1. On English Teaching in Senior High School
1. 1 The development of senior high school students' English skills is unbalanced.
In recent years, the education department has been emphasizing the improvement of students' English practical ability, but at present, English reading teaching in most colleges and universities in China is still in a weak link, and the reading ability level of high school students has not achieved the ideal effect. In colleges and universities, although teachers have repeatedly trained high school students in English listening and writing, their English reading practice is less, which leads to the embarrassing position of low efficiency and many mistakes in English reading. Most students don't realize the importance of English reading ability. Some university teachers emphasize the importance of English words and grammar in daily English teaching, which leads most students to think that memorizing English words and grammar is the most important thing in English learning, but they don't realize the original intention of learning English mainly to communicate with others, and ignore the role of English reading ability in daily communication. For example, Jeffrey, 26, has just been demoted for the second time in half a year. In this sentence, down-sized means "losing weight". If high school students don't pay attention to the practice of English reading ability, they may not even know what happened to Jeffrey. In high school, some teachers pay too much attention to students' mastery of standard answers when training their English reading ability. In this reading practice mode, students usually read around the answers without paying attention to the genre and keywords of the article. This reading training mode is not conducive to the improvement of students' English reading ability.
1.2 Senior high school students did not cultivate good reading habits.
It is found that most senior high school students are used to translating their reading contents into Chinese when reading articles, which not only seriously affects the reading speed, but also makes students feel that reading articles is text translation, and fails to grasp the main idea of the articles. Some high school students like to summarize the main idea of the article according to some sentences in each paragraph when reading the article. These students not only "cut corners" in reading, but also can't analyze the primary and secondary paragraphs according to the structure of the article for a long time, which will lead to the high school students' inability to understand the logical structure between paragraphs. The present situation of senior high school students' English reading can be divided into two points: first, senior high school students rarely or never read English documents outside the text; Second, most teachers don't introduce the relevant content of the article to students in teaching, and teachers only pay attention to explaining the knowledge points, key points and difficulties.
2. Introduction of discourse analysis theory
"Discourse" is the language unit actually used, and it is the whole language composed of a series of paragraphs or sentences in the process of communication. Functionally, it is equivalent to a communicative behavior. Discourse can be divided into written and spoken language, dialogue or monologue. The ultimate goal of English teaching is to let students exchange ideas and obtain information in English, and the exchange of ideas and information is carried out in a certain environment. The use environment of English should include not only language knowledge, but also cultural background, pragmatics and cognition. Discourse analysis has absorbed scientific research achievements including linguistics, semiotics, anthropology and psychology. Discourse analysis is helpful to develop senior high school students' English language ability, reading ability and verbal communication ability.
3. The specific application of discourse analysis
3. 1 read ahead
The purpose of pre-reading is to stimulate students' interest in English reading, pay attention to the theme and enrich their background knowledge through effective guidance. The understanding of background knowledge is greater than that of language knowledge. If necessary, explain the difficulties and clear the obstacles for students' next reading.
3.2 reading
When reading, you can carry out competitions and other activities to improve students' interest and level in English reading, such as speed reading, through which students can roughly grasp the structure and significance of the article and answer questions; You can also use intensive reading to let students grasp the profound significance contained in the article. In senior high school English reading teaching, reading articles with various activities can effectively improve students' reading ability.
3.3 feelings after reading
After reading, students can retell, evaluate and perform the content of the article through group discussion, so as to deepen their understanding of the article, improve their English reading level and deepen their language adaptability.
4. Conclusion
Reading is the basis of language communication. Learning any language requires a lot of reading. In English learning, English is not only an inevitable way to learn knowledge, but also an important means for students to obtain information. English teaching in senior high schools should change the traditional teaching mode that only focuses on vocabulary and syntax, and pay more attention to the historical background of English and the reading of English documents. Teachers can make use of the characteristics of texts in senior high school English teaching, strengthen students' reading ability, enrich their knowledge, and finally improve their comprehensive English level.