【元認(rèn)知理論視角下的初中英語(yǔ)閱讀教中存在的問(wèn)題及對(duì)策探究（英語(yǔ)）（論文）】

TableofContentsTOC\o"1-3"\h\u32237Acknowledgements I17176摘要 II29922Abstract III28370ChapterOneIntroduction 122919ChapterTwoMeta-CognitiveStrategyTheory 3155022.1DefinitionofMeta-CognitiveStrategy 3255902.2ClassificationofMeta-cognitiveStrategy 336982.2.1PlanningStrategy 3139082.2.2MonitoringStrategy 4277422.2.3EvaluatingStrategy 45664ChapterThreeProblemsinEnglishReadingTeaching 5303173.1LackofPlanningbeforeReading 5146483.2LackofMonitoringwhileReading 642083.3LackofTimelyEvaluatingafterReading 73056ChapterFourStrategiesforEnglishReadingTeaching 913858Intheprocessofreading,studentshavenoreadingmethodsandskillsandcanunderstandthemainideaofthearticle.Ifteacherswanttohelpstudentsunderstandmainideaofthearticlecorrectly,theymusttaketheirmeta-cognitivestrategiesintheprocessofreading. 9166184.1Strategies 997714.1.1MakingDetailedPredictionbeforeReading 9165224.1.2ConductingMonitoringwhileReading 9169524.1.3ConductingEvaluatingafterReading 10320644.2VerificationofCountermeasures 1113473ChapterFiveConclusion 1369165.1MajorFindings 13124095.2LimitationsandSuggestions 142989Reference 16ChapterOneIntroductionThefirstchaptermainlyintroducestheimportanceandthepresentsituationofreadingteaching,andthesignificanceofmeta-cognitivestrategy.Theroleofreadinginhelpingforeignlanguagelearnersacquireanddeveloplanguageskillshasbeendocumentedintheliterature(Krashen,1993).Withthedevelopmentofglobalization,exchangesandcommunicationbetweencountriesintheworldhavegottenmoreandmorefrequent.Astheuniversallanguage,Englishplaysanimportantrolegraduallyininternationalcommunication.Listening,speaking,readingandwritingarethefourbasicskillsofEnglish,amongwhichreadingplaysanimportantrole.Inbasiceducation,readingismoreimportantforEnglishlearning.Readingisnotonlyaprocessinwhichlearnersactivelyreceiveinformation,butalsoanimportantbasisforinformationoutput.Readingteachingmethodsarealsovaluedastheyaretheimplementationofstudents’comprehensiveuseoflanguage(LiuJun,2018).AccordingtothecurrentmiddleschoolEnglishreadingeducationsituation,therearethefollowingproblems:TheproblemofteachersinteachingEnglishreadingcomprehensionisthattheeducationalconceptisoutdated,manyEnglishteachersstilladopttheexistingteachingmethods,andneglecttocultivatestudents’interestinreadingandcommunicationwithstudents.Lackofinterestinreading,lackofself-control,lackofreadingability,andlackofvocabulary(GuoYukun,2018).Aslearningstrategies,meta-cognitivestrategiesplayanimportantroleinstudents’Englishreadinglearning.ThetraditionalEnglishreadingteachingtakesonthetaskofteachingvocabulary,grammartoomuch,whichleadsstudentslackoftrainingofreadingability;itiscenteredonstudents’discourseability,thinkingabilityandreadingskill.Therewasnosubstantialimprovementinstudents’readingability.Therefore,teachersshoulduseproperstrategieswhenteachingEnglishreading,theapplicationofmeta-cognitivestrategiesintheteachingofEnglishreadinginjuniormiddleschoolhasasignificanteffectontheimprovementofjuniormiddleschoolstudents’Englishability,soastoraisestudents’interestinlearninganddeveloptheirawarenessofmeta-cognitivestrategy.Meta-cognitivestrategiesaredividedintothreetypes:Planningstrategy,monitoringstrategyandevaluationstrategy.Planningstrategyreferstothegoals,processesandstepsforlearnerstoplanandarrangelearningactivitiesbeforelearning.Themonitoringstrategyreferstothelearningprocessofthelearningplanmadeinaccordancewiththelearningobjectivesduringthelearningactivity;studymethod;effectiveness;theimplementationoftheplanandotheraspectsofconsciousmonitoring.Evaluationstrategyisonlytoevaluatetheirownlearningprocessandaccordingtotheactualsituationofplanning,learningprocesstoadjustthestrategyused.Thestudyshowsthatmeta-cognitivestrategytrainingplaysanactiveroleinEnglishreading,andstudents’subjectiveinitiativeinlearningknowledgeisbroughtintofullplay,andeachtimecancarryontheself-appraisalandtheself-reflectionafterEnglishreadingstudy;letthestudent’sEnglishreadingachievementobtaintheenhancement;itimprovesstudents'Englishreadinginterestandmeta-cognitiveawareness.Studentswhocanbetterusemeta-cognitivestrategiesshowgreaterautonomyinthelearningprocess.Atthesametime,researchshowsthatoneoftheimportantfactorstoimprovelearners'readingcomprehensionistheuseofreadingmeta-cognitivestrategies(Salataci&Akyel,2002).MokhtariandReichard(2002)alsopointedoutthatthemeta-cognitivestrategiesofreadingawarenesscanhelplearnersfullyunderstandthetextandpromoteEnglishorasecondlanguage.Clearly,meta-cognitivestrategycaneffectivelysolvetheproblemsexistinginvocabularyteaching.Thispaperintendstostudytheproblemsexistinginreadingteachinginjuniormiddleschoolandputforwardcorrespondingcountermeasures.Therefore,basedonmeta-cognitivestrategy,theresearchquestionsofthispaperarelistedasfollows:(1)WhataretheproblemsinEnglishreadingteaching?(2)Howtosolvetheproblemsareundertheguidanceofmeta-cognitivetheory?ChapterTwoMeta-CognitiveStrategyTheoryInthischapter,theauthorwillintroducethedefinitionofmeta-cognitiveandillustratetheclassificationofmeta-cognitivestrategyandwilltelluswhatisplanningstrategy;monitoringstrategyandevaluatingstrategy.2.1DefinitionofMeta-CognitiveStrategyAccordingtoO’MalleyandChamot(1990),“Studentsneedtomastermeta-cognitivestrategies,otherwisetheylosetheabilitytoassesstheirachievementsandprogress.Theabilitytothinkaboutthefuture,thereisnodirectionforlearning.”Meta-cognitivestrategiesplayanimportantroleinstudents’languagelearning.Theconceptofmeta-cognitionoriginatedinthestudyof”memoryofmemory“.Firstdefinedas"cognitivecognition"byAmericanpsychologistJ.H.Flavel(1978).Meta-cognitionand“identification”as“personalknowledgeofone’sowncognitiveprocessesandconsequences,orotherrelatedthings.””Activemonitoringbasedoncognitiveobjectstoachievetheirgoalsormissions”andcontinuouscoordinationandcoordinationofcognitiveprocesses”Flavel(1979)explainedthatmeta-cognitioncontainstwomajorcomponents:meta-cognitiveknowledgeandmeta-cognitiveexperience.Meta-cognitiveknowledgeistheknowledgeofcognitiveprocessesandoutcomesthatindividualsacquire.Meta-cognitiveexperienceusuallyreferstobothemotionalandrationalexperiencesandfeelingsthatindividualsproduceduringactivities.Meta-cognitiveexperiencerequireslearnerstoplaninadvanceandtostandardizeandmonitortheircognitiveprocesses.2.2ClassificationofMeta-cognitiveStrategyMeta-cognitivestrategyisamethodoflearningplanning,monitoringoflearningprocessandevaluationoflearningeffect,whichcanhelplearnerstodoautonomouslearning.Meta-cognitivestrategyincludesintoplanningstrategy,monitoringstrategyandevaluationstrategy.2