Research On Instructional Design Of English Reading In Senior High School Based On Register Theory

High School English reading teaching is an important part of high school English teaching.How to carry out reading teaching effectively has always been the focus of high school English teachers.English reading teaching in senior high school should not only cultivate students’ reading ability,but also cultivate students’ psychological qualities such as attention,observation,perseverance,interest,motivation and emotion,cultivate students’ ideological,moral,artistic,aesthetic and other social and cultural qualities.English reading comprehension scores account for a large part of the total test scores,and students’ reading ability greatly affects their English learning achievements.Students’ reading ability greatly affects their English learning performance.English reading ability is an important part of English language ability.It includes reading speed,information acquisition and judgment.It is actually a synthesis of thinking ability,comprehension ability,general reading ability and judgment ability.Based on register theory and related research on English reading education in high school,this study,which starts with three elements of register,mode,and tenor in Halliday’s register theory,combines teaching practice surveys and test analysis to study high school English.Register theoretical guidance on students’ English proficiency in reading instruction.It answers three main questions: How to apply Halliday’s register theory to reading instruction? What are the teachers’ views on the application of register theory to English teaching? Is education design based on Halliday’s register theory effective in improving students’ reading skills?Through the research,it is found that students often stop at the superficial comprehension when they read a text,that is,searching for key information;moreover,they do not grasp the intention and position of the author in the text,the main idea and the inference of the text,the comprehension ability and thinking ability in reading ability are insufficient,and the use of English reading methods and strategies to help English reading and learning needs to be strengthened.In order to make English reading teaching more scientific,the author applies register theory to English reading teaching.The teaching stage is divided into three stages: field-based English reading teaching at the beginning,mode-based English reading teaching at the end and tenor-based English reading teaching at the end.The purpose of the teaching is to cultivate senior highschool students’ English reading ability through the teaching of English reading guided by register theory.The research process is as follows: at the beginning of the class,teachers create unit contexts by pictures,videos or questions to cultivate students’ cultural awareness and understand western culture and ideas;at the middle stage of the class,teachers make students predict text content by explaining text types,and let students complete the blanks and answer questions to grasp the text structure.At the end of the course,the teacher organizes students,discusses the relationship between the characters in the article,summarizes the main points of the article,and develops the students’ comprehensive reading ability.Through teaching practice and research,reading teaching under context theory teaching can help students develop their English reading ability,which is a feasible English reading teaching mode.The author proposes three proposals:(1)Teachers need to consciously introduce registration theory into the educational process.(2)Teachers need to be flexible in their use of various teaching methods when using register theory in English reading education.(3)Teachers need to pay attention to the subjectivity of students in English language teaching.