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r /> 14 Are these strategies effective?

15 After reading task in done, could I write my experience down?

16 What I have learnt from teacher?

17 Do I like discussing with other group members?

18 I am always afraid of doing reading comprehension exercise, why?

19 Am I express my understanding clearly?

20 Whether I master the strategies in reading?

Procedure:

1. Choose a passage from exercise book and gave it to students. And before reading, the teacher asked them to discuss the title and considered multiple-choice questions after passage.

2. The teacher asked students to discuss the questions in the list. Let them have a impression during reading activity. At the same time, the teacher also asked them to write down their answers.

3. Ask the students to finish the task. In the process of reading, they would have deep understanding of questions in the list and reading activity itself. Meanwhile, the teacher explained the answers in the list and gave suggestions to help reading. So, the students had deep impression when their own answers compared with right ones.

4. Have students generate and consider their own questions and then students added them in the list. The teacher should encourage students to think after reading activity. So, the students employed metacognitive reading strategies next time automatically in reading.

4.4.3.2 Group discussion

Rationale:

Group discussion was a kind of cooperative learning activities. In reading activity, if a student just paid attention to reading material itself, but did not communicate with others. He couldn’t make progress at all. Before and after reading, students in each group could discuss subjects ranging from the topic of passage to setting cause of questions. Group discussion could lead to consciousness about strategies’ using, especially the planning before reading and evaluating after reading.

In this research, students were divided into six groups. In general, there were six students in a dorm, they were familiar with others. For the convenience of discussion, every dorm members sat together. Each group had a leader which selected by members and each group also had a secretary to keep the questions occurred in discussion. The teacher assigned the tasks first, and gave limited period of time to students. Before and after reading the materials, students discussed actively. They argued for their own views and offered their own examples.

Students’ group discussion was divided into two kinds: before reading discussion and after reading discussion. Before reading, they talked about planning the reading materials, title of passage, writers purpose and multiple choice after reading material. Every group member showed his own organization and suggestion from others. The second kind is discussion about evaluating after reading. They discussed before and after teacher’s explaining. They evaluated their reading behaviors together and asked questions they could not solve in group. Then, after teacher’s illustrating, they made comparisons between their and teacher’s viewpoint.

Time: 20 minutes

Mater