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As English learners know，reading is a primary means of getting information from written language．And for many students，English reading is by far the most important of the five skills in learning English as a foreign language．
However, English reading comprehension has been a“headache” for both teachers and students．As a teacher of English in high school，I find that numerous facts have proved that most of the high school students don’t really know how to read．However，the current situation of reading teaching in high school is far from satisfaction and many students are still weak in reading comprehension．This is mainly because most reading teachers don’t have a good understanding of the nature and process of reading and thus adopt a deep-rooted traditional reading teaching method in class which is grammar-oriented，teacher-oriented and text-oriented．From what is mentioned above，we can see clearly that it is urgent to probe the nature and process of reading and find an appropriate reading model to reform the teaching of reading in high schoo1 in order to enhance students’reading comprehension．
We can find it feasible to apply interactive approach to senior middle school English reading．It can partly solve the current problems in English reading in senior middle school because it has proved to be able to correct the teachers’and students’ roles in teaching English reading，raise language awareness，stimulate motivation and promote fluency as well as accuracy effectively in English reading.
Just as the surgeon must have knowledge of anatomy and of operating procedures，the teacher must have knowledge of important components in reading competency and must know the procedures for helping students achieve the mastery of the skills required for competent reading as well as what students know and have and what not．The teacher should lead and conduct students to learn what they don’t know and to gain what they want to and what they are required to and of course，the teacher should give some instructions to students．In a word，in class the teacher should be an organizer or a guide rather than a dominator．It would be unwise to spoon-feed students．For the teacher，the reading lesson or reading assignment has six parts．
1). Selection of suitable material at an appropriate 1evel of reading difficulty for students；selection of the right amount of material for the time available and for arousing and maintaining interest in the content of the text．
2). Preparation by the teacher who checks on：the necessary background information；words which need explaining；structural complications；obscurity of meaning or allusion；and the most effective way to arouse interest in this particular text．
3). Introduction of the material to the students．This introduction may take the form of the provision of background information or some explanation of cultural differences, either directly visually or orally or indirectly．Sometimes the introduction will arouse an active discussion on a question raised in the reading text．Then students will read more alertly in order to find out how the author views the problem or whether the outcome is as they have anticipated．
4)．Reading．Different tasks should be assigned to improve students’ reading strategies. These should be exploited on different occasions to ensure that the reading lesson does not fall into a set pattern．
5)．Discussion．It is at this point that the teacher is able to increase the students’overall comprehension of a passage，not by explaining and restating，but by encouraging the students to go back to the passage and look into it more carefully．
6)．Application．Reading is not an isolated activity．In a language class it should lead to something and it should be integrated with the improvement of all skills．
Reading in English is a prolonged task which needs constant practice and a lot of thinking．
However, English reading comprehension has been a“headache” for both teachers and students．As a teacher of English in high school，I find that numerous facts have proved that most of the high school students don’t really know how to read．However，the current situation of reading teaching in high school is far from satisfaction and many students are still weak in reading comprehension．This is mainly because most reading teachers don’t have a good understanding of the nature and process of reading and thus adopt a deep-rooted traditional reading teaching method in class which is grammar-oriented，teacher-oriented and text-oriented．From what is mentioned above，we can see clearly that it is urgent to probe the nature and process of reading and find an appropriate reading model to reform the teaching of reading in high schoo1 in order to enhance students’reading comprehension．
We can find it feasible to apply interactive approach to senior middle school English reading．It can partly solve the current problems in English reading in senior middle school because it has proved to be able to correct the teachers’and students’ roles in teaching English reading，raise language awareness，stimulate motivation and promote fluency as well as accuracy effectively in English reading.
Just as the surgeon must have knowledge of anatomy and of operating procedures，the teacher must have knowledge of important components in reading competency and must know the procedures for helping students achieve the mastery of the skills required for competent reading as well as what students know and have and what not．The teacher should lead and conduct students to learn what they don’t know and to gain what they want to and what they are required to and of course，the teacher should give some instructions to students．In a word，in class the teacher should be an organizer or a guide rather than a dominator．It would be unwise to spoon-feed students．For the teacher，the reading lesson or reading assignment has six parts．
1). Selection of suitable material at an appropriate 1evel of reading difficulty for students；selection of the right amount of material for the time available and for arousing and maintaining interest in the content of the text．
2). Preparation by the teacher who checks on：the necessary background information；words which need explaining；structural complications；obscurity of meaning or allusion；and the most effective way to arouse interest in this particular text．
3). Introduction of the material to the students．This introduction may take the form of the provision of background information or some explanation of cultural differences, either directly visually or orally or indirectly．Sometimes the introduction will arouse an active discussion on a question raised in the reading text．Then students will read more alertly in order to find out how the author views the problem or whether the outcome is as they have anticipated．
4)．Reading．Different tasks should be assigned to improve students’ reading strategies. These should be exploited on different occasions to ensure that the reading lesson does not fall into a set pattern．
5)．Discussion．It is at this point that the teacher is able to increase the students’overall comprehension of a passage，not by explaining and restating，but by encouraging the students to go back to the passage and look into it more carefully．
6)．Application．Reading is not an isolated activity．In a language class it should lead to something and it should be integrated with the improvement of all skills．
Reading in English is a prolonged task which needs constant practice and a lot of thinking．