【正文】 ld 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 text, I ask the students to do the filling blanks exercise. Fill in the blank of the short passage The short passage in fact usually is a summary of the text. For example, “ Karl Marx was born in ____. When he was young, he ____to leave his…” (See Appendix D)9. Data analysis:I use two questionnaires at different time in this project to see if my design can prove my hypotheses. Questionnaire 2 is designed partly based on Questionnaire 1 in the research so that parisons can be made to see the improvement after the implementation. There are the same three questions used in two questionnaires to get the students’ general opinion about reading. (See Appendix A and E) The questions deal with three aspects: degree of interest, help and difficulty in their reading work. The followings are the three questions: Question 1: Do you like the reading activity? Question 2: Does the reading activity give you much help in your English study? Question 3: Is it difficult for you to read a text? After paring the results of the two questions, I find that there had been some improvement in different degrees after the implementation stage. The results of the two questionnaires are presented in Table 1. Table: Comparison of the results of three questions in questionnaires. Verynot at all Degree 4 3 2 1Q2 Q1Q2Q1Q2 Q1 Q2Q1Interest 5%2%38%20%45%63%12%15%Help21%17%60%70%12%12%7%0%Difficulty5%17%17%58%45%22%2%2%In order to have a clearer view of such a change, I draw a figure forest aspect and pare, the results of the two questionnaires. Figure 1. Comparison of degree of interest Interest: From the graph, we can see clearly that 43% of students like reading after the implementation. The number of the students who is interested in reading increases 20 percent. Help: If I add the percentage of the students choosing 4 and 3 together in Questionnaire Two, I may conclude that 80% of the students think reading is helpful to their 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 skills.Contents1. Introduction1 2. Literature Review13. Problem Analysis