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浅谈初中英语阅读有效教学策略阅读是学生学习英语的重要环节之一，对于初中生而言，英语阅读的训练不仅有助于提高他们的语言能力，还可以培养他们的阅读习惯和阅读能力。
初中英语阅读的有效教学策略尤为重要。
在本文中，我们将探讨一些有效的初中英语阅读教学策略。
为了提高初中生的英语阅读能力，教师可以通过选择合适的阅读材料来激发学生的兴趣。
在初中阶段，学生的阅读能力还比较薄弱，如果教师选择一些有趣、生活化的阅读材料，会更容易引起学生的注意和兴趣。
可以选择一些与学生日常生活相关的话题，或者选取一些富有启发性的故事、小说，来吸引学生的注意力，激发他们阅读的兴趣。
教师在教学中还可以采用多种方式来引导学生进行英语阅读。
除了传统的课堂教学外，还可以运用多媒体、互联网等现代技术手段来进行阅读教学。
可以利用幻灯片、视频等多媒体资源，通过图片、声音等形式来展现和解释阅读材料，以增加学生的学习兴趣和理解能力。
还可以设计一些与阅读相关的互动活动，如分组讨论、角色扮演等，让学生参与进来，提高他们的阅读积极性和主动性。
初中英语阅读教学中，教师还需要注重培养学生的阅读策略和技巧。
学会利用上下文和图表等信息来猜测词义，学会融会贯通，不求甚解，学会在阅读中提取信息，领会大意，把握重点等。
这些阅读策略和技巧对学生的阅读能力提高至关重要。
教师可以在教学中有意识地引导学生掌握这些阅读技巧，并且要注重在实际阅读中进行实践和训练，使学生能够灵活运用这些技巧，提高英语阅读的速度和准确性。
初中英语阅读教学还需要注重提高学生的阅读兴趣和阅读情感。
教师可以通过讲解阅读材料背后的故事、情节等，引导学生情感投入，增加学生对阅读的好奇心和乐趣。
教师还可以鼓励学生多读英语原版著作，让他们真正享受到用英语阅读的乐趣，提高他们的阅读兴趣和积极性。
初中英语阅读教学需要教师有意识地选择合适的阅读材料，采用多种方式进行阅读教学，培养学生的阅读策略和技巧，以及提高学生的阅读兴趣和情感投入。
浅谈初中英语阅读课的教学策略初中英语阅读课是培养学生阅读能力的重要环节，有效的教学策略可以帮助学生更好地掌握英语阅读技巧和提高阅读能力。
在教学中，教师需要综合考虑学生的实际学习情况和认知水平，采用多种教学策略，引导学生在阅读中理解和掌握知识。
本文将从学生阅读兴趣培养、阅读技巧引导、多种材料应用等方面谈一下初中英语阅读课的教学策略。
一、培养学生的阅读兴趣学生的阅读兴趣是英语阅读课中成败的关键。
通过积极有效地培养学生的阅读兴趣，可以提高学生的主动性和参与度。
教师可以采用以下策略来培养学生的阅读兴趣：1. 创设轻松愉快的课堂氛围。
教师可以通过课前气氛烘托、趣味性的导入等方式，使学生感受到阅读的乐趣和意义。
在引入新课文时，可以通过问题、图片、视频等方式引发学生的兴趣，激发他们的好奇心。
2. 注重多样性。
教师可以根据学生的兴趣爱好和实际情况，选择与学生年龄和认知水平相适应的阅读材料，如有声读物、有趣的文章、鲜活生动的图画书等，让学生在轻松愉快的阅读中感受到快乐。
3. 细心观察学生。
教师需要细心观察学生的阅读兴趣和阅读偏好，根据学生的个性特点和兴趣爱好合理布置教学内容和任务，尽可能满足学生的个性化需求，激发他们对阅读的兴趣。
二、引导学生掌握阅读技巧初中英语阅读课不仅要求学生读懂文章，还要求学生能够掌握一定的阅读技巧，使其不仅能够读懂文字表面的意思，还要能够理解文章的内在含义。
在教学中，教师可以采用以下策略引导学生掌握阅读技巧：1. 多层次、多角度的阅读。
教师可以通过引导学生进行粗读、略读、深度阅读等方式，使学生对不同层次的文章进行透彻理解，增强学生的阅读理解能力。
2. 引导学生进行主题分析。
对于较长的文章，教师可以通过引导学生对文章的中心思想和主题进行分析，使学生在阅读中掌握找出文章主题的方法，提高学生的主题把握能力。
3. 利用语境进行阅读理解。
教师可以通过提供相关的语境信息，引导学生根据上下文推测生词、推断作者意图等，促使学生在阅读中全面理解文章的意思。
初中英语课外阅读活动的指导策略探索随着社会的发展和教育理念的变革，越来越多的学校和教师开始意识到课外阅读的重要性。
阅读是学生获取知识、培养情感、提高语言能力的重要途径，而英语阅读作为培养学生英语语言能力的重要手段，更是备受重视。
初中英语课外阅读活动的指导策略成为了教育工作者们关注的焦点之一。
本文将探讨初中英语课外阅读活动的指导策略，希望能为广大教师提供一些实用的经验和建议。
一、培养兴趣，引导选择要培养学生对阅读的兴趣。
学生通常对没有兴趣的事物不感兴趣，对没有意义的事物不感兴趣。
要帮助学生找到他们感兴趣的英语阅读材料，可以根据学生的兴趣爱好、年龄特点和知识水平，引导学生选择适合自己的阅读内容。
教师可以向学生推荐一些优秀的英语读物，如《哈利波特》、《小王子》等，也可以鼓励学生根据自己的兴趣选择适合自己的英语阅读材料。
在引导学生选择阅读材料的过程中，要注意给予学生足够的自主权，让学生根据自己的兴趣和需要进行选择，从而激发学生的阅读兴趣和积极性。
二、提供资源，搭建平台要为学生提供丰富多样的阅读资源。
学校和教师可以通过多种渠道，如图书馆、网络等，为学生提供丰富多样的英语阅读资源。
这些资源可以包括英语原版读物、英语报刊杂志、英语学习网站等，都可以为学生提供丰富多样的阅读选择。
学校和教师还可以组织一些英语阅读活动，如读书分享会、英语阅读比赛等，为学生提供一个展示自己阅读成果的平台。
通过这些丰富多样的资源和活动，可以让学生更加积极地参与到英语阅读活动中，从而提高他们的英语阅读能力。
三、指导训练，提高水平要通过指导训练，帮助学生提高英语阅读水平。
教师可以通过多种方式，如导读、讲解、讨论等，引导学生进行英语阅读训练。
在选择阅读材料时，可以根据学生的实际情况，提供一些适合学生阅读的内容，同时给予学生适当的指导和训练。
在阅读过程中，可以组织学生进行阅读导读，帮助学生理解阅读内容，掌握阅读技巧，提高阅读速度和理解能力。
可以组织学生进行阅读讨论，引导学生进行阅读交流，共同探讨阅读内容，增强学生的思辨能力和合作意识。
浅谈初中英语阅读教学策略近年来，随着“素质教育”理念的提出，《英语课程标准》的日益完善，对英语教学提出了更高的要求，要求将传统的知识传授型教学转变成语言交际运用型教学。
英语作为一门语言课，教师应该如何教，引导学生如何学，已经成为所有英语教育工作者都在关心的问题。
培养学生的阅读能力是英语教学的目的之一，也是培养学生综合语言运用能力的重要手段。
阅读能力的提高不仅能使学生能够得心应手地应付考试，而且对于学生的终身研究也起到了非常重要的作用。
本文将就如何在初中课堂开展阅读教学，浅谈几点自己的体会。
1．高度关注学生的个体差异，改革英语阅读的教学方法，使教学真正做到有的放矢。
现代语言教学理论认为，阅读教学的目的不单纯是要学生研究掌握语言知识，更重要的是通过阅读获取信息、研究文化、发展阅读技能和策略，为继续研究和终身发展打下基础。
英语教学活动的主体——学生，是一个个鲜活的生命体，他们之间存在着各种各样的差异，主要表现在认知方式、研究方式、英语水平、性格特点、情感态度、对老师的态度，研究环境等方面。
这些因素决定了学生的英语水平及研究能力上的差异。
因此，从初一开始，我在选择阅读材料时就特别注意，难易一定要适度。
材料过分容易，研究起来没有成就感；过难，学生就会丧失兴趣和阅读信心。
我会根据学生的不同水平，为他们选择难易不同的读物。
而且阅读材料的内容必须多样化，故事、传记、历史、地理知识等都能培养初中生的阅读兴趣。
通过大量的阅读，学生开阔了眼界，了解了异国他乡的风土人情及历史地理等方面的知识，从而极大的增加了他们研究英语的兴趣。
课文教学与阅读教学有所不同。
课文通常包含一个主题和一个篇章，老师会对其进行详细的分解以达到教学目的。
而阅读教学则更注重培养学生的阅读技能。
对于教材中浅显易懂的课文，我不会花费太多时间精讲，而是通过活动让学生自行领悟；对于故事性强的课文，可以让学生排成课本剧进行表演；对于难度较高的文章，可以让学生分组讨论后在全班进行讲解，有时还会要求学生写英文读后感。
初中英语快乐课外阅读的有效实施策略在当前的初中英语教学中，课外阅读已经成为了不可或缺的一部分。
而对于学生来说，如何才能在课外阅读中获得更多的乐趣和收获呢？下面将介绍一些关于初中英语快乐课外阅读的有效实施策略，希望能够引导学生在课外阅读中发现更多的乐趣和价值。
1. 激发学生的学习兴趣要想让学生在课外阅读中能够获得更多的乐趣，就需要从激发学生的学习兴趣入手。
教师可以通过给学生展示精彩的英语文章、故事、诗歌等，让学生在阅读中感受到英语的美丽和魅力。
教师还可以通过讲解一些有趣的英语知识，引导学生去主动了解更多英语的知识，从而激发他们的学习兴趣。
教师还可以鼓励学生多参加一些与英语阅读相关的活动，比如朗诵比赛、阅读分享会等，让学生在活动中感受到阅读的乐趣和快乐，从而激发他们的学习兴趣。
2. 提供丰富多样的阅读材料为了让学生在课外阅读中能够获得更多的乐趣和收获，教师还需要提供丰富多样的阅读材料。
对于初中生来说，他们的阅读水平和兴趣可能会有很大差异，因此教师需要根据学生的实际情况，为他们提供不同难度和题材的英语阅读材料。
在提供阅读材料的过程中，教师可以根据学生的兴趣爱好，为他们挑选一些有趣的英语文章或故事，让他们在阅读中能够找到自己的乐趣和价值。
教师还可以根据学生的实际情况，提供一些适合他们阅读的英语资料，让他们在阅读中能够感受到成功和成就感，从而愿意继续进行课外阅读。
3. 引导学生进行多样化的阅读活动除了提供丰富多样的阅读材料之外，教师还需要引导学生进行多样化的阅读活动，让他们在阅读中能够发现更多的乐趣和收获。
教师可以组织学生进行“读书分享会”，让他们把自己喜欢的英语书籍或文章分享给同学们，让大家在分享中感受到阅读的乐趣和价值。
教师还可以鼓励学生多与同学们进行阅读交流，让他们在交流中获得更多的启发和收获。
教师还可以引导学生进行一些阅读挑战活动，比如阅读马拉松、阅读竞赛等，让学生在挑战中感受到阅读的乐趣和快乐。
教海探索摘要：阅读是学生汲取知识较为重要的方式，但在传统的初中阅读教学中教师主要是让学生自己进行阅读，然后教师进行讲解，这种教学使得学生自己思考的机会相对较少。
在新的教育背景下，初中英语阅读教学中教师要在课内进行积极，还要向课外进行知识延伸，这样才能让学生充分地理解所学的英语知识，拓宽知识面，从而促使英语学习水平提升。
关键词：初中英语；阅读教学；引导；延伸阅读对学生的综合能力要求较高，学生不仅要具备一定的单词量，还要具备良好的理解能力，才能够将文章理解透彻。
