2023年河南省高等教育自學(xué)考試英語(yǔ)專業(yè)本科畢業(yè)

河南省高等教育自學(xué)考試英語(yǔ)專業(yè)本科畢業(yè)畢業(yè)論文Ｓtuｄenｔs’SｈortcomｉｎgsCorrectioｎiｎEｎglishReadiｎg糾正學(xué)生在英語(yǔ)閱讀中的錯(cuò)誤專業(yè)名稱:＿＿_(dá)＿＿_(dá)＿_(dá)英語(yǔ)___＿_(dá)__論文作者名稱:準(zhǔn)考證號(hào)：___論文類型：_______應(yīng)用語(yǔ)言學(xué)________論文完畢時(shí)間：_＿_(dá)____＿_(dá)___聯(lián)系方式：_Studentｓ’SｈoｒｔｃomｉngsＣorrectioｎinＥnｇlishReadｉng【Ａｂstrａct】Atpresｅｎｔ,tｈｅpuｒposeofｍｉdｄｌesｃｈｏolEｎglisｈteａｃｈingｉsｔｏｉmproveｓtudents’ｓkｉlｌｓｏfｌistｅninｇ,ｓpeａkiｎｇ，ｒeadingandwritinｇ。EngｌishrｅadｉｎｇｉｓthecompreｈensiveuｓeofEnglｉshlａnguａgeabｉliｔy，ｗｈicｈisanimpoｒtantcriterionoｆmeａsｕringｔhｅstudｅnｔs’lｅｖｅlinEnｇlｉsｈ．Ｉｔｉsalsoabasicskillforａstudent.Soiｔisｖerｙimportanｔforstudｅntｓtochangetheirbadｒeａdｉnghabitsａndreadiｎgｓｐeed.【ＫeyWoｒｄs】:Reaｄing,inteｒeｓt,impｒovement,tｅachingｍeｔｈods，【摘要】中學(xué)英語(yǔ)教學(xué)的重要目的是培養(yǎng)學(xué)生的聽、說(shuō)、讀、寫能力。英語(yǔ)閱讀是英語(yǔ)語(yǔ)言綜合運(yùn)用能力的重要體現(xiàn),是衡量學(xué)生英語(yǔ)水平的重要標(biāo)準(zhǔn).也是英語(yǔ)學(xué)習(xí)的一項(xiàng)基本技能因此學(xué)生們應(yīng)當(dāng)改掉閱讀中存在的壞習(xí)慣,提高閱讀速度。

【關(guān)鍵詞】閱讀;愛好;改善；教學(xué)方法。OutliｎeAbｓtraｃt(ｉnEnｇlish)………………ＩAｂstｒact(inＣｈiｎese)………………IＩCｏｎtents……………ＩIIＩntｒoductioｎ……32.Problem………43.Prｏblemaｎａlyｓis………………43．１Anaｌyticalmethod…………43.2Questionnａire………………4３．3Bｒａinsｔormiｎg………………54．Projectobjectiｖｅ………………55.Ｐｒojｅctｈypoｔhｅsis……………56．Ｐｒoｊｅcｔｒationalｅ………………56.1．Descｒiptｉonofsｕbjeｃts………66.２．theprｉｎcipleｓaｄｏｐtｅd………６6.3ＴeacｈinｇPlan………………67.Projectdesign…………………78.Projｅctimplｅmeｎtatiｏｎ………99.Dａt(yī)aanalyｓiｓ…………………11１0.Ｐrobｌemunsｏlved…………１2１1.Ｃonｃluｓion…………………1２12．Ｒeｆerｅｎcｅｓ……１3１.ＩｎtroductionIhavebeenteachｉngthｅstｕdentsｗhｏａreiｎthｅirsecondyeａroｆaseniorｍiddlｅｓｃhooｌiｎｍyteachｉngI’vefｏunｄtheｒeareｓomｅpｒｏblemｓ.IｈｏｐｅIcansolｖetｈeproblｅｍsｔｈathaｖetroubｌedmeforsometimeｔhｒoｕｇhtheactionresｅaｒｃhｓｏtｈaｔIcanapplｙｍｙknoｗｌeｄｇeandtheｏｒｙｉnｔｏpｒacｔicｅ，whicｈIlｅarnｅｄfrommyｗｏrk.２．ProbleｍThｅｐｒoblemIhaveiｎmyteａｃhiｎｇiｓtｈａt(yī)ｍosｔofmｙstｕdentsｏfｔenｍakｅsomｅｍisｔａkesinrｅａｄing.Ｉassiｇntｈemｔodoatschｏol.3.ＰrｏblemanａlｙsiｓInmyteachiｎｇ,ｔｈｅprｏｂlemideｎtｉｆiedｗａsrealｌyasｅrｉousprｏｂlem．Ｍｙpreliminａｒyｒeseａrchcoｎfirmedtｈattｈereｗｅｒemａinｒeａsonｓthataｃcoｕntｅdfｏrｓtｕdents’ｒeluｃｔaｎｃetoreadｉngoutofｃlａss.3.1ＡｎalｙticaｌmethodGｏodmantｈinksthaｔｉｎtherｅaｄingfｏｃusonｍeａnｉngwithｏｕtbｅinｇｈinderedｂｙthｅatｔentionｈeｍｕstpaytｏlinｇuｉsticfｏｒm．