Introduction1.1ResearchBackgroundEnglishisoneoftheuniversallanguagesintheworld.Itplaysarelativelylargeroleasamediumforcommunicationanddialogue,andhasastronginstrumentality.Withthereformofeducation,moreandmoreattentionhasbeenpaidtothehumanisticnatureoftheEnglishsubject,andlanguagelearningneedsalotofinput.RichanddiversecurriculumresourcesareparticularlyimportantforEnglishlearning.Inthetraditionalteachingmode,Englishteachingmainlyfocusesonthevocabulary,grammarandsentencepatternsinthetext,andcombinestherelevanttrainingofreadingskillsandmethods.Thismakesstudentsgenerallylacklearningabilityandreadingabilitytraining,whichmakesitdifficultforstudentstounderstandreadingarticles.Undertherequirementsoftheneweraandnewcurriculumreform,theimprovementofstudent'sEnglishreadingabilityhasbeenpaidattentionto.Therefore,itisimperativetotakeeffectivemeasurestoimproveseniorhighschoolstudents'Englishreadingability.ThroughtheimprovementofEnglishreadingability,students'understandingandthinkingabilitycanbestrengthenedandtheirEnglishlanguagesensecanbecultivated.Basedonthis,thispaperdiscussesthestrategiestoimprovetheEnglishreadingabilityofseniorhighschoolstudents.1.2ResearchPurposeandSignificanceTheglobaleconomyandtheknowledgeeconomyhavebecomethemainstreameconomyoftheinternationalcommunity.Withtheinformatizationofsociallifeandtheglobalizationoftheeconomy,Englishhasbecomeincreasinglyimportant.Englishhasbecomethemostwidelyusedlanguageineveryfieldofpeople'sdailylife.Therefore,thepositionofEnglisheducationinbasiceducationisself-evident.AsapartofEnglish,Englishreadingplaysanimportantroleinhighschoollearning.Itisthekeypartofwideningthegapbetweenhighschoolstudents.Therefore,intheprocessofEnglishteaching,itisparticularlyimportanttoimproveEnglishreadinglevelsquicklyandeffectively.Fromthetheoreticalpointofview,theresearchonthistopiccanenrichthethinkingofreadingabilitytrainingstrategies,buildthepracticalbasisforreadingabilitytrainingstrategies,andalsoconformtothetrendofhighschoolEnglishclassroomreform.Fromtheperspectiveofpracticalsignificance,theresearchonthistopiccanimproveteachers'understandingofthestrategiesforcultivatingEnglishreadingabilityinseniorhighschool.Soastoimproveteachers'teachingmethodsandpromotereadingteachingtobemoreefficient.Atthesametime,theimprovementofreadingabilitycanalsoincreasethevocabularyaccumulationofseniorhighschoolstudents,cultivatetheirgoodlanguagesense,andstimulatetheirinternalmotivationtoread.1.3ResearchMethodsThispaperadoptstheliteratureresearchmethod.Duringthepreliminarypreparationofthethesis,theauthorcollectedalargenumberofresourcesonseveraldataplatformssuchasCNKIandVip,madeacomprehensivesummaryofthecontentrelatedto"EnglishReadingAbility",andconductedasystematicstudyofitsentiredevelopmentprocessandnecessity.Fortherelativelyadvancedtheoreticalknowledgeathomeandabroad,theauthortakesitasawholeandfindsoutitsadvantagesanddisadvantages.Soastoprovidebettertheoreticalsupportfortheresearchonthistopic.Thispaperadoptsthequestionnairesurveymethod.Theauthormainlydistributedquestionnairestohighschoolstudentstounderstandthecurrentsituationofhighschoolstudents'readingability.Inthisway,someproblemsinthereadingprocessofhighschoolstudentsarefoundandcorrespondingsuggestionsaregiven.2LiteratureReview2.1ForeignLiteratureReviewScholarsathomeandabroadhavedifferentviewsontheimprovementofEnglishreadingability.Inthehistoryofvocabularyteachingabroad,vocabularyteachinghasbeenneglectedforalongtime.Itwasnotuntilthe1920sand1930sthatreadingmethodsbegantoriseintheUnitedStates.Thereadingmethodistolearnvocabularytoimprovereadingskills.BoerandZeguers(2022)pointedoutthatvocabularylearningshouldberegardedasalanguageskill,combininglearners'needswithvocabularyteaching.Wagleyetal.