传统教学中，教师进行备课，将阅读的内容理解透彻，然后再将理解的内容灌输给学生，这种教学方式主要是教师思考理解，学生被动地接受知识，不利于学生知识的学习和能力的提高。
所以，为了提高阅读教学的实效性，教师要在阅读教学中充分地发挥学生的主体作用，在阅读教学中做好课内引导，让学生自己理解文章知识的同时，还要积极向课外延伸，这样才能突破课堂教学瓶颈，让学生更加全面地发展。
一、初中英语阅读教学策略（一）重视课前预习，为阅读教学打下基础为了保证英语课堂教学和课外延伸教学的效果，教师在教学中要重视学生的预习。
预习是学生学习过程中较为重要的部分，教师可以引导学生在阅读之前对英语文章的单词、句式等简单的内容进行预习，通过预习学生能够提前掌握一些基础的知识，这样才能在教师的引导下，对课内英语知识进行深度学习。
同时，也能紧跟教师思路积极向课外进行知识延伸。
（二）采取合作阅读，进行课内引导在英语阅读教学中，为了提高课内引导教学效果，锻炼学生的自主学习能力，教师在教学中可以采取合作阅读教学方式。
例如，在学习七年级下册“How was your weekend”时，教师就可以将班级里的学生分成不同的学习小组，然后让不同的小组来探究不同的段落，让学生进行阅读分析，将学习的成果分享给其他的学生。
在合作学习过程中教师在做好阅读引导工作的同时，也要鼓励学生在阅读过程中遇到问题时能够合作互助讨论，共同解决问题，锻炼学生自主解决问题的能力。
浅谈初中英语阅读有效教学策略初中英语阅读是英语学习的重要组成部分，对学生的语言综合能力和文化素养有着重要的影响。
如何有效地教授初中英语阅读，是每位英语教师都需要思考和探索的重要课题。
下面将从教学目标、教学内容、教学方法和教学评价等方面，探讨如何制定有效的初中英语阅读教学策略。
一、教学目标初中英语阅读教学的目标主要包括：1.培养学生对英语阅读的兴趣和习惯；2.提高学生的阅读理解能力；3.拓展学生的词汇量和语法知识；4.培养学生的跨文化交际能力。
在制定教学策略时，教师应该根据这些目标来确定教学内容和方法，以达到教学目的。
二、教学内容初中英语阅读的内容应该具有一定的难度和层次，既要符合学生的认知水平，又要有一定的挑战性，以激发学生的学习兴趣和主动性。
可以选择一些富有趣味性和教育性的课文、文章或故事作为教学内容，也可以结合学生的实际生活和学习需求，选取一些与学生生活息息相关的话题，如校园生活、假期活动、科技发展等，使学生在阅读的过程中能够产生共鸣并增进对文化的理解。
教学内容还应该包括一定的词汇和语法知识。
可以通过精心设计的词汇和语法练习，帮助学生巩固和扩展他们的语言基础，从而更好地理解和阅读文本。
三、教学方法初中英语阅读教学方法的选择对于教学效果有着至关重要的影响。
传统的教学方法往往以教师为中心，以讲授和传授知识为主要手段，而现代的教学方法更加注重学生的参与和实践，注重培养学生的自主学习能力。
在初中英语阅读教学中，可以采用以下几种有效的教学方法：1.预习导入法在教学前，教师可以通过图片、问答、视频等方式激发学生对话题的兴趣和好奇心，帮助学生建立一定的语境和背景知识，为后续的阅读做好铺垫。
2.阅读引导法在学生进行阅读练习时，教师可以通过提问、讨论、理解活动等方式，引导学生从不同的角度去理解和把握文本的内容，并及时纠正学生的阅读误区，提高阅读理解能力。
3.合作学习法将学生分成小组，让他们相互合作，共同探讨文本内容，并在小组之间进行交流和讨论，激发学生的学习热情和动力，增强他们的合作意识和团队精神。
初中英语快乐课外阅读的有效实施策略随着社会的发展和教育观念的转变，越来越多的人开始关注学生的全面发展，重视学生的课外阅读。
特别是在初中阶段，学生的学习压力逐渐增加，如何让他们在繁重的学业中找到快乐，是每一个教师和家长都关心的问题。
而初中英语快乐课外阅读正是一种有效的实施策略，可以帮助学生巩固知识，培养兴趣，提高综合素质。
本文将就初中英语快乐课外阅读的有效实施策略进行深入探讨。
一、为什么要进行初中英语快乐课外阅读1. 提高英语水平课外阅读是提高英语水平的有效途径，通过阅读可以扩大学生的词汇量，丰富语言知识，并培养他们的语感和语言表达能力。
而且，通过阅读英文原著，学生还可以感受到语言的美感和逻辑性，从而更好地掌握英语语言。
2. 开阔视野阅读不同题材、不同种类的书籍可以帮助学生开阔视野，增长知识，了解不同的文化和历史，培养学生的综合素质。
特别是对于初中生来说，他们正处于成长期，接触到更多的知识和信息，将对他们的成长产生积极的影响。
3. 培养兴趣通过课外阅读，学生可以选择自己感兴趣的书籍进行阅读，从中感受到阅读的乐趣，激发学习的动力。
兴趣是最好的老师，只有让学生产生对阅读的兴趣，才能让他们持之以恒、乐此不疲地进行课外阅读。
1. 制定合理的阅读计划在学校或家长的指导下，制定合理的阅读计划，根据学生的阅读兴趣和能力，逐步确定阅读的书目、阅读量和阅读时间。
可以制定每周、每月的阅读计划，让学生掌握自己的阅读进度，形成习惯，提高执行力。
2. 提供丰富的阅读资源学校和家长可以为学生提供丰富的阅读资源，包括英文原著、优秀的英文读物、英语报刊杂志等，让学生有更多的选择空间。
还可以利用互联网等现代科技手段，为学生提供更加便捷的阅读资源，如电子书籍、英语学习网站等。
3. 鼓励学生选择适合自己的书籍每个学生的兴趣爱好不同，阅读的能力也各有差异，因此要鼓励学生选择适合自己的书籍进行阅读。
在选择阅读书目时，可以根据学生的年龄、兴趣、能力等因素进行合理的推荐，帮助学生找到适合自己的阅读材料。
初中英语快乐课外阅读的有效实施策略要让学生对阅读感到兴奋和享受。
教师可以在课堂上向学生介绍一些有趣的英语原版图书，如哈利波特系列、奇妙的树屋系列等，并展示这些书的封面和简要内容介绍。
通过引起学生的兴趣，激发他们的阅读欲望。
提供丰富多样的阅读材料。
教师可以从不同的领域和题材中选择适合学生的材料，如小说、故事、报纸、杂志、博客等。
这样可以满足学生不同的阅读需求，让他们有更多的选择余地。
设立阅读目标和奖励机制。
教师可以设立一些阅读目标，如完成一定数量的阅读任务、阅读一本经典原版小说等，并设立相应的奖励机制，如阅读证书、阅读墙、奖励积分等。
这样可以激励学生积极参与课外阅读，并享受成就感。
第四，组织阅读分享活动。
学生可以在课堂上或课外互相分享自己喜欢的阅读内容。
这可以提高学生的口语表达能力，同时也可以给其他学生提供更多的阅读推荐。
第五，在课堂中引导学生进行阅读分析。
教师可以在课堂上指导学生进行一些阅读分析活动，如角色分析、情节分析、主题分析等。
这可以帮助学生深入理解阅读内容，提高阅读的思考能力。
第六，利用技术手段辅助阅读。
教师可以引导学生使用电子书、在线阅读平台等技术工具进行阅读，同时也可以利用互联网资源，如在线词典、翻译工具等，帮助学生解决阅读中的困难。
建立家校合作的阅读氛围。
教师可以与家长合作，共同关注学生的阅读进展，并定期进行阅读反馈。
家长可以鼓励孩子读书，提供阅读材料，讨论阅读内容等。
这可以强化学生的阅读习惯，形成良好的阅读氛围。
初中英语快乐课外阅读的有效实施策略包括激发学生的阅读兴趣、提供丰富多样的阅读材料、设立阅读目标和奖励机制、组织阅读分享活动、引导学生进行阅读分析、利用技术手段辅助阅读以及建立家校合作的阅读氛围。
通过这些策略的实施，可以提高学生的英语水平，培养他们的阅读习惯，让他们从阅读中获取乐趣。
浅谈初中英语阅读有效教学策略初中英语阅读是学生英语学习中非常重要的一环，而如何有效地进行英语阅读教学，提高学生的阅读能力，是每位英语教师都需要思考和探索的问题。
本文将从多方面探讨初中英语阅读的有效教学策略，希望能为英语教学工作者提供一些借鉴和参考。
一、培养学生的阅读兴趣阅读兴趣是学生进行英语阅读的内在动力和保障。
一个对阅读感兴趣的学生，会更加主动地去进行阅读，并且会有更好的阅读体验。
教师在进行初中英语阅读教学时，首先需要做的就是激发学生的阅读兴趣。
这可以通过多种方式来实现，比如引导学生阅读丰富多彩的英语文学作品、给学生提供与其兴趣相关的阅读材料、组织阅读俱乐部等等。
只有让学生真正喜欢上英语阅读，他们才能够更好地进行阅读学习。
二、营造轻松活跃的课堂氛围初中生的注意力通常比较难以集中，因此在进行英语阅读教学时，教师需要注意营造一个轻松活跃的课堂氛围。
可以通过给学生讲解有趣的故事、用生动的语言描述阅读材料中的情节、利用多媒体等手段进行互动教学来激发学生的学习兴趣。
教师还可以组织一些小组活动或者游戏来帮助学生进行阅读，通过互动交流和合作学习，提高学生对英语阅读的兴趣和积极性。
三、注重阅读技巧的培养除了培养学生的阅读兴趣外，教师还应该注重培养学生的阅读技巧。
因为阅读技巧的掌握，不仅可以帮助学生更好地理解阅读材料，还可以提高其阅读效率和阅读质量。
教师可以通过给学生传授一些阅读策略和技巧来帮助他们提高阅读能力，比如提问法、扫读法、略读法等等。
还可以教导学生如何利用词典和其他辅助工具来进行阅读，以便他们在阅读过程中能够及时解决遇到的生词和难点。
四、开展多种形式的阅读活动在进行初中英语阅读教学时，教师可以开展多种形式的阅读活动，比如朗读、讨论、速读、细读、翻译、默写等等。
通过这些多样化的阅读活动，不仅可以帮助学生巩固所学的知识，还可以培养学生的语言表达能力、批判性思维能力和合作精神。
还可以提高学生对英语文化和习惯的了解，使他们在阅读中能够获取更多的知识和信息。
编号 2010212851毕业论文（ 2014 届本科）题目：浅析新疆塔城地区初中英语课外阅读的教学策略学院：外国语学院专业：英语作者姓名：赵雪雪指导教师：李虎职称：副教授完成日期： 2014 年 5 月 20 日二○一四年五月目录河西学院本科生毕业论文（设计）诚信声明 (1)河西学院本科生毕业论文（设计）开题报告 (2)正文 (7)河西学院本科生毕业论文（设计）题目审批表 (24)河西学院本科生毕业论文（设计）指导情况登记表 (25)河西学院本科生毕业论文（设计）指导教师评审表 (26)河西学院本科生毕业论文（设计）答辩记录表 (27)河西学院本科生毕业论文（设计）诚信声明本人郑重声明：所呈交的本科毕业论文（设计），是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。
对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。
本人完全意识到本声明的法律结果由本人承担。
