The Practice Research On The Reading Teaching Of English Discourse In Higher Grades Of Primary School

In 2001, ‘The English curriculum standard of Shanghai primary and middle schools’ was issued, which reflected the idea of ‘the second-round curriculum reform’of Shanghai, clarified the curriculum goal and the content requirements, described the specific requirements of the skills of English: listening, speaking, reading and writing in six levels. The idea makes the curriculum goal orientation from a single target language knowledge to the fusion of language skills, learning strategies, emotional attitude and cultural awareness, which leads the diversified teaching materials.The contents transform from the ‘drills model’ to ‘discourse situation model’, which prompted the teaching mode from ‘word drills’ gradually transformed into the combination of ‘topic, context and pragmatic’.Teachers should design progressive reading teaching activities in pre-task, while-task and post-task procedures in the real context. During the reading process, teachers can analyze, guide and regulate the students’ mental state, way of thinking and reading method. Teachers can use reading strategies to help students grasp the basic skills of reading and stimulate students thinking ability, which gradually improve pragmatic competence.This paper is divided into five chapters. The first chapter is the introduction of the research background and significance of this paper, the definition of the concept,research objectives and content, research methods and process are described.In the second chapter the author analyzes the significant effect of four reading models on reading teaching, the interpretation of language learning from English reading theory, and the significance of discourse reading teaching based on Constructivist learning theory.In Chapter Three, the author discusses the principle and basis for the selection of English textual material, and studies the relationship between the reading materials and students’ interest in reading, using two questionnaires from students and teachers.The study on the requirements and strategies about the reconstruction of textual content is combined with teaching cases.In Chapter Four, the author explores the implementation of effective teaching mode of a whole unit based on the three stage: Pre-reading, While-reading and Post-reading. Different reading activities are designed to activate students’ thinkingability, guide and train students to use proper reading strategies to improve their reading speed and accuracy, using the case specifically elaborated discourse reading teaching process, and provide prompt students to take the initiative in after class reading effective method.The fifth chapter is the analysis of the implementation effect of primary school English discourse of classroom teaching and the conclusion of the thesis.