How to teach reading?

Teachers have their own methods of operation, especially the recent national seminar on English reading teaching in primary schools, which was also commented by many experts. Presumably, some teachers have some ideas about reading teaching. Let's discuss this problem. (A) the way of reading teaching According to the purpose of reading teaching discussed earlier, there should be two ways of reading teaching. The first way is to put the reading materials in front of each unit as the beginning of a unit study. The reading materials include the new words and sentences of this unit, such as the Pioneer textbook published by Beijing Normal University and the New Standard textbook published by Foreign Studies University. All the learning contents and activities at the end of the unit are around stories, so we can. The second way is to put the reading materials at the back of a unit, as a kind of material to review, consolidate and improve, or as a kind of reading learning material, to provide students with an opportunity to further consolidate and supplement, to help students internalize new knowledge points, and to cultivate students' interest in English reading and their preliminary reading ability. For example, the textbook of the People's Education Edition. There are some differences between these two forms of reading teaching in practice. Today, we may be more involved in the second way, using reading materials as materials to consolidate and improve. (2) Preparation for reading teaching 1. Teaching material analysis (Reading Materials) teaching material analysis is a very important task in reading teaching. The purpose is to highlight key points, break through difficulties and improve teaching efficiency. The analysis of the textbook includes: (1) What are the requirements of the textbook for reading materials? (2) What are the new words and sentences? Do these new words affect students' reading comprehension? (3) What language knowledge is more suitable for learning or consolidating, and what skills are cultivated through reading materials. Let's make an analysis of the reading part in the textbook of People's Education Press. Reading and writing, let's read) is the fifth or sixth section in items A and B of each unit. The functions of the previous sections, such as: let us learn, let us discover, let us try, let us talk, are to learn and practice new words and sentences. If we call these individual exercises, the reading and writing part is a comprehensive exercise, which puts the new words and sentences learned in the previous sections in a scene and presents them to students again through a reading passage, so that students can experience and perceive the usage scene of the new language again. This part plays a role in reviewing and consolidating. This function is only the second way of reading teaching mentioned above. "Reading is placed at the back of a unit, as a review, consolidation and improvement material, or as a reading learning material, to provide students with opportunities to further consolidate and supplement, to help students internalize new knowledge points, and to cultivate students' interest in English reading and their preliminary reading ability. "In other words, we study this section in order to make students learn the new language knowledge of this unit more firmly and solidly. What are the characteristics of the reading part in the textbook? (1) has a scene. For example, in b5u 1 B, they are talking about the new teachers in the school, and in b7u 1 A, they are talking about how to go to the park. (2) Most languages are learned by students. (3) There are some new languages that are necessary for scene dialogue, and these new languages do not affect students' understanding. (4) Everyone has corresponding exercises to help students understand the reading materials and develop corresponding skills. For example: Part b5u 1 B: Describe Jim's new math teacher. Part b 7u 1 A: answer questions. Reading comprehension exercises have been designed, which can be used by teachers or redesigned according to students' needs. 2. Analyzing the core idea of students' basic education reform is based on, about and for students' development. " All for the development of students "should be the starting point of all our teaching behaviors and activities." English Curriculum Standard points out that the development of students is the starting point and destination of English curriculum. English course emphasizes the student-centered concept in goal setting, teaching process, course evaluation and teaching resource development. Curriculum implementation should be a process in which students construct knowledge, improve skills, sharpen their will, activate their thinking, develop their personality, develop their minds and broaden their horizons under the guidance of teachers. The analysis of students includes: (1) the relationship between students' life experiences and reading materials. The so-called life experience mainly includes students' own, family and community experiences, which are familiar and intimate to students, and can reflect their thoughts and feelings and induce their desire for action. If teachers can design classroom activities that reflect students' thoughts and feelings according to their familiar and intimate contents, they will induce students to participate in the activities. For example, there is an article introducing Edison in the new starting point textbook. Before studying this article, the teacher should analyze how much students know about Edison, which is related to the students' understanding when reading the article. Especially the reading materials related to culture in the teaching materials, it is necessary to analyze how much students have mastered the cultural part. And children in rural areas are different from children