作者签名：二O一四年五月二十日外国语学院毕业论文开题报告专业: 英语学生姓名: 赵雪雪班级: 10级6班指导教师: 李虎开题日期: 2014年3月15日A Brief Analysis of Teaching Strategies onEnglish Extracurricular Reading in Junior School in Xinjiang Tacheng DistrictZhao XuexueUnder the Supervision ofLi HuCollege of Foreign Languages and LiteratureHexi UniversityMay 2014ContentsAbstract (English) (9)Abstract (Chinese) (10)1. Introduction (11)2. The Significance of the English Extracurricular Reading Teaching in Junior School (12)3. The English Extracurricular Reading Teaching in Junior School in Xinjiang Tacheng District (12)3.1 The Current Situation (12)3.2 The Existing Problems (13)4. The Teaching Strategies to Improve Extracurricular Reading Quality (14)4.1 Changing Students’ Traditional Opinions on the Extracurricular Reading (14)4.2 Selecting Suitable English Reading Materials (15)4.3 Stimulating Students’ Interest in Reading (16)4.4 Developing Students’ Good Reading Habits (17)4.5 Guiding Students to Master Appropriate Reading Strategies (18)4.6 Checking Students’ Extracurricular Reading Effectively (20)5. Conclusion (21)References (22)Acknowledgements (23)AbstractAs an inevitable part of English teaching, the extracurricular reading teaching is more flexible, more various and wider than that of English reading in classroom. Since，students should efficiently attend the English lectures and read great amount of English materials after class. Only in this way can they get great achievements in their reading comprehension, which is good for them to certainly master the English language. Obviously, the English extracurricular reading teaching is quite important. So, the teachers mastering some effective teaching strategies on extracurricular reading can easily improve the quality of their whole English teaching work. This paper briefly analyzes the current situation of the Extracurricular English reading teaching in Xinjiang Tacheng district and accordingly aims to talk about the teaching strategies on Extracurricular English reading in six aspects—from changing traditional opinions on reading to cultivating students’ interesting, from choosing the reading materials to quizzing and so on. It is hoped that many teachers could get help from the paper. And it is their efforts to fully expand the significance of extracurricular reading that will make the English teaching much more effective.Key words: English extracurricular reading; current situation; teaching strategies摘要在初中阶段的英语教学中，作为课堂教学的延伸，课外阅读教学呈现了更多的灵活性、广泛性和多样性。
因此，除了有效的课堂教学外，学生还需要做大量的课外阅读，只有这样，他们才可以在英语阅读能力方面大有收获，并且有助于学生真正的掌握英语这门语言。
所以，课外阅读的开展在英语教学中显得尤为重要。
对老师而言，有效地课外阅读教学策略可以提高整体的英语教学工作的时效。
本文通过简要分析新疆塔城地区初中英语课外阅读教学的现状，针对其存在的问题，从改变学生传统观念到激发学生阅读兴趣，再从材料的选择到阅读情况的检测等六个方面探讨了提高初中英语课外阅读时效的教学策略，希望可以给许多的初中英语教师提供一定的帮助，努力将课外阅读的重要性充分发挥出来，让教学工作更有成效。
关键词：英语课外阅读；现状；教学策略1. IntroductionAs an essential and indispensable cognitive activity in human society, reading is not only a key way for humans to get wide knowledge but also an important channel for understanding the world around. Even, reading ability, which plays a key role in mastering a kind of language, is important foundation to improve the linguistic comprehensive ability. Through the reading, the learner can get necessary language input, expand his horizon, enrich his knowledge, enhance the sense of the language and improve his English language skill. When one is learning English as a second language, reading is a crucial stage of the whole learning process. In fact, English reading teaching has occupied an important place in English teaching in junior school for a long time. Because the reading exercise always takes a great proportion in any kind of English exams.Reading includes reading in classroom and extracurricular reading. Reading in classroom is a kind of reading activities under the teachers’ guidance. However, extracurricular reading includes various reading activities that students independently take. Even, extracurricular reading is a progress to consolidate the classroom knowledge. So, because of the limited time and content restriction on classroom reading, the extracurricular reading provides plenty of knowledge for students.Actually, when learning the English as a foreign language, from extracurricular English reading, students can know more about exotic culture, history, custom, technology, education, economy and so on, which will improve their inter-culture communication ability. Since, currently, the studies on the English extracurricular reading teaching strategies can be easily found in the field of worldwide education. For example, foreign