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1、Ⅰ.IntroductionManystudentsbelievethat,whenEnglishlearningachievedcertainlevel,mastertheaccuratepronunciation,learnalotofvocabularyandhavecompletegrammarknowledge,eveniflearnedlanguage,thuscanaccuratelyexpresstheirthoughts,freelywithforeignerscommunication.Andtheac
2、tualsituationisnotso.Forexample:in“readingcomprehension”,allwordsallunderstandingbutunderstandtherealmeaning;inthe“language”,thearticlestructuresoflanguageunderstandable,butreal“Chinglish”,etc.Englishreadingabilityisacomprehensiveability,althoughinthereadingproces
3、sdidn'tcomeacrossanewword,nogrammarobstacles,butwithoutcertainculturalbackgroundknowledge,yousometimesbaffled.Theresultisthedirectreason,studentsarelackofunderstandingtowesternculturebackground,existbecauseofthelanguage,national,culturaltraditionandthinkingmodeetc
4、causedbythedifferentcommunicationobstacles.Ifnotputsomerelevantculturalbackgroundknowledgetostudentsasitisdifficulttoexplainclearlyisintroduced,thecontentofthematerial,studentsalsodifficulttograsptheconnotationofthecontent.Ithink,Englishteachingfortherelevantcultu
5、ralbackgroundknowledgeintroductionisquiteimportant.EnglishreadinginSenorMiddleSchoolhasalwaysbeenconsideredoneofthemostimportantpartsofforeignlanguagelearning.Withoutreading,nothingcanbedoneinthedevelopmentofthecompetenceinlistening,speaking,writingandtranslating.
6、Readingcourses,orrather,intensivereadingonesfillupalargecomponentofthecurricula.Obviously,studentsandteachershouldpaygreatattentiontotheimportanceofreadingcourses.HowcanChinesestudentsachieveproficientreading?Ⅱ.SomeproblemsinEnglishreadingA.Knowlittleaboutthecultu
7、ralbackgroundknowledgeTheSenorStudents’knowledgenarrow,onlytotakethetextbookknowledgelearning,hasneglectedtheextracurricularknowledgelearning.14Studentstotextvocabularybythevirtueoftheculturalbackgroundknowledgeknowverylittle.Whetherword,sentence,orunderstandingof
8、textualstructure,relyingonincertainsocialandculturalknowledge.Onlytoinfiltrateeachother'slanguageculturesto,canfeeleverythingbecomesvividrise,learningca