Ｉnｃommunicativeteaｃhinｇmodｅl,ｔheｃlasｓiｓstudｅｎtｓ--－ceｎteｒｅd，andcommunｉｃaｔｉveａcｔｉvｉtiｅｓarｅpｅrforｍedbetweenstｕdentsandtｈeteacｈers，ｓtudentｓａｎｄstudents.Bｕtefficientcomｍｕnicａt(yī)ionstｉllｄｅpeｎdsonsｕcceｓsfuldecodingｏfthe“ｍeaning”oｆtheｄiｓcouｒsｅs，tｈatis,alisｔｅnermustiｎstantｌymaｋeoutwhatasｐｅakerwａntstｏｇｅtaｃｒoss．Andｃommｕniｃaｔiveｅfｆｉｃiｅncymeanｓｔhatstudｅntｓshouldbeaｂｌeｔoeffiｃientlyinalｌｏfthefｏurｓkills.Ｓoreaｄiｎｇcomｐetenｃｅ,whichcanbecoｎsideredasaｃoｍmuｎicaｔiｏｎbｅtweeｎreａｄｅrsanｄwrｉｔerｓ，sｈoulｄalｓoｂebroｕghtfｕllｃonsｉderaｔiｏn.3.2ＱuestiｏnnairｅReadingｓｈouldberegarｄedasａnａｃtiｖepsycholｉnguiｓticｐrocess;ａt(yī)ｅxtisassｕmedｔｏhavｅitspｏｔeｎｔｉalmeaning;ａndit’sｒealmeanｉnｇdepeｎdｓonｔhereader’ｓinｔｅｒaｃtionwｉththeｔｅxｔ.Tｈerelａt(yī)ｉonshipbeｔｗeenaｗriteranｄareadermaybeｒepresentedinthissimpｌｅflowchart:WritｅｒoｒspeakｅrTextｏrdisｃｏurse（witｈmesｓａgeorｍeaｎｉng)Reａderorｌistener．Thｉspｒocｅe(cuò)dingｃlearlyｓhowsthａt(yī)thｅpｕrｐｏseofreaｄｉngisｔotｒytｏgｅｔoutｏfateｘtａsｍuｃhasｐosｓｉbｌeｔhemessageｔhａt(yī)tｈewritｅrｈastriｅｄtｏputiｎtoit，Howevｅr,wemａｙfindiｔvuｌnerａblｅ,Tｈeresulｔoftheｒeader’sintｅrａctionwｉｌlvaryfｏｒmonetoanｏther,ａnｄareaｄerｄoｅsnotnｅｃessariｌｙachieｖｅwhatｔhｅｗriteｒexｐｅctｓ.Therｅismucｈｔhatremaｉnｓｔobeeｘploredwitｈinthesｐanbeｔｗeeｎtheｗｒｉteraｎdthereａder:wｈaｔconsｔｒaintspｒｅvｅnttheｒeaderforｍshaｒingthemesｓagewiththewriｔeｒ?Ateaｃher’srole,Ｉthｉnk,istｏbridgeｔｈeｇaｐanｄhelpｔhｅstudenｔsbecomeeffiｃieｎｔreadｅrs．3．3ＢrainｓtormiｎｇＳomｅTａｎgｉblｅＥrｒoｒsｉnＲｅａdingCompreheｎｓioｎThｅCｈｉnesｅlanguaｇeistotallyｄifferｅntforｍｔheEnｇlishｌａnｇuage.TheformerｂeｌongstｏtheSino—Tibetanｌangｕagｅfamilyanｄthelatterｔotｈｅｉｎdo—Eｕropeaｎlanguagｅfamily.Thｅreｆｏre，WhｅｎＣhiｎｅselｅarnｅrsattempttｏuｎdｅrsｔａndatｅｘtｉnEnglish，theyｆacelinguｉsticｐrobleminvarioｕｓｒespect：spelliｎｇ，ｇender，ｖerｂfoｒms,tｅnsｅsａndwoｒdorｄer.Inａｄdiｔｉonｔotheｓe,Ｉ’dliketodiｓcuｓssｏmeoｔｈerobstacｌeｓbetweenwrｉｔersanreadeｒs.4.PｒoｊectｏbjectiveＩnmyｐrojeｃt,Idecｉdetoimprovemyerroｒ-corｒｅｃtionｉnthｒeeｗａys:Iwoｕldfirstmａｋeｍoredetailｅdandinsiｇhｔｆｕlcｏrrecｔionsｏfthｅstｕdeｎtｓ’Wｏｒｄssuchａｓ“ｉmagiｎaｔive”and“ｒespeｃｔablｅ”areｏftｅnｍisunｄerｓtoodanｄmiｓusedbｙChinesｅｌearnｅrsａsinthｅirｍotｈertongｕewoｒｄsｈavevｉrｔuａllynoinflexions.Iｎmyclassrｏom，hoｗｅveｒ，Ihａvｅfoｕnｄｍysｔudｅｎtｓmoｒｅliabletｏｓtｕmｂｌｅoverarticleaｎdpreｐositions.IbｅlievethereasonsareｔhatｔheｓeｐarｔｉｃlｅsarｅnevｅrusｅdintｈeChiｎesｅlanｇuaｇeａndhｅncediffiｃulttohａｎdle.Forexampｌe,theymａyfｉｎditｄifｆiｃulttounｄerstanｄｔheｓｅtwｏsｅntencｅs:Ｉaｍneveｒatalｏsｓｆorawoｒｄ,ａndhｅisnｅveｒａｔalossfortheworｄ.5.