linguistic experts Yu(1997) and Gee(1998) conceived that extracurricular reading is good for students to change their reading attitude and improve their marks and ability to learn a language. At the same time, Mcquillian(1997) stressed the role played by teachers in the process of extracurricular reading. Moreover, in our country, many educators who work as teachers in junior school pay more attention to studying the teaching strategies on extracurricular English reading, too. Therefore, we are going to discuss the effective teachingstrategies on extracurricular English reading in junior school according the analysis on the current situation of the junior schools in Xinjiang Tacheng district.2. The Significance of the English Extracurricular Reading Teaching in Junior SchoolReading is an important way to enhance one’s English language knowledge and the vocabulary. As a linguistic comprehensive ability, improving reading ability could set the stage for speaking, writing and listening. Moreover, by reading, students will enjoy the English language and build their confidence to learn English well. So, the curricular of junior school English specially stress that all the words of a student’s extracurricular reading materials should reach more than 150 thousand, except from the teaching materials. It can be seen that extracurricular English reading is vital for students of the junior school. Actually, many English teachers have attached importance to cultivate students’ ability to read. They also always impart knowledge to students by various English reading materials. But, it is not enough just to read and teach in classroom. So, we must enhance the range of English reading and extend our vision to the extracurricular reading. As a crucial part of English teaching, Extracurricular English reading is an essential measure to consolidate what was learned from class and to develop students’ reading and comprehensive competence. So, improvement of English reading ability can’t be separated from great volumes of practice. For students in junior school, it is inevitable to do the extracurricular English reading after getting certain knowledge on vocabulary and grammar and mastering practical reading skills in classroom. (Hua Yufang, 2012:8-9)3. The English Extracurricular Reading Teaching in Junior School in Xinjiang Tacheng DistrictAs it is mentioned above, the curriculum of junior school English shows the definite requirement on the English extracurricular reading. However, let’s see how about the current situation of the Extracurricular English reading teaching in junior school in Xinjiang Tacheng district.3.1 The Current SituationTacheng district is located in the northwest of Xinjiang Autonomous Region. It isa small city where many ethnic minorities live. We practiced for four months in the First Junior School in Tacheng district. During the practice, it was found that the English teacher work very hard in every junior schools and there are many Teaching Skills Contests for all the English teachers there. So the English teachers in Tacheng distract always attach great importance to the English teaching strategies and improve own teaching competence continuously. In fact, they really achieve great success in teaching work, but the success just can be found in students’ English marks. To students, they spend their most time remembering words and phrases and doing exercises. They hardly do extracurricular English reading. Most students think reading is time-consuming and don’t have spare time to do extracurricular reading. And many students show that they are not interested in English reading and feel it is difficult to understand. Lastly, others consider that they always can’t find appropriate English reading materials. Actually, this situation is mainly due to teachers’ ignorance in the importance of the English extracurricular reading. In their opinions, the time should be fully used to pay special attention to what will appear on the exam papers. But not all of them think so. Actually, some have realized the great function of Extracurricular English reading and really want to do something. However, their spirit is willing, but the flesh is week. Because there is the practical restriction existed. For example, the school doesn’t give additional time to have teaching extracurricular reading. Otherwise, it will delay progress of main lessons. So, in every junior school of Tacheng district, the teaching of Extracurricular English reading