【正文】 a. After________ music in Vienna, he went to work at the _____ of a prince in eastern Austria. Thirty years ______, he moved to London, _____ he was very successful. 2. Another Austrian poser, Mozart, was born in Salzburg. Though he only lived 35 years, he posed _________ 600 pieces of music. Mozart had musical _____ from a very early age. _________ he was 14, he had posed many pieces for the harpsichord, piano and violin, ________ for orchestras. In 1781 Haydn met Mozart and was very _________ with him. They were friends ______ Mozart’s death. 3. Beethoven was born in Bonn, Germany. When he was very young, he learned to play the violin and the piano from his father. In 1791, Beethoven met Haydn, who __________ Beethoven to move to Vienna. Beethoven became very _______ in Austria, and stayed there for the ___ of his life. Even after he became _________ deaf, he ________ posing. Reading and AcquisitionExtensive reading refers to read many is no need to analyze the words and phrases, which pay great attention to the quantity,it only needs to discover the essential information and holds the article’s central thought and the general idea is OK. Extensive reading is the consolidate and practice of the words, phrases and idioms and grammar project which they have learned in intensive is the practice process,and it is also the students39。s learning and personal development process is autonomous learning, active development process, rather than passive acceptance, processed shaping process. The traditional teaching method based on teacher39。s leading role ,but students are just passive knowledge receiver and active study participants .Teachers use a bottomup way of understanding, and students understand the text as long as follow the stepbyword way ,which can understand its meaning. Therefore, teachers pay attention to explain the vocabulary, grammar and sentence patterns of the text, and they ignore to give students the training of discourse understanding, appreciation and reading skills. As a result, students’ reading level increased even slowly. It probably makes the students lost the interest in the class and even reduces their reading learning initiative. Lack of Reading Strategy and Skill’s Direction The survey result in teaching practice showed that majority English teachers neglect the explanation and the instruction of the reading strategy and skills in their teaching progress. Investigate its roots that because most teachers influenced by traditional translation teaching and fettered by the teacher as the central educational model .Teachers take the text as the carrier of the knowledge, and carry on the analysis through some language phenomenon .Then for example, through a lot of boring practice without situation to consolidate the language goal. Furthermore, some quality of teachers themselves are not high, they lack of reading strategies and techniques related theory of master, and they cannot according different reading materials and purposes to give the student the specific instructions naturally. It show that correctly use reading strategies and skills is a necessary way to improve one’s reading ability and effective. The reasons led to many students’ poor reading strategies and skills, thus when they face some unfamiliar reading subject always not have enough ability. of Students’ Reading InterestSome teachers think even spend a lot of time on extensive reading though inside and outside class, the result of the examination is not sure to be improved immediately. So in order to make students understanding books, the teachers always hold a few textbooks for intensive cultivation”. Teachers put a lot of time in repetition and boring practice of the book knowledge. Students were delineated in large amounts of similar exercises artificially .With no focus on the reading, thus teachers neglect cultivation of the students’ English language accumulation and the sense of language semantics. Some teachers noticed the importance of language input, so they expanded the reading material input during the daily teaching. However, in fact, it’s usually teachers find several pieces readymade materials, and then let students to finish them after class and check the answers in a hurry. This kind of teaching and practice, get students gain some details outside from the reading materials, other harvest is very small, even more mentioned to understand the text structure. For a long time, teaching will be very machinery, boring, and the student39。s second language acquisition theory, with munication as the core of Krashen39。Contents IIntroduction 11. Overview of Krashen’s SLA Theory 2 and Learning Hypothesis 2 Natural Order Hypothesis 3 Monitor Hypothesis 3 Input Hypothesis 4 Hypothesis 42. Current Situation and Main Problems of English Reading Teaching in Senior High School 5 Students’ Current Situation and Main Problems 5 Unfamiliar to Vocabulary and Grammar 5 Lack of Background Knowledge 6 of Motivation 6 Poor Reading Habits 6 Teachers’ Current Situation and Main Problems 6 Teaching Concept and Single Teaching Mode 6 Lack of Reading Strategy and Skill’s Direction 7 of Students’ Reading Interest 7 Relationship between Teachers and Students 8 Lack of Interaction between Teachers and Students 8 of Studentcenter 9 of Krashen’s SLA Theory to English Reading Teaching in Senior High School 9 of SLA Environment 9 the Traditional Teaching Concept 9 Creating Natural Communicative Environment 10 Carrying out a Variety of Class Activities 11 of Acquisition and Learning 12 Intensive Reading and Learning 12 Reading and Acquisition 13 Combination of Intensive and Extensive Reading 14 to Quantity and Quality of Input 15 Using “i+1” Model to Comprehensible Input 15 Providing Enough Quantity of the Best Language Input 16 Improving Culture Input and Language Comprehension 17 to Emotional Factors to Stimulate the Motivation of Stud