3 Reflections on English Reading Teaching

Reflections on English Reading Teaching (1)

English reading is an important part of English teaching in junior high schools Since listening, speaking, reading and writing are closely related to each other, students' reading ability directly affects students' vocabulary, grammar, writing, listening, speaking and comprehensive application abilities. Cultivating students' reading ability has also become one of the main teaching goals of teachers.

The English curriculum standards describe the reading skill goals as: reading aloud non-professional technical materials such as various literary styles, English poems, newspapers and magazines, original works, and various product manuals, and understanding the main idea, and finding or obtaining the central meaning. , information about the author's intentions, opinions and attitudes. Guess the meaning of new words or phrases based on the situation, context, word formation, and sentence structure, analyze sentence structure, understand sentences, straighten out the sequence of events and character behavior, predict the plot development and possible endings of events, and then develop good reading habits and reading strategies , form reading interest, and ultimately improve reading ability. In many years of study and teaching practice, I have summarized the following methods.

Start from textbooks and carry out overall teaching. Reading ability depends on comprehensive training. Solid listening, speaking, reading and writing, students' strong awareness of language structure, and solid mastery of basic vocabulary are prerequisites for improving reading ability. For this reason, effectively improving the reading of textbook materials is a top priority. Teachers should make full use of existing materials to train students in listening, speaking, reading and writing, especially to allow students to carry out purposeful reading practice so that they can master basic skills and techniques and improve their reading ability. At the same time, teachers should change the traditional practice of translating texts sentence by sentence - giving in-depth explanations - comprehensively practicing language points, and apply the theory of holistic reading teaching to classroom teaching.

The overall reading teaching of the text is to treat the text as a whole for students to perceive. It requires first guiding students' attention to the overall content, inspiring students' interest in learning, and creating language to impart knowledge and language skills training. The environment attracts students into communicative roles and makes text teaching an active process of interaction between teachers and students. On the basis of students' overall perception of the text, various methods are used to strengthen students' comprehensive training on text content, basic knowledge, basic grammar, listening, speaking, reading and writing, and fundamentally improve students' reading ability and comprehensive language use ability. The following are several steps related to reading teaching:

(1) Before reading, the teacher first teaches some difficult words and phrases or words and phrases that hinder the meaning of the text (leave some new words for students to read while reading) guess), and then introduce some background knowledge related to the reading content, and then guide students to predict the content of the article based on the article title, illustrations, or using simple drawings. In this way, students will have a preliminary impression of the main idea of ??the article and the use of phrases.

(2) When reading, focus on detailed reading, reasonably analyze the nature and structural characteristics of the text, and adopt different reading methods to improve students' ability to obtain and process information, thereby comprehensively improving students' ability to acquire and process information. Reading ability. The teacher can first ask a few guiding questions, play the recording, and let the students listen to the entire article and answer the questions designed by the teacher. After listening to the reading, students have a better understanding of the content of the article, and then students are required to read silently and solve T/F judgment or question questions carefully designed by the teacher. When designing questions, teachers should pay attention to the principles of easy first and then difficult, first understanding and then expansion, first shallow and then deep, and taking into account the principles of poor students and eugenics. By listening and then reading silently and solving problems, students have a general understanding of the general content and overall structure of the article, and can grasp the center and key points of the article.

(3) After reading, students have grasped the central idea of ??the article, and then they should explain and refine the text content. The teacher brings up difficult-to-understand language points in the article, and the students think, discuss, and then interpret them. Students can also ask questions that they do not understand during preview or after reading, and the teacher and students discuss and solve them together. This link should give full play to the guiding role of teachers, achieve concise and concise lectures, increase classroom capacity, and improve classroom efficiency. Afterwards, teachers can ask students to retell the text, do some exercises on language knowledge points, or carry out various forms of written exercises around the text content, so as to consolidate and deepen students' understanding of the text content and grammatical knowledge.

It is worth noting that when teaching reading, I pay more attention to letting students read the text in unison.

Because junior high school students are in an impetuous and rebellious stage, they are prone to wandering off in class. Reading the reading materials together as a whole class after each link of guidance can help students concentrate, enable students to quickly and effectively review the text content, and help review phrases and phrases. Idiomatic expression.

