教学法论文

HowtoDevelopStudents‟ReadingStrategiesintheMiddleSchoolEnglish

Classroom

1Introduction

Asreadingisverymuchapartofourdailylife,wehardlyconsidertheprocess

involvedandwerarelyaskthequestion:„Whatisreading?‟AccordingtoDayand

Bamford(1998:12),„readingistheconstructionofmeaningfromaprintedorwritten

message.‟Therearetwobroadlevelsintheactofreading:nitiontaskof

perceivingvisualsignalsfromtheprintedpagethroughtheeyes;tivetaskof

interpretingthevisualinformation,relatingthereceivedinformationwiththereader‟s

owngeneralknowledge,andreconstructingthemeaningthatwriterhadmeantto

convey.

ButactuallyinEnglishreading,therearemanyfactorsinfluenceEnglishreading

abilitysuchasvocabulary,grammar,backgroundknowledgeproblems,especially

readingstrategies.

i

ngtotheinvestigation,students‟readingskillsabilityshouldbeimprovedandmanyt

eachersalsohaven‟tion,th

emorereadingskillsareud,thehighermarkthestudentsget.(李君健2008:115).

Inordertoachievetwolevelsofreading,teachersshouldhelpstudentstodevelop

theirreadingstrategiesinthemiddleschoolEnglishclassroombyusingfollowing

ways:

2WaystodevelopEnglishreadingstrategies

Inthefollowingpassages,Iwilllistafewwayswhicharefromfouraspects.

Theyarevocabularyreading,ntencereading,paragraphreadingandmastering

scanningandskimminginreading.

2.1VocabularyReading

Itissaidthattheamountofthenewwordsisbeyond4%,thestudentswillnot

rsshouldletstudentsknowthatifyouhaven‟t

enoughvocabularyoryouhaven‟tdictionaryathand,thenyoushouldcommand

meaningofthewordindifferentcontext,

sometimeswecanuthecontexttoguessthemeaning.

Firstly,teacherscanhelpstudentsugrammarknowledgetoguessthemeaning.

Andappositiveclauandattributiveclaualwaysplaystheroleofadditional

explanationswhichprovidessomeclues.

Second,studentscanguessthemeaningbymeansofsomerelationphrassuch

asbut,however,not,incontrast,inspiteof,while.

Third,accordingtothetestpromptandpersonalexperience,studentscanguesst

hemeaning.

2.2SentenceReading

edividedtothreetypesof

esimplentence,compoundntenceandcompositentence.

Sometimestheauthorwillnotwriteoutthestandpointdirectly,maybehewantnotto

revealhisargumentorperhapshewritesthecriticalessaywhichmaybeinvolves

uwanttounderstandtheauthor‟s

viewpoint,t,youcanlookthroughthe

passage,then,ly,youshouldcenter

onthemood,thewordsthattheauthorudandthekeynoteofthepassage.

2.3ParagraphReading

Word,ntenceandparagrapharethethreebasicelementsofthepassage.

ragraphshave

uently,teachersshouldhelpstudents

tolookforthetopicntence.

Thetopicntencecanbetheauthor‟sargument,thehypotheticalquestionor

author‟waysnearthebeginningoftheparagraph,but

ill

eso,allinall,

thus,therefore,asaresult,inbrief,insum,eaderwantsto

findthetopicntencequickly,hecanuskimming.

2.4Masteringscanningandskimminginreading

ca,you

needn‟treadonelineafteranotherorreadfromtoptobottom,youshouldasquickly

aspossibletocatchthetargetinformation,then,readingstrategycanbeud.

thbelongto

ngismainlyudtogetthegeneralidea,centralthoughtofthe

anttofindthecentralidea,thebeginningofthepassageandthe

icntenceoftenappearsinthoplaces,

butinspecialca,itwillappearinthemiddleofthepassage.

ereaderread

scanthispassage,epurpofulnessofnatureisvery

strong,sothereadercanreadthepassageveryfast,infact,itcanbecalled“arch”,

mple,ifyouwanttoget

theyear,thenyouwillfocusontheyearnumberotherthanthetopicntence,inthis

time,thekeywordisyourtarget.

3Conclusion

edevelopmentofthe

globalization,lpfulforustoread

therearemanyobstaclesinEnglishreading,wecan

utionsofgettingridoftheobstaclesare

hpracticeandadjustment,thosolutionswillbemore

ll,ll,thereisa

saying:”Practicemakesprefect”.

Bibliography

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