What teaching methods can be used in English reading lessons?

1. Communicative Method: It is a systematic teaching method to develop students' communicative ability according to the idea project and communicative function. The aim is to enable students to communicate using language, and it is important to enable students to use language appropriately, taking into account the role and status of the people who are communicating with each other, as well as the topics and situations involved.

2. Game Teaching Method: Review words and sentence patterns in the form of games, practice new language points, so that students can learn in fun, and naturally acquire English knowledge and skills in a lively, light-hearted and pleasant atmosphere. The game should be short, easy to follow, interesting, and relevant to the content of the lesson.

3. Situational teaching method: Scenario is a life scene created or simulated by teachers, which should have the characteristics of real, vivid and practical, so that students can express and communicate the language materials they have learned comprehensively and creatively. This kind of practice method has a communicative function close to life, and can change the monotonous and mechanical sentence pattern exercise into a lively and vivid communicative exercise.

4. Action Teaching Method: In the teaching of English in the lower grades, specific gestures and actions are used to assist English learning, stimulate students' interest in learning, and improve the learning effect.

5. Activity teaching method: It is to design and arrange situations according to the different stages of students' physical and mental development, provide materials, and let students actively participate in free operation, observation and thinking. Through activities, students can learn about things, discover problems, get answers, and explore students' potential.

6. Trinity teaching method: It is a teaching method that integrates the three into one according to the internal connection business and cross-relationship of letters, phonemes and phonetic transcriptions.

7. Natural Law: This method allows students to participate in activities based on their proficiency in what they have learned.

8. Whole body response method: mobilize students' sensory organs, so that students can achieve the purpose of memory through different actions of various parts of the body.

9. Cooperative learning method: let students participate in pair work and group work activities, give students the conditions and opportunities to practice language and learn from each other.

10. Functional Ideation Method: This method is to provide students with the relevant language that they may use in a certain conversation or a certain situation, so that they can perceive its function and use it in communication. The above materials are for reference only, but I still suggest that you get a feel for the English teaching method of English ing, and take a look at his teaching model, which should be very helpful to you.

1. Pre-reading

2. While reading

1. Skimming

Skimming is determined by the purpose of reading. In speed reading, students do not need to understand the material they are reading in detail, but only need to understand the basic information of the reading material, and ask students to quickly skim through the whole text, appreciate the main idea or grasp the main content. Students can skip reading and ignore unimportant material.

2. Scanning

Like skimming, review is a fast reading method. The difference between the two is that skimming is when students get the general idea from the reading material in order to get a summary of the reading content, and reading is looking for some specific information from the reading material.

Skimming is when the student has no prior knowledge of the content of the material, while review is when the student continues to read the material with some understanding. During the review, students can be asked to find information about the teacher's questions in a short period of time.

3. Close reading

In this session, the teacher should design goals for students and guide them to observe and extract specific facts and information that are closely related to the topic.

3. Post-reading

1. Intensive reading. This level is the learning reading stage, and the task is to focus on some key vocabulary, phrases, sentence patterns and grammar of the text, and expand and summarize them appropriately. At the same time, teaching aids, stick figures, actual scenes, and real life situations are used to create new miniature contexts, use vocabulary, phrases and even sentence patterns, and integrate language knowledge and cross-cultural knowledge in a timely manner.

2. Strengthen and consolidate.

After students have a good grasp of the structure, content and knowledge points incorporated, they should practice around what they have read and the new vocabulary and grammatical phenomena they encounter. Teachers need to create opportunities for them to apply what they have learned.

3. Read after class.

After-class reading mainly refers to extensive reading, which is an extension of the classroom teacher. Teachers should choose materials related to texts and authors or other reading materials that integrate knowledge, interest and ideology for students to read, so as to enhance their information and expand their knowledge. Through a lot of reading, students are stimulated to read and their ability to read independently.

1. Analysis of the burial of learners. Junior high school students are just coming into contact with the subject of English, and they are still curious about a new subject and are extremely willing to learn it well. However, because there was no previous learning experience, all learning activities and habits of students were designed and cultivated by teachers.

The responsibility of a teacher is very significant. It is necessary not only to gradually cultivate students' interest in learning English, but also to let students develop good study habits. Therefore, in this session, teachers should fully grasp the psychology of students and evaluate their interests and opinions on this subject.

>2. Learning needs to be analyzed. The "New English Curriculum Standards" points out: "Teachers should handle the relationship between imparting knowledge and cultivating ability in the teaching process, pay attention to cultivating students' independence and autonomy, guide students to question, investigate, and learn in practice, so that learning becomes an active and individualized process under the guidance of teachers."

In the face of the new curriculum, we must keep in mind what Mr. Tao Xingzhi said: "The responsibility of a gentleman is not to teach, but to ask students to learn." We should change the habit of letting students follow behind us in the past, guide students to learn independently, and promote human subjectivity is the main theme of the development of the times.

Therefore, in the process of classroom teaching, it is an inevitable trend of modern teaching reform to let students become the main body of teaching.

3. The selection of teaching methods and the design of teaching process. Reading is a complex cognitive process, an important means for people to obtain information, and it is also one of the main ways to learn English. So how to cultivate and improve students' reading comprehension ability in reading class?

The new textbook gets rid of the traditional teaching mode of analyzing texts word by word and sentence by sentence and cutting grammar, and gradually forms a teaching mode of "presentation-reading-practice". Moderate length. Time must be taken into account in the classroom.

The essay is too long, the class cannot be completed, the class task is monotonous, and the students are prone to burnout. Generally, students in the first year of junior high school are limited to about 50 words, the second year of junior high school is about 200 words, and the third year of junior high school is about 300 words.

One of the easiest ways to read that is often overlooked by English teachers is silent reading . When we read written material in our native language, silent reading is the most common, fastest, and most efficient way to read. Moreover, silent reading is the only way to read extensively.

However, silent reading is also occasionally useful during intensive reading, especially when a part of the text is relatively simple and easy to understand, as it can improve reading speed. Of course, before asking students to read silently, we must preset relevant questions to ensure that students can truly understand this part of the text.

The reason silent reading is often overlooked by English teachers is that we think that reading aloud is a way to teach pronunciation, which is not entirely true.

We must understand a principle: written materials are only suitable for reading aloud if they are written for the purpose of reading aloud, such as dialogues, poems, etc. As another example, prose is a very rare genre that is written by the author in order to be read aloud later.

At this point, if we ask students to read this type of material aloud, we are actually asking them to do something completely unnatural.

Of course, if we, as an English teacher, still require students to read the original text aloud, then it is recommended to follow the following two guidelines:

1.Students must be prepared to read aloud in advance.

2.Compulsory courses allow students to read aloud in a variety of ways.

Let's take a look at what ways we can read the text aloud:

1.If the student is a beginner in English, the teacher usually reads a sentence and then the whole class reads it along.

2.For beginners, you can also let the recording of the textbook be read along, and then the whole class will follow along sentence by sentence.

3.The teacher reads the entire passage first, and then the whole class reads the passage together, or one or two students who read better can read it.

4.The teacher reads a sentence first, and then assigns several students to follow along.

5.Read aloud by group by role, or by role by boys and girls. At this time, the teacher can walk around and listen to see if there are any pronunciation problems that can be pointed out immediately.

The written material of English texts, usually set at the beginning of a teaching unit in the textbook, is not handled well, and the classroom atmosphere of the whole lesson will be lifeless. By arranging students to read aloud the texts in a variety of ways, such as group reading, individual reading or silent reading, the atmosphere of the listening and speaking class can be avoided to the greatest extent.