In addition, there are still many shortcomings in reading teaching.

1. In the traditional teaching model, teachers use chalk writing on the blackboard to allow students to intuitively see the step-by-step advancement of knowledge points. However, the process of writing on the blackboard wastes a lot of time and virtually hinders the teaching progress. Nowadays, many schools have adopted multimedia technology. Electronic whiteboards facilitate and enrich teaching methods, making classroom content more intuitive, vivid and concrete, and making classroom activities very interesting. However, many teachers rely too much on electronic whiteboards and present too much content too quickly, so that students have less time to think. Most students regress because they cannot keep up with the teacher's pace. Therefore, in the teaching process, teachers should balance the use of electronic whiteboards and traditional chalk blackboard writing, make full use of the advantages of both, and take into account students' reactions.

2. Today, teaching conditions and resources are still unbalanced in various regions, and the differences in student levels are also very obvious. Compared with urban schools, the abilities of rural junior high school students are significantly lower. However, the selection of teaching materials is relatively common, which is undoubtedly a big challenge for English teaching in rural schools. Many classroom activities in the textbooks are difficult for students, so teachers must grasp the difficulty of teaching tasks and guide students to continuously explore and discover the intentions in the textbooks.

3. Students are in a state of passive learning. Teachers become more and more accustomed to reading new words in class instead of letting students practice independent spelling. They are used to instilling knowledge and lack inspiration to induce students to actively learn. Creative learning has caused some students to develop the bad habit of "little monk chanting" - using their mouths but not their brains. Many middle school students never have an English dictionary in their hands, and teachers have never taught students how to look up and use dictionaries in class. Therefore, many students do not have the concepts and abilities to preview and self-study English.

The above are just a few points that the author has summarized based on his many years of teaching practice. I hope that all colleagues can give you more advice and work together to improve English reading teaching in junior middle schools.

Reflections on English Reading Teaching (2)

The "English Curriculum Standards" put forward clear requirements for the purpose of reading in primary school English teaching. Reading plays an important role in the four skills of listening, speaking, reading and writing. Cultivating students to engage in extensive reading can not only provide students with more language input, but also learn more extracurricular knowledge through reading, obtain a large amount of information, gain a sense of accomplishment, and enhance their self-confidence in learning English.

In daily teaching, we always think that reading class is about reading articles and doing questions. Once the students understand it and answer the questions correctly, we have achieved the purpose of our reading teaching. This is actually a misunderstanding of primary school English reading teaching. As DrMayLee said: It’s not reading. It’s testing. We are not teaching reading but testing students. At the primary school level, our task is to stimulate students' interest in reading, teach reading methods, and enable students to form certain reading strategies. However, doing questions obviously cannot achieve these goals. From previous lesson examples, we can find that some teachers pay too much attention to the test and ignore the reading process, especially when they make it a middle school reading class. From the beginning, students are asked to read silently and answer questions, and avoid reading aloud. This not only violates the age and cognitive characteristics of primary school students, but also misunderstands primary school reading teaching. First, what does reading teach? In the past, in order to prevent students from not understanding, all the new words were taught one by one in the reading class, and each sentence was explained clearly. As a result, the reading class became an intensive reading class. Experts believe that reading classes should not only teach reading, but also teach pronunciation and language. Discover anything that can be taught from between the lines, such as pronunciation, grammar, culture, etc. More importantly, let students discover from the article: Why? What do we hope students learn from this? Therefore, determining teaching goals is the primary task of reading teaching. Then choose appropriate language points and reading strategies according to the students' age and cognitive level.

Secondly, how should we deal with several aspects of the reading class? We all know the three links of reading: Pre-reading, while-reading, and post-reading, but in practice, it often becomes reading the text--judgment; re-reading--filling in the blanks; re-reading--answering questions. . And most of them allow students to read silently by themselves, and students have no or very few opportunities to read aloud. For primary school English classes, listening, speaking, reading and writing are indispensable. It is impossible to complete the language input process by reading silently like middle school students. Similarly, because they are afraid that students do not understand and keep talking, students have been passively listening, without opportunities for independent learning and independent inquiry. This is also a problem faced by many teachers. Through listening to lectures and comments from experts, we know that reading aloud is very important in primary school learning. By reading aloud, primary school students can more quickly accept the language they learn and transform it into their own knowledge. Providing appropriate guidance to students during the reading process can help them explore their potential abilities and unleash their endless imagination through reading classes. Therefore, setting questions of different difficulty and levels in each link can help students expand their thinking and improve their reading quality.

