Text Selection Strategies and Teaching Approaches for Multiple Text Reading in High School English Based on Thematic Meaning

Heng Ma

doi:10.63313/ESW.9125

Authors

Heng Ma China West Normal University, Nan Chong, Sichuan Province, China Author

DOI:

https://doi.org/10.63313/ESW.9125

Keywords:

Thematic Meaning, High School English Reading Instruction, Thematic Meaning Exploration, multiple text Reading, Text Combination Strategies, Deep Learning

Abstract

High school English reading instruction often relies on close reading of single texts, leading to fragmentation, weak thematic integration, and limited critical thinking. Multiple text reading, which fosters intertextual dialogue, effectively addresses these issues. Guided by unit themes, this approach broadens perspectives and aligns with core English literacy requirements. Using the “Human and Society” theme and taking Unit 4 A Glimpse of the Future (FLTRP) as an example, this paper selects A Boy’s Best Friend and Satisfaction Guaranteed (PEP) for multiple text reading. It designs a thematic-meaning-centered lesson and proposes three text combination strategies: heterogeneous pairings, conflicting viewpoints, and Chinese-Western cultural comparisons. Additionally, a four-stage progressive teaching framework is developed: theme identification to issue generation, comprehensive reading to structured analysis, text comparison to thematic understanding, and thematic elevation to expressive transfer. This framework helps students construct thematic meaning deeply while enhancing critical thinking, cultural awareness, and language proficiency.

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