(2022)believethatreadingisacomplexdecodingprocessofreadingmaterials,andtheeffectofreadingisaffectedbyavarietyoffactors.Thesefactorsincludereaders'languageknowledgeandbackgroundknowledge.Amongthem,words,pronunciation,grammar,rhetoricalrulesofinterpersonalcommunicationandrhetoricalprinciplesofdiscourseallbelongtolanguageknowledge.Generalknowledgeandprofessionalknowledgebelongtothebackgroundknowledgeofreaders.Therefore,theysaythattherearemanyfactorsthataffectreaders'efficientunderstandingofreadingmaterials.Mohammadi,PazhakhandGorjian(2022)believedthattheprocessofEnglishreadingistheprocessofstudentsmakingreadingnotessothattheycanrecordthethinkingprocessintimeduringreadingandfacilitatememory.Theyalsobelievethatstudentscansimplyrecordthemaincharactersandstorylinesinthebookduringreading,andextractsomebeautifulsentencestoexpandtheirknowledgeofEnglish.2.2DomesticLiteratureReviewChinesescholarZhangQing(2022)pointedoutthatreadingisacreativethinkingprocess.Fromthevisualperceptionofthetextsymbolsofthetextmaterialstothedeepunderstandingofthem,readingisaprocessofcognitiveprocessingandconstructionthatisconnectedwithavarietyoffactors.Thesefactorsincludereaders'culturalbackground,languageknowledgeandpersonalexperience.Basedontheoutputhypothesis,constructivistlearningtheoryandcooperativelearningtheory,LiShufang(2019)exploredtheinfluenceofreadingcirclesonseniorhighschoolstudentsEnglishreadingself-efficacy.Shebelievesthatinreadingcircleteaching,teachersshouldcreateopportunitiesforstudentstoexperiencesuccess,improvestudents'anti-interferenceability,andimprovestudents'self-efficacyinEnglishreading.ZhuoFangfang(2019)appliedtheliterarycircleteachingmodeltoEnglishreadingteachinginseniorhighschoolbasedonsocialandculturaltheory,humanisticlearningtheoryandreaderresponsecriticismtheory.LiangFang(2021)suggestedthatintheEnglishreadingclass,teacherscanhelpstudentsimprovetheirreadingabilityandspeedupreadingonlybyteachingvocabularyandseekingeffectiveteachingstrategiesthroughoutthereadingclass.3OverviewofRelevantTheories3.1OverviewofSchemaTheory3.1.1ProposalandDefinitionofSchemaTheoryTheword"Schema"comesfromGreek,anditsconceptcomesfromPlato's"TheoryofIdeas".In1781,theGermanphilosopherKantputforwardtheconceptof"CognitiveSchema"inhisSchemaTheoryofPureConcepts.Asaformalterm,"Schema"wasfirstusedbyPiaget,afamousSwisspsychologistof"GenerativeCognition",andbecameacoreconceptofPiaget's"GenerativeCognition"(Pidduck,etal.,2020).Theso-calledschematheoryreferstothetheorybasedontherepresentationandstorageofknowledgeorganizedaroundacertaintopic(Wilterson&Graziano,2021).Scholarsbelievethataschemaisaformofknowledgerepresentationinwhichthebrainorganizesnewthingswithexistingknowledgeandexperienceinordertofacilitateinformationstorageandprocessing,andisacompleteinformationsystemcomposedofinterrelatedknowledge(Jaafar,2020).Inshort,peoplewilleitherforgetallthesituationsandknowledgetheyhaveexperiencedorlearnedinthepastorstorethemintheirbrains.Howdopeople'sbrainsstorethings?Thebrainislikealibrary.Thememoryisnotdisorderlybutarrangedincategories.Peoplecannaturallyfindwhattheyneedinanorderlyway.Inthesameway,thebrainalsodividespastknowledgeandexperienceintoseveral"units","blocks"and"systems"tostorethem.Theseare"Schemata".3.1.2TypeAccordingtotheschemareadingtheory,learners'readingabilityisdeterminedbythreeschemata.First,islanguageschema.Second,contentschema.Third,formalschema(LiYuying,2019).Theseschematacoordinateandinteractwiththelanguage,contentandformofexpressionofthetext,andfinallyrealizetheunderstandingofthetext.Languageschemareferstotheknowledgeofvocabulary,idioms,syntaxandgrammarofanarticle.Onlyafterthereaderhasmasteredthebasiclanguageknowledge,canheextractthetextinformationinthereadingprocessaccordingtothewords,words,sentencesandarticlesinthetextmaterials,thusactivatingtheformschemaandcontentschemainthebrainandachievingtheunderstandingofthearticle.Contentschemareferstothefamiliarityofthecontentrelatedtothetopicofthearticleorthepastexperienceandbackgroundknowledgeaboutthecontentofthearticle.Ifthereaderisnotfamiliarwiththecontentofthearticle,evenifthereaderhassufficientlanguageknowledge,hewillfindthearticleobscureanddifficulttounderstand.Formalschemareferstotheknowledgeofthedifferencesbetweenthegenreandtheorganizationalstructureofanarticle.Therearedifferentorganizationalstructuresandframeworksfordifferenttypesofcontent,andspecificcontentoftenneedsspecificformsofexpressiontoachieve(FanMin,2021).3.1.3InspirationandApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchoolFirstofall,schematheorycanhelphighschoolstudentsbetterunderstandtheoverallmeaningofthearticle.Beforereading,theteachershouldaskquestionsandlethighschoolstudentsskimquicklytounderstandthemainideaofthestory.Teacherscaninterpretanddemonstratespecifictexts.Throughreading,highschoolstudentscanconfirmorcorrecttheirpreviouspredictionsofthestorycontent.Teacherscanorganizegroupstoletstudentsreadpartofthestoryandexchangeinformationwitheachothertoformacompletestory.Inthisway,highschoolstudentscanbetterunderstandtheoverallmeaningofthearticle.Secondly,schematheorycanimprovehighschoolstudent'sknowledgeofreadingandprovidethemwiththesupportofestablishingaschemanetwork.Intheteachingofreading,teacherspurposefullyselectappropriatereadingmaterialsaccordingtothecontentofthetextbooktohelpstudentsbetterunderstand.Theuseofpoint-and-facereadingcannotonlyimprovestudents'readingability,butalsoimprovetheirlevelofsimilararticles.Finally,schematheorycanprovidemoreculturalbackgroundknowledgeforhighschoolstudentsandenrichtheschemanetwork.Inteaching,teacherscanusetextbookstoincreasestudents'backgroundandculturalknowledge,broadentheirhorizonsandenrichtheirlearningmodels.TeacherscanalsoencouragestudentstocollectarticlesandpicturesaboutEnglish-speakingcountriessothattheycanbetterunderstandsocialandculturalknowledge.Throughtheoriginalfilmandotherways,studentscanobservethecustomsandcustomsofforeigncountries,soastogainmoreintuitiveculturalknowledge.3.2CriteriaforHighorLowReadingAbilityEnglishreadingabilityincludesfastreadingcomprehensionability,articlegenrediscriminationability,articlestructurediscriminationability,inductionandsummaryability