A Lesson Type Study Of Whole Book Reading In Junior High School English

The rapid development of globalization makes English use widely in modern economy,politics,technology and cultural activities.English is an important tool for national communication and cooperation.It is also one of the important carriers of human civilization.The improvement of English proficiency has become the focus of attention in the Compulsory Education Curriculum Standards in the context of new era.It’s believed that carrying out English reading is an effective means to improve students’ English proficiency,especially the teaching of whole book reading which not only improves students’ ability in spoken English,but also exercises their in-depth learning ability.Compared with the reading of the whole book in Chinese,the reading of the whole book in English is carried out later.But it develops rapidly.The level of theory and the practice have made great progress.The junior high school is the stage of learning of the front and the following.The stage of the rapid development of the students’ reading ability,while the reading of the whole book in the junior high school is less studied.Based on lesson study of English whole book reading in junior high school,this essay combines whole book reading in English,the new version of the English curriculum standards,teaching practice,plus an empirical survey as a supporting study to provide more comprehensive perspectives on the development of English whole book reading activities in junior high school.This study conducted an empirical study.Questionnaires were issued to front-line English teachers and students of a junior high school in W City on the status of the whole book reading course.In-depth interviews were conducted on front-line English teachers and teaching plans and classroom records of the whole book reading course were collected,so as to fully understand the teaching status of the whole book reading course in junior high school.Finally,based on the results of the questionnaire,a special analysis was made of the current problems in teaching whole book reading in junior high school English.In the survey,it is found that the current junior high school students have less sufficient motivation to read,single lesson type and lack of emotional experience.There are some problems in junior high school English teachers’ reading of the whole book,such as the fuzzy understanding of lesson type,the weak awareness of lesson classification,and the urgent need of teaching strategy guidance.On the basis of the empirical research study,the current problems in reading whole books in English in junior high school were analyzed in this study in terms of the influencing factors.The specific influencing factors can be divided into five levels,namely the institutional level,the textbook level,the school level,the teacher level and the student level.At the institutional level,there are mainly the following problems:(1)the content of admission examination restricts the teaching content;(2)the new curriculum standard does not put forward clear requirements.At the level of textbook,the influencing factor is:(1)the content of English teaching materials is limited.At the school level,the influencing factors are:(1)fewer classes are set for reading the whole book of English;(2)insufficient resources for reading the whole book of English;(3)the lack of relevant class-type concept training.At the teacher level,the influencing factors are:(1)teachers have less experience in reading and teaching the whole book of English;(2)teachers have different reading and interpretation abilities;(3)teachers have low requirements on students.At the student level,the influencing factors are:(1)students’ English vocabulary is limited and their interest in reading is decreased;(2)students do not pay enough attention to reading the whole book in English.Based on the problems in the investigation and combined with the discipline education concept of "new basic education" and the view of English learning activities.This study divides the whole book of English reading into three types of lessons from the perspective of lesson type,namely,guided reading course,appreciation course and presentation course.Then,the study analyzes the characteristics of these three types of courses.The characteristics of guided reading course are the interest and stimulation of English reading content,the sequence of English learning content,the comprehensiveness of content and the teacher’s leading role in the process of English introduction.The characteristics of appreciation course are to attach importance to English language experience,to discover the hidden image of English and to appreciate the color of English language.The characteristics of the demonstration course are the independent nature of English learning,the training of English expressive skills and the communicative nature of the English activity process.To further promote the development of whole book reading in English,this study suggests several strategies based on the classification of reading lessons.Prepare well before class and strengthen reading consciousness in the guided reading class and by using media technology to attract students’ attention.What’s more,skillfully set information suspense,enhance reading expectations.In the appreciation course,dig deep into the details of the text and experience the emotional changes.Teachers and students taste together,feel the fun of reading.Connect with real life,divergent theme thinking.Express the reading achievement in the demonstration class,let the students speak or grasp the details of the story,choreograph highlights.Besides,teachers and students review each other to enrich the evaluation criteria.To sum up,this paper analyzes the problems existing in the whole book reading activities of junior high school English through various investigations.Then,the paper classifies the lesson type of English whole book reading activities from the perspective of lesson type study and puts forward teaching optimization strategies.