ABriefAnalysisofenglishteachinginseniorhighschool

1、 abriefanalysisofenglishteachinginseniorhighschool abstract:classroomteachingisthemainwayforstudentstolearnenglish.butinseniorhighschool,alotsofprobelmsstillexsitintheenglishteachingespeciallyintheteachingofreadingandwriting.inthispaper,theimportanceandmethodsofreadingandwritingwillbefurtherdiscusse

2、d.keywords:readingwritingtechniquesintroduction:classesshouldbelearner-centered,withmeaningful,functionalactivities,often,classesbeginbyfindingoutwhatthestudentsdontknow.theseclassesoperateontheassumptionthatthereisagreatdealofinformationthatstudentslackandthattheteacherandtextbookswillimpactthatinf

3、ormationtothestudents.teacherswhoholdthisassumptionviewstudentsasplantswaitingpassivelytobefedandwatered.butithinkthestudentsshouldberegardedasexplorers,activelearnerswhobringagreatdealtothelearningprocessandatthesametime,drawfromtheirenvironmentastheydevelopnewunderstandings.thebasicprinciplewillbe

4、usedintheteachingofreadingandwriting.sectionone-howtoteachreadingi.whyteachreadingtherearemanyreasonswhygettingstudentstoreadenglishtextsisanimportantpartoftheteachersjob.inthefirstplace,manyofthemwanttobeabletoreadtextsinenglisheitherfortheircareers,forstudypurposesorsimplyforpleasure.anythingwecan

5、dotomakereadingeasierforthemmustbeagoodidea.readingtextsprovidegoodmodelsforenglishwriting,provideopportunitiestostudylanguagevocabulary,grammar,punctuation,andthewaytoconstructsentences,paragraphsandtexts.lastly,goodreadingtextscanintroduceinterestingtopics,stimulatediscussion,exciteimaginativeresp

6、onsesandbethespringboardforwell-rounded,fascinatinglessons.thelastbutnottheleast,studentsmustreadwidelybecauseonlyafractionofknowledgeabouttheworldcancomefromotherexperiencesintheirshortlives.ii.whatkindofreadingshouldstudentsdo?whentheteachersgivereadingclasstostudents,theyshouldnoticeabalance-abal

7、ancetobestruckbetweenrealenglishontheonehandandthestudentscapabilitiesandinterestsontheother.thereissomeauthenticwrittenmaterialwhichbeginnerstudentscanunderstandtosomedegree:menus,timetables,signsandbasicinstructions,forexample,and,whereappropriate,teacherscanusethese.butforlongerprose,teacherscano

8、ffertheirstudentstexts,which,whilebeinglikeenglish,areneverthelesswrittenoradaptedespeciallyfortheirlevel.anyway,thematerialstobereadshouldbeinterestingandmeaningful.teachersshouldbecomebetteracquaintedwithbookswrittenspeciallyforteenagersanddealingwiththeirproblems.iii.whataretheprinciplesbehindthe

9、teachingofreading?i)permitstudentstoreadnoonehaslearnedtoswimbypracticingtheskillsofbackstrokes,flutterkicksortreadingwaterwhilestayingontheedgeoftheswimmingpool.yet,intheteachingofreadingteachersoftendojustthat.ratherthanletthestudentsinto“thewater”,teacherskeeptheminskillsbookslearningrulesaboutle

10、tters,syllablesordefinitionsofwordsratherthanlettingthemintothebookitself,permittingthemtobeimmersedinthelanguagewhichcomesfromtheauthorsasthereaderstrytoreconstructthewrittenmessage.ii)encouragestudentstorespondtothecontentofareadingtext,notjusttothelanguageofcourse,itisimportanttostudyreadingtexts

11、forthewaytheyuselanguage,howmanyparagraphstheycontainandhowmanytimestheyuserelativeclauses.butthemeaning,themessageofthetext,ismuchmoreimportant.teachersshouldhelpstudentsunderstandthatthemainreasontoreadisforthem.theyhavetohavetheirownpurposetoreadandreadingmustmakesense,theyhavetofindwaysofdoingso

12、methingaboutit.theyshouldbeencouragedeithertorereadortocontinuereadingtogainmeaning.buttheymustrealizethatthemeaningisnotintheteacher,butintheinteractionbetweenthereaderandauthor.studentsshouldbeencouragedtoaskthemselvesrepeatedly,“doesthismakesensetome?”studentsshouldbeencouragedtorejectandtobeinto

13、lerantofreadingmaterialsthatdonotmakesense.iii)encouragestudentstoguessorpredictreadersguessesorpredictionsarebasedonthecumulativeinformationandsyntacticstructuretheyhavebeenlearningastheyhavebeenreading.therefore,theirguessesaremoreoftenthannotappropriatetothematerials.studentshavetorealizethatrisk

14、takinginreadingisappropriate;thatusingcontexttodecidewhatwordsmeanisaproficientreadingstrategyandthattheyhavethelanguagesensetomakeappropriateguesseswhichcanfitboththegrammaticalandsemanticsenseofwhattheyarereading.iv)matchthetasktothetopiconceadecisionhasbeentakenaboutwhatkindofreadingtextthestuden

15、tsaregoingtoread,teachersneedtochoosegoodreadingtaskstherightkindofquestionsandusefulpuzzles,etc.askingboringandinappropriatequestionscanunderminethemostinterestingtext;themostcommonplacepassagecanbemadereallyexcitingwithimaginativeandchallengingtasks.workingingroups,theenglishteacherandstudentstaketurnsaskingeachotherquestionsfollowingthereading.theteachermayask,“whatisthesignificanceofthecharactersage?”thesequestionsrequ