English reading teaching in junior middle school from the perspective of improving core literacy

Cultivate students' English reading ability in junior high school and lay the foundation for future English learning. However, how to strengthen the cultivation of students' reading ability? This paper discusses some effective measures of junior high school English reading teaching from the perspective of improving core literacy, aiming at providing reference for junior high school English teaching.

Keywords: core literacy; Junior high school English; Reading teaching

Junior high school is the key stage of implementing quality education, and core literacy is a new teaching concept. Put the core literacy in junior high school English reading teaching, and actively seek teaching methods to improve students' English reading ability in view of the problems existing in English reading teaching, so as to create a better environment for junior high school English reading teaching.

1 Basic meaning of the concept of core literacy

The concept of "core literacy" was first put forward by the Organization for Economic Cooperation and Development (OECD) at the European Council, but it was not directly introduced into the field of education at that time. It was not until the publication of "The Core Literacy of a Successful Life and a Sound Society" in 2003 that "the ability acquired after learning" was formally put forward. In education, "core literacy" is to improve students' abilities in all aspects through different curriculum settings, and put core literacy in curriculum learning, so that students can continuously improve their own literacy while receiving school curriculum education [1].

2 junior high school English reading teaching deficiencies

2. 1 Lack of a complete teaching system.

Junior high school English courses are relatively simple, and in English reading, most of them are simple subject-predicate structures. In reading teaching, some teachers just teach students to translate word by word without giving an overall explanation; Other teachers will directly announce the answering skills to students without explaining the central idea. The teaching method is very rigid, and there is no complete set of teaching methods, which leads to the lack of attraction in English reading teaching and the difficulty in arousing students' interest.

2.2 lack of grasp of the core of the article

In the process of reading teaching, teachers will pay attention to the accumulation of words and grammatical analysis. In the whole reading teaching, students often find that they know every word and learn grammar, but they still can't do problems. This is mainly because reading teaching does not start from the core of the article and does not make a macro analysis of the article. It is difficult to achieve the school effect of "drawing inferences from others" by blindly asking students to do their own problems without analyzing the whole article.

2.3 ignore the cultivation of cultural literacy

Under the background of the new English curriculum reform in senior high school, cultural awareness in English reading is necessary. Therefore, when teaching students English reading, teachers need students to understand the cultural knowledge of western countries through reading. There are a lot of religious stories, customs and habits, national historical development and so on in junior middle school English reading texts. However, in actual teaching, teachers always let students understand from a single vocabulary, and do not explain cultural knowledge too much, so it is difficult to cultivate students' cultural literacy [2].

3 From the perspective of improving core literacy, some strategies of junior high school English reading teaching are discussed

3. 1 Teachers innovate reading teaching to stimulate students' interest in learning.

Junior high school English knowledge points are relatively concentrated and the teaching objectives are clear. In the teaching process, teachers must pay attention to the innovation of knowledge explanation methods and the transfer of knowledge points, and carry out targeted innovative teaching. This requires junior high school English teachers to change the previous teaching mode, break the traditional rigid teaching mode, get rid of the shackles of written textbooks, carry out innovative English reading teaching, pay attention to attracting students' interest, and expand students' vocabulary, grammar mastery and reading ability driven by strong interest.

For example, when the teacher translated Module2 Unit 1, he said, "Have you ever thought about traveling around the world? Have you ever wanted to travel around the world? On this topic, teachers can seize the opportunity to let students know the cultural attribute of "English is a second language", and learning English is also a process of understanding a second language. When a student makes "-Yes, I do. I have always wanted to travel around the world. "(yes, I thought about it. I've always wanted to travel around the world) "When answering this question, teachers can carry out the infiltration teaching of English culture and cultivate junior middle school students' expression habits of" English prophecy ".

3.2 Carry out stratified reading, emphasizing the integration of core literacy and teaching materials.

The content of junior high school English reading is very rich, and each reading text has its own cultural core. Therefore, teachers should not only explain words, but also grasp the infiltration of cultural literacy. In junior high school English teaching class, teachers should not only explain the knowledge in textbooks, but also pay too much attention to students' academic performance. Instead, they should integrate core literacy with reading texts, and carry out English reading teaching according to the knowledge points in textbooks and core literacy, so as to infiltrate knowledge points in a targeted manner in order to better improve the overall quality of each student [3].

When teachers talk about the reading and translation of "a perfect holiday" in Module 10 unit2, they can't just talk about the superficial meaning of words, because everyone has different understanding of "a perfect holiday", so teachers can encourage lively students to describe their "holidays" in field sports according to their personality characteristics. Quiet and introverted students can talk about their "holidays" at home. Every student has a different point of view. In a specific situation, bring each student into this situation, so that students can quickly understand what they have learned and establish their own cognitive system.

3.3 Strengthen the overall understanding and expand the scope of English culture.

In the final analysis, English reading is just a bunch of sentences. If there is no certain structure, then this kind of article is worthless, so we should understand the article as a whole and grasp the central idea. Expand the scope of English culture on the basis of helping students understand the central idea. First, eliminate word-for-word translation. Word-for-word translation makes it difficult for students to have a comprehensive understanding and understanding of the article, and their thinking is chaotic. Therefore, it is necessary to understand the article as a whole, that is, to grasp the whole sentence reading, so as to train students to grasp the key points and master the logic between sentences [4].

For example, many times sentence reading is not a bunch of words. Many people will ask others "how to say one thing in English". Students who don't know English idioms may say, "How to say it?" But in fact, the correct statement should be: "How do you say this in English?" This simple English conversation can help students expand English reading into their lives.

label

Under the background of new curriculum reform, junior high school English teaching needs model innovation, and reading is an important part of English curriculum. Therefore, it is necessary to improve English reading teaching mode, combine core literacy with English reading, innovate reading teaching, read in layers, strengthen overall understanding, emphasize the integration of core literacy with textbooks, and combine English culture with reading, so as to improve students' English reading ability.

References:

Tao Ge. On how to effectively carry out vocabulary teaching in junior high school English reading teaching [J]. Exchange of Science, Education and Culture (last issue), 2020(06): 132- 133.

[2] Song Wei Yan. On the effective strategies to improve junior high school English reading classroom teaching under the new situation [J]. Master Online, 2020( 15):26-27.

[3] Huang Shunying. The practice of cultivating students' thinking quality in junior middle school English reading teaching [J]. Journal of Fujian Institute of Education, 2020,265,438+0 (05): 64-65.

[4] Bian Dongying. Significance of improving reading teaching effect in junior middle school English teaching [J]. Scientific Consulting (Science and Technology Management), 2020(05):262.