English teachers in high school English reading to train students which reading skills and strategies

English reading skills training in English teaching implementation strategies: English reading is both an important foundation for mastering language skills, English reading skills are many, and there are many training strategies corresponding to them I. I The word guessing skills and their training strategies in English reading teaching Vocabulary is the basic element that constitutes the utterance and the article, and the biggest obstacle encountered by the students in their English reading comprehension is the vocabulary, and if there are one or two key words they don't recognize, they may feel at a loss. The best way to deal with this situation is to strengthen the training of students' ability to guess the meaning of words by utilizing the context and the construction method in ordinary reading. Specifically, there are the following three methods. (i) Guessing the meaning of words by using sentence structure (ii) Guessing the meaning of words by using context clues or hints 1) Guessing by using definitions or restatements. Sometimes, in some reading materials, the author tends to use the definition method to explain something that the reader may not understand, or to make a restatement, i.e., to give a supplementary explanation of the previous sentence, phrase or raw word. Definition or restatement often have the following hints, such as in other words, that is to say), that means, which means, be known as. namely, etc., the reader can combine these hints, according to the definition or restatement of the text guess the meaning of the word. 2) guess using examples. English readers can make use of the examples listed in the context and use the induction method to guess the meaning of the words or phrases. Commonly used examples are for example, for instance, such as, etc. For example, there are many newspapers. For example, there are many newspapers, such as, China Daily, The Times, and SO on. we can infer that newspaper is newspaper from the listed China Daily and The Times. 3) Guess by comparing and contrasting. Comparison and contrast indicates a similarity in meaning, and the writer emphasizes their similarities when comparing them. When reading, you can combine some common hints of comparative relationships, such as while, but, unlike, on the other hand, in contrast, etc., to guess the meaning of the words. (There are three kinds of word formation in English, namely, derivation, synthesis and conversion. Derivation refers to adding prefixes or suffixes to the root word, and synthesis refers to combining two or more words to make a new word. Conversion means that the same word in different positions in the sentence structure expresses different lexical and lexical meanings, such as like in the above. The rational use of word-guessing skills is conducive to the expansion of students' vocabulary and the improvement of their reading ability. As teachers, they should adopt reasonable reading training strategies and do more targeted word-guessing exercises for students so that they can be exposed to more new words. However, this method of guessing words according to context must be based on students' understanding of the text, rather than blind guessing, otherwise it will be futile. Based on the characteristics of English vocabulary, it is very important and effective to judge the meaning of words according to the construction method. Teachers should not only teach students the word formation method, but also assign corresponding exercises to consolidate it and cultivate students' habit of analyzing vocabulary and applying reading strategies effectively and automatically. Sentence comprehension and its training strategies in English reading teaching According to years of reading teaching practice, it is found that students are often detained by a few difficult sentences in reading, and cannot make reading continue, which reduces the speed of reading and weakens the interest in reading. For this reason, in the teaching process, teachers should carefully analyze the specific difficult sentences encountered by students in reading, summarize the sentence structure difficulties in reading, and turn the difficulties into easy targets. Specifically, we can focus on analyzing the following three aspects.1) In compound sentences, the definite article separates the subject and predicate of the main sentence, which makes it difficult for students to read. For example, A person who has been to school for years but can?t write a sentence can?t be called illiterate. It is difficult for students to understand the sentence if they don't have a good grasp of the determiner clause. In fact, the main part of the sentence is A person can't be called illiterate．The rest of the sentence is a determiner clause．2)The insertion separates the sentences from their normal ordering．3)Let's look at an example sentence ("English New Goal Go for it Grade 9") on page 9: Which way of dealing with problems do you think is the best? problems do you think is the best? On page 22 of the book, there is also: What school rules do you think should be changed? Do you think is used here in a special interrogative sentence. Look carefully at the order of the sentence: the question part must be placed at the beginning of the sentence, do you think must be placed after the question part, and then the rest of the sentence, such as the copula and epithet, and the predicate. 3) Emphasize the correctness of the sentence type. 如：It was no coincidence that Kalkaska shut its schools two weeks after residents rejected a 28 percent propertytax increase．In this sentence, It was．that is the emphatic sentence pattern's fixed part and the key to understanding the sentence. In view of the above difficulties, teachers should strengthen the teaching of grammar, disassemble sentences, grasp the main body and understand the whole sentence. But at the same time, they should also avoid pure grammar explanation, because detaching from the article and focusing only on pure grammar explanation will only get half the result with twice the effort. Third, the understanding of the discourse and its strategies traditional English reading teaching is often centered on grammar teaching, sentence analysis and explanation, focusing only on the sentence, not on the chapter. The importance of grammar is overemphasized, and the cultivation of ability is neglected, which often leads to a lack of comprehensive understanding of the overall chapter. In recent years, with the development of new reading theories, discourse teaching has emerged. Its purpose is to train students to understand the author's point of view, intention, so that students have the ability to read the whole chapter, because the discourse analysis can guide students through the analysis of grammar, vocabulary and articulation, to further grasp the link between sentence and sentence, paragraph and paragraph, and then through the analysis of the inter-sentence and inter-paragraph connection between the meaning of the chapter to grasp the full text of the theme and the central idea, and, at the same time, can also grasp the role played by sentences in the expression of the overall meaning of the discourse. At the same time, we can also grasp the role of sentences in expressing the overall meaning of the discourse. In the teaching of discourse, while teaching basic knowledge and emphasizing language, teachers should also pay attention to clarifying the structure of the chapter, pointing out the central idea and the main idea of the paragraph, teaching students to identify the topic sentence, and according to different genres, grasp the key points and carry out discourse analysis. For example, for the analysis of narrative and descriptive texts, students should be asked to find out the names of people and places and the chronological order of the texts, and then find out the information related to them and analyze them according to the order of presentation in the texts. For popular science texts, students should be guided to pay attention to long and difficult sentences as well as the paragraph structure of the text while acquiring information. For expository or argumentative essays, students are required to distinguish the main and secondary arguments of the essay, find out the arguments, study the arguments, analyze them according to the progressive levels of arguments, arguments and proofs, put forward their own opinions, and raise the reading lesson to a higher level of appreciation and evaluation. In conclusion, the teaching of English skills does play a very important role in English reading, but in the specific reading practice, students want to really master these skills, so that they can consciously and effectively use them in reading practice, only by practicing in the classroom only by practicing in the classroom is far from being enough, but also in the classroom reading always pay attention to the problem, so as to make the use of the skills into a kind of unintentional The first step is to make the use of the skills an unintentional habit.