A Study Of The Teaching Model:Reciting And Reading English Fluently In The Senior Middle School In China

This thesis is mainly to investigate the practice and effectiveness of a teaching model: "Reciting and Reading English fluently in the Senior Middle School in China". The crucial research question that this thesis explores is: whether this teaching model is practical and effective? This paper illustrates what Reciting and Reading English fluently in the Senior Middle School is, how this teaching model forms, the goal of this teaching model, the originality ,the accessibility and the necessity and also the results of the teaching model are all involved.The greatest difference between the traditional and new model is:l. Who is the focus point in the classroom? 2. In the new teaching model, the students can feel successful when they can recite the dialogue fluently. And when they can use the structures to communicate with other partner, they will feel motivating in learning English.This paper is based on the theory of an American scholar Robinson " SQ3R".Using SQ3R provides a different method of reading textbooks that will most likely enhance understanding and retention of material. S stands for Survey, Q stands for Question and 3R stands for Read, Recite and Review. It's not a quicker way to read a chapter in a textbook but it is likely to reduce the amountof time one will need to spend studying the material immediately prior to the test. This is so because more time is spent actually understanding the chapter when it is read initially. Study period then becomes deepening your understanding of the material.The data analysis is based on the examination results of the students of the Senior One, Senior Two and Senior Three. These results suggest that on the one hand, the students of English on the whole, stimulate the language feeling, and improve the oral, the listening and writing ability. It can alsoenlarge the amount of new words and can speed reading greatly. As for the good students, their English can become excellent. On the other hand, this teaching model also has its shortcoming: first, it is difficult to know whether the students carry out the task or not. It is unlikely to ask each student to recite and read in class because there are over fifty students in one class. Secondly, the reciting and reading task takes up too much time. Meanwhile, in this paper, some new ideas are also included: first, different students need different methods; second, different teaching materials call for different methods; thirdly, different grades need different methods.