摘要：眾所周知，课堂教学是学生学习英语的最重要的一种途径。同样中学英语阅读教学是令人担忧的，老师们不得不激起学生们的阅读兴趣以使他们学得更好。随着英语语言教和学方式的不断改革,老师们应该有很多激发学生阅读兴趣的方法，并且创造英语学习环境，帮助学生取得进步。在这篇文章里，英语阅读的方式和重要性将会进一步讨论。
　　Abstract: As everyone knows, the classroom teaching is one of the most important ways that the students learn English. As far as the English reading teaching in the middle schools is concerned, teachers have to arouse the students’’ reading interest so that they may learn reading better. With the continual reform of English language teaching and learning methods, teachers should have many ways to arouse the students’’ reading interest and create English-learning circumstances and help them to learn better. In this paper, the importance and methods of English reading will be further discussed.
　　Key words:classroom teachingways to arouse students’ reading interest
　　As we all know, the last also the most important aim for us to learn English as a foreign language is to use it freely in all aspects such as listening, speaking, reading, writing, and translating. Nowadays, in order to keep the closest pace with the rapid development of our modern society, the students’’ ability to read or understand English has become most essential. So Classes should be learner-centered, with meaningful, functional activities, often classes begin by finding out what the students don’t know.
　　I.Why teach reading
　　There are many reasons why getting students to read English texts is an important part of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
　　Reading texts provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.
　　The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experiences in their short lives.
　　II. What kind of reading should students do?
　　When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts. Anyway, the materials to be read should be interesting and meaningful.
　　III. What are the principles behind the teaching of reading?
　　i) Permit Students To Read
　　In the teaching of reading teachers often keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.
　　ii) Encourage students to respond to the content of a reading text, not just to the language
　　Of course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is much more important. Teachers should help students understand that the main reason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. Students should be encouraged to ask themselves repeatedly.
　　iii) Encourage students to guess or predict
　　Readers’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. Therefore, their guesses are more often than not appropriate to the materials. Students have to realize that risk taking in reading is appropriate.
　　iv)Match the task to the topic
　　Once a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasks—the right kind of questions and useful puzzles, etc. Asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. Working in groups, the English teacher and students take turns asking each other questions following the reading.
　　
　　Reference
　　[1] Wilga M.Rivers