Six ways to improve junior high school English reading ability

Six ways to improve junior high school English reading ability

One of the tasks of junior high school English teaching is to cultivate students' reading ability, but in fact the effect of reading teaching is not ideal. Here are six necessary ways to improve junior high school English reading ability, hoping to help you!

1, pay attention to reading methods.

(1) Determine the center of the passage according to the topic sentence: any article usually revolves around a center and consists of paragraphs; There is an inherent close relationship between paragraphs. Sentences expressing the theme of paragraphs are called topic sentences, which are usually placed at the beginning of paragraphs and sometimes at the end and middle of paragraphs. Other sentences are used to explain and elaborate the topic sentence; If we sort out the topic sentences, we can understand their central ideas and avoid and eliminate the interference caused by individual new words and difficult sentences (such as difficult signals). However, the central idea of some articles often runs through the whole text, so it is necessary to have a thorough understanding of the whole text.

For example, my friend Matt and I arrived at the activity center on Friday night. The accommodation was not very good, but we had everything we needed (beds, blankets, food). We were glad to leave the city and breathe fresh air.

On Saturday morning, we met with other 10 members of our group. Cameron was with two friends, Kevin and Simon, while sisters Carol and Lynn and Amanda came. There were some other members I didn't know. We came from different places and we didn't know the area.

We knew we would spend the weekend outdoors, but none of us knew exactly how to spend it. Half of us went to explore caves in the morning, while others went rock climbing. Then we changed shifts at lunch time. Matt and I went to the cave first, and it was harder to climb out than to get in. But after some efforts, we finally got out. Although we were covered in mud, we were happy and excited about what we had done.

This passage is mainly about _ _ _ _ _ _ _ _ _ _ _.

The author's friend is in the activity center.

The author's experience in the activity center

C. Outdoor sports in the activity center

How to go rock climbing and cave exploration

[Reference answer B] The center of the above passage is to explain "the writer's experience in the activity center." . The author, his friends and other members of the group spent some activities and feelings in the activity center over the weekend.

(2) Mastering specific facts and important details: When reading articles, students are required to develop the habit of recognizing and remembering specific facts and important details. Because concrete facts and important details are extensions, supplements, explanations or examples of topic sentences to support and illustrate the central idea, they are also important components of reading comprehension test.

For example, someone asked me, "Do you like music?" I will definitely answer him (her): "Of course, I will." Because I think music is an important part of our life.

Different people have different views on music. For me, I like rock music because it's exciting. My favorite rock band, Foxy Women, is one of the most famous rock bands in the world. I also like pop music. My classmate Lillan likes dance music because she likes dancing. My best friend, Jane, likes jazz. She thinks jazz is cool.

"I like dance music and rock music very much," my brother said, "because they are great."

But my mother thinks rock music is boring. "I like some relaxing music," she said. I think that's why she likes country music.

The author likes music because he thinks _ _ _ _ _ _ _ _.

This is an exciting part of our life?

This is an amazing part of our life.

This is an important part of our life.

② What kind of music does the author like?

Rock and pop music. ? Jazz and country music.

Who likes dancing?

Writer. ? Li Lan. ? Jane.

④ The writer's mother thinks that country music is _ _ _ _ _ _ _ _.

Surprising? B, boring? relax

How many people think about music in this passage?

a、4、B、5、C、6。

This is the identification of several important facts and details, all of which are explained around the theme sentence "Different people have different ideas about music" in the short article, as a supplementary example. The answer is 1c2a3b4c5b.

(3) Use word formation and contextual clues to guess the meaning of keywords: In the process of reading articles, you will often encounter some new words. If you don't understand these meanings, it will hinder your understanding. However, the meanings of most new words can be guessed on the basis of understanding according to the context, combining word formation and contextual clues in the article, which will help speed up reading and improve your reading comprehension. For example:

Water is around us, water is in the ocean, water is in lakes and rivers, water is in the air, and there is more water on the earth than on land. All living things must have water, and we must also have water. Without water, we can't live. Sometimes, we don't have all the water we need, and the land will dry up without water. Sometimes, there will be too much water on the land. If it rains very, very heavily, the rain will flow down the hillside.

"Erosion" in this paper refers to _ _ _ _ _ _ _ _.

A, earthquake B, avalanche C, erosion D, frost

According to the previous statement, if it rains very, very heavily, the rain will flow down from the mountain, and when it flows down from the mountain, it will take away some land. It can be inferred that erosion is a natural geographical phenomenon, that is, "erosion", and the answer is C.

2, training reading speed

In reading, we will encounter some new words and unfamiliar phrases more or less, which will hinder our understanding of the center of the article, but we will always look up the dictionary and affect the reading speed. In order to decipher the meaning of new words and understand the center of the article without consulting the dictionary, candidates are required to judge the meaning of words according to word formation. This material is unreadable. Unreadable is a new word. According to the root word of read, students can know that un and able are prefixes and suffixes respectively, so it is not difficult to guess the meaning of unreadable; Students can also be trained to guess the meaning of new words according to the relationship between new words and context. The sentences and paragraphs where new words are located will provide many hints and clues, according to which we can understand the meaning of new words. Such as: synonyms and antonyms clues; Explanatory clues; Illustrative clues; Punctuations, clues, etc. For example:

This herdsman earns about 650 yuan a year.

Looking after the sheep in the attributive clause explains that herdsman means "shepherd"

Like her sociable sister, Alice likes to make friends. The contextual clue like (like) at the beginning of the sentence indicates that gregarious and like to make friends have similar meanings.

These methods can help students to speed up reading and further improve the accuracy of reading.

