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4.4.2.1 Preparation

In this stage, the author mainly improved students’ awareness of metacognitive reading strategies. Students in experimental group were required to identify strategies which they were already using and strategies which they were not familiar with. And the questionnaire was used to identify the metacognitive reading strategies which were already used by the students. Through analysis, we could make sure which metacognitive reading strategies were needed in training, and then we settled them. After analysis of results, we found the most students paid attenetion to grammar points and new words in reading. They knew little about strategies especially monitoring and evaluating strategies.

At the same time, some students didn’t realize the importance of reading skills. So, reading skills, objectives, purposes were introduced to them.

Last but not the least, the motivation of students to learn English was to be strengthened. Because they were vocational college students, and their English ability was in relatively low level. In process of preparation, teachers should help students believe they would improve their ability. The following training awareness of metacognitive reading strategies was based on this stage which enabled the teacher to develop individualized strategies for helping each student in the effort to develop English reading ability.

4.4.2.2 Presentation

Students’ ability of using metacognitive reading strategies was improved, and their knowledge about the strategies was developed in process of training. The teacher described, explained, and analyzed the metacognitive reading strategies, and set models to students, including every strategy’s using situation, when and why these strategies were used in that situation, and illustrated every one with concrete examples. Students were taught how to use metacognitive reading strategies when they didn’t know. In this stage, the most important point was to introduce methods to students, and teacher should help students prepare for the practice. Firstly, a handout including metacognitive reading strategies knowledge was distributed to the students. And then, the teacher explained the using methods, using situation, and applications of the strategies clearly and set examples to students. And the teacher should illustrate the metacognitive reading strategies’ using methods through reading comprehension tasks. Students were explicitly taught about the using methods of metacognitive reading strategies, and situation to use these strategies in reading.

4.4.2.3 Practice

It was a crucial step in training. In this stage, students were required to use the strategies in reading comprehension practice. With the help of teacher, they were encouraged to employ strategies in reading. Before reading, they were asked to program their process, and did it in accordance with plan strictly. Finished tasks in fixed time. In reading, students were guided to maintain good mind-set, to concentrate attention in reading. After reading, they were required to do self-evaluating. In the stage of practice, the teacher acted as a coach., they trained students in experimental group to do as they did. The students were trained to enhance the awareness of metacognitive reading strategies. With the help of teachers, students learnt to use multiple m