguageformandgrammaticalrules.(b)Whethertobeable(andtowhatdegree)toknowhowtouseandrespondtodifferenttypesofspeechacts.(c)Whether(andtowhatdegree)anacceptablelanguageformisappropriateinrelationtoacontextinwhichitisusedandevaluated;and(d)whethertobeable(andtowhatdegree)toknowthefrequentuseoflanguageforms(张正东，黄泰铨423).Amongthefourpoints,thethirdisthemostimportantone,itdeterminestheotherthreeaspects.2TeachingMethodologyoftheCommunicativeApproachInordertoputtheCommunicativeApproachintopracticemoreeffectively,someteachingmethodologyshouldbelearnedfirst.2.1MistakesandCorrectionMistakesinforeignlanguageteachingandlearninghavebeenafocusofdebatesfordecades.Therearepeoplewhoclaimthatmistakesshouldbeavoidedandthattheyshouldbecorrectedimmediatelywhenevertheyoccur.Meanwhile,thereareotherpeoplewhoassertthattoomuchcorrectionmaydiscouragethelearner,andthenitbecomesagreathindranceinlanguagelearning(杨阳273).Infact,inmyopinion,alanguageteachershouldprovideopportunitiesforstudentstousethelanguagefreelytoexpresstheirownideasandhelpstudentsdevelopbothaccuracyandfluency.Iftheteacherfixeshiseyesonlyonstudentsgrammarandpronunciationmistakes,studentswillnotdaretospeakanymoreforfearofbeinglaughedatfortheirmistakesingrammarorpronunciation,sotheteachershouldgivethestudentsarelaxingenvironmenttoexpresstheirideaswhichisfocusedontheirfluency.Inthisperiodnomistakeswillbecorrected.Thentheteachercanannouncehisattention,forexample,“Inthislesson,Iwanttoconcentrateonthe‘s’onverbslike‘helives’,‘hegoes’,‘shetries’,Iwantyoutopaymoreattentiontoittoday.”Thusthefocushasbeenchangedintoaccuracy.Theteacherthencorrectthe‘s’mistakesandignoreothermistakesstill.Theteachercannotcorrectallthemistakesduringtheclass.Thesemistakescanbetakendownseparatelyanddealtwithlater.Onlypropermistakecorrectionswillnothurtthestudent’sself-esteemandcontributiontoacommunicativeatmosphere.2.2TeacherandStudentAsweallknow,thetraditionalChineseELTclassroomisa“teacher-centered”one.Theteacherisalwaysinanactiverole,whilethestudentsarepassive.Wemaystillrememberthatwhenweweremiddleschoolstudents,ourteacherdidmostofthework,likelecturing,explaininganddominatingtheclassfromthebeginningtotheend,andwejustbroughtourearsandeyestotheclassandwaitedtheretobedrilledwithknowledge.Thecommunicativeclassroom,however,isa“student-centered”one.Studentsarethemostactiveelementinthiskindofatmosphere,teacherscaninstructthem,butcannotfeedthem.Studentsaregivenachancetolearnbythemselves,themostimportantroleofateacheristoactasafacilitatorofhisstudentsandshouldbelessandlessdominant.Asamanager,theteachermustbegoodatarranginghisteachingplan,andestablishingtherealcontextualsituationaccordingtothestudent’sinterest.Asamotivator,theteacheralsomustbegoodatimprovingthemotivationofhisstudents.Theteachermaynotbeabletocreatemotivation,butmayinfluencethestudent’smotivation.Whenstudentsmotivationisimproved,theywillbecamemoreactiveanddesiretolearnmoreandmakemoreeffort.Andasacorrectorandaguide,theteachershoulddocorrectionscautiouslyandletstudentrealizethattheyaredoingcommunicativeactivitiesintheclassroom.2.3AccuracyandFluencyIntermsoftheaimofteaching,adistinctionisoftenmadebetweenaccuracypracticeandfluencypractice.DavieandPearsearguedthataccuracypracticeisintendedtoestablishsomecorrectnessintheproductionofnewitemsaftertheyarepresented,ortocorrecterrorslateron(36).Thatistosay,inaccuracypractice,studentsusuallyknowthattheyneedtorepeatnewlanguageitemsoverandoveragain,andknowthattheyshouldtrytoavoidmistakes.Butthecoursebookwritersoftenusetheterm“fluency”todescribetheaimoftheELT,especiallyinspeakingactivitiestheyprovide.Hedgedefinesfluencyas“respondingcoherentlywithintheturnsoftheconversation,linkingwordsandphrases,usingintelligiblepronunciationandappropriateintonation,anddoingallthiswithoutunduehesitation”(261).Inotherwords,signsoffluencyincludeareasonablyfastspeedofspeakingandonlyasmallnumberofpausesand“ums”and“ers”.Thespeakerdoesnothavetospendalotoftimesearchingforthelanguageitemsneededtoexpressthemessage.Accuracyandfluencyarebothimportant,theyaretwoaspectsthatareindispensableofeachother.Withoutaccuracy,fluencywillloseitsbasis,andwithoutfluency,effectivecommunicationishardlypossible.Itisimportanttodealwiththerelationsofthetwoaspects.ButintheCommunicativeApproach,fluencyshouldtakeprioritysothatstudentscanacquirecommunicativecompetence,andteachersshouldtrytofocusthelearner’sattentiononthecommunicationofideas.3ApplicationoftheCommunicativeApproachinMiddleSchoolEnglishTeachingFromtheabovediscussion,wecanseethatthepurposeoftheCommunicativeApproachistocultivatethestudents’communicativecompetence.Andasweallknow,classroomteachingplaysanimportantpartinforeignlanguageteaching,soweshouldpaymoreattentiontoit.Andinthisthesis,withthehelpoftheresearchmadebyHymesandothers,we’dliketodiscussitfromthefollowingfouraspects:3.1ListeningTeaching3.1.1ProblemsinCurrentListeningTeachingThepresentsituationofthelisteningteachinginmiddleschoolisnotveryencouraging.Therearetwotypicalproblemsinlisteningteaching.Thefirstoneisthetraditionalwayofteachingstillprevails.Usually,theteacherintroducessomenewdifficultwords,askthestudentstolistentothetapeoverandoveragain,andthengivecorrectanswers.Andthesecondoneisthatwhatweexperienceinreallifelisteningandwhatstudentsareaskedtodealwithintheclassroomaredifferent.The“realsituation”,suchasinformalchats,songsandmovies,smalltalksatapartyandsoon,isnotalwayspresentintextbooks.Thisputthelearneratadisadvantagebecausetheycan’tgetcontextclueswhilelistening.3.1.2TheCommunicativeTeachingProcessTofacilitatethedevelopmentofstudents’communicativelisteningability,theteacherneedstodeveloplessonsthroughthreestages.Pre-listeningThePre-listeningtaskscanhelpstudentsgenerateinterest,buildconfidenceandfacilitatecomprehensiontothenextlisteningactivities.Andtherearetwoimportantactivitieswillbeused.1)PredictingResearchinlisteninghasshownthatgoodlistenersaregoodpredictors.WhenwewerepracticeasteachersinNO.11middleschoolinYueyanglastyear,wefoundthatusethepicturesorcharsandthecomprehensionquestionstopredictarealluseful,andnoticethateventhoughthepredictionsarenotallright,thestudentswillalsobemoremotivatedtolistentothepassagetoseeiftheirpredictionsarecorrectornot.2)SettingthecontextAsweallknow,listeningtoapassageintheclassroomcanbemoredifficultthanlisteninginreallife,becauseoflackofcontext.Sotheteachercanprovidesomebackgroundinformationtoactivatestudent’sinterest.Forexample,useaquestionlikethis“Supposethat...,whatwouldyoudo?”,andanotherwayistoactivatethestudent’scurrentknowledge.Forinstance,theteachercantellthestudentsthat“we’regoingtolistentoanecologicalcampaignertalkaboutthedestructionoftherainforest”,thissetsthecontext,butthat’sstillnotenough,theteacherthenshouldasksuchquestionsas“Whatdoyouknowaboutrainforests?Wherearethey?Whatarethey?Whatproblemsdotheyface?Whatorganizationscampaignforecologicalissues?”andsoon..While-listeningThisstageisthemostdifficultfortheteachertocontrol,becausethisiswherethestudentsneedtopaymoreattentiontoandprocesstheinformationactively.Theteachershouldhelpthelistenersunderstandthematerial.Andthetaskshouldinvolvethestudentsingettinginimmediatelydoingsomethingwithit.Itcanbecategorizedintotwomajortapesofactivities.1)GlobalactivitiesThiskindofactivitiesmeansthestudentsshouldconsideratextorsegmentasawhole.Sotheteachercanaskthestudenttofindoutthemainidea,matchtitlesorsubtitlesforthetext,andorderorsequenceinformation.2)Specificinformationactivities.Thiskindofactivitiesmeansthestudentsshouldunderstandthetextindetail,theywillbeaskedtocompletethecharts,diagrams,grids，answerquestions,andselect/match/identifyspecificinformationandsoon.Post-listeningThisstageiswheretheteachercandeterminehowwellthestudentshaveunderstoodwhattheylistenedto.Usually,studentscanunderstandmorethantheycanremember.Inotherword,thestudentscanknowthegistoftheconversation,buttheycannotrememberexactlywhatwordsaresaid.Infact,itismorenaturaltoselectandinterpretwhatwehearthanrepeateverythingwehaveheard.Sothisprincipleshouldbefollowedwhendoactivities.1)AskingsomequestionsTherearetwokindsofquestionstoask.Theoneismultiplechoicequestions,whichthestudentsdofrequently,andtheotheristheopen-endedquestionswhichtheteachershouldpaymoreattentionto,theanswerstothiskindofquestionsshouldbeinferredfromthetext,like“whatdoyouthinkabout...?”Or“whatshouldwedoto...?”Andtheteachershouldbetterusethegroupdiscussion.2)RetellorrewritethestoryRetellorrewritethestoryisagoodwaytohelpstudentunderstandthetextbetter,andtheseactivitiescanintegratethestudentslisteningwiththeirspeakingandwritingskills.Itiseasiertokeepstudents’motivationhigh,helpstudentslearninarealenvironment.3.2SpeakingTeaching3.2.1MotivatingYourStudentsWhenemployingclassroomactivities,suchasrole-plays,debates,topicdiscussions,somestudentsareoftenafraidofexpressingtheiropinions.Researchinspeakingteachingshowthattherearemanyreasonsforthis:1)Studentsdon’thaveanopiniononthesubject2)Studentshaveanopinion,butdon’tknowhowtoexpressthemselves.3)Someactivelyparticipatingstudents,whofeelconfidentintheiropinionsandexpressthemfluency,makethelessconfidentstudentsmoretimid.Andherearesometipsfortheteacherstohelpstudentstobeconfidentinthespeakingclass.1)Trytomakearelaxedatmosphereinyourclassessothatmostlearnersarenotafraidofspeakinginfrontoftherestoftheclass.Andtrytomakethepracticemorefun.Theteacherscanusecompetition,inventionortryingtofindsomethingoutthroughguessingtomakethepracticemorelikeakindofgames.2)Arrangeclassroomseatsinacomfortableway,itisessentialinsemi-circleinrowsfacingeachotherincreasescommunication.3)Givethestudentsmoreencouragement.Afterstudentsfinishtheirspeakinginclass,theteachersshouldfindwaystodemonstratetothelearnersthattheyaremakingprogressallthetime.4)Becarefulwitherrorcorrection.Asismentionedabove:Notalwayscorrectmistakes3.2.2SomeTypicalActivitiesinSpeakingTeachingThroughtheknowledgethatgetfrombooksandpractice,it’sfoundthatthefollowingactivitiesarethemostuseful.1)DescriptionofapictureThisisanactivitywhichyoucangivestudentsregularly,especiallyinjuniormiddleschool.Askstudentstotalkaboutapictureingroups,describingthepeople,objectsandplacesinthepicture,sayingwhatthepeopledoingandwherethevariousobjectsare.Forexample,whenwewereteachinginajuniormiddleschoolinthelastsummerholiday,anactivityhasbeendonelikethis:First,alargepicturewithmanyitemswasputontheblackboard.Thenthefollowingwordshavebeenwrittendownontheblackboard:abovetheundertheleftoftherightoftheThenthestudentswereaskedtoworkinpair:Withyourpartner,describethispicturebyturns.Example:StudentA:Abovethetable,Iseealight/thereisatable.StudentB:underthebook,Iseeapen./thereisapen.2)RoleplayRole-playissuchanactivitythatstudentsareaskedtoimaginethattheyareindiffidentsituationandthenactaccordingly.Theteachercantellthestudentstorole-playbeingaguestatapartyorpeopleaskingfordirectionstoarestaurantandsoon.Andatthebeginningoftheactivity,theteachercanprovidethestudentssomespecificinformationthatwillguidetheirconversation.Anactivityofthiskindlikethishasbeendone:Roles:theaterclerk+movie-goerSituation:buyingmovieticketsInformationtheteachergivestotheclerk:moviedays,names,times,andpricesSamplequestionsgiventothemovie-goer:Whatisshowingtonight(tomorrow,Thursday,etc.)Howmuchdoesaticketfor_______cost?Whattimeis______showing?Suggestion:Putthesecondchartontheblackboardforthestudentstocopyandgivetheclerks(halfofthestudents)thecompletecopy.Ofcourse,chartscanbemoresimpleorcomplexthanthese.Instructionstostudents:Findapartner,thestudentschoosetheirpartnersbythemselves,Clerk,donotshowyourpapertoyourpartner.Movie-goer,youmustasktheclerktheproperquestionstogetthecorrectinformation.Writedowntheresults.Thestudentshavedoneagoodjob,andlearntalotformit.Andwecanuseitasmuchaspossible.Chartfortheclerk:Chartforthemovie-goer:3)DebateOncestudentsbecomefamiliarwithtargetstructuresandrepresentingdifferentpointsofviews,classescanmoveontomoreelaboratedexercisessuchasdebates.Itisanimportantbutalittledifficultactivity.Throughrepresentingtheapprovingandopposingviews,student’sspeakingabilitycanbeimprovedquickly.Andtherearemanypossibledebatingtopics.Suchas,TVdomoreharmthangood;womenwordharderthanmen;qualityoflifeismoreimportantthanmoney;part-timejobsdomoregoodthanharmtostudent,andsoon.AndinUnit16,Seniorbook1B,thereisatypicaldebatingtopic,“Areweallowedtouseanimalsformedicalexperiments?”Thistopicisfamiliartoallthestudents,andstudentsarealsointerestedinit,soitiseasiertodothisactivity.Bytheway,teacheralsocanoffersomeusefulinformationfirstsothatmakesthedebatemoreeffective.3.3ReadingTeaching3.3.1TheTraditionalWaysThetraditionalwayofteachingreadingisgrammar-translationmethod.Accordingtothismethod,whenteachanewpassage,theteacherwillfirstexplainthemeaningsandusagesofsomenewwordsinthewordlistafterthebooks.Thenhewillasksomestudentstoreadtheparagraphstobelearnedorhereadsthembyhimself.Andafterthat,hewillbegintotranslatethetextsentencebysentenceanddealwiththelanguagepoints.Thestudentsjusttakenotes.That’sall.Ofcoursethiswillhelpstudentstodeveloptheirgrammaticalcompetence.However,itfailstodeveloptheirabilitytousethelanguageforcommunicativepurposes.3.3.2TheCommunicativeTeachingProcessPre-readingThisisastepofwarming-up.Inthisstep,theteachershouldarousethestudent’sinterestforthepassagetheywilllearn.Itisaveryimportantstep,andthepurposeofthisstepistofacilitatewhile-reading.ThecurrentmiddleschoolEnglishtextbookdoagoodjobinthisstep,therearealwayssomeinterestandeffectiveactivitiesatthebeginningofthepassage,suchas:1)BrainstormingItisaconductiveactivitytotheunderstandingofthetext.Forexample,inUnit4,Seniorbook2A.ThecontentofthepassageisaboutEnglishpoetry.Andinthepre-readingpart,thereisaquestionforstudents:CanyounamesomefamousChinesepoets?Canyoureciteanyoftheirpoems?Allofthestudentsarefamiliarwiththistopic,sotheyareexcited,evenreadsomefamouspoemsatonce,andthroughthisactivity,thestudentscanknowsomeinformationaboutthepassageandinterestinwhattheywilllearntoday.2)SkimmingorscanningThesetwoactivitiesareconcernedwithgettingthemainideasandfindingspecificdetails.Usuallystudentsareaskedfirsttoskimthepassagetogetthemainideaofthepassageandthenscanthetexttofindsomespecificdetails.Someactivitiessuggestedinthisstepare:gettingthemainideaofthetext;matchingsubtitleswithpassagesorparagraphs;guessingaword’smeaninginthepassage,andaskingsomedetailquestions,suchas,findJohn’address,orhowmanypeopleareinjuredinthistrafficaccident?While-readingItisthemostimportantoneofthethreesteps.Itinvolvesinthelanguagepoints(includingthenewwords,thecomplexstructures),andthedeepunderstandingtothetext.Butinthisthesis,wepaymoreattentiontothecomprehension,anditsactivitiescanbedesignedasfollowing.1)InformationtransferringUsually,theinformationpresentedinthetextisnoteasytounderstand,butiftheteacherhelpthestudenttransferitintoanotherform,thestudycanbemoreeffective.Andtherearesomeusefulinformationtransferringwaysthatareoftenused:picturesdrawing,maps,tables,treediagrams,notes,chronologicalsequence,Chartsandsoon.2)ComprehensionquestionsAnothermethodthatfrequentlyusedinthisstepisaskingcomprehensionquestions.Whenpreparingquestionsforassessment,teachersneedtobeawareofthesethreekindsofcomprehension¬---literal,interpretive,andcriticalcomprehension.Attheliterallevel,usually,theanswertothiskindofquestionissomewordsorsentencesformthetext.Attheinterpretativecomprehensionlevel,thestudentsareaskedtofindthedeepmeaningofthetext.Forexample,explaintheAuthor’spurposeofwritingthetext,selectconclusionswhichcanbededucedfromthetext.Atthecriticalcomprehension,ideasandinformationinthetextareevaluated.Thisisbasedonthefullunderstandingofthetext.Post-readingInthelaststageofreadingteaching,themaintaskisprovidingthestudentswithopportunitiestorelatewhattheyhavereadtowhattheyhavealreadyknoworwhattheyfeel.Sothereadingactivitiesaresuggestedtohelpstudentsgobeyondthespecificpassagetodevelopthestudents’readingskills.Thesetypesofactivitiescanbeused:1)DiscussionThisactivityoftenusedinpost-reading.Throughtheexperience,usuall