【正文】 eir English study. From Figure 2 below I find the number of the students who agree that reading is very helpful increase from 17% to 21%. I also notice that there are three students who have negative view on reading. Difficulty: There is a drastic improvement in this term. The result shows that using the new teaching procedure can help the students to overe their difficulty in reading. Figure 3 below shows the percentage of the students who leave fortable in reading decrease from 75% to 53%. And 23% more students felt that it is easier to read after the implementation. Before the project implementation only 1/4 of the students though they had not much difficulty in reading. After the new teaching procedure employed, about half of the students found reading work is not as difficult as before. Figure 3. Comparison of degree of difficulty10. Evaluation In class I try to arouse the students’ motivation to read the text. I talk with them about the things they care about, the persons they are familiar with. I intentionally set up some tricks about the content of the text. I ask the students to find the answer and the ending of in the text. This makes the students practice reading skills. They employ skimming, scanning, and inferring to read the text. These help them to bee efficient readers. More and more students don’t feel afraid of reading any more. They feel that it is very interesting. They read the text actively and participate in reading the text. They can get more information and learn more knowledge not only in English, but in many other things. The problem we find in our students’ reading is caused by many factors. After analyzing the problem by adopting some scientific methods such as the analytic method, cause analysis, questionnaires and observation, I hypothesize that using new teaching procedure can help the students overe their difficulty and increase their reading ability. From the parison of the result I find the students’ interest in reading has risen. Through the above project research, we can conclude that reading is difficult for the students, but if we use proper methods to stimulate them and teach them the necessary background knowledge and reading skills, we will have a better result in this field. We can ordain the students into efficient readers. Of cause there are still some problems. I shall further analyze the problem using the scientific methods I have learned from Practical Project Design (Gu Yueguo 1999) and design some new tasks to solve the oroblem. I will use the knowledge I have learned from the project and other courses in CCTV University to go on researching the problems in my classroom teaching in the future. 11. Conclusion Reading plays an important role is language learning for Chinese students. Reading is for learning and information, which can help extent learners’ general knowledge of the world。 reading training。 此外， 我們還討論了必要的背景知識(shí)和閱讀技巧與閱讀理解和速度之間的關(guān)系。利用興趣提高中學(xué)生英語閱讀水平摘 要本文從英語語言教學(xué)的角度出發(fā)， 研究了中學(xué)閱讀方面的問題。我們首先簡(jiǎn)單介紹了閱讀教學(xué)中的一般情況， 然后提出了興趣愛好理論用以驗(yàn)證興趣愛好同閱讀之間的關(guān)系。 motivation。 I have taught English in middle schools for three years. In final exams, the marks of reading are about one third of all the marks. But most of the students are afraid of reading. They are so nervous that they don’t want to read the passages as soon as they see them. So they do worse and worse in reading. Some students can’t do reading tasks well because of their limited vocabulary, some because of the absence of necessary knowledge background, still many of them don’t have the inferring and judging ability according to the context while reading. They know every word of the sentence. Let alone the real meaning according to the whole passage. Of course, others can’t understand because they don’t know the real meaning of a certain word in the sentence. That is to say, they haven’t mastered the word which may have more than one meaning. All these factors lead to their ability to understand the text. So they feel dull to do reading tasks. They can’t intentionality read. How to enhance the reading ability through organizing reading class well is very important. How to enhance the effect of teaching, training the reading ability is an important question. Some scholars pay a lot of attention to the theory of reading. Much work has been done about these questions: what elements do reading prehension involve? What’s the relationship between the background knowledge and the language in reading, etc. 2. Literature Review Usually reading is taught passively. The students are not keen on it. They just read it because they have to. Generally teaching of reading can be divided into three kinds. They reflect the three stages of the development of reading theory. Firstly “bottomup” pattern was produced in the 1960s. It was in accordance with the article. It was from lower words decoding to obtaining information. The representative figures were D. labergem, , . The second is “topdown” pattern, which was formed in the end of 1960s and the beginning of 1970s. It was in accordance with cognition. I stressed the effect of the readers’ background knowledge in reading. It is thought that reading is a process choosing, predicting, testing and versifying. It was a game of psycholinguistics. The representative figures were , , etc. The third one is “interactive” pattern. It was proposed by in 1977. It is thought that reading is not only a process of “bottomup” or “bottomdown” scheme is the basis of reading. Of course, each pattern has its own benefit.3. Problem analysis Before I begin to design my new teaching plan, I would like to find out the reason why some of my students feel that it is difficult for them to do reading prehension. I try to find the answers 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 E