As a teacher who has been engaged in rural English teaching for many years, I deeply understand the importance of English reading ability to junior high school students' continuous learning-English reading ability is a bridge for rural students to enter higher-level schools and a window to the world for them. However, rural junior high school students are not interested in reading and lack reading strategies. The cultivation of their reading ability needs our rural English teachers' long-term persistence and planned efforts to improve gradually. Key words: intensive reading in class, reading interest and ability, extensive reading after class. In the process of cultivating reading ability, we should first cultivate students' interest in reading and extend it from the main position in class to extracurricular. Ignoring intensive reading textbooks and blindly emphasizing extracurricular extensive reading will lead to a weak foundation and an incomplete understanding of the materials read. However, if we only pay attention to intensive reading materials and don't do extensive reading after class, we can't expand our knowledge and improve our reading speed and ability. The cultivation of English reading ability 1. Based on textbooks, carry out intensive reading in class and stick to the main position of cultivating students' reading skills. Reading ability depends on comprehensive training. Solid listening, speaking, reading and writing, students' strong sense of language structure and solid mastery of basic vocabulary are the prerequisites for improving reading ability. Most students in rural junior high schools can only get information through textbooks and improve their vocabulary. Therefore, effective teaching of textbook reading is the most important. At the same time, in the face of the trend that the senior high school entrance examination emphasizes students' comprehensive language use ability and ignores simple language points and grammar tests, teachers should attach great importance to the cultivation of students' emotional skills, learning skills, reading skills and comprehensive English use ability while conducting solid language point training. Therefore, dividing reading teaching into two classes can complement each other. The first lesson: teach the whole reading of the text, that is, let students perceive the text as a whole, first guide students to pay attention to the whole content, stimulate students' interest in learning, and pay attention to the training of students' reading skills. The second lesson: On the basis of the overall perception of the text, consolidate students' basic knowledge and grammar, conduct comprehensive training in listening, speaking, reading and writing, and fundamentally improve students' reading ability and comprehensive knowledge of language. The first class: the teacher sets up the teaching scene for the whole reading teaching of the text, and introduces the words and phrases that must be mastered in the first class to complete the reading teaching (the rest can be taught in the second class). This arrangement is more in line with the reading test standard of senior high school entrance examination in Taiwan Province-there can be 3% new words in the text. Most of these new words can be guessed from the context or do not prevent students from completing the reading task. Then introduce some background knowledge related to reading content, and guide students to predict the content of the article according to topics, illustrations or stick figures. There are several ways to set up vocabulary and phrases in situational teaching: ① accept the old and welcome the new-review the relevant vocabulary and phrases that students know and introduce the new vocabulary and phrases to be taught in this class; ② Brainstorming-determine the eye of the wind (the topic of this reading class), so as to inspire students to associate and teach vocabulary and phrases; (3) Question-and-answer teaching-you can get the keywords closely related to this vocabulary and phrase with a few questions, and easily lead out the words and phrases you teach. Teachers design different levels of reading tasks and gradually complete the cultivation of students' emotional skills, learning skills and reading skills. A let students browse the full text, design 2 -3 questions related to the central idea, and cultivate students' ability to summarize the central idea of the full text. The questions should be designed to stimulate students' interest, stimulate their learning motivation and lead to the topic of this lesson. Don't make the questions too simple, students can answer them without browsing the full text. B. ask students to understand the main idea of the article and get specific information. You can design multiple-choice questions, true or false questions, fill out forms and other questions to cultivate students' ability to capture information and sort out the context of the article. C. Ask students to write the general idea of each paragraph according to the plot or writing order of the article, or set detailed questions such as who, when, where, what and how, and ask students to answer them. Take this as an outline, and let the students retell the article briefly as a whole. Choose articles that are closely related to students' learning and life experiences, inspire students' thinking activities, and mobilize students' original knowledge, experience and concepts. The design of the exercise focuses on consolidating the reading skills in this class and training other reading skills. Or focus on consolidating the reading skills of this class and carrying out reading training. Students are also required to preview the key words, phrases and sentence patterns in reading, find problems and remove obstacles, so as to make full preparations for the second reading classroom teaching. The second class: strengthen language teaching and comprehensive training in listening, speaking, reading and