,etc.Thestandardofreadingabilitygenerallydependsontwoaspects,oneisthedegreeofreadingcomprehension,andtheotheristhespeedofreading(Fauziah,2019).Thecriteriaforjudgingthelevelofreadingabilitycanbestartedfromthefollowingaspects.First,readingachaptercanbasicallydescribethegeneralcontentofthearticle.Ifthetime,place,person,eventandotherelementsareclear,itcanbejudgedwhetherthestudents'readingabilitymeetsthestandard.Second,theabilitytocontroldetails.Theunderstandingofarticleelementsisthestandardofpopularization,sotheabilitytograspdetailsreflectswhetherstudentshavesteppedintotheadvancedstage.Themoredetailsyouknow,thehigherthelevelofstudents.Third,theabilitytoconnectcontexts.Studentscanconnecttheechoofcontextandlogic,whichshowsthattheirunderstandingofthearticlehasreachedadeeperlevel.Fourth,fastretrievalcapability.Studentscannotonlyunderstandthemeaningofthearticle,butalsoneedtofindthecorrespondingplotofthearticle(Susanto,2021).Thisisclosetostudents'requirementsfortheirmothertongue,sofastretrievalabilityisthestandardtotestreadingability.4SurveyontheCurrentSituationofSeniorHighSchoolStudents'EnglishReadingAbilityInthenewcurriculumreform,thenewcurriculumstandardputsforwardnewrequirementsforEnglishlearning,suchassituationalteaching,groupcooperativeinquirylearning,etc.EnglishreadinghasalwaysbeenanindispensablepartofEnglishlearning.Teachersshouldthinkabouthowtoimprovestudents'Englishreadingabilityintheteachingprocess.TheauthorofthisstudyconductedaquestionnairesurveyonthestudentsofGuangzhouCHighSchoolatrandom.Atotalof120questionnairesweredistributedinthissurvey,andonly80wererecovered.Therefore,theauthormadestatisticsontheEnglishreadingof80seniorhighschoolstudents.4.1EmphasisonEnglishLearningTheauthorlearnedfromthesurveythatmostseniorhighschoolstudentsbelievethatlearningEnglishisveryimportant,butsomeseniorhighschoolstudentsbelievethatEnglishlearningismoreimportantthanChinese,mathematicsandothersubjects.Tolearnalanguage,studentsneedtoacceptitpsychologically,putEnglishinanimportantposition,bepreparedandfindappropriatelearningmethods.Byobservingthestudents'situationinEnglishclass,theauthorfoundthatsomestudentswouldnotlistentotheclasscarefullyandnotlistentoeachothercarefully.Inthiscase,theclassroomlearningatmosphereisaffected,andthestudentswholistencarefullyarealsoaffected.ButinChineseandmathclasses,theprobabilityofoccurrenceislow.ThisisbecausetheypaylessattentiontoEnglishlearning,sotheydon'ttakeEnglishcoursesseriously.Table1SurveyonStudents'AttentiontoEnglishReadingNumberofpeopleProportionVeryimportant5858％Moreimportant2020％Notimportant22％4.2InterestinEnglishLearningTheauthorfoundthatmorethanhalfoftheseniorhighschoolstudentshaveanaveragelevelofEnglishreading.AfewpeoplehaveastronginterestinEnglishreading,whileothersdonotlikeit.Inhighschool,studentscanaccumulatesomebasicvocabulary,phrasesandcommonlyusedquestionsthroughclassroomandextracurricularlearning.Butmoreimportantly,teachersshouldcultivatestudents'interestinEnglish(Choi,etal.,2020).Throughobservingthehighschoolstudents'classroomandafterclass,theauthorfoundthatsomehighschoolstudentswouldcompletegrouptasksaccordingtotheteacher'srequirementsinclass.However,fromthehomeworkarrangedbytheteacher,wecanseethattheyjustfinisheditinareactivemanneranddidn'ttakeitseriously.Theirexcellentperformanceinschoolmaybebecausetheyonlyneedtocompleteasmallpartandcanalsoseekthehelpoftheirpeers,butinfact,theirinterestinEnglishlearningislow.Whentheyfinishtheirhomework,theywillhavetodealwithit.Table2SurveyonStudents'InterestinEnglishReadingNumberofpeopleProportionLikeverymuch1515％General6060％Dislike55％4.3MethodsforEnglishLearningTheauthorhaslearnedfromthesurveythatmoststudentshavetheirownEnglishlearningmethods,butafewdonothavegoodEnglishlearningmethods.InEnglishlearning,agoodwayoflearningisveryimportant.Itcannotonlycultivatestudents'readinghabitsandenhancetheirinterest,butalsoimprovetheirEnglishliteracy,enrichtheirEnglishaccumulationandimprovereadingefficiency.Theauthorfoundthatmoststudentshavethehabitofpreviewbeforeclass,whichisofgreatsignificancetoEnglishlearning.Table3SurveyonStudents'MethodsofEnglishLearningNumberofpeopleProportionYes6262％No1818％Table4SurveyonStudents'Pre-ReadingbeforeClassforEnglishLearningNumberofpeopleProportionCan5656％Can’t2424％4.4IndependentReadingofEnglishWithregardtowhetherseniorhighschoolstudentscanreadEnglishindependently,theauthorfoundthroughthesurveythatmostseniorhighschoolstudentsspendlessthan30minutesinextracurricularEnglishreading,afewstudentsspendmorethanhalfanhourinreading,andsomestudentshaveneverdoneextracurricularreading.TheauthoralsofoundthatmoststudentsextracurricularreadingislimitedtoEnglishtextbooks,afewpeoplecanreadsomeEnglishexercisearticles,andafewpeoplecanreadotherEnglishreadingmaterials.Inreading,manyseniorhighschoolstudentscanunderstandunfamiliarwords,whileothersdonotactivelyunderstandtheirmeanings.LearningEnglishrequirestwomodules,classroomandextracurricular,andextracurricularreadingisessential.BecauseEnglishlanguagecannotonlybroadenstudent'sEnglishperspective,cultivatetheirEnglishlanguagesense,andspeedupreading,butalsohelpstudentsunderstandforeigncultureindepth,thusincreasingtheirreadingperspective(Rahman&Pandian,2018).Table5SurveyonStudents'TimespentonReadingOutsideEnglishClassesNumberofpeopleProportionMorethan30minutes77％Lessthan30minutes5858％Neverread1515％4.5ViewsonGroupLearningActivitiesWithregardtowhetherhighschoolstudentsshouldcarryoutgrouplearningactivities,theauthorfoundthroughthesurveythatmostofthestudentscouldlistencarefullytothereportsofothergroups.However,therearestillasmallnumberofstudentswhowillseizethetimetocompletetheirtaskswhenothergroupsreport.Moststudentswillnotknowhowtoexpressthemselvesbecauseoftheirlackofunderstandingofrelevanttopics,sotheycannotcompletethelearningtasksassignedbytheteacher.MoststudentswillchoosetocompletetheEnglishpreviewtaskassignedbytheteacherbyreadingorsearchingforinformationonline.Anotherpartofstudentswillchoosetodiscusswithstudentstocompletethepreviewtask,butafewstudentshavearesponseattitudetothis.Tosumup,therearedifferencesinthecompletionoflearningtasksarrangedbyteachers.Inordertoimprovestudents'efficiencyingrouplearningandotheractivities,andtochangetheirattitudestowardsEnglish,teachersshouldmakearrangementsaccordingtostudents'characteristicsandtasks.Table6SurveyonStudents'ViewsonConductingGroupLearningActivitiesNumberofpeopleProportionAgree5555％Disagree2020％Other55％Throughtheabovedataanalysis,theauthorfindsthatmostseniorhighschoolstudentshavesomeproblemsinEnglishreading,suchasnotforminggoodreadinghabits,weakbasicknowledgeofEnglish