Practical Exploration on Graded Reading Teaching in Junior Middle School English

“Graded reading refers to the selection and determination of a stepped series of reading materials according to the physical and mental development characteristics and cognitive thinking levels of children of different ages and according to the rules of language learning, in order to promote and promote young people’s reading ability and thinking quality. , the development of emotional attitudes and values, so that they can learn reading methods and improve reading efficiency while experiencing the reading process and fun." (2017, Wang Qiang)

In early 2019, we took students to carry out graded reading in English. From the initial simple introduction, to the teacher-student reading discussion, to the wonderful and diverse post-reading sharing, it is not only the students who have grown up in this process, but the teachers who participated in the research have also matured through constant attempts, thinking, and summaries. Slowness has shaped some experiences that apply to our students.

1. Create good peripheral conditions

The core goal of graded reading is to enable students to master corresponding methods and improve their reading ability in the process of reading. This is the prerequisite for achieving this goal. Conditions are good peripheral conditions. Through practice, we have summarized the following four important prerequisites:

1. Determine a fixed reading time

When students have no reading experience in English bridge books and then have reading Before becoming interested, early guidance is very important. In the early days of graded reading, some students were not yet fully able to read consciously and independently, so we agreed on a fixed time every week, about 30-40 minutes, for teachers and students to read together. This will not only ensure that students have a certain reading frequency and amount, but also help students develop good reading habits in the future.

2. Designate an exclusive *** reading space

People create the environment, and the environment also creates people. It is not suitable for reading if you are impetuous and eager for quick success. In order to allow students to temporarily put aside all homework and emotions and calm down to read, we have designated a special reading space. Let students go out of the classroom and read in the subject space in the lobby on the first floor of the school with only the designated books. The subject space does not have desks and chairs like classrooms. Instead, there are 10 small long tables. It is more like a real book bar, and the environment is relatively closed. It has become an exclusive space for us to read.

3. Establish a reading group

A reading group is a humanistic environment that cannot be ignored. Its main function is to create a positive reading atmosphere. In line with the principle of "teacher guidance, peer complementation and mutual assistance", students in the same class will be divided into several 6-person groups of equal overall strength based on the students' English proficiency, personal wishes, strengths and personality characteristics, and conduct "bundled ***" read". Practical discovery: The influence of peers is huge. Peers have their own language, and they communicate, communicate, and help each other in their own way, which is sometimes even more meaningful than the teacher's blunt preaching.

4. Choose appropriate books

The main function of graded reading standards is to match readers’ reading levels with reading characteristics, and help teachers choose reading materials suitable for student development. Materials that are too difficult to understand or too simple are not conducive to students' long-term reading habits. The so-called suitable materials mean that the language knowledge, background knowledge, chapter structure, presentation form and other elements in the reading materials must conform to the students' overall cognitive development level and language development level. After comprehensively considering the overall situation of the students in our school, we selected six books from the first series of the Heiblin Series for the eighth grade students.

2. Provide powerful reading guidance

After determining the book list, the methods and significance of reading guidance are also based on the different stages of pre-reading, during reading and post-reading. different.

1. Pre-reading reading

Before starting to actually read a book, the teachers in the research group collectively discuss how to do an introduction to the book. The introduction should not only refine and introduce relevant information such as the writing background of the book, the author, and the structure of the book to students, but also stimulate students' interest. We call the introductory reading "book reading". "To stir up" means to stir up the fire with your hands to make the fire more prosperous. Make students more interested in the book by "picking up the book".

For example, the introduction to "The Fisherman and His Soul" centers on the fisherman and presents different characters he met in different periods, allowing students to guess their identities and predict the stories that happened between the fisherman and them. This greatly increases students' interest and they can't wait to get into this book.

The cover, back cover, title page and text of the graded reading series are all accompanied by exquisite pictures. Our most commonly used guide is to take students to observe the pictures together and constantly ask questions to guide them to think and predict the book. content, and then pay attention to the direction and plot development of the content, and finally complete the reading and form your own reading experience.

2. Propulsion in reading

"Propulsion" refers to exerting influence on the motion state of things to make them continue to move in a certain direction. According to the reading rhythm of students in our school, it takes about 3-4 fixed times to read a book, which is a cycle of nearly a month. Student interest may fade over time, so it is necessary to take steps to maintain excitement.

The simplest way is to give several information judgment questions based on the reading content to test students' reading. After understanding the reading progress of students at different levels, take the middle value as the task amount of this reading to remind future students. Students who reached took time to catch up. But the disadvantage of this method is that students are passive.

How to change from active to passive? The promotion class can also be conducted in the form of an appreciation class: communicate with students what is worth appreciating in the book, such as the chapter in "Peter Pan" where Wendy begins to miss her mother. Or select a certain fragment from the book for exploratory reading like peeling off bamboo shoots layer by layer; you can also choose a conflicting point that students are interested in to debate. For example, when Peter and Wendy disagree on "whether to grow up," what do you stand for? Which side? Why? When encountering vivid dialogue, you can carry out character reading or performance, such as the head-on confrontation between Peter and Huck. These will push students to read further and think actively.

3. Sharing after reading

After reading the book, teachers and students can discuss, talk and share their opinions together. The teaching model of the post-reading sharing class is similar to an open small forum, allowing students to speak their own words and supplement and correct each other. The conversation content can focus on the theme, the language of the work, or the character's personality traits or changes. For example: How do you evaluate the character Blue Feather in "A True Heart"? Compare Penny's situation at school and home in "Searching for Comfort" with your own. What are the similarities and differences? If you were Penny, how would you solve these problems?

When the views expressed by students are inconsistent with correct values, teachers do not have to rush to interrupt and should respect their right to express. First throw the question to other students, let them argue, correct each other, and finally express their opinions equally from the perspective of a mature reader to protect students' enthusiasm for participating in sharing.

3. Carry out various results reports

The result report is to make a summary of the reading experience after reading a book. Students can choose what form they want to use. The variety of forms not only prevents students from getting bored easily, but also meets the needs of students at different levels. Students with the weakest language ability can submit the simplest reading log, which only records the starting time, page number and new words read each time they read. Students who like drawing and design often choose to make reading posters and draw stories. The main characters and plots are accompanied by simple text explanations; students with strong logical thinking can make a clear mind map and extract a story outline to summarize the author's point of view; students with strong language skills and who like to express themselves can try to write a reading report, reflection paper or rewrite; students who love acting can also adapt the story or some of its fragments into a script, and then show off their skills at the school's annual English festival or on the stage of club reports and performances.

Talent equals love. The initial love is often the feeling of being inspired when doing something. Therefore, before students reach high reading literacy, motivation is more important than punishment.

Every time they finish reading a book, teachers will evaluate, award, and exhibit students' various works including reading logs, notes, reports, sharing, etc., and promote them on the monthly public account. Teachers in each class will also Promote and praise the works and videos of these students in class groups, your own circle of friends, QQ logs or chats. Students who are affirmed will feel greatly encouraged, and other students will be touched.

Our "original intention" in graded reading is to find ways to make students interested in reading and make reading truly happen. We constantly try to make students feel the joy of reading, and if they are happy, they will naturally read. As the saying goes, "If the center is happy, it cannot advance beyond its limits."