.2.1PlanningStrategyPlanningstrategiesincludesettinglearninggoals;skimmingskills;makingquestionstoanswerandanalyzinghowlearningtaskscanbeaccomplished.StudentslearnEnglishnotonlylistentolectures,takenotes,andwaitforteacherstoassigntests,buttheycanpredicthowlongitwilltaketocompleteareadingandgetrelevantbackgroundinformationbeforereading,astudentshouldlearnactivelyratherthanlearnpassivelybyusingplanningstrategies.2.2.2MonitoringStrategyThesestrategieshelplearnerspayattentiontoandunderstandpossibleproblemsinordertoidentifyandsolveproblems.Themeta-cognitivestrategyisrelatedtotheevaluatingstrategy.Forexample,ifthelearnerdoesnotunderstandaparticularpartofthetopic,gobacktothedifficultpart,slowdownthedyslexiaorunfamiliarpart,andtestandskipthedifficultpart.Startwithpuzzlesandsimplequestions.Coordinationstrategieshelpstudentschangetheirlearningbehaviortoresolvetheirlackofunderstanding.Adjustmentstrategiescanhelpstudentstocorrecttheirlearningbehavior,andhelpthemtosolutethelackofunderstanding.2.2.3EvaluatingStrategyEvaluatingStrategies,learnersgenerallylearntorecognizetheircurrenttasks;thenusesomecriteriatoevaluatetheirownopinion;thenreadandevaluatehowtheyunderstandthetext.Publishtheiropinionsonthetext,andsummarizethereadingorstrategiestheyused,whetherithelpstounderstandthearticleandwhetherthearticlereachestheirreadinggoalsorrequirementsandalsoevaluatewhattheyhavelearned.Theyshouldidentifytheirshortcomingsandconsiderfutureimprovementmeasures,etc.ChapterThreeProblemsinEnglishReadingTeachingTherefore,inordertofindoutthiskindofproblems,andtopursuetheauthenticityandreliabilityoftheproblems.Theauthoradoptsmanymethod.First,theauthorreviewedtherelevantliterature.Second,theauthorwatchedanumberofteachingvideos.Third,theauthorinterviewedseveralstudents.Fortunately,throughahalfyearhardworking,theauthorfindsthefollowingproblems:3.1LackofPlanningbeforeReadingPlanningbeforereadingmeansthatstudentsshouldbecultivatedtheawarenessofpayingattentiontomakeadetailplanbeforereading,suchas,searchsomerelevantpicturesandvideosandsomerelevantbackgroundmaterials.Theinterviewsshowsthatmanystudentsdonotunderstandthereadingobjectivesandreadingmethodsbeforereading.Amongthestudentsinterviewed,only8studentsmakereadingplanwhichincludesclearlearningobjectivesandbrowsereadingmaterialsbeforeEnglishreadingandcouldachievetheexpectedresults.Thereare19studentssaidthattheyarenotgoodatmakingreadingplanbeforeEnglishreading,theyoftenreadthearticledirectlyandpaymoreattentiononnewwords.Amongthe9studentswithpoorgrades,3studentsaredonotknowhowtomaketheirownreadingplanatall.Besides,alltheteachersintheinterviewsaidthatonlyasmallpercentageofthestudentsintheirclasseswereabletomakeeffectivereadinglearningplans.sothelackofreadingplan,readingteachingcannotachievethedesiredresults.Takingunit1howIlearnedtolearnEnglish?Asanexample.Beforethereading,themethodteacherschooseistoletstudentsreadthearticledirectlybythemselvestoguessthemeaningandtheaimofthearticle.SomestudentswithpoorlearningfoundationfailedtofinishEnglishreadingusually,oneofthestudentssaidthathespendtoomuchtimeonlookingupnewwords,buthecannotunderstandthearticlewell,sohedonotwanttoreadthearticleagain.Beforereading,histeacherdidnotremindthemtopayattentiontothetitle.Itisshownthatteacherdidnotanticipatethepossibleproblemsbeforetheclassanddidnotgiveclearinstructioninteachingobjectives,suchasstudentsshouldguesstheaimandmeaningfromthetitleandthevideoheprovided.Bydoingthisforalongtime,teacherletstudentsreadthearticledirectlybythemselveswhichisignoredtheimportanceonanticipatingpossibleproblemsbeforereading.Forstudents,First,thestudentsjustpayattentiontothewordsandgrammarsinthearticleandlackoftheabilityofusingreadingplantoachievethereadinggoals.Second,theywillhaveblindnessintheirstudy.Third,manystudentsdonotbelievethattheycanfinishEnglishwell,becausetheypaymuchattentiononnewwords.Asforteacher,first,itisnotguaranteethesmoothprogressoftheclassroom.Second,italsomakesstudentstobeafraidofhavingEnglishreadinglessonandlosetheirinterestsonit.So,teacherdonotanticipatethepossibleproblemsbeforereadinglessonanddonotgivestudentsclearinstructionisnotadvisable.3.2LackofMonitoringwhileReadingMonitoringwhilereadingmeansthatweshouldpayattentiontothereadingskillsandlimittimeandspaceduringthereadingprocess.Accordingtotheinterviewandthedocuments,theauthorfoundthatsomestudentsreferredthattheycannotfinishthereadingarticleandanswerthereadingcomprehensionquestionstimely.Theydonotknowwhy.SomestudentssaidthattheyoftenignorethedetailsofthearticlesandtheopinionsinEnglishreadingcomprehensionisdifferentfromthewriter.Andalsosomestudentscannotfindaproperwaytosolvetheproblemofnewwordsintheprocessofreading.Therearestudentswhomakethesamemistakesoverandoverinthearticles.Takingunit1howIlearnedtolearnEnglish?asanexample.Intheprocessofreading,teacheraskedthemtocompletethequestionsheprovidedin5minutes.Astudentsaid:”Afterreadingteacher’squestion,Ithinkthequestionsaredifficult,soIreadthearticlecarefully,butIspendmuchtimeonguessingnewwordsmeaningandcannotfinishthereadingtimely,andIcannotanswerthequestionstimelyandcorrectly,IthinkIhavenotmasterthepropermethodtodoEnglishreading”.Theteacherdonotremindstudentsusewhichreadingmethodstofinishthetaskwithinthespecifictimeandremindstudenttheycanjudgethemeaningofwordsbythehintsandcluesprovidedbytheoriginaltext.Suchasthequestionsthattheteacheraskedinthearticle:WhydidWeiFenfinditdifficulttolearnEnglish?WhatdidshedoinEnglishclass?Whatisthesecrettolanguagelearning?Atfirst,theteacherdidnotremindthestudentstousethereadingmethodofscanningtosearchandconfirmtheinformation,soastofindoutandsolvetheproblem.Itisshownthat,thisstudentdidnothaveaclearreadingpurposeandmethod.Inthereadingprocess,somestudentswithgoodfoundationfinisheddoingEnglishreadingarticles’question,buthedidnotanswertheallquestionscorrectlybecauseofhiscarelessness.Theteacherdidnotremindthestudentstothinkwhilereading,andconstantlyaskedthemselvesquestionstotestwhethertheiranalyticalmindandinferencearecorrect.ItisshownthattheSimplyspeakingintheaboveteachingcase,teacherdonotremindthestudentsusetheproperreadingmethodtofinishthetasks.Asforstudents,first,studentslackreadingskillsanddonotknowwhentousetheseskills.Secondly,studentslackofmonitoringstrategywhilereadingthearticle.studentsinthereadingprocesstocompletethereadingtaskhasacertainblindness,differentstudentswillhavedifferentproblems.Inreadingprocess.Asforteachers,theydidnotremindthestudentstopayattentiontothedetailsofthearticletohelpthemfindtheanswertothequestion.Dothisforalongtime,studentswillnotfeeltheirimprovements,willdiscouragelearninginitiative.3.3LackofTimelyEvaluatingafterReadingEvaluatingafterreadingmeansthatlearnersusesomecriteriatoevaluatetheirownunderstanding,thenreadandevaluatehowtheyunderstandthetext.Accordingtotheanalysisoftheinterviewresults,somestudentssaidthattheywillspendtherestofthetimetoreviewtherelevantknowledgeafterfinishingthereadingtask.Somestudentssaidtheywilldiscusssomeideasoffindingsolutionstotheproblemswiththeirdesk-matesafterreading.Veryfewstudentsdon’tknowwhattodoafterreading.Takingunit1howIlearnedtolearnEnglish?Asanexample.Afterreading,theteacheraskedstudentstofilltheblanks,suchas“1.Icanunderstandthemeaningbywatchingtheirandtheontheirface.”Theteacherremindthemusewordsandphasesfrompassagetocompletethesentences.Afterthattheteacherletstudentsreviewtherelevantknowledgeandrepeatthearticle.ThreestudentswithgoodfoundationcanfollowtheirownplantoreviewtheEnglishreading.Astudentsaid:”WhenIwasdoingthisexercises,IcameacrosssomewordsthatIcouldn’tunderstand,butIcouldfindthecorrespondingwordsandphrasesintheoriginaltext,soIfinisheditquicklyanddidn’tcheckitagain.”Theteacherdidnotguidestudentstofindthereasonoftheirmistakes,theyjustmemorizetheknowledgeonceagain.Forsomestudentswithgoodfoundationwillwastemuchtime,itisnotbenefitforthemtomakefulluseoftimefortherestoftime.Bydoingsoforalongtime,first,teacherjustpayattentiontothereviewtheknowledgeofthearticle,itisnotusefulforstudentstoavoidtheymakethesamemistakeatnexttime.Second,studentsdonotmasteracertainknowledge,theyhaveproblemsoftheirattitudeanddonotmakeaproperreadingplan.Third,theydonotunderstandreasonsoftheproblems,theninEnglishreading,therewillbenomajorbreakthrough.ChapterFourStrategiesforEnglishReadingTeachingIntheprocessofreading,studentshavenoreadingmethodsandskillsandcanunderstandthemainideaofthearticle.Ifteacherswanttohelpstudentsunderstandmainideaofthearticlecorrectly,theymusttaketheirmeta-cognitivestrategiesintheprocessofreading.4.1StrategiesBasedontheproblemsinchapter3,fromtheperspectiveofmeta-cognitivestrategies,theauthorputforwardthestrategiesfromthreeaspects:4.1.1MakingDetailedPredictionbeforeReadingInpre-readingstage,theplanningstrategyadvocatessettinglearninggoals,skimmingthroughreadingmaterials,generatingquestionstoanswer,andanalyzinghowlearningtaskscanbeaccomplished.Beforereading,thestudentsshouldbeprovidedsomestrategies,suchas,preparethematerialbeforereading,mastertheEnglishvocabulary,arrangethetimereasonablyandmakeclearthepurposeofreading,thenchoosethecorrespondingreadingstrategies.Therefore,inordertosolvetheproblemsinthethirdchapter,theauthorthinksthatteachersshouldproviderelevantmaterials,suchasvideosorpicturesaboutEnglishlearningtopicsandpredictstudents’vocabularybeforereadinginclass.Forexample,inthereadingclassinunit1howIlearnedtolearnEnglish?Teacherletstudentsguessthethemeofthearticle.TheauthorthinkthattheteachercollectrelevantmaterialsaboutlearningEnglishandremindthestudentspayattentiontothetitleofarticleandanticipatetheproperproblemswillhelpstudentsfindouttheaimsofthearticletimelyandcorrectly.SuchastheteacherplayaninterviewclipabouthowyoulearnEnglish.Itiscanrelatetothequestionofthearticleeasily.Thebenefitsofconductingplanningbeforereadingareasfollows:Infact,iftheymakeaplanorteacheranticipatetheproblemsbeforereadingthentocollectrelevantbackgroundmaterials,theywillmasterthemeaningandaimofEnglishreadingmoreeasily.ItalsocanhelpstudentstoimprovetheirconfidenceandinterestinEnglishreading.4.1.2ConductingMonitoringwhileReadingMeta-cognitivemonitoringstrategyreferstothetimelyevaluationandfeedbackofthecorrespondinginformationincognitiveactivities.Ifthefeedbackinformationisrelevantwiththecognitivegoals,thecognitiveactivitiescancontinue,butifitisnotconsistentwiththecognitivegoals,shouldbeusedinatimelymanneradjustmentstrategy.Itincludesself-questioningthematerialwhilereadingandmonitoringspeedandtime.Intheprocessofreading,teachersshouldprovidetargetmonitoringforstudentstodeterminethereadingskills,suchasskimming,scanning,extensivereadingandintensivereading.Atthebeginningofthecourse,teachersencouragestudentstosettheirownreadinggoalsandrecordthem,andthensupervisethemselvesintheprocessofusingthereadingstrategies.Therefore,inordertosolvetheproblemsinchaptertwo,theauthorthinkteachersshouldmakemonitoringwhilereading.Leadstudentschooseareadingmethodfromscanning,skimming,extensivereadingandintensivereadingaccordingtothedifficultyofthearticle.Forexample,inthereadingclassinunit1howilearnedtolearnEnglish?Intheprocessofreading,teacheraskedthemtocompletethequestionsheprovidedin5minutes.Inauthor’sopinion,atthebeginningofreadingarticleteachershouldaccordingtothedifficultyofthearticle,remindsthestudentstousethecorrespondingreadingmethod.Basedonthequestionsandthelengthofarticle,inthisarticle,studentsshouldusethescanningmethodtofinishthereadingtarget.Becauseusingthismethodcansearchanddetermineinformation,inordertofindtheanswer,tosolvetheproblem.Thebenefitsofconductingmonitoringwhilereadingareasfollows:Studentscancollectreadingskillsandhaveawarenesstousetheseskills.Inreadingprocess,theteacherremindthestudentstopayattentiontothedetailsofthearticletohelpthemfindtheanswertothequestion.Overtime,studentswillfeeltheirimprovementsandpromotetheirlearninginitiative.4.1.3ConductingEvaluatingafterReadingTheplanning,monitoringandevaluationofmeta-cognitivestrategiesaresimultaneousandinterrelated.Beforelearning,learnersshouldunderstandtheircurrenttasksandevaluatetheirunderstandingoftheproblemandthenevaluatehowtheyunderstandthearticleafterreadingit.Atlast,theauthorreviewwhetherthereadingmethodisappropriateornot;thensummarizeshisownresults;findsouthisshortcomingsandthinksabouttheimprovementinthefuture.Afterreading,teachersshouldmakeevaluateafterthat.Therefore,inordertosolvetheproblemsinchapterthree,theauthorthinkteachersshouldmakeevaluateafterreading.Forexample,inthereadingclassinunit1howIlearnedtolearnEnglish?Afterreading,theteacheraskedstudentstofilltheblanks,suchas“1.Icanunderstandthemeaningbywatchingtheirandtheontheirface.”Inauthor’sopinion,theyshouldmakefulluseoftheresttimeafterfinishedthetasks,teachersshouldhelpstudentevaluatethemselvesingroupsfromtheaspectsoftheuseofself-readingstrategies,themasteryoflanguageknowledge,emotion,attitudeandthedevelopmentofpragmaticcompetence(XuFengWangLina,2013).Thebenefitsofconductingevaluatingafterreadingareasfollows:Itisusefulforstudentstoavoidtheymakethesamemistakeatnexttime.Iftheyevaluatethemselvesfromtheirattitudeemotionandlanguageknowledge,therewillbeamajorbreakthroughinthefuture.4.2VerificationofCountermeasuresInordertoverifythestrategiesinchapterthree.Theauthorchoosesunit23aFullmoon,FullFeelingsofGrade9inPEPeditionasanexampletoillustrate.Specificteachingstepsareasfollows:Teachingcontend:unit23aFullmoon,FullFeelingsTeachingkeyanddifficultpoints:Studentswilllearnwordsandexpressionsusedtodescribefestival,suchasMid-AutumnFestival,moon,mooncake,celebrate,folkstoryandsoon.Andstudentswilllearnwordstodescribeafestivalstoryfluentlyandfreely.Teachingprocedures：Step1:ShowstudentssomepicturesaboutMid-AutumnFestival,suchas,thepicturesofmooncake、themoonandHouYiandChang’e.Andaskstudentstoguessthethemeofthisarticle.Step2:Intheprocessofpre-reading,first,settinglearninggoals,letstudentspayattentiontothetitle.Second,skimmingthroughreadingmaterials,providerelevantmaterials,suchas,picturesandvideos.Third,generatingquestionstoanswer,letstudentsmakeanpredictionaccordingtothematerials.Step3:Inwhile-reading,first,askquestionsaboutthematerials,letstudentsreadagainandfindoutthenewwordstheydonotunderstand.Afterthat,letstudentsmonitorspeedandtime,teacherletstudentsreadagainbyusingscanningwithin5minutes,andthenanswertwoquestions:”HowdopeoplecelebratetheMid-AutumnFestival?””Whatstoryisthereadingabout?”Andremindthemtopayattentiontothedetailsduringthearticle.Atlast,findouttheanswerstogether.Step4:Inpost-reading,first,letstudentshaveageneralideaaboutMid-AutumnFestivalandleadstudentsmakeadiscussion:DoyoulikeMid-AutumnFestival?Why?Second,thestudentsmakediscussionsinagroupoffour.Atlast,afterthediscusstheyshouldevaluatetheperformanceofeveryonetheaspectsoftheuseofself-readingstrategies,themasteryoflanguageknowledge,emotion,attitudeandthedevelopmentofpragmaticcompetence.Step5:Homework.Consideringthedifferencesofdifferentstudents,thehomeworkincludestwolevels.Level1,retellthewholepassagebydescribingtheMid-AutumnFestivalandtheFolkstory.Level2,writeacompositionwiththetopicofwhat’syourfavoritefestivalonyourexercisebook.Intheverificationofplanningstrategy,forexample,inpre-reading,theauthortookplanningstrategy,makinggoalsplan,usesimagestoprovidetherelevantbackgroundmaterialsinstep1andstep2.Itfollowstheprinciplesofgoalsetting,browsingreadingmaterials,andraisingquestionstoanswerinplanningstrategiesundermeta-cognitivestrategies,makingthestudentsbeinterestedinthearticleandclearthereadingaim.Inthesetwosteps,authormentionedplanningstrategyadvocatesthatpreparethematerialbeforereading,mastertheEnglishvocabulary,arrangethetimereasonablyandmakeclearthepurposeofreading.Bydoingthis,itcanhelpstudentstoimprovetheirconfidenceandinterestinEnglishreading.Intheverificationofmonitoringstrategy,forexample,inwhile-reading,theauthorprovidetargetmonitoringforstudentstodeterminethereadingstyleinstep3,suchasskimming,scanning,extensivereadingandintensivereading.Itfollowsamonitoringstrategythatrequiresconcentratingattentionwhilereading,askingself-questionsaboutmaterial,andmonitoringspeedandtimeduringexams.Atthebeginningofthecourse,teachersencouragestudentstosettheirownreadinggoalsandrecordthem,andthensupervisethemselvesintheprocessofusingthereadingstrategies.Bydoingthis,remindingthemtousescanningwithinlimittimeandcarethedetailswhichcultivatetheabilityofmonitoringandimprovetheirlearninginitiative,aswellastheirconfidenceandefficiency.Intheverificationofevaluatingstrategy,forexample,inpost-reading,theauthoradvocateteachershouldhelpstudentsunderstandt