A Contrastive Study On Reading Materials Of Senior High School English Textbooks In PEP Edition And Yilin Edition

English textbooks are not only an important source of language input for English learners,but also the basic reference of classroom teaching for English teachers.Reading materials is an indispensable part of English textbooks and they are important sources of promoting students’ language knowledge and cultivating their language skills.The reading skills training under the guide of teacher in the classroom is the main way for students to improve their reading skills.Students’ reading effects are closely related to the choice and design of reading materials in the textbook and the way teacher use them.So text analysis of reading materials in teaching materials.It is of great significance to analyze reading materials in the textbook and research the use of them in actual teaching.With the promulgation of the High School English Curriculum Standards(2017),the new senior high English textbooks that are written based on the new curriculum standards have been supplied to use nationwide since September,2019.This thesis selects two representative versions of the new textbooks that are used widely in most cities,namely New Senior English for China in PEP version and Yilin version,and takes the compulsory textbook(1-3)as an example.The research combines Cheng Xiaotang’s framework of internal evaluation and external evaluation to evaluate reading materials of the textbooks.The internal evaluation aims to explore the similarities and differences between the two versions in the topic context,text type,length,language characteristics and reading activities,using content analysis method.The external evaluation aims to investigate the teachers’ views and their confusion of using the two new editions of reading materials through interviewing 8teachers who are using these two versions of textbook and the results of interviews are processed by grounded theory.This research provides the suggestions for textbook editors and teachers according to the conclusion of the internal and external evaluation.Through the analysis of the five dimensions from the two versions,they have the following similarities: The theme is rich and diverse and is related to our time and life;The number and type of discourse types are large;The amount of new words is large,and the proportion of new words in two version is close;Both settings of Reading activity reflect the view of English learning activities.They have the following differences: the proportion of human and nature is less for Yilin version;the arrangement of the theme is illogical for PEP version;news report discourses are more for Yilin version while exposition is more for PEP version;The average length of sentence and discourse are long for Yinlin version;the length of discourse is significantly progressive increase in PEP version.The complex sentences are more for Yilin version;the simple sentences are and non-standard vocabulary are more for PEP version.The forms of application practical activities are simple for Yilin version;the transfer and innovation activities are less for PEP version.Through external analysis,the research finds that: The teaching materials are difficult,mainly reflected in the difficulty of vocabulary,complex sentences and discourse and there is no gradient in the arrangement of post-reading activities;The amount of teaching tasks is large,mainly reflected in the large number of words,reading,and teaching steps;The class hour is tight;The requirement for teachers and students is high.Based on the comparative analysis of the two editions of new textbook reading materials,this research proposes corresponding suggestions for textbooks editors,teachers and students.Suggestions for textbook editors: For the Yilin version: increase the proportion of man and nature sectors and the proportion of the exposition.Enrich the form of application activities.For PEP version: the arrangement of the length of discourse should be more gradient.The arrangement of theme should be more logical,taking students’ abilities and cognition into account.For two editions textbooks,the difficulties of words,sentences,discourse and reading activities should be more gradient,taking students’ laws of learning and cognition.Suggestions on teachers: the first is to keep up with new curriculum,go deep into new textbooks and integrate,restructure unit content and use textbooks creatively.The second is to activate students’ initiative and enthusiasm before,while and after reading class.Thirdly,to carry out collective and precise lesson preparations.Fourthly,Pay attention to the connection of junior and senior high school to help students lay a solid foundation.Finally,to select exercise guided by the college entrance examination.Suggestions for students:Firstly,pay more attention on the vocabulary learning methods and improve vocabulary abilities;Secondly,combine narrow reading and extended reading.Thirdly,combine in-class training with extracurricular training.