Teaching Design Of English Reading

It can be found that the reading sections of the New Senior English for China(referred to NSEC of 2019)and the Old Senior English for China(referred to OSEC of2007)published by People’s Education Press exhibit striking difference.In addition,the instructional design of English reading can be inspired,enriched and promoted by comparing the same or similar themes of the old and new editions of textbooks.The two points mentioned above are also the research questions of this research,i.e.,the specific similarities and differences between the reading sections of the two editions and how to effectively design high school English reading instruction.Consequently,this research makes a systematic comparison of these two reading sections by using Cheng Xiaotang’s Systematic Textbook Evaluation Method based on National English Curriculum Standards for Senior High Schools(2017).At the same time,this research tries to put forward some new ideas about the teaching design of English reading in senior high school based on the comparison.Through systematical and comparative analysis,the conclusion can be drawn that there are great differences of the reading sections between NSEC of 2019 and OSEC of2007,including teaching guiding ideology,content selection and arrangement,plate design,topic and text selection and the selection of illustrations etc.In general,compared with the old editions,the reading teaching of the new editions emphasizes the practice of the View of English Learning Activities and the fostering of students’ disciplinary core literacy by setting up contexts in the classroom.Therefore,by applying the Comprehensive Approach of EFL Reading Instruction and the View of English Learning Activities,the author tries to discuss how to better design English reading teaching and proposes some new ideas about the instruction design of senior high school English reading which cover the following aspects: 1)teachers should take reading teaching as a kind of teaching research and constantly improve the professional level of teaching through constant practice,reflection and adjustment;2)teachers should focus on the cultivation of students’ comprehensive reading vision;3)teachers should do multi-dimension interpretation of the reading discourses;4)teachers can take the types of reading discourses and topics,language characteristics,reading skills,and the use of illustrations as cut-in points to design reading teaching.In summary,this research makes systematical summarization and analysis of the similarities and differences between the reading sections from the new and old textbooks and puts forward some new ideas of reading teaching design based on the analysis of the comparative results.Therefore,this research has certain value for reading instruction in senior high school English theoretically and practically.However,since this research is mainly based on systematic text comparison and analysis,the conclusion of this research needs to be supplemented and deepened.