ＰrｏjeｃtｈｙｐothesisＩtｉsｈypothｅｓiｚedthaｔsｔudents’inｔｅｒesｔwiｌlｂeiｎｃreasｅdｂｙｂeｔｔerｔｅａchingmethｏdｓ．Ｔhｉsｈyｐothesｉｓisveｒiｆiｅｄbyafouｒ-weｅkcｌaｓsｒｏomteaｃhiｎgwｉｔhspeciaｌlydｅsｉgnｅdactiｖities．Amoｎgｔhｅｍeｔhodsofscｉeｎtifｉciｎｖeｓtｉｇaｔionusedａreanalyticmｅｔhoｄ，cａuｓeａnaｌyｓis,ｑｕeｓtionnairesｕrveyandbｒaｉnｓtormｉng.6.PrｏｊectraｔiｏnaleＦromtheprojｅctIｈavelｅａｒｎeｄthaｔlｅarｎeｒs’errorsiｎwrｉtingｃanbeｒeduceｄbyvariederｒoｒ-correcｔｉonteｃｈｎiｑｕes.Ifindmｙwｅaｋpoiｎts.Myerror-cｏrreｃtiｏnｔechnｉqｕｅｉsｉｎｅｆｆective.Ｍyvoiceｉｓtooloｗ.Ijｕstteｌｌtｈerｉghtform.Ｉgivefewaｎalysｅsandselｄｏｍemphaｓiｚetｈeｃoｍmｏnｍisｔakes.AｎdIdon’tlｉketｏwrｉtethｅｗordsontheｂlａｃkboard,eitheｒ.Mystudentsaｌsoleaｒnｅdaloｔ．Ｔｈｅiｒerrｏｒsiｎｗｒｉtiｎｇｈavereduｃedaｌｏｔsinｃetheprojecｔimplｅmｅnteｄ.Ｗeｃansaytｈeyhadmａdeｒapiｄprogｒess.ＡtthｅsaｍｅｔimeIｆeelｔhatＩｓhouｌｄｈaveｄoｎeｂetter,ifIimpｌeｍeｎttｈeprｏjectearlierａndwasgivenplｅntyoftｉme.ＩntｈｅｆｕｔurｅIｗilｌdoｓｕcｈprojectasｅａrlyaspｏssiblｅ．Iwilｌimpleｍｅnｔｔhiskｉndofprojeｃttｏimproｖemyteａching.Thesｔart-uｐpｒｏgraｍfortherｅactoｒmustｎｏtbｅcommenｃedbｅfｏrｅcompｌetionandformalａｃcepｔanｃｅoffirepｒecaｕtioｎsａndaｓsociatediｎｓtａｌlaｔionsbythecompｅtentauthoritiｅsｉnqueｓtionａｎｄbytｈeｉnsuｒestｈeirｒepreｓｅntaｔｉｖe.６.1.DescｒipｔｉoｎｏｆsubjｅctsＦortheChinｅsｅstｕdｅnｔsｗhoａreｎotusｅｄtothｅｃonnectiｎｇwords“ｏｆ”“bｙ”“fｏr”ｅｔc.thissｅntenceisreallｙachalleｎgefｏｒthem.Ａｃarefulaｎalysisbaｓedoncoｍｍonsenｓeａndgrammaticａlknowlｅdｇecandissolｖeｔｈemyｓtery．Theｋeytoｔｈeproｂlemliｅsｉnthetwoseｒiｅsofreｌatedｐhrａses:Completionofａssｏｃｉatｅｄｉnstaｌlaｔionsbyｔhecompetenｔautｈoritｉesinｑuesｔion．6.2.thｅｐrinｃiplesadoｐtedPeer-correctｉonoffeｒsａwayouｔiｎcasetheｓｔｕｄｅnｔcaｎnotdｉscｏverorsｅｌｆ-ｃｏrrｅctherｏrhismｉｓtake．Theｔeａcheｒｃanthenaskｏthｅrｓinｔheｃｌａssforassistance．Ａnotherｓｔuｄｅｎtwilｌｔheｎgiｖethecoｒrect．Ｏncetheｃｌａssmａt(yī)ｅhasgiveｎｔheｃorrｅctansｗeｒ,theteacherwillaｓｋtｈestudｅntwｈomadethemistaketoreｐeatthecorrｅctfｏrm．Iｎthiｓwaytheｔeacherreinfｏrcestheleａrｎiｎgofthecorrｅctforｍ．Tｈeadvantaｇｅｓｏfthｅｍetｈodareｍanｙ.Inthefｉrstｐｌacｅ,bothtｈestｕｄentwhoｍaｄethｅmisｔａkeanｄthｅｓtudentwhoｃorrectsitareacｔｉvelｙinvｏｌｖedintheleａrｎiｎginｇｒoupｏrｐairworｋ．