Reflection On The Post-reading Class Activities In The Teaching Of English In High Schools

The Pre-reading,While-reading and Post-reading(PWP)English reading class is widely applied in high schools in China.Post-reading stage is extension and sublimation of reading as well as internalization of reading materials in English reading teaching.It is also a stage where students and teachers can evaluate the effectiveness of reading class.In addition,it is a critical follow-up step to consolidate and apply newly acquired knowledge.Therefore,the design of post-reading activities has become an important link to improve students' ability to use language.However,due to a variety of problems of the design in post-reading activities,the post-reading stage is always ignored and fails to achieve its aims.In view of this reality,the researcher adopts classroom observation and script analysis to study post-reading activities of high-quality English teachers in high schools,explores their teaching characteristics and helps high school English teachers to improve their designs of post-reading activities.The research chooses course videos of fifteen English teachers who participated in the Tenth National High School English Teaching Demonstration Class in Chongqing in 2016 as research object,adopts classroom observation as main research method,takes script analysis as supplementary means,and takes teachers' teaching and students' learning as main perspective of observation.Moreover,the researcher takes the number and types of post-reading activities,the relevance between post-reading activities and the theme of reading texts,the consistency between student's language output and language input in post-reading activities,students' participation,and duration of post-reading activities as main observation points.The researcher compiles the Observation Table of Post-reading Activities of High-quality English Reading Class in High Schools and uses some statistical tables to deal with the relevant data of post-reading activities,so as to record actual situation of high-quality English reading class teaching in high school.Based on Constructive Theory and Language Input and Output Theory,the researcher summarizes characteristics of post-reading activities of high-quality English reading class in high schools,analyzes their strength and weakness,and provides some advices on the design of post-reading activities for English teachers in high schools.Research findings are summarized as follows.Firstly,teachers of high-quality English reading class in high school all attach importance to post-reading activities and design various and flexible post-reading activities.Secondly,the duration of post-reading activities is moderate.Yet,preparation time is too short.Thirdly,students' participation is active in post-reading activities.Besides,post-reading activities are closely related to the theme of reading texts.What's more,language output and language input of students in post-reading activities are basically consistent.In view of these above research findings,this paper suggests that high school English teachers should study teaching objectives and content carefully,and select targeted method of post-reading activities.They also should make sure that the duration of post-reading activities is proper and leave certain time for students to prepare.Besides,teachers are supposed to enhance the breadth of students' participation and students' positive attitude in post-reading activities.In addition,teachers should strengthen the theme consciousness of students and carry out output activities based on the theme.