The Application Of Textbook Drama Supplementary In English Post-reading Phase In Middle Schools

The "PWP" reading teaching module is used commonly in modern English reading classes.The post-reading activities focus on the consolidation and application of what they have learned.On the basis of understanding the content,students can combine relevant topics,viewpoints,and knowledge together.Post-reading activities have very important position in reading teaching.However,judging from the current status of middle school English reading teaching,the post-reading part is often not paid attention.Many teachers only pay attention to the explanation of language knowledge and the practice of a single form,ignoring the students’ understanding and application of the knowledge they have learned,resulting in low interest and low reading ability.The textbook drama refers to the performance of an image transformed from abstract texts used for reading.It not only can test the reading effect of students,but test the application and consolidation of the language.It is an important form of language output for students and plays an important role in promoting students’ reading interest and reading ability.This study is to apply the textbook drama supplementary teaching in the post-reading stage.Through the experimental study of the textbook drama supplementary teaching in the post-reading stage of reading teaching.It is verified that the textbook drama supplementary teaching can improve students’ reading interest and reading ability.Based on the theories of Multiple Intelligence Theory,Construction Theory and Compulsory Education English Curriculum Standard(2011 Edition),the author applies the textbook drama supplementary teaching method to middle school English reading teaching and conducts an empirical research on the following issues:1)Can the application of textbook drama supplementary in English post-reading phase enhance students’ interest in reading and improve the students’ initiative in reading class?2)Can the application of textbook drama supplementary in English post-reading phase enhance students’ reading ability and improve students’ reading achievement?The experimental subjects of this empirical study are two parallel classes of the grade7 in Liaocheng Sanming Middle School.There are fifty students in each class.And the research cycle is one semester.In order to contrast better,the author used the textbook drama supplementary teaching method in the post-reading of the experimental class which was taught,while the control class still used the traditional teaching method.Through the questionnaires,tests and interviews to get the relevant data,and have a analysis of the resulting data.The results of this study show that the application of the textbook drama supplementary teaching method in post-reading stage can enhance students interest in reading,enhance the students’ initiative in participating in the classroom,improve students’ reading ability and improve students’ reading performance.