【正文】 wers from three respects: the teacher, the students and the class size, and we should choose the right teaching materials, neither too difficult nor too easy for them.3. 1. The teacher’s side I have taught English for three years. After reflecting on my teaching experience, I find most of my classes were taught by oldfashioned teaching methods by which I myself learned English. That is to say when I was a student, my teacher used these methods to teach me and now I use them to teach my students. In class, I spend much time in explaining the meaning of the sentences, new words and grammar points. When I listened to the recording of my lesson I found I did most of talking in class. I found I did not give much time to my students to practice what they learned and give them few opportunities to read. I did not realize the problem until I learned the course English Language Teaching Methodology. “Traditional methods of learning a foreign die hard. () That is true.. The students’ side From Questionnaire One (see appendix A), I know what the students think of the reading task. The following are the main reasons why they do not like reading the text. Some weaklearners lacked confidence. They think their English is poor and they do not quite understand some words and sentences in the text, even if they know the words. They lack logical, assuming and reasoning ability, so they can’t understand the txt exactly.Some students lack the necessary historical and geographical knowledge, even if they can read the passages, they can’t do the multiple correctly.Many students told me that when the content of the text was not familiar to them, they felt that they didn’t want to touch it. Some do not think it is necessary to read in class. They think they only learn the basic language knowledge, and they needn’t do more reading. A few students think reading in class is a waste of time. The teacher should tell them more important things about reading strategies in class.. The size of the class The class size of 39 students might have some negative effect. It is impossible to give every one the chance to tell the meaning of the passage. The few chances for students to read may be given to those who do not want to read while the other may never have the chance to practice reading, they may do irrelevant things in class while others are learning. All these reasons make the students unable to read on their own initiative, so the reading class hasn’t got any effectiveness.4. Project objective Enhance the interest in reading and reading ability by initiative reading. If they aren’t interested in it. They won’t calm down to read or do any reading prehension exercises.5. Project hypothesis It is hypothesized that the students’ reading ability is increased by initiative reading. If they wouldn’t like to read, how can they get the correct meaning about it!6. Project rational Of course there are many factors in initiative reading. I especially mention the three factors below. . Interestthe firstly important factor of initiative reading Interest is very important in learning English. Interest is very especially important to English. This is because there is to many things to remember. What’ more, they live in a native language environment, they can get less information through English. So it is difficult to keep the interest in English. It’s impossible to learn English well without adequate interest. Einstein said “Interest is the best teacher”. We can classify interest into three kinds: direct, and stable. We must arouse the students’ interest from various aspects. For example: the situation of society, using real object tools and stick figures, choosing the humorous passages, English parties etc. Through these ways, I can arouse the students’ interest in English and make them learn English imitatively.. Necessary background knowledge will promote initiative understanding It is not unmon that sometimes when you take up a text in a foreign language, you recognize every word but still fail to grasp its meaning. What is problem? Where does the difficulty lie? Let’s look at the following example. Defender Zhang, China’s league champions Dalian Wanda, scored his header at the 24th minute of the second half from a corner kick. (China Daily, 4101997) To understand the above passage, the reader needs to have a certain amount of background knowledge in the field of football in order to understand such terms as “defender,” and “header”, and also the rules of the game, for “he second half” and corner kick”, otherwise, it may not make much sense. The background needed to interpret a given test is called “schema”. It originates from all the particular experience the reader has had. It is an organized structure as well, including the relationship between its ponent parts. “Schema” plays a very important role in understanding a given text. Many prereading activities are designed with this purpose in mind. The teachers usually spend time in activating the students’ existing schema or providing it if it didn’t exist, before teaching a text. For example, if the students are going to read a story about Henry Kissinger, the teacher may try to activate their relevant background knowledge by asking such question as : “ How much do you know about Henry Kissinger?” They may respond by saying something they know about his their life, his political career as a diplomat, especially his role in the improvement of SinoAmerican relations, and so on, the students ten might be told what sort of test it is in order to predict what sort of information there will be in the text. So, if it is a biography, we expect to find details of Kissinger’s birth and parent. If it is an article criticizing his political decisions, we would probably not expect that sort of information, but a more specialized account of his political activities. Asking students to predict the contents from t