| In 2013,the Ministry of Education launched the revision of senior high school curriculum.In 2017,the Ministry of Education issued the new curriculum standard for senior high school English(2017 version),and then added a revised version in 2020.Due to the change of curriculum standards,teaching textbooks have been updated.Therefore,this study is based on the General High School English Curriculum Standards(2017 edition,2020 revision)and combined with Cheng Xiaotang’s internal evaluation to compare the reading texts of the new and old PEP senior high school English textbooks in terms of thematic context,discourse types,reading skills examined in the reading texts and discourse difficulty,so as to find out the changes in the reading texts of the two editions.This paper aims to solve the following two problems: 1.What are the main changes in the reading texts of the new and old PEP senior high school English compulsory textbooks in the following four aspects:(1)thematic context,(2)discourse types,(3)reading skills examined in the reading texts,(4)discourse difficulty.2.What are the suggestions for the use of reading texts ?The results show that: 1.(1)the theme of the new textbook has the characteristics of richness and diversity.All the reading texts are related to the three thematic contexts of human and self,human and society,human and nature,and the choice of theme group is very close to the learners’ daily life.And the new edition of each volume in the choice of theme group is more inclined to history,social culture,environmental protection,science and technology these three theme groups.(2)The discourse types of the new edition are various.Narrative discourse type accounts for a large proportion of reading text,followed by expository text,which accounts for a higher proportion than the old version.(3)The new version adds two reading skills:identifying key words and concepts to quickly find target information,and understanding the meaning conveyed by non text resources in multimodal discourse.(4)The rate of new words,the difficulty of sentences of the new version are all lower than those of the old version.The readability of the new edition is similar to that of the old edition.2.When teachers are teaching,in addition to explaining the reading text in books,teachers should also continue to expand the relevant knowledge and cultural content so that students can better understand the history and society;so that students can be interested in science and technology,realize the change of science and technology to human life;so that students can establish a correct concept of environmental protection,and be able to learn more In the real life to protect the environment.Teachers should help students to grasp the characteristics of things,and then reveal the essential attributes of things.To improve students’ ability of describing objective events,by learning expository text,students can be clear and logical.Editors hope that students can contact and learn different types of reading texts.Students can be familiar with the common genres in life and grasp the specific structure,stylistic features and expression of different reading texts.It not only helps students to deepen their understanding of the meaning of reading texts,but also helps them to use different types of reading texts for effective expression and communication.Teachers can also find more multimodal information related to the reading text in teaching,so as to improve students’ understanding of multimodal non text information.According to the average level of the class as a whole,teachers can find other relevant materials for teaching when it is difficult to read the text. |
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