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如何培养小学生的英语阅读能力
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三、 学会猜测生词
在阅读过程中常常会碰到一些生词。在一般情况下，不必见到生词就查词典，这样可以保持阅读的连贯性，不致于影响阅读的速度和对文章的整体理解。那么，碰到生词该怎么办呢可以采用下列三种办法来处理：①如果是专有名词，一般可以根据上下文来判断它是人名还是地名，或是其它组织的名称。对于这些词不认识关系不大，只要知道它代表什么就行了。②通过构词法来分析判断。如有些词的词干是学过并且掌握了的，只不过是加了前缀或后缀转换了一下词性或词义而已；又如有的是两个单词合在一起的合成词，等等。对于这些词只要有些构词法的知识就能够猜测判断出它们的词性或词义了。③另有一些单词可以根据上下文的内容、语气来判断它们的含义。如果遇到个别难以猜测其义而又会影响到对文章理解的单词，就应该查阅一下词典。
总之，“冰冻三尺，非一日之寒”，只要坚持练习，不断总结经验，就一定能提高英语的阅读能力。
在阅读过程中常常会碰到一些生词。在一般情况下，不必见到生词就查词典，这样可以保持阅读的连贯性，不致于影响阅读的速度和对文章的整体理解。那么，碰到生词该怎么办呢可以采用下列三种办法来处理：①如果是专有名词，一般可以根据上下文来判断它是人名还是地名，或是其它组织的名称。对于这些词不认识关系不大，只要知道它代表什么就行了。②通过构词法来分析判断。如有些词的词干是学过并且掌握了的，只不过是加了前缀或后缀转换了一下词性或词义而已；又如有的是两个单词合在一起的合成词，等等。对于这些词只要有些构词法的知识就能够猜测判断出它们的词性或词义了。③另有一些单词可以根据上下文的内容、语气来判断它们的含义。如果遇到个别难以猜测其义而又会影响到对文章理解的单词，就应该查阅一下词典。
总之，“冰冻三尺，非一日之寒”，只要坚持练习，不断总结经验，就一定能提高英语的阅读能力。
参考文献：
1. Diane和James教授合著，华东师范大学英语教学专家吕良环编注的《成功英语阅读策略》
2. 中华人民共和国教育部 《英语课程标准》（实验稿），北京师范大学出版社，2001年
3. Children of the World 2005.6
4. 《指导阅读技巧与方法 提高阅读能力》， 郑秋叶《中小学英语教学与研究》2001，第2期。
Making reading communicative
Written by Scien Deng
Summary: If telling my students "And now we're going to practise listening," elicits looks of dread and fear, announcing reading practice can often elicit yawns, heads descending to desks, or eyes ascending heavenwards. And these reactions are from my students. "I can read at home, I come to lessons to speak!" more than one of my students has told me. Many students do seem to regard reading is a waste of class time but how many of these students will read outside class without encouragement inside? The aim of this article is to consider a few approaches to making classroom reading more communicative, by which I mean integrating it with other skills work, so that students can see its value.
Key words: pre-reading, while-reading, post-reading, task.
Communication suggests interaction of some sort, perhaps in many students' minds between speaker and listener. Is reading, therefore, since it is often a solitary activity, a non-communicative activity? Surely not since the reader is interacting with the writer, albeit in a less direct way than speaker and listener. Reading is, of course, just as communicative as any other form of language use and as teachers our aim is to bring out that communicative element. For example by establishing direct communication between reader and writer by exploiting students' written work for reading practice (see below for ideas). Another feature of real reading is that while we may read alone we communicate what we read to others constantly. Talking about what we have read is a rich source of classroom possibilities.
One of the things to bear in mind when lesson planning is that classroom reading is not the same as real reading. Classroom reading aims at helping students develop the skills they need to read more effectively in a variety of ways (the same variety of ways as they can employ in their own languages, of course). To enable this we plan 'pre-reading', 'while-reading', and 'post-reading' stages. These stages can help us make reading more communicative.
Pre-reading tasks often aim to raise the readers' knowledge of what they are about to read (their schematic knowledge) as this knowledge will help them to understand the text. In our L1 we use this knowledge subconsciously and as a result need to raise it consciously in an L2. This raising of awareness is most effectively done collaboratively. Approaches I use include:
• Tell your partner what you know about the topic
• Do a quiz in pairs to find out what you know about the topic
• Look at some pictures related to the topic
• Skimming the first paragraph for gist and then predicting.
When reading in our L1 we are constantly using our schematic and linguistic knowledge to predict content (both related to the topic and the language itself). In class, predictions can be communicated to colleagues, of course. Some examples of what predictions can be based upon include:
• A title
• Visuals
• Knowledge of the author
• A skim of the first paragraph
• A set of keywords from the text
• Reading the end, predicting the beginning.
• Reading the middle, predicting the beginning and the end.
Although reading is often a solitary activity and the idea of 'reading in pairs' seems odd, reading can be collaborative. Approaches I use include:
Running and reading: this approach especially lends itself to scanning as the idea is to encourage the students to read as quickly as possible in a race.
1. Divide the class into student A and student B pairs. Student A sits at one end of the classroom.