Ｆinally,peerｃoｒrecｔiongivｅsｔｈeteａcherａcleareｒpictureoｆｔｈeleveloｆｍｏｒethａnonestuｄent’saｂiliｔｙ.Theprｅsiｄentsａidaｔapｒｅｓsｃonfｅｒencedominａt(yī)ｅdｂｙquｅｓtｉonsonｙｅsterdaｙ’ｓelectiｏｎreｓｕlｔstｈathecｏuldｎｏteｘpｌａinwhytheＲｅｐubｌicanｓhadsufferedｓｕｃhａwidesprｅaddefeat,ｗhicｈｉnthｅe(cuò)ndwouｌdｄeprｉvetｈeReｐublicanPａrｔyoflｏng－h(huán)eldsｕpｅｒiｏｒiｔyintheHouse.Ｉｔ’snｏtｅasyｆorａＣhiｎesｅstudenｔtosmoothoutｔhｅcｏｍpliｃatedstructｕreofｔhｉsｌongsｅntｅncｅaｔｆｉrｓtsｉghｔ.Inordｅrｔodｅcoｄethesegrapｈｉcsigns,ａgrammaticalanalysｉsｉsnecessary,buttｈeｓtudentｓcaｎdｏthｉsbｅforeorafterclａsｓ.Onlywhentｈesｔuｄｅnｔfailtoprｅsentanacｃeptａｂleｅxｐｌａnaｔｉｏnsｈouldtｈeｔeａcｈeｒｄotｈejｏbfｏrthem．６.3TｅachingPlａnWheｎthｅreadｅrrecoｎｓtｒｕctｓｍeａnｉngfｏrｍthｅtｅxt,hehasuｎaｖoidaｂlｙtoｕｓｅtｈegraphicｓymbols,syｎｔaｃticｓtrｕcturesａndｓｅmaｎtｉｃsysｔemofthelaｎguage.Ｔhｅtｅachｅr’sｔasｋiｓtoｐoiｎｔｏutpｏssibledifficｕltiｅsｆorthestuｄenｔsandｇuidｅthｅmtoａt(yī)tａcktheｐrobｌem．Mｅaninｇ“ｂｅtwｅe(cuò)nthｅlineｓ”Anｄmoreoｖｅr,Chiｎeseｒｅaｄerｓoｆtｅｎgetlosｔwhｉleｒeadingparaｇｒaphswithimpｌiedｍeaniｎgs“betweenthelｉｎes”.Sｕｐposｅthestudenｔsareａｓkedｔoreadtｈefollowiｎgparaｇrapｈ：“Ifyouａrｅinterｅsteｄinbuyingａpairｏfcontactlensｅｓ,ｂeｐreparｅｄｔopａy$200orｍore．Generａllytheｒearｅｔhreｅｍaｉnreasoｎｓwhypｅoｐlewantcｏntａctｌeｎsｅs．Yｏuｍaybeｎeeｄthembｅｃａusetheｃorneaofyourｅyeiｓmisshapenandoｒdｉnaryｇlasｓesarenotsａt(yī)ｉsfactｏｒｙ．Ifｓo,ｙou’ｌlbeｉｎｔhｅgｒoｕpthatcomprises1tｏ2pｅrcentoｆcontaｃtlensweａrers.Butｙｏumaywaｎｔtｈｅmforａsporｔ,avｏcatioｎ,orｖocation．Peｒhapsyou’reaｂaseｂalｌｐlayer,aboxer,aｓwiｍmeｒ，anaviator,anactoｒ，ｏrｐｅrhaｐsyｏu’reengagedinａninｄusｔrywhereflｙｉｎgpaｒｔｉcｌeｓmayenｄａngeryouｒeｙes．Ifyouｇeｔｙourconｔａctlｅnseｓforoneoftｈｅseｒｅａsons，youａreintｈesaｍegｒoupwithａbout20ｐｅrcｅｎtoftheｕsers.Butiffｏrｓｏmerｅａsoｎs,youｆellｔhatglaｓｓesarｅhanｄicappｉngoｕrａppeａｒanceandyouwouldraｔherｈaveｉｎｖisibleglａｓsｅｓ,yoｕ’llhaｖelotsofcｏｍｐany.Abouｔ７9percｅｎｔｏfｕsershopetoiｍprovethｅirlookｓ．”７.PｒojectdｅsigｎI(lǐng)desiｇnedanａdｅｑuateamountoｆaｃtivities(Covｅｒtｈrｅe(cuò)ｗeｅkｓofｔeaching)tｏtｅstｔhehypｏｔｈｅsｉｓ.Ｉferroｒｃoｒrectionexｅｒｃisｅsaｒeｂｅttｅrdesｉgned,ｔhenthelearners’eｒrorsｉnwritingwilｌbｅｒeducedacｃｏrdiｎgly.Inmyprojecｔ,Iｄｅciｄetｏiｍprovemyerｒｏr-correctiｏｎinthｒｅe(cuò)wａｙｓ：Iwｏulｄfｉrsｔmａkemoreｄeｔailedandiｎsighｔfｕｌcｏrreｃｔionsｏfthｅｓtudentｓ’Errors,anｄthenａskthemtorewritｅtｈeｉｒwork,incｏrporａｔingtｈｅcorrectioｎs;neｘｔIwouｌdaskｓtｕdentstocheｃktheｉrwｏrｋinpａｉrsｏrgroups;aｎｄlaｓtly，Ｉwoulｄpicｋupsometypicalｅrrorｓfｒomｔhestｕdeｎts’ｗrｉtingwｏrk，carryｏutanｄeｒror-analｙsiｓａnｄdｅsｉgｎrｅlevanｔremedｉaｌeｘercise.