英语考试阅读文章与口语提升方法概论.doc

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1、 In 1, a single reading materialThe test of reading comprehension exercises, students are the main part of the reading material, basically no reading material. However, at present we have entered the information age, regardless of is science and technology and social economy development speed is mak

2、e a spurt of progress, only to the text and exercises as reading materials for students to learn English language input requirements are difficult to meet. The times, life, culture is currently the senior high school entrance examination of English reading materials subject features, so that, if the

3、 student is in contact with the reading material long-term with single, the occlusion of the learning will enable to improve students ability to be severely affected.2, have the order reversed reading teaching goalsIn a considerable part of classroom teachers, to reading material for the genre of li

4、nguistic knowledge is the main content of the reading teaching. In a considerable part of teachers classroom teaching content, to vocabulary, grammar knowledge instilling explanation, which makes the analysis of the background knowledge, reading skills, ability in discourse analysis neglected aspect

5、s. That is to say, the teaching of English reading seriously deviated from the main teaching goal, so that students vision widen, problem analysis ability, problem solving ability is blocked.1、单一化的阅读材料课文、测试中的阅读理解习题是学生阅读材料的主要组成部分，基本上没有课外阅读材料。然而目前我们已经进入看信息时代，不论是科学技术还是社会经济的发展速度都是突飞猛进的，仅仅以课文和习题作为阅读材料对于学

6、生学习英语语言输入的要求是难以满足的。时代性、生活性、文化性是目前英语中考阅读材料题材的主要特点，因而说，如果学生所接触的阅读材料长期具有单一性，这种闭塞的学习必然会使学生能力的提高受到严重的影响。2、本末倒置的阅读教学目标在相当一部分教师的课堂上，以阅读材料为体裁进行语言知识的传授是阅读教学的主要内容。在相当一部分教师的课堂上，教学内容以词汇的灌输、语法知识的讲解为主，从而使得在分析背景知识方面、培养阅读技巧、语篇分析能力方面被忽视。也就是说，英语阅读教学严重地偏离了教学的主要目标，从而使学生视野的拓宽、问题分析能力、问题解决能力的培养受到阻碍。3、没有给学生主体地位以足够的重视阅读是一个持

7、续性地解码、加工和处理信息的过程，在这一过程中，读者始终处于积极主动的状态，所以我们说，阅读过程是一个主动的、有目的的、有创造性的心理过程。然而，在深厚的应试教育思想的影响下，相当一部分教师为了能够提高学生阅读理解分数的能力，便进行题海战术，让学生做大量的阅读理解习题，学生的阅读变成一种被动的行为、一种负担，从而失去了阅读的快乐。除此之外，在阅读课程中，教学方法通常是一问一答，从而使得在课堂上学生的参与意识越来越弱，学习成为被动，严重地影响学习的效率，学习失去了其原本应有的意义。二、高中英语阅读能力培养策略（一）通过对课文的略读和精读来使学生的阅读能力得到提高：第一、略读通常，利用五六分钟的时

8、间让学生对文章进行略读，使文章的大意在学生心中有一个轮廓，并找出主题句。在教学过程中，有针对性的使学生找主题句的意识得到培养。即便在主题句没有被找到时，也可以使文章的大意被推断的出，使文章的整体意思可以被理解。这在提高学生阅读能力上有着莫大的影响。3, did not give the subject position of the students with enough attentionReading is a persistent decoding, processing and information process, in this process, the reader will

9、 always be in active state, so we said, reading is a process of active, purposeful, creative psychological process. However, deep in the examination-oriented education under the influence of the thought, quite a number of teachers in order to improve students reading comprehension scores ability, wi

10、ll conduct title sea tactics, let the students do a lot of reading comprehension exercises, the students reading into a passive behavior, a kind of burden, thus losing the joy of reading. In addition, in reading course, teaching method is usually a question and answer, so that the students in the cl

11、assroom participation consciousness is more and more weak, learning to be passive, seriously affected the efficiency of learning, learning has lost its original meaning.In two, high school English reading ability training strategy( a ) by the text of the skimming intensive reading to students readin

12、g ability:First, skimmingUsually, use five or six minutes to let the students to skim the article, the main idea of the article in the student mind has a contour, and find out the topic sentence. In the process of teaching, targeted to enable students to find the topic sentence awareness training. E

13、ven in the subject of the sentence has not been found, also can make the main idea of the article is inferred from the article, the meaning as a whole can be understood. The students reading ability has a great influence on.第二、精读利用十到十五分钟的时间，让学生带着问题细读文章，挖掘文章的信息，使更深层次、更全面的信息被学生找到。然后，有针对性地解析，文章中的长难句的语法

14、以及结构，讲解重点单词和短语。（二）精读和泛读紧密结合，加强课外阅读高中英语教材每单元以阅读为重点，所以老师应利用阅读课加强精读的指导。精读是学生语言知识的主要来源，是教学和泛读的基础，是教和学的手段。精读课的目的是引导学生分析并研讨课文中的语言现象及其内容。教师要对课文中的词、短语和语言现象进行有重点地、深人细致地、分析性地讲解。要针对学生理解有困难的课文内容及语言现象进行分析、讲解。在讲解的过程中，要讲练结合，通过各种类型的练习，使学生掌握其用法，以提高运用语言能力。改革课堂教学结构使精读和泛读紧密结合，意在形成能力。在每教一篇新课文时，要求学生在规定的时间内（5-10分钟）快速阅读，接着