is almost non-existent.3.2 The Existing ProblemsIn the fact of the analysis on the Extracurricular English reading in junior school in Xinjiang Tacheng district, there are many problems existed on the current situation.Firstly, the time for students to do Extracurricular English reading is limited. In junior school, teachers always assign too much homework and students need spend all the time in it. Since, they have no time and energy to do more English reading work. On the other hands, most students hold the traditional thought that the most important thing for them is to learn the textbooks and high marks is the symbol that they havemastered the English language.Secondly, the difficulties in understanding lead to the students’ lack of interesting in English reading. Virtually, the leading reason for the difficulties is that most students are narrow scope of knowledge and lack of the rich information on the English count ries’ background. Because of the heavy academic pressure from parents and society, students have to work very hard so that they have no time and energy to get the information beyond the textbook. They hardly ever care about the objects or events surrounding them except from the knowledge in the textbooks. But the content of most English reading materials is related to every area of society life. So, the students have difficulties in English reading. Over time, the interesting in reading wears off.Lastly, students don’t have good reading habits. The bad reading habits also make students lose the interest. During the reading, the bad reading habits, like finger-pointing, mental translation, slow reading, vocalizing words, repeating, seriously affect the reading speed and their coherent thinking.In fact, these problems are existed in most junior schools. Under this situation, teachers most change their attitude towards the Extracurricular English reading and use effective teaching strategies to solve these p roblems and emulate students’ interes t in English reading. Only in this way can the Extracurricular English reading really play its own important role in whole English teaching process.4. The Teaching Strategies to Improve Extracurricular ReadingQualityIn a way, the necessity of Extracurricular English reading reveals the importance of quality of teachers’ teaching strategies. Now, below are some effective teaching strategies to improve the quality of students’ extracurricular English reading activity.4.1 Changing Students’ Traditional Opinions on the Extracurricular ReadingNowadays, under the great pressure from middle school entrance exam, students often acquire knowledge just in order to pass the exam. In their minds, the way to learn English well is to study and prepare for all the exams. High mark is high competence. This kind of traditional opinion causes that the importance ofExtracurricular English reading is ignored, because reading hardly comes into instantaneous-immediate effect. Students ne ver are willing to “waste” time to do a lot of reading, let alone to extracurricular reading which is always treated as the extra burden of studying. So they never seemed interested in extracurricular reading. The task can hardly be finished reluctantly without supervision from teachers. What’s more, they think there is little or no time to do English extracurricular reading. Actually, counting on the speed at reading70 words every minute，the English reading acquired in the curricular of junior school can be finished through spending 5 minutes reading everyday. Therefore, the most important reasons for this situation are that the students don’t know enough about the significance of extracurricular English reading and don’t have good and effective reading habits.As the saying going, thought is the presupposition of action. So, before guiding students’ extracurricular reading, it is necessary for teachers to do mobilization and lead students to change the traditional opinions on the extracurricular English reading. First of all, students should know it is required by the curricular of junior school English to do English reading outside classroom and it is a necessity to do reading after class. Secondly, teachers should tell students that extracurricular English is the key way to enlarge output of the English language and to reinforce the English grammar, words and phrases that they have learned. Extracurricular English reading can provide an opportunity for students to get more information and open their minds. In