Explore High School Transformation of Teaching English Reading.docVIP

 PAGE \* MERGEFORMAT 39 Explore High School Transformation of Teaching English Reading A traditional problem in the Teaching of Reading: 1. Emphasis on grammar teaching, the students lack of interest in reading. Teacher is only to be used to read the course materials will explain the grammar, vocabulary 11 presentation in front of students, will be complete and meaningful article broken down into a number of fragmented knowledge point to teach to their students. Throughout the teaching process, students are always in a passive state. The main body of students has been severely constrained and repression. Teaching of reading and thus are not interested in even produce fatigue. 2. Huluntunzao type of reading instruction, not to make the necessary linguistic analysis. With the above situation to the contrary, while some teachers ask students to first read the article, and then complete the after-school related issues, the final proof of teachers in the class the answer is wrong, a reading instruction class is over. In this teaching process, teachers are missing a very important part of - linguistic analysis. Because the text appears in the complex long sentences and complex compound sentences that students encounter in reading among the main obstacles to reading. If teachers ignore the sentence structure analysis, then the student’s reading also can only be a mere formality, also a smattering of knowledge of the contents of the text. 3. Question the design of a lack of hierarchy, can not effectively test reading effect. The classroom we often see two kinds of texts to read the following questions: ① The Who / What / When / Where the issues raised; ② to answer Yes / No, True / False questions of the judge; Teachers to use these questions with a question and answer way to organize classroom teaching. Although the teacher reading to students conducted the test, but these only question is r