3. Improve reading style

(1) Prediction: Cultivate students to predict the general content and possible vocabulary of the article according to the article title (subtitle), illustrations and related background knowledge and social life experience, then read the first paragraph of the article, verify and correct their predictions, and grasp the topic sentences and keywords at the same time, so as to better understand and grasp the center of the article as a whole.

(2) Skimming: Guide students to browse the full text quickly, understand the main idea of the article, discriminate the style, master the structure of the article, and then grasp the center of the article.

(3) Search reading: guide students to search reading on the basis of browsing the full text and answer individual factual and detailed questions. Some details can't be answered directly in the text, but can only be obtained through necessary synthesis, induction and transformation, that is, on the basis of directly available facts and details, the required facts and details can be obtained indirectly through synthesis, induction and transformation. It usually involves the reference of data, time, person and pronoun, association of action, actor and receiver of action, place and space, expression, cause and effect, conditions, connotation and extension, etc. For example:

One day, Mrs. Huisheng and Tracy and Ben went shopping. They went to the supermarket in the new shopping center.

"Why are you shopping here?" Tracy wants to know, "because they are cheaper here than the corner store near our house," Mrs. Wilson said. "Please help me check the price."

The Wilson family is not rich. Mrs. Wilson is always careful about her money. She looks at the prices of things carefully. She buys a lot of things in the supermarket. When they go home, the children say, "We don't think you go to the supermarket to save money." "Of course I do," said Mrs. Wilson. "Everything there is cheaper."

"We know," the children said, "but we take a taxi home, because we have too many things with us, and the taxi fare is more than you save!"

Mrs Wilson added it all up, and her children were right.

"Well done," she said. "Next time we'll shop nearby."

Things in the corner store are cheaper than those in the supermarket.

Cheaper? Better? C, more expensive? D. better?

(2) Mrs Wilson finally _ _ _ _ _ _ _.

Spent more money? B, pay less money?

C, lost some money D, saved some money

These two questions are details, but they can't be answered directly from the article, and the factual details should be obtained indirectly through analysis and calculation. From the analysis of Mrs. Wilson and Wilson's words "because they are cheaper here than the corner store near our home", we can know that the things in the corner store are more expensive. Mrs. Wilson and Mrs. Wilson bought cheap things in the supermarket, but when they returned, the cost of taking a taxi home was higher than the savings, so we can know that Mrs. Wilson and Mrs. Wilson finally spent more money.

4. Expand English reading.

At present, the reading provided by junior high school English textbooks has greatly increased compared with before, and diversity and extensiveness have been noticed in the choice of themes and genres, the design of functions and topics. The content is close to the students' reality. Teachers can guide and train students' reading methods and skills according to the teaching materials, teach language knowledge and guide students to master syntax and grammar, expand vocabulary, cultivate reading interest and help students lay a certain English reading ability. However, the reading amount in the textbook is far from the reading amount required by the syllabus and curriculum standards. The five-level reading requirements of the curriculum standard stipulate that the amount of extracurricular reading should reach more than 654.38+0.5 million words, except textbooks. Therefore, teachers should urge students to combine intensive reading with extensive reading. Extensive reading not only helps students to enlarge their vocabulary, enrich their language knowledge, broaden their horizons and broaden their thinking, but also helps them to understand the cultural background, living customs, thinking habits and English-specific language expressions of Britain and the United States, thus improving their reading comprehension.

In extensive reading, students are required not to make a comprehensive and detailed analysis of various language phenomena in reading materials, but to obtain the required information as soon as possible according to their own language knowledge.

5. Strengthen reading training.

(1) Designated reading range: Teachers divide students into different groups according to their English level, select appropriate English reading materials (with a certain amount of questions), designate reading ranges respectively, and ask them to arrange their own time after class, read quickly with questions, and set a more relaxed period for inspection.

(2) Reading guidance: Teachers should answer questions and give guidance in time to help students read smoothly. However, we should pay attention to giving more guidance in learning methods to help and guide them to analyze and solve problems themselves.

(3) Check the reading effect: Teachers can check the completion of students' reading tasks in groups by combining oral practice and written examination during the specified reading time. Oral practice focuses on students answering related questions and telling their own experiences in reading articles; The written test requires students to complete true or false questions, multiple-choice questions and fill-in-the-blank questions.

(4) Show the reading effect: Use English extracurricular activities to show the results of extracurricular extensive reading of different groups of students through book reviews, debates, lectures and other activities. Review the reading materials of group A and group B; Discuss the characters and main plots of the reading materials, so that students can express their opinions and communicate with each other in a relaxed atmosphere, so as to promote students to think actively and read carefully while reading, and at the same time deepen their understanding of the reading materials and cultivate their expressive ability.

6. Strengthen evaluation guidance.

Through the assessment test, students' actual reading comprehension ability and level can be detected, and their strengths and weaknesses can be found out, thus providing a basis for further cultivating students' reading ability. Teachers should give full play to the baton function of reading test. The selection of reading test articles should be extensive and diverse, with appropriate length and moderate difficulty to ensure the reliability and validity of reading test; In the design of questions, we should give consideration to both subjective and objective questions, avoid the key points, difficulties and doubts reflected in students' usual reading, avoid the phenomenon of too single, off-topic and strange questions, and do not unilaterally pursue the difficulty of questions. Objective test questions should be able to find the answer directly by reading the article; Subjective questions should be able to judge the implied meaning of the article through association, comparison, induction and analysis of the context after reading the passage. After the examination, it is necessary to analyze and summarize carefully and solve the problems found in time in order to further improve.

;