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eport based on information. We have collected through reading. We will simplyread to receive pleasure. No matter the outcome, we should remember that there is a reason why we arereading.
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Chapter Three Research Design .... 17
3.1 Research Questions....... 17
3.2 Research participants ......... 18
3.3 Research methods ......... 19
3.3.1 Classroom observation......... 19
3.3.2 Questionnaire...... 19
3.4 Research procedures ..... 19
Chapter Four Results and Exemplification..... 21
4.1 Research and discussion of classroom observation ...... 21
4.2 Result and Discussion of Questionnaire ..... 27
4.2.1 Questionnaire the participants........ 27
4.2.2 Questionnaire procedures.... 27
4.2.3 Result and discussion ..... 28
4.3 Analysis of the Survey ......... 32
Chapter Five Conclusion .... 37
5.1 Finding of the study ...... 37
5.2 Pedagogical Implications ......... 38
5.3 The Limitations of the Study...... 39

Chapter Four Results and Exemplification

4.1 Research and discussion of classroom observation
This thesis selected 8 English teachers and theirs students from Xiping No.2 middle school asobservation participants. In order to know about the present situation of the teaching English reading inmiddle school, and the methods usually used by English teachers in teaching English reading, the authoraims to prove the effectiveness of the integrative approach of teaching English reading, and students’feedback. Skimming, scanning, and search reading: Format: Individual or paired, whole group. Students areto read individually or in pairs a text and to list all the explanations provided. They are not note the extentto which they use:a) skimming-i.e., a rapid overall inspection of the text with periods of close inspection, toget a sense of the content and organization of the text reading; b) scanning-i.e., locating a specific symbolor group of symbols, such as finding a name or date in the text; c) search reading-i.e., attempting to locateinformation when not sure of its form. The final step is to be a list of possible explanation with anindication of the strategies used to find each one. The results are then shared with the whole group.In this observation, the teacher, who adopted this kind of method, spent about 20 minutes on teachingEnglish reading. The discussion should include how these approaches to finding information in a text differ.In addition, if we consider these three approaches(skimming, scanning, and search reading) more as skills,then how are they operationalzed by specific strategies? In other words, what specific strategies didstudents use to skim the text? Thus, the effectiveness of the teaching would not be perfect.
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Conclusion

According to the results of the survey, most of the teachers and students think that English reading isbeneficial for students to learn new vocabulary, grammar, communication. English reading broad students’knowledge and help students train their language ability, to encourage them to English while learning.Therefore, English reading in middle school classroom needs more attention and worthy all the teachersand to be elaborately designed. Majority of the teachers have recognized that English reading plays a ve本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。