The Use Of Planned Questions And Unplanned Questions In High School English Reading Teaching By Student Teachers

The nation is having the new curriculum reform in high school education and proposing the Core Skills in all subjects. What's more, the relevant studies find that there are some deficiencies in classroom questioning by high school English teachers. Besides,student teachers who lack teaching experience can only follow their teaching plans step by step and can't make good use of the generation resources. Thus, this study aims to explore the use of planned questions and unplanned questions in high school student teachers'reading classes.This study describes the features of planned questions and unplanned questions in Chinese high school student teachers' English reading class through the analysis of the nine reading lessons of eight student teachers from Nanjing Normal University. By following their process of lesson presupposition, collecting their teaching plans and PowerPoint,transcribing the audio-recordings of their lessons and analyzing their interview materials,this study explores the distribution of planned questions and unplanned questions in different student teachers' classes and in different teaching processes of different student teachers. This study also explores the achievement of the presupposed teaching goals in student teachers' classes and the reasons behind it. In addition, it discusses the generation situations of unplanned questions in their classes.The results show that there are more planned questions than unplanned questions in student teachers' reading classes; there are more planned questions and unplanned questions in the while-reading part than in the pre-reading part and in the post-reading part.The results indicate that most student teachers can't finish their presupposed teaching goals and there are three reasons: firstly, the student teachers have too much control over the class which leaves less space for generation; secondly, student teachers don't have good management ability about the class; thirdly, student teachers can't well presuppose appropriate tasks in accordance with the students' ability even if they have some knowledge about the level of their students. There are three generation situations of unplanned questions in student teachers' classes, namely, when the teaching content is related to students' real life, when there are disagreement between students and student teachers and when there are information gap between students and student teachers.Thus, according to the results, this study proposes three implications for student teachers: teachers should make precise and sufficient presupposition before class; teachers should have good knowledge about the generation situations of unplanned questions and make good use of them; teachers should develop their questioning tact.