Ｉｈａveｄeｓiｇｎｅdsomｅａctivｉtiestｏｂetrieｄoutiｎthrｅe(cuò)weeks.Ａctiｖiｔy1Ｗritiｎg：FｏrusewｉthSeniｏｒEnglｉshｆｏrBeijing,Book6.Ｐｕrposｅ：toprａcticeｓｅvｅraｌsmaｌlpiｅｃesofｗritｉngInｓｔrｕctions：Ｓtudenｔsｌisteｎtotheteacheｒ’sexｐｌanationｓcarefullyａｎdthenfｉnishtheｗritiｎgindivｉdualｌy.Pｒocｅduｒes:Ｔheｔeaｃherｅxplainstheｓitｕatiｏnsandthesｔepstoｄothｉskinｄofｗritｉng.Aftertheyfiniｓhthewｏrk,checkbｙtheｍandhandinthepapｅrs.Ｆorstudents：Yｏｕａｒegoingtofinｉshseｖeｒａlpieceｓofwｒｉｔinｇ.Ｆirst,ｙoｕshｏulｄlｉｓteｎtｏthｅteacｈercarefully;ｔheｎyoｕfollowthestepsaｎddothewritinｇwoｒｋ．Finａｌlｙ,ｙｏucｈecｋyourｗrｉtiｎgcareｆuｌly.Paymoreattentiontoｔeｎsesanｄcollｏｃations．Writingexｅrcises:ｔoseetheAppendiｘ.Iｓetupcoｎtｒoｌanｄｔａrgeｔgｒouｐs.Theｉmpｌementatiｏｎofthepｒojecttakesthreeweｅks.Ineachweeｋｂothｇrouｐsareｒeｑuiredｔｏwｒitesevｅｒalｓｈｏrtｃｏmpｏｓitioｎinaｃcoｒdaｎcewitｈｔheｒｅqｕireｍenｔsoｆｔhｅbook．Howeverｆortｈetargeｔgｒoup,theaｂoｖetｈreesuｇｇesteｄerrｏr-ｃoｒｒeｃtiｏｎteｃhniqueｓwoｕldbeemｐｌoyedｉnturnｓtoassesｓｔｈeiｒcｏmｐoｓiｔｉoｎs,ｗhileeverｙthingｒemaｉnsｔｈeｓamｅｗiｔｈthecoｎtrolgｒoup.Ａfｔerｔｈaｔ,ｂｏthｇrｏupsａreaskedtodoawritｉngtaskagainａndＩthｅncomｐaｒetｈestｕｄent’spｅｒｆormaｎce.Theresultsoｂtａｉneｄfromthecompａｒisonshouldshowwheｔhｅｒｔｈesｔuｄentｓｉnｔhetargetｇroupｍａｋefeweｒeｒrｏrsｔｈanｔhecontrolgroｕp.Thiswiｌlshowwhｅtheｒthｅsｔuｄｅｎts’erroｒsinwritingｃａnｂereduceｄbyvarｉｅｄｅrrｏrs－corrｅctiontechｎiｑues.Tｈestudenｔsareｔｈeｎaskedｔoｍakｅadecｉｓioｎ,whｉcｈｏfｔheｆlｏwingcanreprｅsｅｎｔtheｗriter’sinｔentionAｏｒB．A.TogiｖethereasonsｆorpeoｐｌｅwearingｃoｎｔacｔlensesＢ.Tｏsaytｈaｔｍanｉssomｅtimｅsｖain．Iｎａccｏｒdancewiｔhmyｅxperience,ｍａnyrｅadersｗｉｌｌpreferAbecaｕseｔheycａneａｓilｙfindenouｇｈevidenｃetｏsuppｏrttｈaｔdeciｓiｏn．Iｆwetaketheｐａragｒａｐｈintofurtherconsｉdｅrationhowever,wefindtｈａｔtheyhavefaiｌeｄtonｏｔicetherelationshipbetweｅntheusers,thatis，tｈｅwｒiteｒｎeveｒfａiｌｓｔｏmeｎtionｔheperｃenｔaｇeofusｅrsｗhenｇivｉngeachreasoｎ.Thｅｍａjoritｙofweａrersseｅmtofeｅlthatcontａctｌｅnsｅｓaremｏｒeaｔｔracｔiｖethanglasses.Althｏughthｅwriterpurposelyeｓtａblｉshesｈiscontｅxｔｕaｌrelatｉｏｎshｉpwithinthepaｒagrapｈ，itmaｙｓtillbeｄifficulｔfoｒthestudｅｎtstoworkoutｗhａt(yī)hereａllｙmeansｔoｔranｓｆer.Ｂesidｅspｒonｏunｓ,almoｓtalｌothｅrparｔsoｆspｅe(cuò)chcanｂeusedａsreferencewordｓ．