Discourse Analysis Helps Senior High School English Reading Teaching —Take the Reading Part of Unit 2 Be sporty, be healthy in High School English (Oxford Translation Edition) Book 2 as an Example

2021 ◽  
Vol 3 (3) ◽  
pp. 451-456
Author(s):  
Zhou Ruonan
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Senior High School ◽  
High School English ◽  
English Reading ◽  
Reading Teaching

scholarly journals The Application of Activity-based Method in English Reading Teaching in Senior High School

2021 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Xuejuan Duan
Keyword(s):  
High School ◽  
Senior High School ◽  
Learning Activities ◽  
High School English ◽  
English Curriculum ◽  
Modern Information Technology ◽  
English Reading ◽  
Modern Information ◽  
The Times ◽  
Reading Teaching

Activity-based method in English reading teaching in senior high school is put forward in the new National English Curriculum Standards for Senior High School (NECS). With the development of the times, the demand for hundreds of thousands of senior high school English teachers is changing, because educators stress a great attention to the application of the modern information technology and activity-based method. Therefore, around how to apply English activity-based method in the reading teaching in high school, this paper designs three learning activities to address the problems of the traditional teacher-centered teaching and the knowledge-orientated leaning. The result of this study can penetrate the consciousness of practical meaning into the frontline teachers by fully understanding the new conception and implementing it based on their own teaching needs.

scholarly journals An Empirical Study of Application of Multimodal Approach to Teaching Reading in EFL in Senior High School

2020 ◽  
Vol 15 (02) ◽  
pp. 98
Author(s):  
Xuequan Pan ◽  
Zhixin Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Teaching Experiment ◽  
Senior High School ◽  
Teaching Approach ◽  
School Students ◽  
English Reading ◽  
Reading Teaching

English Reading skill is one of the most important skills for senior high school students who learn English as a foreign language (EFL). However, the present ELF teaching method is still teacher-centered which neglects students’ learning interest and their participation in the process of teaching. In 1990s, Western scholars proposed multi-modal theory which suggests that semiotic resources (sound, images, video, animation, motion, color, facial expressions, etc.) can be used to stimulate different senses of students so as to improve their learning efficiency. The present study is intended to apply the multi-modal approach to EFL reading teaching in senior high school and tries to find out whether the multimodal teaching can stimulate students’ interest in English reading and improve their reading proficiency. In this study, with students of a high school in Anhui in China as the research subjects, an English reading teaching experiment was carried out. The analysis of data collected from reading tests and questionnaires indicates that the application of multi-modal teaching approach in high school EFL reading teaching can stimulate students’ interest in English reading and improve students’ English reading proficiency, and that most students take a positive attitude towards multimodal teaching approach.

scholarly journals Research on Strategies to Effectively Promote English Reading Teaching in Junior High School

2020 ◽  
Vol 9 (2) ◽  
pp. 55
Author(s):  
Haohao Xu
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
Junior High School ◽  
Junior High ◽  
Learning Goals ◽  
School Students ◽  
High School English ◽  
English Reading ◽  
Reading Teaching

Reading is not only one of the purposes of English teaching, but also an important way of English learning. Students’ knowledge of English reading enables them to read effectively. At this time, students’ reading focus will gradually shift from learning to using English to obtain information and experience the real purpose of English reading. The traditional junior high school English reading teaching can’t meet the requirements of the new curriculum reform and helps students achieve their initial learning goals. Based on the basic theoretical knowledge of English reading teaching, this article analyzes the problems encountered by teachers and students in the process of English reading teaching, and puts forward the corresponding countermeasures, hoping to promote the level of junior high school students’ English reading teaching.

scholarly journals Interpreting Core Competencies of English as a Subject in China

2021 ◽  
Vol 17 (3) ◽  
pp. 143
Author(s):  
Juan Ma
Keyword(s):  
High School ◽  
Cultural Awareness ◽  
Core Competencies ◽  
Senior High School ◽  
Learning Ability ◽  
The Core ◽  
English Reading ◽  
Teaching Design ◽  
Reading Teaching ◽  
English Subject

The proposal of core competencies of English subject conforms to the goal for talent training, which puts forward higher requirements for English teaching. The core competencies of English subject include language ability, learning ability, thinking quality and cultural awareness. It emphasizes the development of students' core competencies, the cultivation of students' correct values and attitudes, and the realization of the educational value of English subject. Interpretation of the core competencies of English subject helps teachers to grasp teaching better and deeply, which will be useful for teachers to clearly apply the theories into teaching design, so as to achieve the purpose of educating people in English subject. This article interprets the core competencies of English subject in China and explains the meaning of related concepts: activity view on English learning and English subject ability. On this basis, this thesis will take a teaching design of a reading text in unit 5 in the 4<sup>th</sup> compulsory English book for senior high school students published by People’s Education Press as an example, to illustrate the realization of the core competencies of English as a subject in senior high school English reading teaching, which aims to provide enlightenment for teachers’ English reading teaching in senior high school in China.

scholarly journals The New Teaching Model of the Integration of English Reading and Writing in High School

2020 ◽  
Vol 16 (4) ◽  
pp. 253
Author(s):  
Wang Juan ◽  
Li Qing ◽  
Li Xiaoxue ◽  
Zhao Yuru
Keyword(s):  
High School ◽  
Literature Review ◽  
Teaching Practice ◽  
Difficult Problem ◽  
High School English ◽  
Writing Ability ◽  
Reading And Writing ◽  
English Writing ◽  
English Reading ◽  
Reading Teaching

<p>Reading and writing are two important parts of high school English teaching. Reading is the main way for students to input information, while writing is an important form of outputting information and a comprehensive reflection of students' English ability. Therefore, reading and writing content should be closely linked. However, in the practical teaching practice, teachers often separate reading teaching from writing teaching and fail to guide students to realize the complementary relationship between reading and writing, which often leads to low teaching performance and insignificant learning effects. Therefore, how to effectively integrate reading teaching and writing teaching in the teaching process of reading and writing training, promote writing by reading and lead reading by writing, is a difficult problem facing the majority of high school English teachers. The author found that the combination of class teaching in English reading and writing research can make the student constantly in the process of reading and the author dialogue, communication, and form their own understanding, for active information receiver and further become a have their own sense of readers, so as to do it in writing from time to tome words want to say, have words to say and have words to say, in the emotional attitude and method of writing has had the positive transformation, to improve the writing ability of certain. In addition, the case study of the integration of reading and writing has also improved teachers' professional cognition and teaching level. The first part of the paper introduces the current situation of English writing teaching in senior high school, the problems existing in students' writing, the necessity of combining reading with writing, and the purpose and significance of this study. The second part explains the importance of reading and writing and the ways to improve it through current research and literature review. The third part, through literature review, introduces the relevant research on the combination of reading and writing at home and abroad, and reveals the necessity of the integrated teaching of high school English reading and writing. The fourth part elaborates on the application of reading and writing integration in classroom teaching practice.</p>

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