How to do a good job in junior high school English text teaching?

Xiao Guangming from Luogong Middle School, Liubei Town, Yunxian County, Hubei Province Abstract: Improving reading comprehension ability is the common wish of every student and teacher, but how can we do this? I think that as long as you understand the three levels of reading comprehension, namely, surface understanding, deep understanding and evaluative understanding, and carefully design and gradually implement them in the text teaching in turn, you will surely achieve unexpected results. Key words: reading comprehension, surface understanding, deep understanding and evaluative understanding. For many years, teachers have always put most of their time and energy into explaining new words, collocating words and training sentences, paying too much attention to language forms and neglecting the understanding of content. As a result, the text is dismembered and fragmented, which affects students' overall grasp of the author's thoughts. On the other hand, teachers often play the leading role in classroom teaching, students do not fully think and participate in language practice activities, and students are always in a passive state. When designing exercises, teachers often limit themselves to the superficial understanding of the text, and design some right and wrong questions, multiple-choice questions and recall questions. Textbooks also fail to make comprehensive requirements and training for students' understanding. However, the purpose of learning a language is not limited to having a simple conversation or coping with various exams at all levels, but to be able to understand and express more information in the language you have learned through learning; Master more knowledge; Have higher self-study ability, etc. Therefore, how to do a good job in text teaching and improve students' reading comprehension ability under the new curriculum standard has become an urgent problem to be solved at present. 1. Understanding is the essence of reading. Reading is a process of actively thinking, understanding and accepting information, and it is also a complex intellectual activity. Formally speaking, reading seems to be a one-way verbal communication activity. In essence, it is a verbal communication activity in which both the author and the reader participate, and it is an intellectual activity process of positive thinking. The main purpose of reading is to understand the author's thoughts expressed in words, so understanding ability is the most important ability in reading. The degree of reading comprehension can be divided into three levels: superficial comprehension, profound comprehension and critical comprehension. Surface understanding only understands the literal meaning of the article; Deep understanding requires readers to clearly understand the author's implication; Evaluative understanding requires readers to express their views on the content expressed by the author. Readers' understanding of an article should include these three levels, of which surface understanding is the premise of deep understanding, and evaluative understanding is carried out on the basis of deep understanding. However, in teaching, we find that quite a few students are often only satisfied with the superficial understanding of the text, and seldom pay attention to the understanding of the latter two levels. They mistakenly regard superficial understanding as the whole of reading comprehension. On the one hand, the reason for this phenomenon is that in order to change this situation and improve students' high-level reading comprehension ability, teachers should design the teaching process according to the three levels of understanding the text. Here, taking the 7th lesson of JEFC, Standing Room Only, as an example, this paper specifically talks about how to cultivate students' reading comprehension ability by understanding the three levels of text content. Second, the three levels of reading comprehension (1) Surface understanding Surface understanding requires students to master the literal meaning of the article. The requirement for students is to repeat the main content of the text mechanically, so that the text content can be reproduced. Teachers can ask the following questions about this lesson, and ask students to answer after reading it: 1) About how many babies are born in one minute? 2）How many new babies do people have to find food for in one day？ 3）What may be the greatest problem of the world today？ 4）How is the population growing？ 5）When was the population over 5 million？ 6）What will happen in about 6 years？ Because surface understanding is the basis of deep understanding and evaluative understanding, in order to make students understand and master the meaning of the article smoothly, teachers should pay attention to the following two points in teaching: 1. Teachers should clearly understand whether students have language knowledge, cultural background and other knowledge suitable for the article in their minds. Background knowledge can improve the correct understanding of the text. Ausubel, a cognitive psychologist, believes that when reading, the basic knowledge related to reading materials stored in the reader's mind is helpful to understand and maintain the article. D.Rumelhart also pointed out that when readers are reading, the knowledge he has previously stored will often be associated with the symbols in the article, which is very important for readers to understand the information in the article. This shows that when a written article appears in front of readers, readers need not only enough language knowledge, but also relevant background knowledge and social life experience to fill the gaps in the information between the author's sentences, so as to understand the meaning of the article. Reading is a process of interaction between the reading content and the reader's background knowledge, while reading comprehension is a process in which readers use their own background knowledge (including language knowledge) to think about the reading content. Standing Room Only is a text about population issues. Teachers can introduce questions into the text to understand the background knowledge that students have mastered, thus laying a foundation for understanding. Questions： 1）What's the population of China？ 