,andnotflexibleuseofEnglishreadingskills.Inordertoimprovestudents'Englishreadingability,teachers'patientguidanceisrequired.Thecooperationbetweenparentsandteachersisalsoessential.Teachersandparentsshouldseriouslythinkabouthowtoletstudentsstimulateinterestinreadingwithoutfearofdifficulty,enrichtheirvocabulary,andputtheirenergyintoreading.Inthisregard,theauthoranalyzedthefollowingproblemsandgavetheoptimizationschemeaccordingtotheabovesituation.5ProblemsinTrainingSeniorHighSchoolStudents'EnglishReadingAbility5.1FailuretoformgoodEnglishReadingHabitsEnglishisacomplexlanguagediscipline,andclassroomlearningaloneisnotenough.ItneedsalotofreadingtrainingtodevelopthehabitofreadingEnglishforatleasthalfanhoureveryday.Onlyinthisway,improvingreadingabilitywillnotbecomeanemptysentence.Justlikeswimmingpractice,theoreticalknowledgeisnotenough.Youmusthavealotofpracticetime.Studentsdonotattachimportancetoreadinganddonotwanttospendmoretimereading.Thelesstheyread,theworsetheirunderstandingwillbecomeovertime,andthemoreunfamiliarthevocabulary,grammarandsentencepatternsofthelanguagewillbecome.Therefore,onlythroughalotofreadingpracticeandgoodreadinghabitscanstudentslayasolidfoundationfortheimprovementofEnglishreadingability.Throughtheinvestigation,theauthorfoundthatmanystudentsinGuangzhouCHighSchooldidnotformgoodreadinghabits.Forexample,theywillnotconsciouslyrecordbeautifulwordsandsentencesinthereadingprocess,willnotactivelyaccumulaterarewordsinthereadingprocess,andwillread"threedaystofishandtwodaystobaskinthenet"inEnglish.Thesebadreadinghabitswillhindertheimprovementofstudents'Englishreadingability.Secondly,theteacherdidnotimplementthereadingmethodwellintheprocessofinstructingstudentstoreadinEnglish,soitisdifficultforstudentswithpoorlearningabilitytodevelopgoodEnglishreadinghabits,whichwillalsoaffecttheEnglishreadingabilityofseniorprimaryschoolstudents.5.2SeniorHighSchoolStudents'BasicEnglishKnowledgeReserveisweakLearningalanguageisaprocessof"makingariveroutofsmallsteps",andEnglishisthesame.ManyseniorhighschoolstudentsoftenneglectEnglishlearningwhentheyareexposedtoEnglish,resultinginaweakfoundationofEnglish,whichwillseriouslyaffectstudents'Englishreadinglevel.InthequestionnaireofGuangzhouCHighSchoolcollectedbytheauthor,theauthorfoundthattheweaknessofseniorhighschoolstudents'basicknowledgeofEnglishiscausedbythefollowingaspects.First,highschoolstudentslackunderstandingofforeignculture.ThiswillleadtoadeclineinEnglishreadingspeed.Second,teachersignoretheinfiltrationofEnglishbackgroundintheclassroom.Thisleadstostudents'insufficientunderstandingofforeignlanguages,whichaffectsstudents'readingspeedandmakesstudents'Englishreadinglevelnotimproved.5.3DonotuseEnglishReadingSkillsflexiblyInlargearticles,studentsshouldreadcarefullyandsometimesmasterEnglishreadingskills.Manyhighschoolstudentslackflexiblereadingmethods,whichleadstoadeclineinreadingspeedandaffectstheimprovementofreadinglevel.Whenteacherscultivatestudents'Englishreadingskills,iftheyadoptteachingmethodsthatareinconsistentwiththestudents,andinfiltrateandguidestudentsinEnglishreading,itwillleadtotheirinsufficientunderstandingofEnglish,thusreducingtheirreadinglevel.ThisphenomenonisstillprevalentinhighschoolsinChina.Throughtheinvestigation,theauthorfoundthatthisphenomenonalsoexistsinGuangzhouCHighSchool.Inthelongrun,itwillnotonlybeconducivetothedevelopmentofseniorhighschoolstudents'Englishreadingskills,butalsomakeseniorhighschoolstudentsboredwithEnglish.5.4PoorSelectionsofReadingMaterialsforSeniorHighSchoolStudentsTheauthorinvestigatedthestudentsofGuangzhouCHighSchoolandfoundthatmanystudents'readingmaterialswereunreasonable.Itismainlymanifestedinthatthevocabularyofthearticleisbeyondthescopeofstudents'grasp,thecontenthasnothingtodowithreallife,andthesubjectmatterissingle,whichcannotstimulatestudents'readingenthusiasm,thuscausingresonance.Thelackofstudents'readingmaterialsismainlyduetovariousreasons.First,thereadingmaterialsofthetextbooksunderthenewcurriculumhavebeengreatlyimproved,buttherearestillsomedeficienciescomparedwiththematerialsthatstudentscontactinreallife.Thesubjectmatterofthearticleisnotrichenoughtomeetthestudents'readingneeds.Itisdifficulttoexpandstudents'backgroundknowledgeandreadingvisiononlybythesematerials.Second,theteacherdidnothaveadeepunderstandingoftheinterestanddifficultyofthearticle,soheprovidedstudentswithreadingmaterialsthatwerenotsuitablefortheirage.Third,teacherslackenoughtimetomasterstudents'cognition,language,skillsanddeficiencies,anddonotpracticereadingaccordingtostudents'actualsituation.Inaddition,withtheendlessemergenceofvariousreadingmaterialsinbookstores,supportingreadingmaterialsthatmeetthestudents'progressarerelativelyscarce.5.5LackofCultivationofEnglishThinkingAbilityofSeniorHighSchoolStudentsUndertheinfluenceofexam-orientededucation,someteachershavenotpaidenoughattentiontotheflexibilityandcriticalityofthinkingintheprocessoflanguagelearning,whichisagreatobstacletothedevelopmentofseniorhighschoolstudent'slanguageabilityandtheimprovementoftheircomprehensivequality(Ik-Ta,2018).TheauthorfoundthattheteachersofGuangzhouCHighSchoolalsohavesuchproblems.TheoverallteachingofEnglishunitsneedstopayattentiontotheintegrity,organizetheteachingcontentsanddesigntheteachingmethodsfortheunitsasawhole.However,someoftheteachersofGuangzhouCHighSchooldonotpayattentiontotheoverallteachingwhendesigningunits,andoftenonlyfocusonthedesignofasingleclasshour.Inadditiontothese,teachersalsoneglectthereconstructionofEnglishtextandtheconnectionbetweenclasshours,whichmakestheclasshoursofeachuniteasytobeseparatedfromeachotherandhasnooverallunitawareness.ThesefactorswillleadtothelackofcultivationofEnglishthinkingabilityofseniorhighschoolstudents.6StrategiesforimprovingSeniorHighSchoolStudents'EnglishReadingAbility6.1CultivateEnglishReadingHabitsofSeniorHighSchoolStudentsEnglishreadingteachingisaboringprocess,whichmakesstudentseasilyloseinterestandfailtodevelopgoodreadinghabits.Howtoimprovethecurrentsituation?Inthisregard,Englishteachersshouldseriouslyconsidertheproblemofstudents'EnglishreadinghabitsinGuangzhouCHighSchool.Theauthorsuggeststhatteachersshouldprovidestudentswitharelaxedandpleasantlearningenvironment,letthemimperceptiblyloveEnglishreading,stimulatetheirinterestinlearningEnglish,andchangefrompassivetoactive.Theteachercanchoosesomereadingmaterialswithstorylines,letstudentsreadaloudaccordingtotherole,orperformEnglishperformanceaccordingtothestorycontent,andreadinaninterestingway,sothatstudentscanparticipateinEnglishreadingmoreactively.StudentscanchoosetoreadsomeEnglishmagazines,books,etc.Byimproving