A Case Study Of Post-reading Activity In Senior English Reading Class

The teaching of reading has always been receiving much attention in China’s foreign language teaching.At present,three-stage teaching model for English reading is widely adopted in the classroom of language teaching and each stage has specific purposes and activities.The post-reading activities in post-reading stage focus on students’ language use and deep understanding about the text.For the students in senior high school,they are definitely supposed to be trained the quality of thinking and the ability of using language.Therefore,the quality of post-reading activity would affect the achievement of teaching objectives as well as students’ comprehensive language use ability.The purposes of above are to analyze the post-reading activity used by different teachers’ and provide some valuable suggestions for English teachers to apply the appropriate post-reading activity in reading class.The subjects involved in the study were eight videos of the eleventh English high-quality model class in Senior High School.The author did classroom observation method by watching the videos of English high-quality model classes.Then different post-reading activities used by different teachers were analyzed one by one from three aspects,namely the types of post-reading activities,the thinking levels which post-reading activities reflect according to the revised Bloom’s taxonomy of cognitive levels and the consistency between students’ language input and output.The results showed that various types of post-reading activities are used in English high-quality model classes.More than half of the post-reading activities are text expansion activity,including discussion,continuing writing,and role-playing,especially the activity of discussion is the most frequently used in all post-reading activities.Besides,teachers pay more attention to the cultivation of higher-order thinking in post-reading activities.The proportion of higher-order thinking is greater than lower-order thinking,especially the level of creating and evaluating in Bloom’s taxonomy.In the high-quality model classes,teachers are more inclined to train students’ higher-order thinking in the post-reading stage.What’s more,the author found that students’ language output can be basically consistent with the language input,but the consistency in different classes with the levels of high and low.It is suggested that teachers should apply different types of post-reading activities and the cultivation of students’ higher-order thinking should be emphasized in post-reading activity;the consistency between students’ language input and output should be improved during the post-reading stage.