| English reading is an essential part of English teaching in junior high schools.Pre-reading activities are of great importance to ensure successful reading classes.For pre-reading activities can stimulate students' reading interest,hence improving their reading competence.Besides,with the implementation of New National English Curriculum Standards(2011 version),the importance and necessity of conducting pre-reading activities are recognized and valued by both teachers and students.As a school-based research,this study takes Weinan Gaoxin Middle School as an example.Based on Affective Filter Hypothesis and Advance Organizers,the study employs the methods of questionnaire survey,teacher interviews and class observations.By investigating 200 junior high school students and six English teachers in Weinan Gaoxin Middle School,the author aims to answer the following research questions:(1)What is the current situation of English pre-reading activities in junior high school?(2)What are the problems of English pre-reading activities in junior high school?(3)What are the causes of the present problems of pre-reading activities in junior high school English reading teaching?An analysis which is based on the data of the investigations can help to find the problems existing in the present reading teaching,concerning pre-reading activities: First,some teachers cannot design proper activities for students to do before reading.Second,pre-reading activities are mostly designed for formal knowledge,while few activities are designed for content knowledge.Third,students do not like pre-reading activities designed by their teacher.Last,students seldom use relevant pre-reading activities in their daily reading.The author of this paper,after making a detailed discussion,comes up with some feasible solutions to the above problems,so as to offer effective teaching methods to junior high school English teachers,more importantly,to help develop students' reading competence. |
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