Uｓｕaｌlythesｅwoｒｄsｆｏllowcｌoseｌｙthｅpartstｈeyreｆerto,butsｏmetimｅstheyapｐｅａrｆarｆoｒmthemｅｎtiｏnedｐａｒts.Sｔudenｔsshoulｄｂeabletoideｎｔifytheｃoｎfeｒencｅ,ａnd,ifnecｅssaｒｙ，tｈeyshoulｄbeａskedtosｅａrｃｈtheadjａcenttextunｔiltheyfoundtherequiｒedrｅｆerenｔs.Herearesoｍeｅｘaｍpｌes:Aｈegaｖehｅｒaｌetｔeｒ.Thisgaｖｅheｒfooｄfｏｒthoughｔ．Ｗｈatｍａdｅhｅｒｔhiｎｋ:tｈelｅｔｔeｒ，ｏrthｅfａｃtthathegaｖeiｔ?BTｈｅyaｌｌsａiｄthｅsaｍe．CPerforateｄｃeilingｓａｎdplenｕmｓabovｅｉｔareequiｐｐeｄtomakｅe(cuò)ｖeｒyroomwｅlｌ—veｎtilatｅdthepｒoｎoun“sａmｅ”referstowｈａt(yī)?DＴhｅｒｅfore,cｏnfidｅnceｓreｓulｔindｉsｈonoｒ，anｄthｅｙaｒeｄangerｏｕｓｆｏrtheｐeｒsｏｎｔowhomtheyaｒemａｄｅastｈeｙａrefoｒｔｈepersoｎwhｏｍaｋesthem..8.ProjectimplemeｎtationMystudeｎtｓaretｈird－yｅarsｔudｅntｓ.Theyaｒｅfaciｎggrａduａt(yī)ion.Ｉttoｏkｔhreｅｗｅe(cuò)ｋｓfｏｒｍeｔｏｉmplementｍyｐroｊect.ForｅachweekIaｍschedｕle－ledｔodothese：Teachiｎgnoｔｅｓ:Ｓtudents’handｏuts:.Myｓｔuｄents’hanｄouｔsinclude:1）Wrｉtiｎgexｅrciｓes2)HomewｏｒkＤiarykeepinｇ：Students’ｒeｓponsｅsａnｄｍyownobsｅrvatｉon.Toｓｅe(cuò)Ihａvｅａlsobｏuｇhtfourfolｄersinfourｄiffereｎtcolｏrsｆorfｉlekeepingｐuｒｐｏｓｅs.１)TｈｅpreviousinteｒviewＩdidwithmystｕdentsforｔｈｅｃauseanaｌysisofmyｉniｔiａlprｏblｅm.ＦrｏmｔhｅinｔerviｅwIknowthatIshoｕｌdgiｖemorepｒａcticeanｄｅｍｐhasizing.Isｈouldｓpeａkｌoudｌyａndwriteｄowntheimpｏrtaｎtpoｉnｔsｏｎｔhｅbｌａcｋbｏaｒd.Ipａyｍｏｒeattentｉontothiｓkｉndofproblemｓ．Andｆindｔhatthestudｅnｔｓcangｏwitｈｍeeａsily.Fｒomtｈｅposｔ-trｉaliｎｔeｒview，tｈestudｅｎｔssaytheyaｒequｉtesａｔisfieｄwithwｈaｔIhａvｅdｏneｆｏrthem.2)ClａｓsrooｍｏbsｅrｖatｉonsＩtookinｍyｄiarｙ.Mysｔｕdentsbｅｃameｍoreａctｉｖｅtｈａｎbefｏrｅ.Theyarｅwiｌｌｉnｇtocｏrｒeｃttheiｒmiｓｔakes.Theyeveｎｆeeｌthecorreｃtｉonｗｏrkｉsveryintｅrestｉng.Itｉｓeasyfortheｍtｏcorｒecttheiｒｍisｔakｅｓ，andrｅｄｕcetheerrｏrsｉnwｒiｔｉｎg.Ｔｈｅcomｐaｒisｏnoftｈefiｎalwｒitinｇwｏrkbeｔweentｈecontrｏｌandthｅtaｒgetｇrouｐ.Lookａt(yī)tｈestudent’ｓwriｔingworkandexｅrcisesbetweenｔhecｏntroｌｓｔhetａrｇｅtgｒoup.Ｔhｅtargeｔｇrouｐiｓｍuchｂettｅｒthantｈeｃｏntｒｏlgｒoup.Theｙmadefewerｍistakesthantｈｅcｏnｔroｌgroup.Thｅyａｌsomａdefｅwermiｓtakeｓｔhanbefore.Thｅcompａｒisｏｎbeｔｗｅe(cuò)ｎtheｆirｓｔmoｄeｌtestpaperandthesecｏndmｏdｅlteｓｔpaper.Ｔhefiｒstscｏｒｅrateis5５.6％.Ｔhｅｓeｃｏnｄscorerａt(yī)e72.4%.Thelastｃomｐarisoｎmayｂeｃomｐaredafterthegｒaduaｔioｎpaper.Iｔhinｋitwｉlｌbemoｒeforceful.Ｌeｔ’sｌooｋandｓeeＷhatdotｈepronouｎs“tｈeｙ”“theｍ”“ｗho”“ｗhｏm”ｓｔandfor?Peer-cｏrrectiｏｎｏffeｒsａwayoｕtincaｓethesｔｕdentcanｎotdis－Cｏveｒorself-corｒｅcｔherorhismisｔaｋe.Thｅtｅａchercaｎｔhenaｓkｏtherｓinthecｌasｓfoｒassiｓｔaｎce．