【正文】 the students’ productive petence As Chinese students have no language environment, the only opportunity they can get to practice their English is in their class. In the previous part, we have mentioned that the current teaching of English reading fails to develop students’ municative petence. So in the reading class, teachers should try to develop the students’ productive petence. Combining reading with speaking and writing Speaking and writing are the only two output skills for students. The original aim of English teaching is to train the students’ ability of municating with others. So the ability of speaking and writing is very important. Reading as the major means to acquire knowledge should be bined with speaking and writing. How to bine reading with speaking and writing? The following part will give some examples: In the prereading part of the passage A night the earth didn’t sleep in senior English for China Book 1 Unit 4, teachers could ask students to do the following tasks: (1) What impressed you most during the Wenchuan Earthquake? (2) What can you do if there would be an earthquake? (3) If today is the last day in your life, what would you like to do? In the postreading part, the following activities can be used: (1) Try to retell the passage. (2) Imagine you are one the survivors, write a letter to the children in Wenchuan. These tasks enable the students to express themselves in English. They can speak and write freely in the reading class. Also, the post reading activities can make them put the knowledge of the passage into practice. Their creative thinking can be cultivated. Thus the productive petence can be improved. Bringing group work into reading class In daily life, students have few opportunities to municate with each other in English. So teachers should try to create some opportunities for them to speak English. As students can speak with each other freely without being afraid of making mistakes, group work should be the best choice. To make group discussion, teachers should divide the class into groups of six or eight students, and give each group one topic. Each group discusses its own topic in limited time, then exchanges topic from others. In order to let students take responsibilities for the discussion, teachers should teach the students how to continue conversations themselves, and encourage them to speak freely. After discussion, teachers should ask students in each group to take turns to present their answers to the whole class. By participating in this kind of studentcontrolled discussion, the students may be more selfconfident to municate in English. Increasing interaction in reading class The ultimate goal of English teaching is to enable the students to use English in work or in life when necessary. Reading class which occupies most of the class hours in senior high school should also be a class to consolidate the students’ ability of using language. While in the current teaching process of English reading, just as we mentioned in the previous part, reading class is a stage for a teacher’s own performance. It is lack of interaction. So in the studentcentered reading class, teachers should promote interaction, because the interaction does really benefit the English teaching and learning. 8 Using questionanswer model to promote interaction In traditional teachercontrolled classroom, it is the teachers that always posed questions to the students. The students are expected to respond primarily to the teachers’ demands for information。 they hardly exchange their opinions, ideas to their teachers or their classmates. Both the students and teachers may feel tedious at onesided question. In the process of teaching reading, some teachers even do not ask questions. They only teach language points and grammar. Instead of being dry and tedious, the questionanswer interaction in the studentcentered reading classroom can bee stimulating and engaging. The students will be motivated to municate in English if they regard this munication as purposeful. There no longer exists the onesided question, but the twosided question or even multisided question. The teachers and students can interact freely. But the interaction must be based on the passage. Teachers ask students questions. They can also divide the class into several groups and ask one to raise questions about the passage while the others to answer the questions. The students are inspired to use English when they are really asked to express their opinions, feelings and ideas. Therefore, the more active and imaginative the students are encouraged to be, the more they will desire to participate in the class activities. While municating, if the students make some mistakes in vocabulary or phrases, the teachers should not interrupt them immediately, but correct errors at a later point. Furthermore, instead of directly pointing to the student’s mistake, the teacher should correctly restate the whole phrase. The questionanswer interaction may arouse both the teachers’ and the students’ interests. Teachers will be fond of this way to exchange information about the context or their own experiences. The students will gain confidence in using English as they develop the ability to municate more naturally with their classmates. Increasing interaction between teachers and students In the current teachercentered reading class, teachers just try to explain more and spare more time for the revision of the college entrance examination. Teachers hardly pay attention to students. They only focus on their own lectures and some students who can get high marks. The insufficient interaction makes teachers unaware of most students’ learning condition. As we all know, interaction can promote mutual understanding between teachers and students. So teachers should carry