the other hand, students could be encouraged to image the advantages brought through everyday’s English extracurricular reading. Then, they will look forward to the benefits from their own persistence on reading, which is really a strong motivation to do extracurricular reading dependently. In a word, through teacher’s guidance, students should hold the idea that extracurricular reading is an essential part of English studying process.4.2 Selecting Suitable English Reading MaterialsWhen teaching extracurricular English reading, the selected texts should be accessible to the students. Inaccessible texts do not help to improve students’ reading skills but cause frustration. Below are some principles for selecting of the Englishreading materials.On the one hand, for all students, the materials of English extracurricular reading, which are chosen by teachers should have diverse styles and be easy, interesting and enjoyable to read. (Li Zhanrong, 2013:276-277) Their content has better range from science, geography, history, literature and be close to the real life, but can not be too much difficult to understand. It also should not only hold the classical texts, but also pay attention to the messages about the real life. Of course, currently hot social issues can not be ignored. In this way, the extracurricular reading will contribute to broaden students’ knowledge structure and encourage their interest in English reading. Meanwhile, students’ adaptive capacity to read any kinds of English reading materials also can be strengthen.On the other hand, the students in different level should be given different reading materials. For instance, the content of newspaper involves the knowledge of all aspects of real life which requires a good mastery of English vocabulary and foundation. So, it is appropriate to those students who have better elementary knowledge of the English language. (Xu Qing, 2011:3-4) The students with small vocabulary need the extracurricular reading materials whose content is as easy as that of their textbooks.At the same time, for one student, the level of difficulty of reading materials should be increased with the different reading periods. At the very first, the content should be easy to understand. It will gradually cultivate students’ hobbits to read and think in English. In result, they build their selves-confidence and improve their own reading capacity. Then, the teacher could improve the degree of difficulty slowly.In fact, with the wider use of Internet, students should be able to choose the materials and read them independently. (Li Zhanrong, 2013:276-277) Moreover, teachers ought to recommend them some useful English websites to choose their own favorite extracurricular reading materials.4.3 Stimulating Students’ Interest in ReadingInterest is the best teacher. So, one of the most important foundations of effective way to guide extracurricular reading is to stimulate students’ interest in Englishreading. But, how can to do that?Firstly, the materials for extracurricular reading should not be too much difficult and long. If students can’t understand th e content clearly, they will feel fear and bored. Then they lose the interest in reading and resist every kind of reading in minds. It is harmful for their English study. (Cheng Jianping, 2013:10-11) Even, teacher can select some interesting materials sometimes, such as English comic strips and English jokes, which can cultivate their sense of humor. Reading that kind of materials, students can get the information of western countries’culture while laughing. (Li Xiuxia, 2013:189-190)Secondly, teachers should encourage students frequently. Actually, every student likes to be praised by teachers, which offers them motivation to study hard and improve their interest in the study task. So, when students do extracurricular reading carefully, teacher could praise every student in different aspects. Anyway, if the student doesn’t do well, the teacher has better not always punish him. On the contrary, teacher should help him to analyze the problems appeared in his reading work and encourage him to solve the problems.Lastly, if time permits, some interesting activities can be taken to finish extracurricular reading like role play and retelling. For example, teacher could ask students to retell the story from another character’s point of view.4.4 Developing Studen ts’ Good Reading HabitsWhen doing reading, some students always mentally translate everything in order