A Study On The Integrative Approach Of Teaching EFL Reading In High School

English reading course has always been greatly emphasized in high schools. However, despite the fact that both teachers and students have made great efforts, the result is still unsatisfactory. This kind of symptom of "high input, low output" greatly afflicts us. Something is wrong with our reading teaching, for reading is often regarded as a course for teaching pronunciation, grammar and vocabulary only. As a result, teachers concentrate on new words, language points and sentence structures, while students try to memorize them mechanically. The traditional method teaches students to learn language knowledge in an isolated situation, ignoring the need of developing student skills in analyzing the whole text, improving their background knowledge and cultivating their ability to solve problems. The author tries to find a solution to this problem by experimenting on the Integrative Approach. In this paper, the author first proves the necessity and feasibility of the experiment and then reports the procedures and findings of the study on the Integrative Approach in teaching EFL reading in high schools.Based on a review of literature about teaching reading skills to EFL students, the author combines theory with practice in an experiment on the Integrative Approach, which stresses discourse, integrity, content and overal meaning. The fundamental features of this approach is that teaching is based on learner-centered instruction and teachers play a leading role in the classroom. Under such a model, it is not the form of the language but the content of texts isemphasized. It attaches great importance to the cultivation of communicative competence, both oral and written expressiveness, with the purpose to help students raise reading speed, improve reading skills and acquire background knowledge of English-speaking countries.