Ａnｏthｅrstudeｎtｗilｌｔhengｉveｔhｅcorrect.Oｎcethｅclaｓsmatehaｓgｉveｎｔhecoｒrｅｃtanswer,ｔheteacheｒwiｌlasｋtｈｅsｔudentwhomaｄeｔhｅmistakｅtorｅpeaｔtｈｅcｏrｒeｃtｆoｒm．Inthisｗaytｈeteacｈｅrｒｅiｎｆｏrcｅstｈｅlｅarningofthecｏrｒectform.Theadvａntａgeｓofthemethodaremany.Inthｅfirsｔｐｌace,botｈthｅsｔudentｗhoｍadｅtｈemiｓtakeandthestuｄeｎtwhocorrectｓｉｔａｒｅaｃtiｖｅｌyinvｏlｖｅdiｎtheｌeａrningiｎgｒouｐoｒpairｗork.Fiｎallｙ,ｐeercorｒｅcｔioｎgivestｈeｔeacheｒaｃleaｒerpiｃｔureofｔhelｅvelofmoretｈaｎｏｎesｔｕｄeｎｔ’sability.Wｈathａppenｓiftheｔeacｈerｆeｅlsamiｓtaｋeｓｈｏuldbecorrected,butifthesｔudentwｈoｍadeａｍisｔａkｅcanｎｏtcｏrreｃtit,aｎdifａt(yī)thesaｍｅtimeｎｏotｈeｒstuｄｅnｔｓeeｍsｔobeabｌetoｃorrecttheｍistaｋe.Ｉｎtｈaｔcaseteaｃheｒcorrectiｏnseemstobeｔheｏｎlｙpossｉｂlewａyｏut.Itisessentialｔhａt(yī)wｅuｎｄeｒstaｎdthatｔeaｃhercorrectiondoesNOTmeａｎthａt(yī)theteａcheｒimmediatelｙgivesthecorrectansweｒ.Oｎtｈecontｒarｙ,Tｈeｔeacherｗilｌfirｓtｇivemｏｒehelｐ.Tｈuｓ,ｔheｓtudｅntwhｏｍadｅthｅmiｓｔake-ｏranyｏthersｔudｅntisgiveｎachaｎcetostｉllcomeｕｐwiｔｈthｅcorrectaｎsweｒ．Ｏncｅaｇaｉn，whｅnthecorｒectaｎｓwｅｒｉｓfoｕnｄ,oｒifthｅｔeachｅｒhasｅｖeｎtuａllｙgiventhｅcｏｒreｃtａnｓwer,ｉｔisiｍportantｔhaｔtｈestudeｎｔwｈomａｄethemiｓｔａｋeoｒｉfｎecｅssary,tｈｅclａｓｓasａｗhｏlｅDｉｓlikｅｏfneｅdlessrｅpetitionistherｅaｓｏnwhｙｔheｒefereｎｃeandsubsｔitutionｓｙstemsａreused.Foｒthesamｅreａson,awｒiterlｉｋeｓtoomiｔratｈｅｒrｅpeａt(yī)cｅｒtａinkindsofinｆｏrｍationｔhatheｔhiｎksareader’scommonsenseｃanreadilysupｐlｙformtheconｔｅｘt.ＴｈisomｉssiｏｎiscalledelｌipsｉｓIsetｕｐcontrolandｔａrgetgrｏups.Theｉmｐlementaｔionofｔｈeprojｅｃttaｋｅｓthｒeeweｅks.Ｉneａchwｅe(cuò)kbｏｔｈｇrｏuｐsａrerequirｅdtowriｔeseveralｓhortcoｍｐｏsitｉｏniｎａccordanceｗithtｈerequiｒemenｔsofｔhｅboｏｋ.Hｏwｅｖerfｏrthｅｔａrｇｅｔgroup,thｅabovethreesｕｇgestedeｒrｏr－corrｅｃtioｎｔｅｃhniquesｗoｕldｂeemploｙｅｄiｎtｕｒｎstoａsseｓstheircompoｓitions，whiｌeｅｖerythiｎgremａiｎsthｅsamewitｈtｈecontrolgrｏup.Aｆtｅｒthat,bothgroupｓaｒeasｋedtodoawriｔｉｎgtaｓｋagainａndIthencomparetｈｅｓｔudent’speｒfｏｒmaｎce.Theｒeｓuｌtsobtaiｎeｄｆｒomthecompaｒisonｓｈｏuldshoｗwhethertｈestuｄｅntsinthetargetgrｏupmakefewererrorsthanｔｈeｃｏntｒolgrouｐ．Thiswillshｏwwhetherthesｔudenｔs’eｒrorsinwriｔinｇcanbｅreducedbyvarieｄｅｒroｒs-cｏrｒectiontechniｑues.Ｔodealｗithellipsisstudｅnｔｓmｕstbeawａrethattheinforｍatioｎiｓincｏｍpleｔeanｄthａt(yī)theｙaｒeabletorｅtrｉeveｗhatisleftunsaiｄ.Abｌｅｓtudentswillresorttothｅiｒnｏn—ｖisｕaｌknowlｅdgｅaｎdgrａmmaticaｌａnalyｓistotackletｈeｐroblｅm.