2）What's the population of the world？ 3）Have you ever heard of “population problem”？ Say something about what you know. 2. In the process of teaching, teachers can explain the difficult sentences in the text slightly. In order to help students sort out the context of the article, teachers can design a chart on the blackboard to guide them. If students have no difficulty in answering questions, let them retell the text according to the chart to promote their speaking ability and lay a good foundation for deep understanding. (B) Deep understanding of deep understanding of the problem is creative. It requires students to make use of the information transmitted by the author, rely on their own social background knowledge and life experience to further understand and absorb ideas and information that are not clearly stated in the reading, but are related to the theme, that is, "overtones". This is a logical thinking and reasoning activity that transcends the information conveyed by the text symbols of reading materials. On the basis of students' understanding of the surface of the article, teachers can ask further questions: 1) What does "standing room only" mean? 2）By what year will the world's population reach 6 billion？ 3）What is the author's attitude towards the population problem？ 4）How does the author show the seriousness of the problem？ 5）Why does the author write the article ？ Teachers should help students find clues (such as discourse markers, topic sentences, etc.) in the text while guiding them to think through questions. The author of this lesson shows the rapid growth of population through a large number of detailed figures. The author uses "A UN report says…" to increase the credibility and authority of the article, thus warning the world to pay attention to the seriousness of the population growth problem and the urgency of solving the population problem. (3) The purpose of evaluative understanding reading is to absorb information or use the obtained information to analyze and solve problems, and to make value judgments on articles, so as to improve the ability to deeply understand and evaluate articles, and at the same time to acquire the ability to communicate in English. The evaluative questions in this lesson can be designed as follows: 1) What is your opinion towards the population problem? 2）What do you think we should do to solve the problem？ 3）Suppose you were a demographer，give a speech on “population explosion”。 In the process of answering questions, students should think about the problem, gain insight into the essence of the problem, and think about what impact the rapid population expansion will have on society. What kind of threat does it pose to our lives? What measures should be taken to solve it? And express your opinions freely in English. In order to help students evaluate the content of the text smoothly, teachers should pay attention to three issues: 1. appropriately supplement the vocabulary urgently needed in communication for students, such as population explosion, food supply, lack of resources, global problem, family planning, etc.; 2. Teachers can use cooperative learning to let students discuss. Group discussion not only increases students' speaking opportunities, enables students to actively think and brainstorm, promotes and enriches students' thinking, but also helps teachers to give individual guidance. When designing problems at this level, teachers should pay attention to the ideological content of the article, give consideration to both language form and content, and integrate ideological education into foreign language teaching; 3. In the teaching process, teachers should encourage students to express their opinions, allow students to argue with different opinions, create a free, relaxed, lively and enthusiastic atmosphere for discussion in English, and gradually make students realize the transformation from knowledge to skills to communicative competence, so as to reach the highest level of understanding. According to the three levels of reading comprehension, the teaching process is designed from easy to difficult, from shallow to deep, so that students' understanding levels continue to deepen and gradually realize the transformation from knowledge to skills to communicative competence. 2. 2. The teaching process is student-centered and teacher-led. This kind of teaching has fully mobilized students' enthusiasm and raised the requirements for teachers. Teachers must thoroughly understand the teaching materials, understand the students' level and acceptance ability, design questions according to the text structure and internal meaning of the article, and improve their ability to control the classroom, so that students can have a lot of opportunities to listen and speak in creative activities and communication activities that process information. 3. Reading combined with writing On the basis of students' understanding and oral discussion of the content of the text, students can abbreviate the text or write a post-reading, so that students can use it from reading comprehension to oral expression, and finally implement it in writing. In this way, reading and writing are closely combined, and students can get comprehensive training in listening, speaking, reading and writing. 4. Teaching vocabulary, grammar and other knowledge on the basis of overall understanding of the text. On the basis of overall understanding of the text, teachers further teach vocabulary, grammar and structure, so as to guide students to further master the usage of words, grammar and language structure and promote the ability of listening, speaking, reading and writing to use English communication. It is also in line with the law of students' understanding of the whole-part-whole that students learn the details after they have the overall concept of the text. | More