writing. Students grasp the central idea of the article, and then they should explain and refine the text content. This lesson is mainly about the teaching of key words, phrases and sentence patterns. Most teachers are used to teaching in this class and have rich experience. However, for a long time, the determination of keywords, phrases and sentence patterns is still a difficult problem for teachers. Years of teaching experience tell me that the criteria for its division are: ① vocabulary and phrases around the topic of this unit; (2) Phrases with Sihui vocabulary; ⑤ Sentence patterns with key grammatical features of this unit; ④ Phrases and sentence patterns that are not needed at present but are commonly used and are beneficial to students' writing. At the same time, pay attention to the concrete analysis of specific situations, and students' actual English level is also one of the important standards. Teachers must rationally deal with the teaching difficulties beyond the requirements of curriculum standards and syllabus, and ask students to understand. The infinite extension of speaking grammar and reciting phrases is easy to dampen students' confidence and enthusiasm in learning English, which does more harm than good. Read the first lesson, review the reading materials, and introduce new words and phrases into teaching. The main method is to let students guess the meaning of words through the context, so as to avoid completely explaining the meaning of words in Chinese. This is a process of solving problems and the only way to strengthen key points. There are roughly two forms to solve the problem. One is that the teacher puts forward the language difficulties in the article, and the students think, discuss and then interpret it. The other is to ask students questions they don't understand during preview or after reading, and the teacher and students discuss and analyze them together. In this link, teachers should give full play to their guiding role, summarize the key words, phrases and sentence patterns in this reading essay, make it concise, increase classroom capacity and improve classroom efficiency. The topic of the first class can be changed reasonably in the specific practice process. Shift the focus of practice from reading skills training to language point training. After solving the problem, teachers can repeat the text paragraph by paragraph, and truly realize the training of comprehensive language ability and fundamentally improve students' reading ability. The consolidation exercise can be designed as a quiz in class, and the focus is still on detecting keywords, phrases and sentence patterns in this reading article. Fill in the blanks with proper forms of words, transform agreed sentences, correct single sentence mistakes and translate them from Chinese to English. We should read the key words, phrases and sentence patterns in the article and expand them appropriately. Let students use the knowledge they have mastered to acquire new knowledge and cultivate new abilities. 2. Carefully select materials, cultivate reading interest, master reading strategies and train reading skills. (1) Interest is the psychological state that a person loves and yearns for something, and it is the spiritual strength that he or she hopes to achieve the goal. Tao Xingzhi said: "When students are interested, they are willing to go all out to do things. Learning and happiness are inseparable. " Therefore, the content of material selection includes not only interesting stories, fairy tales and humorous sketches in the traditional sense, but also astronomy, geography, humanities, history, science and technology, social life, sports, health, environment, life, customs, habits, medical encyclopedia, animals and plants, language and literature, etc. The genre of reading materials should be diversified, including descriptions, narratives, discourses, literary works, advertisements, explanations, charts, diagrams, telegrams, meeting minutes, etc. (2) According to the English curriculum standards, junior middle school English reading skills can be summarized as reception skills, decoding skills and creation skills. (1), acceptance. Examining students' ability to understand the facts provided by reading materials can be achieved through some memory problems. 2 decoding skills. Examining students' comprehension ability of reading materials, including their creative intention, can be achieved through some comprehension questions. Such as: a. determine the theme of reading. What is the main point of this article? B. determine the title of the reading topic. What is the best title of this article? C. determine the topic of development clues. For example, which of the following shows the correct order of …? Determine the important facts. For example, which of the following statements is (not) true? Guess the meaning of new words. For example, the underlined words in the first paragraph indicate/refer to …? 3. Creative skills. Use the knowledge and viewpoints provided by the author to solve problems, or put forward new viewpoints and express new viewpoints on the basis of the author's viewpoints. Examining students' creative ability can be achieved through some creative and evaluative questions. Such as: a. Inferring the author's intention, attitude and other topics according to the context. The author says …, which means …? B. the topic of inferring the development trend of things according to reading clues. According to the last paragraph, which of the following is most likely to happen? C. summarize the topic of the development law of things according to the clues of reading materials. From the text, we know that ... D. Use the ideas in reading to solve similar problems. What are the suggestions given in the text? E topics of rational logical reasoning (such as quantitative speculation, practical atlas, story solving speculation, interpersonal relationship speculation, etc.). ). For example, after learning the text, we