to understand or use a dictionary to check and note down the meaning of all the new words. In another case, students’ eyes are constantly moving from letter to letter, word to word and sentence to sentence. As a matter of fact, all these are bad reading habits that directly affect their reading efficiency. So, teacher must try best to develop their good reading habits.At the beginning, students must abandon their bad reading habits, like finger-pointing, mental translation, repeating, and so on. These bad habits seriously affect their reading speed and interest. Meanwhile, teachers should always remind students to be attentive when reading and not to read with talking or eating.Then, teacher could ask students to prepare their own special notebooks to write down some high frequency words and beautiful sentences from the reading materials. (Liu Chunqing, 2013:107-108) Students’ vocabulary is closely relat ed to their reading capacity and possessing a large amount of vocabulary is the key for reading comprehension. Therefore, it is a good habit to do some picks independently during reading. So, teacher should require students to remember that there is no reading without a pen. The students, whose knowledge foundation of English language is weak, are asked to pick those beautiful sentences they like best and to try to read and recite them. However, to these students with high study capacity, they need to not only pick the good sentences but write down the topic sentence and the main idea of every article they read. In this way, students will develop a good reading habit to read with thinking, and writing. Then, what teachers should do now is to help students to turn the content of their special notebooks into their own knowledge and competence.Finally, students need be supervised to read something after class every day. Teacher could design some activities to communicate with students on time and prize them for their good jobs. For instance, 5 minutes before the class can be used for students to introduce to their partners what they read yesterday. (Zhang Junjin, 2007:52-53) Teacher also can choose one student to introduce his story to all the others everyday. This way could prevent students being lazy to read after class everyday.4.5 Guiding Students to Master Appropriate Reading Strategies1. Two elementary reading strategiesa. skimmingIt means reading quickly to get the main idea of the text. For example, when someone reads newspapers, he usually reads very fast to get the main information and only spends more time on those items. So, when managing the extracurricular reading tasks, teachers could provide some statements and one of them represents the main idea. Students need read the text and decide which statement is the correct.b. scanningScanning is to read to locate specific information. The key point in scanning isthat reader has something in his mind and he should ignore the irrelevant parts when reading. Sometimes, teacher could prepare some questions for students to scan specific information, such as figures, train schedule, phone number, news headlines, etc.2. Some specific reading strategiesa. topic-sentences readingIt is one of the reading methods that is to use topic sentences to finish reading. Topic sentences are key sentences representing each paragraph. Sometimes students have only to read these sentences to understand the main idea of whole passage. The key point of this method is to find the topic sentences of each paragraph. Then, the main idea is produced after linking those sentences together. Most topic sentences are on the beginning or ending of the paragraph. Even, sometimes the title is the topic sentence through which the whole paragraph can be briefly understood. (Li Hongzhi, 2013:286-287)b. jumping readingThis kind of reading method aims to read the passage quickly and selectively by abandoning the unimportant content, in order to some specific purpose or a special demand. The jumping reading can be divided into following three types. First one is to regard the topic, some important sentences and charts as the major object. Second one is to just read the beginning and the ending sentences of every paragraph. Generally speaking, in an exposition or an argumentation, the first sentence of a paragraph tends to the language note and the last sentence always plays a role that lies in connecting. In this way, students can catch the main idea along the mainline of the whole process. Third one is to only read