Deep Reading in Senior High School English: Differentiated Teaching Strategies for Different Genres

JiaoQian Wang

doi:10.63313/ESW.9129

Authors

JiaoQian Wang School of Foreign Languages, China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/ESW.9129

Keywords:

Senior High School English, Deep Reading, Text Types, Reading Instruction, Reading Strategies

Abstract

This study aims to address the dilemmas of weak genre awareness and homogeneous teaching strategies in senior high school English reading instruction, which hinder students’ in-depth reading competence and the implementation of core competencies. Adopting the methods of experience summarization and case analysis, this research constructs genre-specific, operable deep reading strategies based on deep reading theory and the Activity-based Approach to English Learning. The strategies are tailored to three typical genres: narratives focusing on emotion and narration, expositions concentrating on logic and information, and argumentative texts centering on claims and reasoning. Typical texts from the FLTRP senior high school English textbooks are used for demonstration. The results show that the differentiated strategies can effectively guide students to shift from superficial information extraction to in-depth meaning construction and help teachers carry out targeted teaching. It is concluded that integrating genre features with deep reading is crucial to improving students’ discourse interpretation, logical thinking and critical reflection abilities, thus promoting the cultivation of English core competencies.

References

[1] Ministry of Education of the People’s Republic of China. General High School English Curriculum Standards (2017 Edition) [M]. 2nd ed. Beijing: People’s Education Press, 2020.

[2] Yu, W. (2025). An Exploration on the Implementation Strategies of Deep Reading Teaching in Senior High School English. Shanghai Educational Research, (3), 81–88.

[3] Dai, H. M. (2022). Practice of Deep Reading Teaching in Senior High School English Focusing on Thinking Quality. Foreign Language Teaching in Schools, 45(6), 48–53.

[4] Huang, Y. Z. (2017). Word Meaning Concepts and Senior High School English Deep Reading Instruction. Curriculum, Teaching Material and Method, 37(9), 85–90.

[5] Lu, J., Kang, S. W., & Liang, W. X. (2023). Deep Reading Instruction in Junior High School English Based on Authentic Problem-Solving. Foreign Language Teaching in Schools, 46(6), 60–64.

[6] Cui, L. H. (2019). Integration of Content, Language, and Thinking: A Study of Junior High School English Reading Instruction Reform. Shanghai Educational Research, (11), 93–96, 88.

[7] Li, Y. Y. (2020). Deep Reading Instruction in English Based on Macro-unit Design. Journal of Teaching and Management, (28), 46–48.