【正文】 motivation。 reading training。關(guān)鍵詞： 英語(yǔ)閱讀, 學(xué)習(xí)動(dòng)機(jī), 背景知識(shí), 閱讀技巧 語(yǔ)言教學(xué) AbstractI examine the reading issue from a language teaching perspective. Different from previous research, this paper wants to emphasize the importance of motivation in the study of reading at a middle school. In what follows, I want to know how to enhance the ability of students in reading (reading skills, speed and result). There are four parts in this paper. I start with a brief introduction to reading, then we propose a motivational theory to testify the correlation between interest and reading. An additional discussion of necessary background knowledge, reading skill and speed in reading is also provided. We end the study with the conclusion that students’ reading prehension can be greatly enhanced by their motivation development, mastering of the necessary background knowledge and skills. I found in our research that there are three major factors influencing learners’ reading ability. Based on these findings, it may be conduced that if we want to improve students’ reading ability, we have to first deal with the issue of motivation development, necessary background knowledge and reading skills. Some useful implications obtained from this study include that due attention should be paid to the interplay of the abovementioned three factors.Key Words: language teaching。background knowledge。最后我們得出了利用興趣，掌握必要的背景知識(shí)和閱讀技巧，可以提高學(xué)生的閱讀水平的結(jié)論，以此結(jié)束了全篇的討論，本項(xiàng)研究發(fā)現(xiàn)以上三個(gè)要素是影響中學(xué)生閱讀能力的主要因素，本項(xiàng)研究可望對(duì)相關(guān)研究產(chǎn)生積極影響，這些影響主要體現(xiàn)在通過上述三個(gè)因素的控制，我們可以設(shè)計(jì)一種整合型的教學(xué)方案，促進(jìn)和發(fā)展中學(xué)閱讀教學(xué)，提高學(xué)生的閱讀能力。 reading skills.Contents1. Introduction1 2. Literature Review13. Problem Analysis1 4. Project Objective25. Project Hypothesis26. Project rational3 7. Reading Lesson Design 48. Project implementation59. Data Analysis 610. Evaluation8 11. Conclusion 8Appendix A Questionnaire One for problem Analysis9 Appendix B WorksheetNote10 Appendix C Worksheetguessing the meaning11Appendix D WorksheetFilling in the blanks12 Appendix E Questionnaire Twothe posttrial questionnaire13Appendix F Teaching Material14Bibliography151. Introduction In learning a language, especially a foreign language, reading is a very important link. We can get information from passages through reading。 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。 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 teache