An Analysis Of Grammar Teaching Coherence In Junior And Senior High School English Textbooks

In the current high school English textbooks, there are many same grammatical points arranged in the different grades; therefore, the new curriculum standard has made relevant provisions for different stages of the students in the mastery of such grammatical items. However, in the teaching process, different high school teachers may use different methods to teach different grammatical points, which have caused high school grammar teaching coherence problems. Attributive clause, which is the key grammatical point in the first semester of Grade 3 in junior high and the second semester of Grade 1 in senior high, is a typical coherent grammatical point in high school English teaching. By classroom observation of this grammatical point in high school, and in combination with analysis of high school English textbooks, an incoherent problem arises in attributive clause teaching in junior and senior high school teachers'teaching process.The paper will review two classic language teaching methods, the grammar-translation method and the communicative language teaching approach; and take Williams, Richards and Tomlinson who put forward the teaching analysis principles as the theoretical support. The main body of the paper will firstly analyze the arrangement of the teaching process of attributive clause in the third grade of junior high, with the combination of teaching curriculum requirement, so that the school teachers at this stage may only focus on the usage of relative pronoun and the explanation of restrictive attributive clause, applying learning strategies (cognitive, and metacognitive strategies) and learning styles (visual, audio kinesthesia and analytical styles) of junior high school students to analyze the rationality of the students'learning attributive clause to such a degree at this stage, and make a comparative analysis with the requirement of curriculum and the needs of students, as well as the teaching methodology used by junior high school teachers on teaching attributive clause, according to classroom observation. Secondly, the arrangement of the teaching process of attributive clause is analyzed in the first grade of senior high, with the combination of the cognitive improvement and curriculum requirement for further study of this grammatical item, applying Krashen's Input Hypothesis theory (i+1) to analyze how to teach more about attributive clause to the senior high students who have already learned some basic knowledge about attributive clause, and then to teach them further about non-restrictive attributive clause and the usage of relative adverb, together with the requirement of curriculum and the needs of students, as well as the teaching methodology used by senior high school teachers for teaching attributive clause, based on classroom observation, so as to provide reference for senior high school teachers in teaching such grammatical item. Meanwhile, this paper also puts forward some suggestions, for instance, when teaching such kind of coherent grammatical points, senior high school teachers may firstly have a full understanding of the teaching contents and curriculum requirement, as well as the students'current English level, so that teachers can make a flexible change of their teaching methodology and teaching contents to meet students' need, thus achieving a better teaching effect.