can find that ... After mastering the above skills, students will be able to reprocess the article after obtaining a certain amount of information and make correct and logical judgments and inferences, which will help improve their reading comprehension. (3) Only by teaching students to master effective reading strategies can students gain something from reading and improve their ability. In general reading teaching, we can try the following reading strategies: a. Predict the content. Students can predict the content of the article according to the title, context, pictures, etc. B. guess the meaning of the word. 1) use the context of context to guess the meaning of words; 2) Guess the meaning of words by comparison; 3) Guess the meaning of words according to word formation. Determine the structure of the article. This will help students guess and understand the content and significance of the article, and also help to improve their writing ability. D, look at the topic requirements. Some topics test students' ability to summarize the article, while others test students' ability to understand the details of the article. For the former, students should pay attention to the theme and key sentences of the article (usually at the beginning or end of the article), while for the latter, they don't need to read the article word for word, just scan the information related to the topic. E, in the procedure of doing the problem, you can refer to the following methods: First, when the article is not long, you can consider reading the article first. If the article is very long, you can look at the topic first and read it with questions. Second, we should pay special attention to the key words in the topic. Third, don't look at the options to avoid being disturbed by wrong information. F, when doing multiple-choice questions, you can use the exclusion method when you are not very sure about the decision-making options. In short, it is of great guiding significance for teachers to cultivate students' reading comprehension ability in English teaching by choosing appropriate reading materials, starting with stimulating students' reading interest, studying the basic composition of reading ability and teaching students effective reading strategies. 3. Carry out extensive reading after class, expand students' reading range and further improve students' reading ability. Only by extending classroom reading teaching to extracurricular activities can we reach the height of modern English teaching. With the scientific teaching of classroom reading methods, students will master effective reading strategies. However, compared with the limited classroom, in order to really improve reading ability and meet the requirements of English curriculum standards, we must also attach importance to students' extracurricular reading. Junior high school students' autonomous learning and self-planning ability is not strong, so teachers need to give necessary guidance and inspection to extracurricular reading, and gradually develop the habit of students' conscious reading after class. You can learn from the following methods: (1) Open an "English corner" and post some simple and original English articles so that students can learn more about the society, culture, customs, history and geography of other countries. (2) Write a famous aphorism, English proverb or English tongue twister on the blackboard every day for students to take notes. (3) You can use the duty report time in classroom teaching to ask students to retell extracurricular reading materials in their own language and check the effect of extracurricular reading. Students on duty ask questions and ask other students to answer them, so as to realize the re-transmission and re-understanding of information, thus expanding students' reading knowledge and accumulating knowledge. (4) Organize reading competitions, which can be divided into speed competitions (compared with time), success competitions (compared with accuracy) and ability competitions (compared with difficulty), so that students can understand each other's reading advantages, know their own shortcomings, learn from each other's strong points, and realize the comprehensive improvement of reading comprehension ability. (5) Modern network resources broaden the channels for students to collect information and broaden their horizons. Make a theme every week and ask students to collect reading materials. Such as the life of celebrities, social hotspots, news and current affairs, historical events, scientific and technological issues, environmental protection issues, etc. (6) Students can read freely after class. For better students, we can recommend some English extracurricular reading materials with moderate difficulty and strong interest, which can not only broaden students' horizons, but also enhance their literary accumulation and cultural literacy. (7) Introducing incentive mechanism. Combined with the Young Eagle Medal activity organized by the Young Pioneers in the school, three sub-chapters are added under the "English Reading Chapter" for regular assessment. "Read this chapter a little" is awarded to students who can read English short articles; "Pupils' Chapter" is awarded to students who can read English materials with various styles and certain difficulties; "Little Writers" is awarded to students who can read simple masterpieces. To sum up, the cultivation of rural junior high school students' English reading ability is a complex and arduous task, and there is no fixed model. Only after long-term, extensive and extensive reading can students gradually accumulate knowledge and experience, cultivate a good sense of language and improve their reading comprehension. As English teachers in rural junior middle schools, we must keep thinking, exploring and practicing, and make unremitting efforts to speed up this process. New Curriculum Teaching Method for Junior Middle School English, 2004, Capital Normal University Press.