| How to improve students' ability to read (中学英语教学论文) |
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Abstract Reading plays a very important part in English learning. We can get much information by reading . Present society is the society of information .If we directly read English books, newspapers and magazines to get necessary information from them , we will raise our English level and development of individual. In this article , the authors will give some advice on how to improve students’ ability to read in both intensive reading and extensive reading. Key words: the ability to read , intensive reading , extensive reading 摘要 阅读能力在英语学习中占有重要地位。当今的社会是信息的社会，能直接阅读书籍 报纸杂志，从中获取必要的信息，对于语言的学习和个人的发展都是非常重要的。本文结合作者的教学实际，从精读和泛读两方面探讨该如何培养学生的阅读能力。 关键词：阅读能力 精读 泛读 Part One : The role of reading in English learning Reading plays a very important part in English learning. We can get much information or relax ourselves by reading . Present society is the society of information .If we directly read English books, newspapers and magazines to get necessary information from them, we will raise our English level and development of individual. Besides, the more language materials we grasp, the greater progress we will make in our English studying . At present, we lack the opportunities to hear and speak English directly, so it is a useful and important way for students to contact English, absorb language materials and get information by reading. By reading we can learn the knowledge of custom, history, geography, culture and so on of the English-speaking countries ,which can help us widen our sight and richen our knowledge, so it is an important method to gain knowledge. Part Two: The means of training abilities to read It is by intensive reading and extensive reading that we can come to train students’ abilities to read. Intensive reading : under the guidance of teachers, students learn vocabulary and sentence structures in intensive reading materials and rise understanding ability. Extensive reading : under the guidance teachers , students train their abilities to scan ,skip and read fast .Namely ,the abilities to catch the key words , the topic sentences and the drift of the articles .As we all know , texts have frequently been used for the materials of intensive reading, and the materials of outside reading have been considered as the materials of extensive reading. Only by connecting intensive reading with extensive reading and classroom with outside class ,can we improve students’ ability to read. During intensive reading ,students should understand the ideological contents , writing methods ,conceptions and so on in texts. Besides, students also should learn the language structures from texts , such as vocabulary, the analysis of difficult sentences and language points ,etc.. English is different from Chinese. English words have changes of shapes. For example , the noun has the plural form and possessive case; the verb has all kinds of the forms, such as past forms , past participle and present participle and so on ;the adjective has the comparative degree and the superlative degree. Deferent English words are used in deferent ways ,e.g. after prepositions, there are nouns or the pronouns; articles are often followed by nouns; after modal verbs, there are the verbs of original shape ; etc. Grasping these characteristics of English vocabulary is helpful for raising ability to read. For example, when we meet across a preposition, we will know that there must be a noun or a pronoun ,so we can’t pause after the preposition when reading ; When seeing a article, we know that there must be a noun behind it and won’t read the sentence word by word and can enlarge apparent distance to raise reading speed. In the beginning ,in order to develop students’ habits of reading by semanteme ,I guide them to underline sentences by the meaning of sentence. e.g: 1） .At that time in the southern states, blacks were not treated as equal citizens. 2） .King fought for political rights for black people in the USA. By doing this kind of practice regularly , students can raise their reading speed and correctness. Therefore , words, phrases or sentences should be orally pracised first, and then be used in reading .As a result , students can read phrase by phrase or sentence by sentence , not word by word . In the text learning ,teachers should explain the necessary and important language points and train students’ abilities of using dictionaries and explaining in English. What’ more , teachers also ask students to find out the main ideas of each paragraph or passage and help students study some simple rhetoric tactics and the ability of guessing word meanings according to context. I often do like those in classes: 1． After reading new words and expressions ,in order to help students to understand texts and check the results of reading ,I often ask students some “before-questions”(questions before reading ) and “after-questions”(questions after reading).“Before-questions” can help students grasp the important points when reading ;“After –questions “ can help teachers know the results of reading . The two kinds of problems have 4 types: First: Wh-questions: this kind of problems have answers directly found out from reading materials; Second: Why-questions and How-questions: we can find out answers to this kind of problems from reading material, but can not directly quote the sentences in the passage; Third: The answers to this kind of questions can not be found out directly from reading material, but inferred from the intension of materials ; Fourth: Readers can get their own opinions by judgment and evaluation from reading materials. Now ,I take the textbooks published by People Education Press for example to explain those kinds of problems. （1）.Tell the sentences true or false according to the passage: e.g. In SEFC SB2B Unit 18 Inventions What Will You Think of Next ? after reading , I give some sentences as follows to ask students to tell them true or false: 1).Most inventors have a high IQ .(false) 2).The things we know can sometimes make it more difficult for us to understand new ideas.(true) can find a solution.