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1、How To Teach Reading Skill In Chinese Middle School1.IntroductionI have been teaching English for many years in middle schools. I have used several kinds of English books. At present I teach the students of Senior Middle School. We are using the book Senior English For China. The purpose for learnin
2、g English in China has changed in recent years due to the Open Door Policy. China now has far more contacts abroad, in education, culture, trade and the professions. There are many development projects taking place in the country, for example in agriculture, which often involve an English-speaking f
3、oreigner passing on certain skills to the local Chinese community. In the past one did not need to listen and speak in English: everyday communication was not a goal. These days things are different. Communication is very much a goal and you will have noticed that your school textbooks have changed
4、accordingly. The purpose of this essay is to broaden the range of teaching reading skills you have available to you. We would like to open your eyes to what have proved to be effective methods of teaching reading in English with communication as a goal and give you a chance to try them out and evalu
5、ate them for yourself.2. Problems In most traditional teaching situations, the students had to learn lists of new vocabulary with their Chinese translations before the lesson. The teacher would come into the classroom, sit or stand at the front, and rarely move away from the blackboard. In class, th
6、e students probably had to read the text. The students would have to do the comprehension questions and the teacher probably asked students to answer the questions orally. The teacher probably explained the structures included in the text and the students had to do the exercises in the book. During
7、their reading English, they do not have a clear idea about different approaches towards reading, and they are not able to use some reading strategies. Furthermore, they are not able to know what they should do in three stages (pre-reading stage, while-stage and post-stage.)3. Problem Analysis Readin
8、g is an active process. It constantly involves guessing, predicting, checking and asking oneself questions. Reading is the ability to understand the written and respond to them in proper ways. Reading means getting meaning out of a given text. In general, there are three main reasons why people read
9、. One is reading for survival. This kind of reading serves your immediate needs or wishes. For example, parents read the label on a medicine bottle to see if it is suitable for a sick baby and to see how much to give. They also read the safety regulations on toys to see if there is any danger for th
10、eir child. The next one is reading for learning and information, which means that reading can help extend you general knowledge of the world. Much of your day-to-day reading, like reading newspapers and magazines, specialized articles, teaching materials, dictionaries is for this purpose. The last o
11、ne is reading for entertainment or pleasure. Quite different from reading for survival which involves an immediate response to a given situation, and reading for learning and information which is also goal-driven, reading for entertainment is done for its own sake-the readers do not have to do it. W
12、e read novels, stories and poems as a leisure activity. Many people have found that reading for pleasure in any language tends to improve language fluency. We usually start reading a text by recognizing words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and
13、 automatically get meaning from the text. It exemplifies the “bottom-up” approach to reading that the reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text. When re
14、ading a text, we first identify the topic, purpose and structure of the text, then we make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is an example of the top-down approach to reading. In this way, the reader uses his or her knowledge of the top
15、ic or of the type of the text and makes predictions about what the text will contain, then these predictions are checked by reading and trying to understand the text. This way of reading a given text is sometimes compared to an eagles eye view of a landscape, you get to see the global view of the te
16、xt before you dive into the details of it. Sometimes we think that the meaning of a text is more than the sum of the individual words and sentences. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. It demonstrates the “interactive” way of reading, which means the reader uses
