how to improve english reading in middle school淺論如何提高中學(xué)英語閱讀

1、<p>　　How to improve English Reading in Middle School</p><p>　　Abstract: Reading is the main way for students to learn English. But in middle school, a lot of problems still exist in the English reading

2、 .Reading is an important way of the students to study English</p><p>　　well. It is a basic skill for a student, so students are asked to read them</p><p>　　with a certain speed. To do this, stu

3、dents should change their bad reading habit and raise reading speed.</p><p>　　Key words: reading , improve，middle school</p><p>　　Introduction</p><p>　　Reading is one of the fourth

4、basic skills of English. However, in middle school, the situation of students’ reading ability is far from being satisfactory.</p><p>　　For many students, they are afraid of reading and most of them show lit

5、tle</p><p>　　interests in reading for the English reading is too boring. In order to search for a right way to solve the problem, I have been devoted to search for an effective teaching method to improve stu

6、dents’ reading abilities.</p><p>　　The importance of improving reading and how to improve</p><p><b>　　Reading</b></p><p>　　The importance of improving reading There are

7、many reasons that students are to read English texts are an</p><p>　　important part of the teacher’s job. First，many of them want to be able to read texts in English. Anything we can do to make reading easie

8、r for them must be a good idea. Second, Reading texts provide good models for English writing; study language vocabulary，grammar, punctuation, and the way to construct sentences, paragraphs and texts. Last, good reading

9、texts can introduce interesting topics.</p><p>　　Of course, it is important to study reading texts for the students, how many paragraphs they contain. But the meaning, the message of the text, is much more i

10、mportant. Teachers should help students understand that the main idea. They had their own purpose to read, they have to find ways of doing something about it. They should be encouraged to continue reading to gain meaning

11、. But they must realize that the meaning is not in the teacher. Students should be encouraged to ask themselves, “Can I</p><p>　　understand them?”</p><p>　　Students have to realize that risk tak

12、ing in reading is appropriate; that using context to decide what words mean is. Once a decision has</p><p>　　been taken about what kind of reading text the students are going to read, teachers need to choose

13、 good reading tasks_the right kind of questions and useful puzzles, etc. Working in groups，the English teacher and students take turns to ask each other questions after the reading.</p><p>　　Reading is an im

14、portant way of gaining information in foreign language learning, it is a basic skill for an English learner. There is a lot of reading exercises in an examination today. But all these readings must be done in limited tim

15、e. So students are asked to read them correctly and with a certain speed. To do this, you should change your bad reading habit and raise your reading efficiency.</p><p>　　How to improve the student’s reading

16、</p><p>　　Students have many kinds of experience; some texts are written with specific situation in mind and invite specific ways of readings. One way is to teach reading in three stages: before reading stag

17、e, while reading stage, and after reading stage. Each stage has a different goal and deals with different reading strategies. The overall aim is to train the students to be efficient readers in the foreign language.</

18、p><p>　　2.2.1 before reading</p><p>　　Before reading means before the text is read. To read even the simplest passage, you have to be able to place it within a context and to anticipate what you ar

19、e likely to find. The aims of the before reading is arousing the students’ interest. Students read the text by providing a purpose for reading, preparing the students for the content of the text. Not all three aims are r

20、elevant to all text types. So, the teacher does not have to spend too long on motivating them to read.</p><p>　　While reading</p><p>　　While reading is mainly focuses on the exploitation of the

21、text. It aims to help the reader understand the content and structure of the text, as well as the author’s purpose in writing it. The purpose of a reading lesson is to teach not test. As a teacher we should help students

22、 become efficient readers with their own reading skills.</p><p>　　after reading</p><p>　　After reading work is not directly connected with the text, but usually “grows out” of it. It has two aim

23、s: one is to consolidate or reflect</p><p>　　on what has been read in the text, the other is to relate the text to the</p><p>　　students’ own knowledge. As teachers, we give students a sense of

24、responsibility to read a text, when they know that they will have to use the information gained from it to do something else.</p><p>　　Reading Skills</p><p>　　With the coming of the television a

25、ge of our society, many people would have us believe that we are moving rapidly away from reading as a necessary life skill. But this is not the case at all?</p><p>　　Good reading is a more important life sk

26、ill than ever before and the printed word continues to be the cornerstone of both higher education and better positions in the job market.</p><p>　　For students, almost all studying involves reading. For adu

27、lts, reading is day to day, either a stumbling block or a smooth path to pleasure and opportunity. This is why good reading habits are not only an</p><p>　　important study skill for the student, but also an

28、important life skill for</p><p><b>　　anyone.</b></p><p>　　3.1 Skimming</p><p>　　Skimming is very fast reading. When you are skim, you read to get the main idea and a few

29、, but not all of the details. To skim rapidly, you must leave out parts of the material.</p><p>　　Before starting to read a passage in detail, the teacher first ask the students to take a moment to preview t

30、he passage. Students should read</p><p>　　often contains an introduction or overview of what will be talked about.</p><p>　　Then from the second paragraph as students have to in order to discove

