【正文】 etter while reading. Take the passage How Carl Marx Studied for example, the first two question are: what foreign languages did Carl Marx study? And what work did Marx do? Then the scanning questions were: In what country was Carl Marx born and what was his native language? Etc.Some other activities are used in the stage, such as guessing the meaning of new words and expressions in the text, making notes, listening to the tape of the text, some exercises on grammar points and so on. I choose a mon class to have the experiment, They are about seventeen and in Grade One of Senior High School. They have mastered some basic knowledge of English, but for some reasons, some of them are not good at English and they aren’t interested in it, either. They especially have difficulty in reading. To enhance their interests and make them read initiatively. I design this reading class. I try to help the students to have a great improvement through my reading course. implementation Project implementation isn’t so easy, so teachers must do a lot of preparations for prereading， whilereading and afterreading.Week 1 for reading Before students begin a few text, I would like to talk something about some famous men to stimulate their interests. We are learning English, we often have a great deal of difficulty in learning foreign languages. Marx can grasp several foreign languages, do you know how Marx studied foreign languages? In this way I arouse the students’ motivation to learn the text. In order to learn the text, the background knowledge is necessary, so I will spend a few minutes explaining it. Usually I ask them some questions or ask them to talk about the pictures on the book. When I taught the passage How Carl Marx studied, my question was “What do you know about Karl Marx?” I ask the students to tell me everything they knew about Karl Marx: his homeland, his native language, his books, his best friend, his grave and so on. Sometimes I ask them some questions to help them. By the end of this activity, I believe that the students get more information about Karl Marx. Week 2. Reading Stage Then we e to the reading stage. In this stage, I use diverse activities to ask the students to read the text. In this way, they will be familiar with the content of the text quickly and they will learn how to catch the main ideas of a text from general to specific. The activities include skimming, scanning and note making. Skimming Firstly, I give students two minutes to read the text and ask them to find the answer to the question. Usually the question is given right above the text in the book. Sometimes I add one or two questions which mean to help students find the main idea better. I give my students a tip and ask them to use it often. That is to read the first and last sentence of one paragraph to guess the answer they are looking for. When students find the answer, I always encourage them to put their hands and answer the question. I also encourage them to pick out the words they can not pronunciation well or anything they feel difficult to understand while reading. When students have different answers to the question, for example, what work did Marx do? I always give them some time to argue or discuss and ask them to give evidence to support their views. ScanningIn this activity, I design some questions for septic information. Usually, I write these questions on the projector and ask the students to answer orally in pairs. Then I ask some students to give their answers in class. Making notes Firstly, I write the headings on the blackboard with yellow chalk. Take MORE INFORMATION ABOUT KARL MARX( SEFCBOOK 1B) for example, I write the following words on the blackboard:Name: Lived in: wrote 2 articles about:Born: Moved to London in: Studied(languages):Studied at: Wrote(books): political idea: Then I tell the students to find the information from the text. Then I ask the students: “ Where and when was Marx born?” I collect the information from the students and write. “May 5, 1818, Germany” on the blackboard with white chalk. I draw the students’ attention to the fact that we require notes, not sentences. Then I tell them to find all the information by themselves. While the students are doing this task. I go around in the classroom to see if they do the task according to what I have told and stop some of them from writing sentences. After that I ask them to check their notes in groups of four before collecting the notes from them. At the end of the activity I write the right information on the blackboard (see Appendix B). In order to deal with the words and language problems that the students mentioned, in the reading stage I also use some other activities to help them. Guessing meaning of the new words and phrases I select some new words and phrases that may affect my students’ understanding of the text. I put them in the left column there are words and phrases that have the similar meaning that is familiar to the students. I write them in a haphazard order on parents ahead. Then ask the students to mach the words and phrases in the left column with those in the right. The students should do this task in pairs before I collect the answers in class (See Appendix C). The task is usually done after skimming. Phrase practice Firstly, I write the phrases on the blackboard or projector and I read a sentence using the phrase slowly and clearly. Secondly, I ask two or three students to repeat the sentence and ask another student to put the sentence in to Chinese. Thirdly, I say a second sentence with the same phrase and do the second step again. Then I give the students a Chinese sentence and ask them to put it into English. Finally, I ask the students to make a sentence by themselves using this phrase.Week 38．3．Postreading testTo test the students if they have grasped the te