in cities. (2) Students' psychological and age characteristics, intelligence factors and cognitive ability. This analysis is about reading teaching in different grades, because older children and younger children have great psychological differences, so understanding children's psychological characteristics is helpful to the effectiveness of reading activity design. (3) the scope of students' language ability. This is also a very important point. Students' language ability is an important guarantee for doing a good job in reading teaching. The same reading materials are handled differently in different schools in different regions. For example, schools with more class hours can handle it in ten minutes, and rural schools may take half an hour. (4) Predict the good aspects and possible problems when students study this section, and prepare for designing exercises after reading. (5) The learning content of other subjects related to students' reading materials, how much students have learned and to what extent. In the new curriculum design, the Ministry of Education emphasizes the integration of disciplines and the application of information technology. Learning English is not only to meet the needs of personal communication, but also to obtain all kinds of information in English and learn the knowledge of other subjects. The horizontal intersection of subject contents will play a positive role in promoting students' all-round development. For example, many textbooks will contain reading articles that indicate the direction. Before reading this kind of article, we should consider whether the students have studied the concepts of East, West, North and South. Take the textbook of People's Education Press as an example (let's read it) to analyze the students: (1) Students have learned most of the languages in the reading materials, and they should have no problem understanding the articles, that is, they can read the articles without the help of teachers. (2) There are some extended contents in the article that students may know/don't know (what are listed specifically, whether it affects students' understanding of the theme of the article). (3) What learning skills do students lack? Are they unskilled in words or sentence patterns? 3. Set teaching objectives according to the teaching materials and students, and set corresponding teaching objectives. Although we discussed the purpose of reading teaching earlier, there are still differences in the setting of reading teaching objectives due to different conditions in different regions. For example, students in developed areas have better quality and more class hours, so the purpose of reading teaching is not only to consolidate and improve. In areas with relatively poor conditions, students need to use reading materials to consolidate new knowledge. Teachers must make clear the purpose of reading teaching according to the actual situation of their own schools and students, so as to talk about it. Let's first look at the teaching suggestions given in the textbook: B4U 1 Part Aread, write 1. Let the students observe the scene map of the reading and writing part, and omit the four words that need to be written in advance, so that the students can think independently and fill in the dialogue. 2. Strengthen the practice of spelling words and pictures, which can be carried out in the form of group competition. 3. Practice writing the sentence pattern "Is this A ...? "Interrogative questions can be derived from the statement" This is ... ". . Ask students to arrange a group of words into new sentences, and then correct the mistakes in the new sentences, such as: the first letter of the first word needs to be capitalized; The first letter of the second word does not need to be capitalized; Change the period at the end of the sentence into a question mark. This form can fully embody student-centered autonomous learning and break through difficulties in a relaxed and happy atmosphere. 4. Let the students listen to the tape and read after it. Teachers can also design some simple questions to check students' understanding of the dialogue. 5. games. Student A took out a piece of stationery from his schoolbag and put it behind him. He asked his deskmate, What is this? The deskmate replied: Is this A ...? If the answer is correct, student A salutes his deskmate. B5u 1 B partial reading and writing 1. The teacher first asked the students to look at this part of the wall chart carefully. Ask the students to describe the female teacher in the picture. It doesn't matter if they make mistakes. Encourage students to speak as much as possible. 2. Students read the dialogue and put forward words and sentences that they don't understand. The teacher will answer them or ask other students to try to answer them. 3. Look at the wall chart, listen to the tape and read the dialogue, pay attention to understanding and experience, and then fill in the blanks. 4. The teacher instructs the students to imitate the sentences in the exercise book, and a contest can be held to see who writes well. (To cultivate students' writing ability in this way) B8U3 part ALet's read (note: before doing this activity, the teacher suggested learning the story time first) 1. The teacher said, "Zoom is very busy on weekends. Wu Yifan also had a busy weekend. Please read the article and find out the answer. " Students silently read or read the text, and independently complete the exercises of filling in the blanks after the passage. 2. Challenge Wu Yifan, the memory activity teacher, on the blackboard for the weekend, and then ask, "What did Wu Yifan do last weekend?" The students closed their textbooks and still remembered to answer questions. The teacher writes the corresponding verb phrases on the blackboard, and asks the students to arrange the phrases in the order in which they appear. 