How to train students to learn to read aloud and the function of reading aloud

English teaching should pay full attention to reading, stimulate students' "fun" in reading, teach with reading, and promote the effect by reading. First, the role of reading aloud 1. Reading aloud is the basis of memory. The process of reading aloud: accurately read the words-and then transmit them to the brain nerve center through the visual nerve-the brain nerve center directs the pronunciation system to pronounce them accurately. In the coherent, systematic, systematic and uninterrupted memorization-reading, the ability to accurately capture words by vision, the ability to accurately and quickly transmit the visual nerve, and the ability of the human nervous system to command and control the pronunciation system can be cultivated and improved in a down-to-earth manner. Reading aloud can also consolidate what you have learned, because the text is composed of words, phrases and sentences. , involving pronunciation, grammar, vocabulary, etc. If you want to read a good essay, you must have some knowledge of all kinds of languages involved. Conversely, reading the text repeatedly can help students master the language they have learned. Like time. Get. sehool.1wantt. gettoschoolarytoday, if this sentence is read well, students will remember the usage of the sentence pattern it's time to do something and the verb it's 5 time to do something instead of memorizing it mechanically. 3. Reading aloud can improve oral expression. Only by paying attention to pronunciation and intonation from the beginning, boldly following the trend and correcting mouth shape and tongue position in time can we speak standard English. British and American people are humorous, and there are often many logical levels missing, jumping and merging in the language. For example, Jack sat in Tom's crazy car and said, "B. arefill！ Don't drive too fast. My mother: Too soon! Watch out! Don't drive so fast, I don't want to die yet. " What a subtle and beautiful language! By reading aloud and reciting, students will naturally say "eom" when they encounter similar situations. . N, my mom waitsforme It means "hurry up! I'm in a hurry to go home! "4. Reading aloud can cultivate a sense of language. Good language habits mean proficiency in language use, and the degree of natural combination is almost instinctive. This is an intuition, in a very short time, to understand the language, to distinguish-a good language, good at absorption; Those who are not good are good at distinguishing and abandoning them. The essence of English teaching is not to make students understand, but to guide students to apply. Mr. Hong once said: "Reading can't just stay in the pronunciation and superficial meaning of words. We should think carefully in reading, understand God and reason, and then we can really read the "taste" in the book. For example, "you can't miss it" and say "you". A t and s.it. "Don't say" youarethollghtt. By reading these simple and fluent languages aloud, students can feel that beautiful language does not need to be deliberately carved, and elegance is appropriate, fluent and catchy, thus encouraging students to create elegance. In teaching practice, teachers should broaden English learning channels, stimulate students' learning enthusiasm and provide learning opportunities. We should take textbooks as language models and life as "big textbooks" to create a language environment for students. Therefore, teachers should pay attention to the following aspects: 1. Help students overcome their original mentality. Only by breaking through one's psychological wall, paying attention to self-reforming the language environment, making oneself dare to speak, not afraid of ridicule, not afraid of losing face, and establishing the determination to wear out one's mouth can one speak authentic English well. 2. Establish a "big textbook view". That is to say, based on textbooks, daily life is regarded as a big language textbook, so that students can return to real life situations to imitate, experience and perceive sentence dialogues, and the specific language environment can promote the formation of language sense. 3. Let students enhance the memory effect in the group language environment. Many times, it is difficult and short-lived for people to learn vocabulary and sentence patterns by rote learning. On the contrary, what they encounter by chance in life is unforgettable. 4. Carry out reading activities among students, especially reading training for students. This is the basis of forming a sense of language. It is best to use the "time-limited method" to achieve the goal, requiring them to be the fastest, loudest and clearest. At the same time, we should help them overcome many bad habits that hinder reading and enhance their sensitivity to language. Third, cultivate reading skills Confucius said: "No anger, no words, no hair." (The Analects of Confucius Shuer) is of great reference significance to our reading teaching. In addition to inspiring students to understand the specific content of reading skills, it is more important to inspire students to learn and master reading skills. "Give a man a fish, but don't give him a fish." Reading skills training is very important in the teaching process. 1. Emphasize the differences in pronunciation and rhythm between Chinese and English. When most students start learning English, they have basically mastered spoken Chinese and formed a set of solid Chinese pronunciation and intonation habits. This affects the success of English communication. Chinese is a kind of tonal language. Each syllable of a word has a specific tone, and tone plays an important role in distinguishing and changing the meaning of a word. However, English is an intonation language with no fixed tone. There is no difference in the tone of syllables in words, they should obey the tone of the whole sentence. For example, if you pronounce the word kite as flat, rising, falling and falling, its meaning will not change, and it will still be "kite" and will not become anything else. Rhythm refers to the relationship between the weight, length and speed of each syllable in a sentence. Including pressure, time and continuity. English emphasizes the collocation of light and heavy syllables. For example, "I am Yang Kang nyl'm'late", while Chinese pays attention to the collocation of various tones. English polysyllabic words or sentences always focus on stress, with light tone as the foil, and stress and light tone appear alternately. If there are several stresses in a sentence, the time interval between the stresses should be roughly equal. In order to keep this time interval equal, we have to adopt various methods to adjust it when speaking or reading aloud. First, pay attention to the number of light syllables between syllables. Speak slowly if there are few light syllables, and speak quickly if there are many light syllables. For example, it's' haupast, one. It's Sam