【文章內(nèi)容簡介】 nteresting in itself. The language is alive its users have the same variety of purposes for reading as anybody has when reading their mother tongue and this fact can be used by teachers to increase motivation.4. Getting a message from a textWe shall assume, therefore, that reading has one overriding purpose: to get meaning from a text. Other ways of looking at reading will not concern us. Our business is with the ways a reader gets a message from a text. So we will begin by establishing what we mean by a message.3. The problems of high school students’ English reading Nowadays, in most senior high school, although reading is regarded as an important subject, the teaching effect is not satisfying. One reason is that some students do not know about the correct reading techniques. Another reason is that some teachers neglect to guide the students how to read and what to read. Teaching does not satisfy the need of learning. Incorrect reading techniquesAs we all know, reading process is individual. Different readers have different study habits and interests, so they will meet with some problems in reading. High school students have some bad habits in reading. Reading word by wordReading word by word is a psychological process. According to psychologists’ study in reading, when people are reading, the eyeballs move with a leap rather than move word by word. Information es into your brain through some key words connecting to guess sumup and shape main idea rapidly. Students’ word by word readings not only slow down the speed of reading, but also affect the overall understanding. For example: “pick up”. He picked me up on my way home. In the context of the specific circumstances, the phrase means he gave me a free ride (順便載你一程). But I just picked English up, it means “just started to learn (剛剛開始學(xué))”. If you take for granted for the literal meaning of “pick up”, which means “take hold of something (把…撿起來)”, it will inevitably lead to the erroneous understanding of the entire sentence. Even if some students can understand the meaning of each word or a phrase. Someone reads with his finger pointing to the words or with his head shaking. Those are all bad habits. You should read phrase by phrase. Do not shake your head, just move your eyeballs. That’s enough. If you want to get more words, information, there must be a proper distance between your eyes and the reading material. Psychological translation and structure analysisMany high school students cannot understand the material directly when they are reading, they are inclined to translate while reading in their heart. Through this way they understand the meaning of English sentence, the significance of the paragraph. Some high school students like to analyze the grammar structure of the sentence or pay more attention to individual word, phrase, the sentence pattern or the fixed usage in the article while reading. Reread the sentence from bottom to upWhen students are reading, they are in habit of rereading the sentence or the part of the paragraph which they have just read. This kind of phenomenon is extremely mon in high school. Some students like to read the line which was just finished from its end to the beginning. After they finished one line, they couldn’t fix their eyes on the start of the second line, but to reread the first sentence from its end to beginning. These three bad reading habits I have mentioned above will lead to the lower reading speed. Referring too much to dictionaryCharles Chaplin said: “you have to believe in yourself.” That’s the secret of success when students meet new words and phrases in sentence。 they look them up in the dictionary at once rather than guessing the meaning by themselves. Look at the following examples: a. half a year after her marriage, Mrs. White was with child. Here “with child” is a new phrase in the sentence. One of the reasons is that there is no article before the phrase, but as long as you consider carefully with the context, you can understand the meaning of the phrase is pregnancy。 b. John is a thief, he ever wants to steal the gold teeth in his grandma’s mouth. There are two block words, but as long as you know one word, you can nearly guess the meaning of the other word. Inadequate guidance from the teacherSince the students have so many bad reading habits, the teacher needs to guide them how to read and what to read. We have talked about the guidance of how to read (reading techniques) above, and here we mainly talk about the guidance of what to read.1. Why teachers need to assess texts As I have mentioned in the introduction part, ‘because of the heavy academic burden and too many exams, some students are lack of interest in reading, even fear to read。 some students can only cope with simple reading prehension questions and plete homework. They are satisfied with reading the limited language materials–textbooks.’ Therefore, as an English teacher, even if you have little control over the choice of textbooks, it helps to be aware of their strong points and limitations so that you can exploit them effectively, supplement them if necessary, and perhaps argue the case for their replacement. Probably, too, you often have to look for material to fill a gap or to deal with a particular problem that you have not experienced before. Indeed, some classes have such specific needs that most of the material must be collected by the teacher. So you are likely to find yourself having to evaluate texts for reading development.2. Assessing the students’ level If you know the class, you already have a good idea of what vocabulary and structures they are familiar with. If you do not know the class well, you have to find this out. You may be able to make use of vocabulary and structure lists supplied in the syllabus or textbooks used in earlier years. However, we all know that the presence of a word on a list does not guarantee that the students