31、r whether it contains a main idea or any important details. The teacher ask the students to have these in mind: for which the passage was written, what type of passage it is, what the purpose and attitude of the author i

32、s and what the style of the article is.</p><p>　　You read the ending paragraphs which you should read more fully because they often contain a summary.</p><p>　　The following practical steps for

33、skimming are suggested to help the students get started:</p><p>　　1 ? Read the title.</p><p>　　Note the author’s name and the source of the text.</p><p>　　Read the first paragraph c

34、ompletely.</p><p>　　Read subheadings and first sentences of remaining paragraphs.</p><p>　　5 If the final paragraph appears to be a summary, read it completely.</p><p>　　Reading spe

35、ed</p><p>　　Another good reading habit is reading fast. In fact, most students read much too slowly. Studies show that fast readers are the best readers，</p><p>　　Remember, nothing hurts concent

36、ration more than reading too slowly. Your mind will keep up with your reading speed if you ask it to . By always reading at your top speed，you challenge your understanding and make it easier for your mind to concentrate

37、on the</p><p><b>　　material.</b></p><p>　　Vocabulary building</p><p>　　I think memorizing word parts and their meanings will not help you become a better reader.. For a

38、student with good reading habits, a printed page contains not only words but also ideas, actions，thoughts and feelings. But all these things are built on words. The more words you are familiar with, the less you are awar

39、e of reading words and the more you are aware of content and meaning. Expanding your vocabulary will help you to read more effectively and rapidly.</p><p>　　Many students simply skip over words they do not u

40、nderstand. This naturally, hurts their overall comprehension. Other students stop at teach new word and look it up in the dictionary，but this method can slow down</p><p>　　your reading affecting concentratio

41、n and comprehension.</p><p>　　But you can build your vocabulary without using a dictionary each</p><p>　　time. Here are two rules：</p><p>　　Pause for a moment on each new word in yo

42、ur mind.</p><p>　　Try to guess what the word means from context, from the words</p><p>　　around it.</p><p>　　What happens with this method is that you will see the word again and ag

43、ain. Each time you will have a stronger impression of the meaning. Soon, the new word will be familiar and its meaning clear.</p><p>　　The key to the method is to be alert to new words. Don’t skip over them.

44、 You'll find you are adding to your vocabulary each day and a good strong vocabulary is a great help to reading quickly and with strong comprehension.</p><p>　　Good reading habits like these can help stu

45、dents and working adults alike to be more successful. The special world of school and the real world of school and of everyday life can be more comfortable, productive and rewarding with the addition of simple yet import

46、ant life skills such as good reading habits.</p><p>　　Classification of teaching reading In my opinion, most teachers in middle school always adopt the</p><p>　　traditional teacher-centered clas

47、sroom teaching in reading class, which</p><p>　　emphasize grammar and translation teaching. They spend most time to explain words，grammar, and translate each sentence into Chinese. Then such teaching methods

48、 must result in silent class. When teach teacher’s intonation and expressions still the same. They speak neither too fast nor too slow, neither too loud or too low. They don’t change their expressions, let alone a smile,

49、 and they always seem never use body language. They just repeat every procedure that happens in every class. This is bad </p><p>　　So, students in the class study very boring. They just do what teacher tells

50、 them to do, and have little opportunity to speak in the class. Even given chance，they never want to express themselves freely. They have to listen to the teacher speaking all the time and just feel sleepy. They will nev

51、er enjoy such a reading class and just hope the bell could ring soon. If this continues，students will lose the passion of learning English and even hate English class. In such situation, what we need to d</p><

52、p>　　Conclusion</p><p>　　In short，we find class lively in the process of learning the language. The method enable students consciously rehearsals. Thinking students</p><p>　　will be able to re

53、main active in the classroom.</p><p>　　It is considered that reading is a complex automatic process involved a-lot-of and it was a process of thought. Teaching method should be changed by the object，surround

54、ing and teaching goal. It can’t be the</p><p>　　same. We have to take into consideration the elements of all sides.</p><p>　　Certainly, in reading practice students play the leading role. No mat

55、ter</p><p>　　how teachers teach, no matter how much knowledge teacher’s offered, it can never take the place of their own wide-spread and abundant practice. Teachers are mainly used to rise students’ interes

56、ting of learning，to organize, supervise and check up the reading activity，to discover and solve questions of language and knowledge, what’s more to help them while necessary.</p><p>　　References</p>&

57、lt;p>　　Sandra Silberstein. Techniques and Resouces in Teaching Reading. 北京：人民教育出版社,2002.</p><p>　　Rivers, W.M.: Teaching Foreign Language Skills [M]. The University of Chicago Press. 1968.</p><

58、p>　　Richard Veit Christopher Gould John Clifford, Writing,Reading,and</p><p>　　Research Third Edition [M] . New York: Macmillan College Publishing Company, 1994, P63.</p><p>　　Dorothy Grant H

59、ennings, Reading with Meaning Strategies for College Reading Third Edition [M] .Prentice Hall Upper Saddle River, New Jersey Press: 1996,P42.</p><p>　　.Belyayev B.V. The psychology of Teaching Foreign Langua