the key words that specially connect with the topic of the passage.c. making inferencesDuring the English reading, students often prefer to the dictionary when they meet new words, which is a bad reading habit. The best way is to relate the given information to what then have know about the world to suppose the unknown information and the meaning of the new words, which means “reading between thelines”. On the one hand, it is not enough to suppose and understand the verbal meaning of a new word. In fact, its deeper meaning and internal emotion are more important for one to understand the intention of writer. On the other hand, teacher should require students to use background knowledge in order to infer the implied meaning of the author. Of course students can not only make inferences only from single sentences but from the whole text.d. searching readingIt is a kind of reading method to read the passage with an unambiguously “hunting” target. Getting th e reading material, student should quickly read it in a short time and catch the main idea and general understanding. In other words, after looking up the questions behind the passage, students can read it with the thought on the questions and hold the key points.4.6 Checking Students’ Extracurricular Reading EffectivelyWhen Extracurricular English reading teaching, teachers should take measures to check students’ reading work to assure that the extracurricular reading tasks could be finished effectively. The practical ways to do it could be following ones. One of them is oral report. Teachers could spend 3-5 minutes asking student some question on their extracurricular reading content, such as purpose, main idea, majors, and events. Secondly, students are required to write down their thought and emotion toward every passage or book they read. Then, teachers need check their notebooks at regular intervals. If it is convenient, teacher also could manage study achievement shows for student to present their own knowledge accumulation like reading notes and book report. And those who do it very well should be rewarded. This approach could prevent students from be lazy effectively and motivate them to do extracurricular reading seriously.Generally speaking, most teachers could supervise students’ extracurricular reading well at the very beginning. But, few of them could persist to the end. In this case, students’ extracurricular reading work will get to the failure gradually. So, the most way to increase the efficiency of Extracurricular English reading is that both teachers and students should develop it to become a hobby.5. ConclusionIn short, Extracurricular English reading has played an essential role in English language study in junior school. Actually, it is one of the high school entrance examination requires that junior students should read a lot of English materials after class independently. The purpose is to cultivate their good reading habits and strong reading comprehension. Even, it is hoped that students could master a language as a tool through amount of reading. However, in the short term it helps students to get high marks in high school entrance examination. So, teachers must master some effective teaching strategies on extracurricular reading.Since, in the paper, we started with the analysis on the current situation and existing problems in junior school in Xinjiang Tacheng district and then move on to discuss the importance of Extracurricular English reading teaching. We think the teaching of Extracurricular English reading is good to make up the limited classroom teaching on developing students’strategies and on maintaining their motivation for reading. In section 4, we have provided a number of teaching strategies that teachers can use in extracurricular reading teaching. However, it is not enough and just theory. Every English teacher should study it on his own experience and practice. Gradually, he can master a set of teaching strategies that suit for himself and his students.References[1] Diskinso, L. Learner Autonomy2: Learner Training for Language Learning[M]. Dublin: Authetik, 1992[2] Gee, W. Encouraging ESL students to read [J]. TESOL Journal, 1998,8(1):3-7[3] Geoffrey Broughton. Teaching English as a Foreign Language [M]. Routledge, 2002.[4] Krashen, S. Second Language Acquisition and Second Language Learning[M]. Oxford:Pergamum, 1981.[5] McQullian, J& L. Successful strategies for Extensive Reading[C]. 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