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1、Ⅰ.IntroductionManystudentsbelievethat,whenEnglishlearningachievedcertainlevel,mastertheaccuratepronunciation,learnalotofvocabularyandhavecompletegrammarknowledge,eveniflearnedlanguage,thuscanaccuratelyexpresstheirthoughts,freelywithforeignerscommunication.Andtheactualsituationisnot
2、so.Forexample:in“readingcomprehension”,allwordsallunderstandingbutunderstandtherealmeaning;inthe“language”,thearticlestructuresoflanguageunderstandable,butreal“Chinglish”,etc.Englishreadingabilityisacomprehensiveability,althoughinthereadingprocessdidn'tcomeacrossanewword,nogrammaro
3、bstacles,butwithoutcertainculturalbackgroundknowledge,yousometimesbaffled.Theresultisthedirectreason,studentsarelackofunderstandingtowesternculturebackground,existbecauseofthelanguage,national,culturaltraditionandthinkingmodeetccausedbythedifferentcommunicationobstacles.Ifnotputsom
4、erelevantculturalbackgroundknowledgetostudentsasitisdifficulttoexplainclearlyisintroduced,thecontentofthematerial,studentsalsodifficulttograsptheconnotationofthecontent.Ithink,Englishteachingfortherelevantculturalbackgroundknowledgeintroductionisquiteimportant.EnglishreadinginSenor
5、MiddleSchoolhasalwaysbeenconsideredoneofthemostimportantpartsofforeignlanguagelearning.Withoutreading,nothingcanbedoneinthedevelopmentofthecompetenceinlistening,speaking,writingandtranslating.Readingcourses,orrather,intensivereadingonesfillupalargecomponentofthecurricula.Obviously,
6、studentsandteachershouldpaygreatattentiontotheimportanceofreadingcourses.HowcanChinesestudentsachieveproficientreading?Ⅱ.SomeproblemsinEnglishreadingA.KnowlittleabouttheculturalbackgroundknowledgeTheSenorStudents’knowledgenarrow,onlytotakethetextbookknowledgelearning,hasneglectedth
7、eextracurricularknowledgelearning.14Studentstotextvocabularybythevirtueoftheculturalbackgroundknowledgeknowverylittle.Whetherword,sentence,orunderstandingoftextualstructure,relyingonincertainsocialandculturalknowledge.Onlytoinfiltrateeachother'slanguageculturesto,canfeeleverythingb
8、ecomesvividrise,learningca