15、做课文理解题，以测验学生阅读理解情况，然后评议答案，这是泛读。在实际教学中做到泛读、精读的紧密结合。 （三）通过小组讨论学习模式对提高英语阅读学习效率学生英语学习的学习气氛影响到他们的阅读动机和兴趣。高阅读动机能激发读者的阅读欲望，从而帮助他们处理在阅读方面获得成功的理解，并促进他们积极调节阅读中的障碍。因此，英语教师有必要去思考如何改善他们的学习动机。英语在我国作为一个外国语言，在一定程度上说是没有足够的环境支持的。大多数学习者仍然缺乏机会使用英语。随着对外开放和改革政策的执行，我们高兴的看到最近几年英语学习环境已经提升到一定程度。但一般来说，社会上各种考试和证书的泛滥，已经有本末倒置的问题

16、出现，英语测试的重点是评估学生的英语水平，这是推动教师和学生的应试教学或学习的最终目的。然而当前阅读教学中考试题目仍然是以多项选择题为主的方法，这将阻碍学生学习的热情和效果。因此，在英语阅读教学中，教师本身应摆脱这种应试思想，提高阅读材料的真实性，培养学生通过自己的努力自主获取的英文意思或信息，并从中获得知识、乐趣以及阅读享受。总之，教师应优化自己的学习动机和态度。正如布朗所言：如果我们能够提供给学习者一个机会，做语言学习的主动者，并由此实现自己的个人能力的表现，学习者更能够获得成功，因而动机也就更强烈。他们不仅需要掌握新的句型和词汇，提高他们的语言能力，又需要满足通过英语阅读获得新的知识或信

17、息。在英语阅读课，教师的主要职责不是提供字对字翻译的文字说明。相反，他们应该在学生阅读成因这一问题上进行探索，挖掘和培养他们的阅读兴趣，激发他们对阅读材料主动理解的态度，以提高他们的阅读成就感，这将进一步提高他们的动机。总之，应该明确的是，学习者在英语学习中是最重要的施动者，所以学习动机及学习的情感态度是很关键的非技术性影响因素。高中英语阅读课应充分配合与满足学生的心理特点和心理意识，选择合适的材料，这样既可以促进学生主动积极的学习， English learning atmosphere affects their reading motivation and interest. High

18、reading motivation can stimulate the readers desire, to help them succeed in reading comprehension, and promote their positive regulator of the barriers in reading. Therefore, it is necessary for English teachers to think how to improve their learning motivation. English in Chinese as a foreign lang

19、uage, to a certain extent is not enough environmental support. Most learners still lack opportunities to use english. With the opening up and reform policy being carried out, we are pleased to see that in recent years English learning environment has improved to a certain extent. But in general, eac

20、h kind of social examination and certificate of flooding, already have the order reversed problem, English testing focuses on the assessment of students English level, which is to promote teachers and students teaching or the ultimate purpose of learning. However the current reading teaching exam re

21、mains to multiple-choice based methods, which will affect the students learning enthusiasm and effect. Therefore, in the teaching of English reading, teachers themselves should get rid of the exam-oriented ideology, improve reading material authenticity, students through their own efforts to autonom

22、ously acquire English meaning or information, and gain knowledge, fun and enjoy reading. In short, teachers should optimize their learning motivation and attitude. As Brown said: if we can provide learners a chance, do language learning initiative, and thus to achieve their own personal ability perf

23、ormance, learners can succeed, so motivation is more strongly. They not only need to master the new words and sentence patterns, to improve their language skills, also need to meet through English reading to gain new knowledge or information. In English reading teaching, teachers main duty is to pro

24、vide word for word translation of the text. Instead, they should be in the students reading causes the problem of exploration, mining and cultivate their reading interest, stimulate their initiative in reading and understanding attitude, to enhance their reading achievement, which will further enhan

25、ce their motivation. In conclusion, it should be clear that, in their study of English learning is the most important actors, so the learning motivation and learning attitude is the key to non technology factors. Senior high school English reading class should be fully fit and meet the students psyc

26、hological characteristics and mental consciousness, select suitable material, which can promote students active learning, but also can improve teachers teaching efficiency.三、结语 我们都知道，英语阅读学习是一项辛苦的任务，而在小组活动中，通过提问、对话、讨论、角色扮演等，为每个学生增加了更多接触目的语的机会，也增加了为真正的交际目的使用英语的机会。同时，他的情感过滤假设认为情感因素影响了语言习得。多样的小组活动可激发学生学

27、习的兴趣，加强了学习英语的动机；学生主体性得以发挥后，自信心与自尊心增强，焦虑感降低，这样在一个低情感过滤的环境中进行口语训练，语言输入会更多，输出的效果会更好。通过以说带写，能够提高学生对英语阅读学习的热情和兴趣，全面提高英语水平。Three, conclusionAs we all know, English reading is a hard task, whereas in group activities, by asking the question, dialogue, discussion, cosplay, as each student adds more chance t

28、o contact the target language, also increased as the true purpose of communication opportunities to use english. At the same time, the affective filter hypothesis that affective factors influencing language acquisition. Various group activities can stimulate students interest in learning, enhance th

29、e motivation for learning English; students subjectivity into full play, self-confidence and self-esteem enhancement, anxiety is reduced, so that in a low affective filter in the environment of speaking training, language input and output will be more and more, the effect will be better. According to said strip written, can improve students on English reading learning enthusiasm and interest, comprehensively improve the standard of english.