Carrey Levin. The first sentence has four syllables and the second sentence has eight syllables. But because these two sentences have two accents, according to the rules of English pronunciation, the time spent saying these two sentences is basically equal, and each sentence takes two beats. It is difficult for students to master the important features of English pronunciation. Influenced by the rhythm of Chinese, when they read English, each syllable has the same pronunciation length and each word has a clear pronunciation. Therefore, reading and speaking are not quite like English. Native English speakers sometimes even think this way of speaking is very blunt and impolite. Second, pay attention to links. Continuous reading means that in a meaning group, the previous word ends with a consonant and the latter word begins with a vowel. When speaking, the speaker will slide from one word to another. Finally, we should pay attention to the differences in stress between Chinese and English. For example, they will pronounce "i'ma, teaeher" as "I, am 'a 'tea eher". In order to make students speak foreign English as much as possible, they don't speak Chinglish with heavy vowels. English language should pay attention to cultivating students' correct intonation habits and sense of rhythm. 2. Pay attention to reading skills. Reading guidance is an important part of junior high school English classroom teaching and the cornerstone for students to learn English well. If you just read mechanically, the teacher will be tired, the students will be tired, the results will be little, and the whole classroom will be lifeless. Teachers should pay attention to reading methods when reading sentences. (l) When reading short sentences, you can slow down the first few times. After the students are familiar with it, you can suddenly speed up and make it more difficult for them to keep up. Reading a sentence uses different intonations to express different emotions and tones, such as rising and falling tones, to make the whole classroom atmosphere full of vitality. (2) When reading long sentences, break them into parts. Divide a long sentence into several meaning groups, pause at the pause, and read the whole sentence after each meaning group is read well. Cultivating students' lasting interest in learning English is the key to learning English well. Let students experience interest in reading aloud, stimulate fun, be willing to sharpen their mouths, study hard, speak fluent "English" and like to speak "foreign languages". 3. Facing reading and oral muscle training. If you pay attention to foreigners speaking Chinese, you will find it difficult for them to pronounce well, their tongues are out of control, and their tone is stiff and awkward. First, they know by hearing that they are not locals, but the English they speak is as catchy as running water. Thus, language sense is closely related to oral muscle training. Some people don't like reading aloud. They often read silently instead of aloud, which is a serious shortage of oral muscle training. No wonder some people have no taste in speaking English. In fact, this is because the oral muscles and brain thinking can not be coordinated, resulting in the natural combination of pronunciation, intonation, rhythm and semantics. When giving pronunciation lessons to beginners, teachers should analyze the spoken part of each pronunciation and tell them that the spoken part is accurate, and the pronunciation will be accurate. Then, if you master the accurate pronunciation essentials, will you form a sense of language? No, language sense is not reflected in a single pronunciation point, but a comprehensive expression of pronunciation, intonation, rhythm and language ability. Someone has long concluded that learning English requires "hard work with your mouth" and "breakthrough from your mouth". If we strengthen the training of tongue muscles and insist on reading and speaking faster, louder and clearer, over time, the oral cavity will naturally adapt to a series of English pronunciation and intonation, thus producing a sense of language effect. Fourth, broaden reading channels. Language use is a skill. In a sense, skill is a manifestation of skill, and any skill is developed through repeated practice. Therefore, organizing students to carry out various reading activities regularly is the most effective way to improve their reading level. According to the meaning and implementation means of reading aloud, it can be divided into classroom reading aloud and after-class reading aloud. Classroom reading can be divided into: 1. Demonstration reading. This is the full embodiment of teachers' language art. Teachers read it to students from the aspects of intonation, moderate speech speed and clear rhythm, and ask students to imitate it carefully and appreciate the artistry of "pronunciation". 2. Practical reading materials. This is the process of students' learning and imitation, and the purpose of students' individual training is to achieve consolidation, imitation and fluency. It can also be that students read under the guidance of the teacher, and the teacher gives directions after listening, or that the teacher leads the reading and the students follow. 3. Detective Reading. This is a process of teaching inspection and emotional communication between teachers and students. This kind of reading is for students to read and teachers to listen, either in class or after class. If possible, you can use the method of recording in advance, so that students can hear their own reading recordings, and it is easier to find their own shortcomings. In addition to reading instruction activities in class, teachers can also strengthen students' reading ability training by organizing story meetings, lectures, thematic debates, poetry readings, textbook plays and other activities outside class, so that they can have direct feelings. Then, through appropriate teacher-student review meetings and suggestion meetings, students' reading enthusiasm can be fully mobilized and their self-reading status can be adjusted. In this way, teachers will certainly get unexpected gains in English teaching. Reading aloud can help students develop their oral English, cultivate their sense of language, get familiar with English rules, deepen their understanding of the text and understand the subtleties of the article. It can arouse students' enthusiasm and cultivate their interest in learning English. As a kind of "teaching", guiding students to read the text can make students fully understand the text through the activities of mouth, eyes, brain and other organs, and produce a good sense of language. Once students are attracted by the connotation of the work, moved by the emotion of the work, and intoxicated by the artistic conception of the work, their consciousness of learning English will gradually form, and their main role will gradually even be fully exerted. Over time, the ultimate goal of English teaching is "not to teach".