Thirdly, how to carry out extracurricular reading in primary school? Due to the age and cognitive characteristics of primary school students: they forget quickly and have poor ability to use language flexibly, learning a foreign language well in an environment that lacks English speaking must rely on the input of a large amount of language information in addition to classroom and teaching materials. Therefore, I think we must first create a good reading atmosphere, through specific activities such as unified extracurricular reading time, let the whole school carry out English extracurricular reading, and conduct evaluations during the English activity month to form a craze for reading and reading English. Secondly, we must strengthen the guidance of extracurricular reading and promote the effectiveness of English teaching. Primary school students have a small vocabulary and insufficient social experience. Therefore, reading guidance should start with vocabulary accumulation and guide students to accumulate the words they have learned through excerpts. They should also choose appropriate reading materials, which should be of equal difficulty and interesting, so that they can Students are interested and confident to continue reading. Cooperative learning can also be carried out, and students with good grades and middle- and lower-level students can be organized into a reading group, and everyone can work together to look up new words, etc., to improve reading speed and efficiency.

The development of English reading classes is of great help to the cultivation of primary school students' abilities, especially their reading and writing skills. How to carry out effective reading is also the direction in which teachers continue to work hard. We must continue to practice and summarize in actual classrooms, striving to more closely link language teaching with ability development, continuously improve teaching effects, and improve teaching quality.

Reflections on English Reading Teaching (3)

1. Problems with students

1) There is always a fear of difficulty in English reading

Since this semester, I have increased my reading training for students. While teaching the text, relevant reading materials are added. Although after a period of time, students begin to get used to this kind of input (compared to texts, the content of reading materials is more complicated and difficult), but for the majority of middle-level and lower-middle-level students, reading is not always easy. Once they encounter unfamiliar words and sentences, it will affect their understanding of the entire article. Even if there are comments under the article or instructions from the teacher, they find it difficult to swallow.

2) Reading habits need to be improved

Unable to concentrate when reading, and like to read one sentence here and another; read by pointing, looking back, re-reading, and reading aloud in a low voice; () once encountered Stop when you encounter new words...etc. Bad reading habits are very common among students. This makes it easy for them to focus on a certain word or sentence, the information they obtain becomes fragmented, and their reading speed becomes very slow. As a result, their reading effect is also very unsatisfactory.

2. Teachers’ own problems

1) How to design a reading class?

Reading class is different from ordinary text teaching. It is based on the text to supplement and expand. It cannot be treated as an intensive reading class. However, students need a lot of guidance from teachers in terms of vocabulary and sentence understanding to complete the reading of an article, not to mention guidance on exercises and activities. How to hold an efficient reading class has become a difficult problem for teachers.

2) How to guide students to read?

When the teacher spends a lot of effort to help students understand an article, students often learn only the content of the article.

How to read the next article, how to improve reading efficiency, how to learn vocabulary and sentence patterns from the article and use them, these reading abilities have still not been trained. Students learn from article to article. The improvement in ability is very limited. At the same time, we do not pay attention to tutoring students in extracurricular reading, which causes great difficulties in reading teaching: 1. Students cannot quickly recognize and read the language they have learned. 2. Students cannot effectively construct the newly learned language. 3. Students lack the ability to collect text information. 4. Students lack corresponding skills and methods in collecting and processing text information.

Therefore, in summary, we must use appropriate introduction methods to stimulate students' interest in reading. Design various reading forms to maintain students' reading interest. Solve the problem first and then perceive it as a whole, combine stories with pictures, and the most important thing is to develop good reading habits. Reflection on extracurricular reading teaching Reflection on high school English reading teaching Reflection on junior middle school Chinese reading teaching ;