Proper Use Of Translation In Senior High Schools’ English Teaching

English teaching methodology is a complex system. In the past, wemainly adopted the grammar translation method, aiming at cultivatingstudents ability of reading and translation. At present, the task-basedteaching is well received.Although we have made splendidachievements in our education, there are still lots of problems. Forexample, test scores are the only way to evaluate our teaching.Students work hard to master some skills for the examinations, andalthough they have improved their test results, they do not have thebasic communicative competence.According to the prediction ofsome translation scholars on science and technology, in the21stcentury, technology translators will mainly come from professionals whoare good at English, rather than graduates from foreign languagecolleges. Translation is playing a more and more important role.With thepopularity of the communicative teaching approach and task-basedteaching method, is translation teaching outdated? How can we trainthe ability of translation? Whether should we completely abandongrammar translation? These questions are what high school Englishteachers face nowadays. Translation is one of the five skills of Englishlearning. While in senior middle school, we should strengthen theteaching of translation, and attach importance to the unique role oftranslation in English teaching.Of course, this paper does not aim tooppose and deny the communicative approach and task-basedteaching, neither do we want to return to the era when grammartranslation ruled the teaching of a foreign language. We just try toexplore whether it’s possible to cultivate the student’s translation in dailyEnglish teaching. We mean to make full use of the advantages oftranslation and establish a model in which the grammar translationmethod and the communicative teaching method combine with each other. Our purpose is to achieve better results in English teaching.