Middle School English Reading Teaching Measures

Middle School English Reading Teaching Measures

Introduction: how to cultivate students' effective reading ability still needs to be studied continuously according to the new form, and teachers can develop teaching strategies that are more favorable to the development of students according to their own actual situation.

Reading is very important for a person's growth. English as a foreign language, and English reading is an important part of language skills, is one of the important ways for students to obtain language information, and occupies an important position in English teaching. Cultivating students' reading ability is one of the main teaching objectives, which has a very important influence on students' future English learning. The new target English requires? focus on cultivating students' reading comprehension ability? , starting from the second book of the eighth grade, each unit has a long reading. But according to the traditional teaching many teachers still follow the previous method, first pick out the vocabulary to explain, and then the material will be translated while explaining the important knowledge points, the students just accept the knowledge, and cut off the students for the understanding of the discourse, the lack of cultivating the students to the appreciation of the whole article. So how to develop students' English reading ability?

I. Before reading

1. As the saying goes: ? A good start is half of success.? Many students begin to balk inside when they see English articles, especially those of long length. In the usual classroom, first of all, teachers should make every child feel good about themselves so that they have the confidence to read. Before reading, teachers can introduce relevant extracurricular materials so as to increase students' interest. For example, when it comes to the future, some future life can be played, so that children are curious about the future life, so that students are in a state of active thinking and enthusiasm.

2. Predict the article. Personally, I think it is very crucial for teachers to set questions. Teachers need to set questions from simple to complex, from shallow to deep. And let the students make bold guesses about the content of the article according to the relevant questions set by the teacher. This time to set the problem requirements from easy to difficult, not to discourage the confidence of students, so that each student can experience the joy of reading.

3. Correctly handle the vocabulary. Personally, I think the biggest obstacle in reading is vocabulary. Some students struggle to read because of their vocabulary. At this point, students should be encouraged to make bold guesses about the meaning of words according to the context, and use a pen to make a good mark while reading, leaving this problem to be supplemented after reading. But make sure that the students summarize the vocabulary and develop a good habit of self-study. Teachers can also, where appropriate, use contextual teaching methods to explain the word vividly so that children can learn in a happy way.

Second, in reading

1. Clearly reading time, time constraints should be cultivated in the usual classroom. Because the reading comprehension score in the exam is very heavy, but the time is also very limited. Therefore, teachers should cultivate students' concept of time in their usual teaching. Secondly, assign tasks to each group and have a competition. Each group starts to read on their own and then discusses each problem, the teacher does not give any hints, and the group members of each group must participate fully. Let the students with good foundation and the students with poor foundation have a collision of thinking. In the process of cooperation to cultivate team spirit, and subconsciously cultivate the organization of superior students, to help improve the learning methods of students.

2. Grasp the whole, pay attention to the discourse reading. Teachers must make sure that students understand and grasp the article as a whole, and do not read word by word. Do not leave words without sentences, sentences without paragraphs, paragraphs without parts. Otherwise, the overall understanding of the structure of the article will be neglected, and the author's intention will not be clear even after half a day's reading, and the reading effect will not be good. To pay attention to the title of the article and the first sentence of the article. Because the title of the article is the theme of the article, the content of the article is around the theme. The first sentence is crucial because it is the introduction to the article, stating the author's intention, background, and so on. Second, pay attention to the last sentence of each paragraph and the last sentence of the whole article. The last sentence of each paragraph is often the conclusion of the paragraph, and the last sentence of the whole article is often the conclusion of the article or the author's intention in writing the article. Some articles can also ask students to divide the levels, summarize the main idea, so that students have an overall framework for the whole article. 3. guide students to use a variety of reading strategies. For example, read the first two paragraphs of the beginning of the article to try to catch the main idea of the article. Read the topic sentences and concluding sentences of the paragraphs, paying special attention to the verbs, nouns, adjectives and sequence words in the sentences. Using a discourse approach, the reading program should consist of a whole? Partial? Whole. Problem-based pedagogy, which utilizes the design of questions to teach. Reading is not a passive decoding' process, but a linguistic mental guessing process. Letting questions go to advance instruction awakens students' attention and encourages participation.

Third, after reading

1. Ask questions to deepen the reading. After students read, the teacher can also raise questions about a point of view in the article for students to discuss, which can not only improve students' ability to say, but also consolidate the reading material, so that the reading material can be extended and students' ideas can be sublimated.

2. Precisely speaking the important and difficult points, consolidate the reading material. After the end of reading, the teacher can make a fine talk on the important and difficult points, so that students can master the usage of some vocabulary and fixed phrases, help students understand some difficult sentences, and help students solve the problems encountered in reading in a timely manner.

3. Using reading materials to further develop students' abilities in other areas, such as retelling, reciting and memorizing. The general requirement for struggling students is to recite accurately. The better students are required to retell, retelling can not only help students well clear the article's pulse, but also can train students' oral expression ability. Teachers can provide students with some key words and let them retell the reading material orally. Students can also be asked to write to abbreviate the reading material to improve their writing ability. Memorization is a requirement for superior students, but also an effective means of improving students' sense of language.

4. Emotional education. Most teachers after speaking reading comprehension just to give students the right answer. Before I was the same. Later I found a lot of extracurricular reading materials, its reading value is even higher than some fragments in the textbook. Teachers can effectively utilize these fragments to educate students and cultivate their scientific outlook on life and values. Because I am a classroom teacher, so I encountered some good articles, after solving the related knowledge points, I often go to share with students some of the reasoning of people in the world, I think that those short articles have a better educational value behind.

In short, how to cultivate students' effective reading ability still needs to be studied according to the new form, and teachers can develop teaching strategies more favorable to the development of students according to their own actual situation.

References:

[1]Huang Yanyun. Exploration of Effective Reading Teaching in Middle School English [D]. Central China Normal University, 2012.