Developing Post-reading Tasks In High School:from An Output-skill Perspective

The New Round of Curriculum Reform and the New College Entrance Examination place an increasing emphasis on developing students’ comprehensive language skills in language usage and communication.However,in the traditional teaching mode,input is generally considered to be prior to output and the inner relationship between input and output is often neglected,which results in the imbalance between students’ perceptive skills and communicative skills.It also goes against the development of students’ comprehensive language skills.Teaching reading has long been occupying the predominant position in the English teaching classroom in Chinese schools.The current reading class is always-composed of three standard steps,that is,pre-reading,while-reading and post-reading steps.The stresses teachers lay are mainly on the first two steps while teachers’attitude to post-reading stage seems arbitrary.Under the background of the new College Entrance Examination in Zhejiang Province in October 2016,this thesis takes the students in Grade two of a High School as subjects.Firstly,it researches into the current situation of reading classes and students’ output skills,and accordingly,it investigates the major problems in daily post-reading stage.Then,based on output theories,it discusses how to better develop the designing and implementing of post-reading tasks by cultivating students’ output skills.It further explores the feasibility and actual effectiveness through practical lesson cases.The study specifically addresses the following two main questions:1)How are the post-reading tasks designed so that students’ output skill can be developed?2)How can it influence the effectiveness of reading class and enhance students’ output competence?Through case study,conclusions are as follows:1)Teachers need reorient the role of post-reading stage;2)More comprehensive consideration of designing the post-reading tasks is badly needed so that teachers and students can interact harmoniously and actively;3)Teachers need make sure the validity of the first two stages(pre-reading and while-reading stages).Meanwhile,teachers are expected to open their mind to design post-reading tasks which can suits the requirements of the new round reform.Currently,it is still a touch job and calls for teachers’ joint efforts.