(true) (2).Wh-questions: we can find out answers to those questions directly from the passage .For example ,in SEFC SB2B Unit 17 Disabilities Integrating Skills The Special Olympics, I ask the following problems and let students read with them. 1).How often is the Special Olympics held? 2).Where was the first Special Olympics held? 3).When will the Special Olympics beheld in Shanghai? (3). Why-questions and How-questions: only by inferring can students find out the answers . I take SEFC SB2B Unit 17 Disabilities Reading Disabled! Not ME! as example: According to the text ,the way society views disabled people has changed .How has it changed and why? (4). Readers can get their own opinions by judgment and evaluation from reading materials. For example, after reading SEFC SB2B Unit 17 Disabilities Reading Disabled! Not ME!,I ask students to answer this question—What can we learn from the disabled people? 2. Explaining the necessary language knowledge in textbooks In senior textbooks ,there is less new grammar . However, some sentences are so long that students have difficulty understanding them. Therefore, it is necessary for teachers to analyze sentence structures for students to help them understand. Take “It is also often disappointing to find that other people do not feel comfortable together with someone who is disabled.” (SEFC SB2B Unit 17 Disabilities Reading Disabled! Not ME!)as example .The sentence is too long and complex to understand ,but after being analyzed , it is easy to grasp. At first ,we know that ‘it” is used as the form subject and “to find that…” is the real subject. ”that other people …”is a objective clause following “find”. Meanwhile, in the objective clause there is “who is disabled” used as a attributive clause to decorate the antecedent “someone” .After analyzing like this ,students can understand it easily. However ,there is no use analyzing every sentence for students. We can only analyze the long and difficult sentences. 3.Training students’ abilities to sum up the main ideas of each paragraph or article. This a very useful method for students to retell and write .Take SEFC SB2B Unit 17 Disabilities Reading Disabled! Not ME! For example ,after learning some language points ,students can find out main ideas of each paragraph with teacher’s guidance . Para 1: the difficulties and success that Xiaohua has Para 2: the importance of giving the disabled a chance to receive education Para 3: a university founded for disabled Para 4: a magazine for blind people in China Para 5: the magazine has a great effect on the disabled Para 6: Xiaohua’s advice to disabled people Another example : after studying SEFC SB2B Unit 16 The Bison on the Plains of American ,I ask students “What can we learn from this passage ?”.Students will answer “We should protect environment and keep the balance of nature.”, which is the reasonable answer to this question. 二、Extensive reading As we all know ,ability to read can be improved by practice ,therefore, besides textbooks teachers should supply some extra reading materials for students .However ,there can’t be too much new words or grammar in those reading materials .Students can go over and strengthen what they have learnt in classes by reading those useful materials .So the studying which connects classes with outside classes will have a good effect on students. With students’ ability to read improved step by step , the length of reading materials may be gradually extended and vocabulary may also be increased little by little. How to select outside reading materials is very important. The chosen materials should be interesting as well as meaning and suit for students’ characteristics . Here is what I do in teaching: 1. Noticing the characteristics of reading Reading is divided into two kinds : reading silently and reading aloud ,which are two different skills .During reading aloud ,students mainly pay more attention to the intonation and pronunciation than the contents ,which is not good for reading fast. In order to read fast and get more information within limited time , students should practise reading silently more .At the beginning , I ask students to put their index fingers on their lips and not to make lips move so that students can read in silent to raise reading speed .After a while , students can form the proper habits of reading . 2．Avoid reading again and again When reading , students sometimes meet with some difficult sentences or unfamiliar words ,which allows them to read once more .However ,if they read too much times ,it will affect the reading speed greatly .So I ask students to read the articles from the beginning to the end without intervals so to catch the idea of the articles on the whole .Never waste too much time on some new words and difficult sentences . After finishing reading the whole passage ,if time permitting ,they can return to read again . 3． Keeping time when reading With students’ ability to read improved gradually, I ask students to keep time when reading .That is to say, ask students to finish reading a passage in limited time and figure out how many words they can read per minute .For example ,a student spends 6 minutes in reading a 300-word passage ,that is , his reading speed is 50 words per minute . 4. Widely reading Teachers can provide all kinds of reading materials for students , which should touch on as many as fields as possible ,such as geography ,history , culture ,advertisements , biography, science , technology ,and so no . 5. Keeping reading Teachers should require students to read a 400 (500)-word passage every day .If they persevere carefully , sooner or later they can make great progress in English reading . In a word , there are still many other methods for us to improve the ability to read .As long as we follow in order and advance step by step ,we will succeed . Bibliography 1. Senior English for China Student’s Book 2B , People Education Press, 2004 2. Claire Kransch , Context and Culture in Language Teaching(专著) , Oxford University Press , 1993 3. Francoise Grellet , Developing Reading Skills(专著) , Cambridge University Press , 1981. 4. Hu Chundond ,English Teaching Methods(专著) , Higher Education Press,1998 相关链接：教学论文
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