浅析教师在高中英语阅读教学中的角色(1)(5)
2017-08-08 06:39
导读：(i) Students in the stage of senior middle school should be able to understand the reading materials, which are no more difficult than what they have learned with the help of a dictionary. The number
(i) Students in the stage of senior middle school should be able to understand the reading materials, which are no more difficult than what they have learned with the help of a dictionary. The number of the new words in each material is no more than 3%. According to the explicit implication in the context and word-formation knowledge, they should have the ability to infer the implications of new words or primarily confirm the fields of utterance.
(ii) Students in senior grades two and three can at the speed of 40 to 50 words per minute (WPM) and 50 to 60 wpm with the new words no more than 3%, read such materials as biography, fables, activity narrations, historical knowledge, science and culture, etc., and can grasp the key event and main ideas. The rate of correct comprehension should be up to 70%.
(iii) They should understand such simple practical writings as letters, instructions, notice, note, direction, form, figure, sign and signal, and so on.
(iv) They should be able to grasp the principle logical clues, time and spatial sequence.
(v) According to the content, students in grade three should be able to understand the writer’s attitude, opinions and the implications of the passage.
(vi) According to the known facts, students in grade three should be able to infect the implied meanings of the passage.
This set of textbook SEC is arranged in units according to topics. Each unit is composed of dialogue, intensive reading, language study, word study, listening and writing practices, among which reading is the core of each unit or at least our teachers all treat it as the core of each unit. Thus, we can see the important position of reading in the textbook SEC.
3. The present situation and problems in English reading
3.1 The current situation of English teaching in China
With only one teaching period a day, each unit must be completed in four periods. No wonder teachers complain that the teaching time is inadequate. Usually two reading comprehensive passages are included in each unit to train the students’ reading competence. “Moreover, most teachers, doubting that their students can understand the instruction materials independently, deal with these two passages intensively. As a result, teachers make full use of every minute in class to “teach” their students, while the students are busy taking notes when listening to their teacher attentively.” [4] Therefore, the teaching process is prolonged and teachers and students both feel tired. What’s more, the students cannot gain much from their learning. Some even do not understand the content of the passage after being taught, because they pay too much attention to the individual language points instead of the over-all meaning of the information that passage carries. Meanwhile, it has been observed that in China many students are unable to read efficiently, and frequently fail to comprehend texts. Most teachers attributed their students’ poor reading comprehension to linguistic deficiencies. Consequently, poor readers are encouraged to expand their vocabularies and to gain greater control over complex syntactic structures so as to improve reading comprehension. So most teachers focus mainly on the teaching of vocabulary and grammar in an attempt to help students improving reading comprehension. They think that students would have no difficulty in comprehending the whole text if they could gain the meaning of each word, each sentence, and each paragraph. But the result is not always satisfying.
