Junior High School English Reading Teaching Reading Activities Before The Validity Of Research

With the implementation of New Curriculum Criterion and further curriculum reform, teachers pay more attention to developing students'reading competence. In our country, reading teaching and learning is the core of English teaching in junior middle school. Pre-reading activity is the first step of reading lesson. Efficient pre-reading activities not only inspire students'reading interest to make class dynamic, but construct or activate students'related background knowledge which lay a foundation for further reading learning. However, nowadays many teachers ignore pre-reading teaching. Therefore, how to organize efficient pre-reading is worth researching.Based on analysis of reading lessons given by six experienced teachers who display public reading lessons in a junior middle school in Nanjing, the thesis aims to employ qualitative analysis to explore the time of pre-reading; types of pre-reading activities; students'response. The findings are as follows:First, three-stage model is used, including pre-reading, while-reading and post-reading. It shows that experienced teachers pay attention to reasonable arrangement of time in pre-reading stage. The best length of time of pre-reading should be controlled within 10 minutes.Secondly, picture presenting, question asking and free talking are very popular with students among various pre-reading activity types. Teachers also prefer to use them.Thirdly, according to students'condition, experienced teachers organize pre-reading activities with full consideration of students'age, cognition, life experiences, interests and hobbies.Lastly, experienced teachers pay attention to establishing or activating the students' content schema and linguistic schema, but more or less neglect construction of formal schema related to articles.At the end some suggestions are put forward to promote pre-reading English teaching in junior middle school.