I. Introduction
1. Suggestions on curriculum standard teaching activities
The newly promulgated English Curriculum Standard clearly points out that English curriculum in senior high schools should focus on improving students' ability to obtain information, process information, analyze and solve problems in English on the basis of further developing students' comprehensive language application ability, with special emphasis on improving students' ability to think and express in English. The new curriculum standard also puts forward that in order to effectively develop students' thinking and expressive ability, teachers can help students organize information, express their views and opinions, and carry out reading and writing activities in teaching.
2. The enlightenment of the new questions in the college entrance examination.
Task-based reading is a newly added item in the college entrance examination in Jiangsu Province in 2008, which requires candidates to complete charts related to short passages with appropriate words according to the information provided by reading articles. In addition to commonly used tables, charts include flow charts, line charts, tree charts, network charts, etc. This kind of reading question is different from the multiple-choice question in traditional reading comprehension. It combines the requirements of vocabulary, discourse and structure, and is actually a secondary processing process of reading information, paying more attention to the comprehensive application of English knowledge. Therefore, it is necessary to introduce charts into middle school English classes.
Second, the advantages of charts in English reading teaching
Shatalov, a Soviet educator, once made a case study on the teaching of "contour signal" diagram. He believes that the purpose of using charts is to turn the teaching content into a clear chart form, so that students can see it at a glance. Charts can help students perceive the article as a whole and understand its layout and design. The expression intention of charts and written materials is the same, but compared with written materials, charts are more concise, clear and straightforward. The organic integration of charts and English teaching can effectively change students' cognitive style, urge students to integrate old and new knowledge, build a knowledge network, concentrate knowledge structure, and enable students to grasp knowledge as a whole. The application of charts in English reading teaching can effectively cultivate students' ability to acquire and process English information, as well as their ability to think and express in English. At the same time, it can effectively cultivate students' logical thinking ability and generalization ability, improve teaching efficiency and make teaching get twice the result with half the effort.
Third, the application examples of charts in senior high school English reading teaching
1. Use charts to activate students' background knowledge before reading.
Background knowledge refers to the knowledge that learners have acquired (Carrell &; Estellholder, 1983). It usually includes the language knowledge people have learned, the understanding of the genre, writing skills and rhetorical devices of language materials, and the social and cultural background knowledge related to the content of language materials they have learned. Activating students' background knowledge can make them understand the reading materials more thoroughly and gain more knowledge. The accumulation of this knowledge has laid a more solid foundation for the activation of background knowledge in its future reading activities. Using charts to stimulate students' background knowledge is similar to what we usually call "brain".
2. Use charts to deepen students' understanding of the text in reading.
Using charts in text teaching can help students understand the overall outline of the text, form a panoramic view of the text content in their minds, establish a systematic and complete knowledge framework system, effectively sort out and combine the text information, and deepen their understanding of the text.
3. Use charts to improve students' expressive ability after reading.
When students have an overall perception and understanding of the articles they read, reading teaching is not over. Reading is just the process of inputting information. Teachers should also design some post-reading teaching activities, output the information obtained by students, and really improve students' ability to think and express in English. Present language information to students in the form of charts and encourage them to express it orally or in writing. Four, several problems that should be paid attention to in the application of charts.
1, teachers should "read the textbook thoroughly"
The use of chart teaching requires teachers to prepare lessons carefully, especially to "understand the teaching materials thoroughly". Teachers themselves should first determine the structure of the article, sort out the context of the article, extract the main factual details, opinions and attitudes, establish appropriate expressions at different levels, and display them as intuitively, vividly and vividly as possible. Teachers need to work hard in preparing lessons, but also combine charts with other teaching activities and use them comprehensively.
2, the chart should be concise and clear, and the theme is prominent.
The structure of the chart should be simple and clear so that students can see it at a glance. In the teaching process, the reaction time for students to understand the structure or use of charts should be reduced as much as possible, and the language information displayed by charts should be understood emphatically. Avoid complicated chart structure, which makes it difficult for students to understand and hinders the realization of teaching objectives. The theme of language information to be presented and carried by the chart should be single and prominent.
3, chart form should be diversified, avoid by all means a single.
Diversification of forms means that, on the one hand, the structural forms of charts should be diversified, such as the cells, columns, rows, lengths and widths of tables should be changed, and they should not be the same; On the other hand, the types of charts should be diversified, and the choice of tables and schemas should be determined according to the content to be presented or carried. Tables and graphs, graphs and tables can be transformed into each other, and the same language information can be expressed by different graphs. Teachers should be good at choosing and using in teaching, achieve a high degree of unity of form and content, and give full play to the auxiliary role of charts in teaching.
4. The detailed design of the chart should be combined with the students' English level.
Charts can be used to express the theme, structure, main facts and details, the author's views and attitudes and their logical relations. The details of information should be based on the actual level of students. If students' English level is high, they should use language as little as possible to describe it. They can choose words with strong generality, or they can only provide students with prototypes of verbs, leaving enough room for them to play. If students' English level is low, they should be described with corresponding concrete and complete information, and information can be expressed by phrases, and it is best to choose the appropriate tense to facilitate students' understanding, memory and final information expression. Using charts in English reading teaching can make the extracted information clear, easy to understand and easy to remember. In the process of designing charts, we should pay attention to the hierarchical relationship between topics. Arrows or braces can be used to represent the hierarchical relationship of the theme, and it is very effective to use different colors to represent different levels. Therefore, we should pay attention to effectively combine the extraction of information with the accumulation and learning of basic knowledge.
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