How to Improve Students' Communicative Ability in English Reading ── College English Text Teaching

How to improve students' English reading ability and how to carry out reading teaching more effectively has become a problem that teachers have repeatedly thought about. English teachers or students will tell a joke in private and read it successfully or failed. However, students' reading ability is closely related to their vocabulary, cultural background knowledge and reading skills. Students' choice of appropriate reading skills can play a certain role in improving reading speed and reading efficiency. Therefore, English teachers should adjust English reading teaching methods, guide students to carry out English reading training and help students improve their English reading ability. At present, there are still some problems in English reading teaching in senior high schools. The teaching method still follows the traditional reading teaching mode, helping students understand the meaning of the text first, and then completing the reading comprehension questions. The traditional English reading class is actually a grammar and vocabulary class, and the reading materials are just examples of grammar and vocabulary. Teachers do not attach importance to the teaching of reading skills and neglect the teaching of English reading strategies. Teachers only act as grammar books and dictionaries, while students become machines that passively accommodate this knowledge. I remember that when I taught Unit 2, Unit 4 of the Compulsory Education Edition to read the first lesson, I set several multiple-choice questions in advance, including the theme questions and the details inference questions. It is somewhat similar to reading comprehension in English test papers. In order to let students learn independently, they are only taught to read words in advance, and students are not required to preview the text. Who knows that the next day in class, the students not only failed to complete four multiple-choice questions within the specified time, but also collectively asked the class representatives to talk to the teacher after class and let the teacher use the traditional teaching methods. He said they haven't learned the text yet. How can they do the problem? Teachers feel very helpless. In this era of advocating quality education, a few years after the implementation of the new curriculum reform, these children in remote areas still rely heavily on teachers and happily accept the old-fashioned full-house teaching method. Obviously, this is not helpful for senior high school students' English reading, but also has a little influence on their growth. This teaching method can no longer meet the new requirements of the new curriculum standards for students. The problems existing in senior high school students' reading mainly include: some students lack interest in learning English and think that learning English is to cope with exams; Some students lack vocabulary and phrases and have poor ability to understand sentences; Some students read aloud, recite and read with their fingers in English reading, and get stuck when they encounter words they don't understand; Some students even make wild guesses based on the one-sided information they read. In view of these problems, the author thinks that teachers can help students improve their English reading ability from these aspects. First of all, the teaching of reading class is not only aimed at imparting grammar knowledge, but also based on a thorough understanding of the text. The frame structure of the text, writing characteristics, cultural background knowledge and the author's writing intention are the main factors that affect the understanding of the text and exercise the reading comprehension ability. Therefore, teachers should subtly infiltrate the relevant skills of reading comprehension in their usual reading classes. Second, break the useless theory of words. Once, when I heard students complain like this, I was thinking, how can I let them know the benefits of remembering words? So, I did such an exercise that students do three reading comprehension questions in a class, which are arranged in ascending order according to difficulty, word quantity and question quantity. After this lesson, it is very useful for students to know how to remember words naturally without having to say anything deliberately. In this way, students are convinced of the usefulness of words and can remember words well and actively without urging. Third, realize the effectiveness of classroom teaching in reading class. By effective, we mean effective, effective and effective. The effectiveness of classroom teaching refers to students' acquisition, improvement and progress through classroom teaching activities. The effectiveness of classroom teaching is mainly reflected in three aspects: learning time, learning results and learning experience. In the teaching process of reading class, students should complete the specified reading training within the specified time, master certain problem-solving skills, and also make students feel that this class is worth listening to. Fourth, use various methods to improve students' reading interest. Students find English difficult, and few are not interested in learning, let alone reading English. Some students may read books in English to help them sleep. Therefore, teachers should adopt various methods to improve students' reading interest. At first, teachers can find some simple English jokes, poems, songs, tongue twisters, proverbs and so on. For students, students can find many pleasures in English learning. In teaching, teachers should consciously and systematically guide students to read, so that students should not be limited to textbook knowledge. Students are usually required to expand their reading range, and teachers should provide students with reading materials on various subjects, especially some articles published in English newspapers and periodicals, so that students can truly feel the cultural differences between the East and the West and stimulate their interest in learning. To promote students to develop good reading habits, teachers should guide reading methods. Teach students to change reading into silent reading, strengthen silent reading training, cultivate eyes and brains to read quickly, and change reading into confident reading. If you stop to look up a new word in reading, it will not only affect the speed and coherence of reading, but also be detrimental to understanding the information content. Students can guess the meaning of words with the help of word-formation knowledge, definition or explanation, or they can guess the meaning of words according to contrast, causality and contextual cues. Teachers should pay more attention to the cultivation of this ability. Yu: Ten Lectures on Effective Teaching. East China Normal University Press.