Ｂuttoaｗeeksｔudeｎｔ，heｍaｙhavｅtｒoｕblｅwithtｈeｆｌｏwingｔwoexａｍplｅsｅntences.A.Hetolduｓｗｈereiｔwashiddeｎanddespiｔetheｄisapｐrovingglancesoｆtheotheｒｓpromisedtoｓhowuｓｔheway.B.Ｔhemaｉnpointmaｄｅｂytｈefｉｒstspeaｋｅｒanｄｔheｍａnwhofollowedhimｏｎｔｈeｐanelcｏｉｎcided.WhｏprｏｍiｓedtoshｏwustｈｅｗaｙｉnsenteｎcｅA?Anｄwhａt(yī)cｏincidedinsenteｎcｅＢ?Ｔｈｅstudentscouｌdbeaｓkedtorepairthｅｏmiｓsｉoｎs.9.DaｔaanalｙsisChinesepeopleａnｄＥｎglishnativesｐeakersｈaｖｅｄiffｅreｎｔwaｙsoｆtｈinｋｉngａndmodesoｆexpression,ｏｗinｇtｏｔheｉｒｒespｅctiveａｎｄuniquesｏciａlｐrａcticeaｎdgeｏgraphicenｖirｏnmｅnｔs.Iｎｅxｐression,owｉｎgtotheiｒreｓpectiｖeaｎｄｕniquｅsocｉaｌpracticeandｇeograｐhicenvｉronｍeｎts.Inｔhｉsconnecｔｉｏｎarisｅtheproblemｓｉｎourstｕdｅnt’ｓcoｍpｒehｅnsiｏnoｆtheirEngｌｉsｈteｘts:becausewｅdon’thaveｅｘperiences,ｗedon’ｔｋｎoｗwhatｉtmｅaｎｓ,nｏｔoｎlylinguｉｓｔicａｌlｙ，buｔalsoemotiｏnallyandcｏgｎitｉvely.miｓunderstａndiｎg.Readingｎeedsｖiｓuａlandnｏn—visualiｎforｍatiｏn.Ifarｅaｄeｒlacｋsnon-viｓualｉnforｍａt(yī)ｉon(ｗhathehasalｒeadｙkｎoｗｎaboutthereａdingｔext,aboutthelanｇuaｇｅ,anｄaboutthewｏrldｉngenｅraｌ）,hisinｔerpｒｅｔationｏftheｖisualｉnfｏrｍａt(yī)iｏnｗillbeseｖｅreｌyliｍiｔeｄ,becauｓewhatｈｅcanｓeeｉshisbrain’ｓｉnteｒpｒeｔationofthｅbrain”(Smiｔｈ,197３）.Thisisaninteｒactionbetｗeentｈoughanｄgrａｐhiｃｄeｓigns.Tｈeｒefore,iｎｏrｄerｔｏdeｃｏｄethosegｒａphicdeｓigns,areaｄｅrｍustｂeeｑuippedｗithbotｈｔｈeknowledｇeｏfｌangｕagｅandｏftheｗoｒld，jusｔasScｏｔｔsaｙｓ“ｒｅaｄingｉｓｅsｓeｎtiａllya‘top-dｏｗn’procesｓ,ｗheretｈerｅadｅｒsaｍplｅsthetextｖisuaｌly,ateacｈermaｙbetakethesｅtwoｔhingｓiｎtoaccoｕｎt:ｏneｉｓthatｔhｅreadｉngmａｔerialshouｌdbereaｄabｌｅｆorthｅCｈiｎｅsｅstｕdentｓ；theｏｔｈｅristｈａt(yī)thenecessaｒyprioｒknoｗlｅdｇeｓhouldbeprｏvideｄinoｎewayoraｎoｔher.”Fｏrｅｘample:ShａllIcｏmparetｈeetoasuｍmeｒ’sday?Thouarｔlｏvelｉeｒaｎｄmorｅteｍperaｔe(Shaｋespearｅ)ＴoａChｉｎesestudｅnｔ’sｋnｏwledge,spriｎｇisapleasantseasｏnｗhilesummeriｓｕsuallyassociaｔedwiｔｈunｂeaｒａbleheat.ButｉnEnglanｄ,summerismilｄandcomfoｒtａble.Obviｏuslyｓoｍeｇeographｉcaｌkｎowleｄｇesｈouｌdbeintroduｃeｄhere.Usｕallytheｔeachｅriｍｐａｒtsbacｋｇroｕｎdknoｗｌedｇe,wiｔhstudｅntsliｓｔeningpassivｅlyｔｏｔhｅtｅaｃher’sｉntroｄｕctioｎ.Ｗithaviewtocｏmｍunicａt(yī)ｉｖｅｐｒoｃesｓing,ｔhｅteaｃhｅｒcanleaｖethｉｓjｏbｔoｔhｅstudents,ifposｓible．10.PｒｏblｅmunsolvedAfterIthoughtseriｏuslyandhadｅxchangesofviewsontheprojectwithmystudeｎts．Ifoｕndouｔｔhatａlthｏughmostofmystudeｎtstaｋegrｅaｔｉntｅrｅｓt