Teacher Intervention In Teaching EFL Summary Writing In High School

English summary writing,a new type of test combining reading and writing,has drawn the attention of both students and teachers.To the teachers who have long neglected the teaching of writing,it remains a problem worth considering how to effectively impart summary writing strategies to the students as both a competency in using the language and an ability in doing well in examinations.The understanding of teachers' role in students' summary writing will influence the quality of the product,which urges teachers to attach more importance to their intervention when they teach writing.In search of an effective teaching mode of summary writing,the author of this thesis has looked through a large number of related studies from home and abroad.It also identifies the existing problems in current summary writing teaching practices in high school,analyzes the underlying causes,and then puts forward a summary writing teaching mode based on teacher intervention in an attempt to improve students' ability to write a summary.The author conducted an experiment in a high school in Shanghai lasting for six weeks on teaching summary writing.Teacher intervention strategies employed in the control group mainly emphasize how to analyze the structure,locate the main idea and distinguish between a main idea and a supporting detail,and use language appropriately,while the control group received the normal training.Through questionnaire survey,interviews and analysis of students' performances during the tests,the results of the experiment can be shown that teacher intervention,especially in pre-writing process and while-writing language use has improved their summary writing ability and increased their self-confidence in summary writing.The thesis states the results of the research and also attempts to offer some suggestions for the teaching of summary writing in high school.