introduction

Emphasize the integration of information technology and high school English teaching, and point out the importance of whole book reading in improving students' reading ability and thinking quality. Existing research shows that technological means can improve the effectiveness of reading teaching, but there is a lack of research on the application of corpus technology in the development of reading and writing abilities. The author explores reading teaching assisted by corpus through teaching practice, designs tasks to guide students to deeply understand articles, analyze character personalities and viewpoints, and accumulate writing materials and skills to promote the improvement of reading and writing abilities.

theoretical basis

This article introduces schema theory as the theoretical basis for research, emphasizing the role of schemas in activating students' knowledge and promoting understanding, as well as the importance of constructing discourse schemas in reading and writing processes. The paper takes narrative writing as an example to explore how to use corpus technology to assist students in extracting content and language schemas, in order to enhance their English reading and writing abilities.

Teaching Design of Using Corpus Technology to Promote the Improvement of High School Students' English Reading and Writing Abilities

Through the specific case study "Multidimensional Reading" (Level 22) The Poisoned Pen, this paper explores how to use corpus technology to assist high school English whole book reading classroom teaching, in order to enhance students' English reading and writing abilities. The study established two small corpora and used AntConc 3.2 as a retrieval tool. Firstly, students were guided to predict the main idea of the article through keywords. Then, by analyzing the semantic connotation and co-occurrence of keywords, the story plot, character personalities, and inferred viewpoints and attitudes were sorted out. In addition, teachers have designed activities to focus students on language use and accumulation, such as batch searching for action description words and rhetorical features, analyzing story writing techniques, and classifying and coding based on the language features of the story, in order to improve students' English writing ability.

conclusion

Emphasis was placed on the significant advantages of corpus technology in enhancing high school students' English reading and writing abilities. Through teacher guidance, students can analyze language materials in depth and improve their ability to process and analyze contexts. In reading, students can quickly grasp the main idea of the text, analyze the meaning of local contexts, and infer the views of characters. In writing, the examples presented by the teacher help students learn language forms, form language patterns, accurately use vocabulary and rhetoric, and enhance the readability of the article. This model is a beneficial attempt to integrate information technology with daily teaching, which can enhance students' thinking ability and promote the improvement of English reading and writing skills. But there are also problems, such as dense information on the corpus interface, cumbersome operation, and insufficient awareness and proficiency of teachers and students in using it. Teachers need to deepen their understanding of corpus technology and effectively apply it in teaching.