3. Teachers and students describe the weekend in Wu Yifan together according to the prompts on the blackboard. (Retelling exercises to develop students' oral expression ability) 4. The teacher plays the text recording, and the students read the book after watching it twice. 5. Students retell the weekend in Wu Yifan in groups. (Strengthen retelling exercises for all students. ) Suggestions on the training package of PEP textbook on B8U3 part A: 1. Talk about the weekend in Wu Yifan (the reading material in Part A of this unit), which leads to the weekend in Zhang Peng. 2. Students read this article. 3. Do the corresponding exercises after reading it. (1) Answer the question. The principle is to use the sentences in the text. This way is to train students' oral expression ability through reading. Note: the practice of answering questions in reading class should follow this principle as far as possible. How did Zhang Peng go to Mike's house? What did Zhang Peng do at Mike's house? What did Mike and Zhang Peng do in the park? What happened? Who helped Mike get the kite? How did he get the kite? Complete the exercises in the book Weekend in Wu Yifan. (3) Find out the past tense of verbs and then connect it with the prototype (the teacher prepares exercise paper in advance). (Grammar practice) In the present past tense, am sees flies walking, and learning is that flies learn to see swimming, swimming and walking. (4) Practice group retelling. (3) The basic process of reading teaching As can be seen from the above teaching suggestions, the basic links of reading are before reading, during reading and after reading. Then, what is the function of each link, and what methods can we use to better achieve our teaching goals? 1 One of the most important purposes. Pre-reading is to introduce the background and let students enter the background of the story. In addition, do some preparatory activities, such as warm-up, including knowledge preparation and cultural background preparation. The pre-reading part is mainly preparation, in fact, it is to do some preparatory activities for the later study. Generally speaking, it is not necessary to present all the new words, just those words that cause major obstacles to reading comprehension. Because students will judge the meaning of new words in the context of the text (judging the meaning of new words in the text according to the context is a reading strategy). Design different pre-reading activities according to different learning contents. Such as questions and answers, discussions, quizzes, games, etc. Review related vocabulary and language structure, or guess the theme of the story from the title and pictures, so that students can understand the content of the article moderately. Taking the reading and writing of B8U2 Part B as an example, we can design an exercise to give instructions and do actions, and review the left turn, right turn and straight walk. If you want to penetrate the sentence in reading, you can also give instructions: take two steps east/north/south/west. Pre-reading should pay attention to the age characteristics of students when designing activities. Senior three students had better have thinking ability and be challenging. 2. While-reading is a link for students to read independently. The most important thing in this link is to let students know the key information and get the key information during reading. In order to achieve this goal, students should complete some tasks while reading, such as filling out forms, completing graphics or extracting information while reading. At this time, it is important to train reading skills, and of course, to strengthen language knowledge, such as finding out the vocabulary of a certain type or theme in the article while reading and forming a group of words. Some teachers will also take grammar as a content at this time, such as finding out some key sentence patterns in the article when reading. There will be corresponding exercises at the back of each reading material in the PEP textbook, and students can complete these exercises while reading. If the teacher thinks it's not enough, he can practice it again. The following method is for reference: 1. Match relevant pictures with various parts of the article; 2. Sort words, sentences and paragraphs correctly; 3. Complete incomplete sentences and cloze exercises; 4. Reorganize what you read by completing lists and making tables; 5. Complete the activities that can reflect the reading content: drawing, matching, identifying, selecting, classifying, etc. What should be paid attention to in this link is that students should be given enough time to read and have time and process to see and think. Teachers should ask as few questions or explanations as possible, and students can do these things after reading them. 3. Post-reading (post-reading feeling) Post-reading is the detection link of post-reading understanding. Previous post-reading activities were limited to knowledge, such as doing some reading comprehension questions. As we mentioned earlier, reading is not only the carrier of learning knowledge, but also the carrier of cultivating students' English learning ability, especially in primary school. According to the modern teaching concept, students' other English learning skills can be developed through reading activities, and the answers after reading can be some small tasks. For example: 1. Retelling the story under the prompt of pictures and words is mainly to consolidate and improve the language expression ability. 2. After reading the story, let the students discuss and think with their own life experiences and emotions. 3. Draw cartoons, design bookmarks and introduce stories to others. 4. Combination storytelling-the stories of the group are related. 5. Perform short plays or puppet shows. 6. Tell a similar personal experience.