A Study On The Application Of ESA Teaching Model To English Reading Teaching In Junior High School

In English learning,reading is the main way for students to comprehensively use language knowledge and obtain necessary information to improve their comprehensive language ability.Therefore,the importance of teaching reading is self-evident.At present,some teachers adopt the grammar translation method and the direct method,directly explaining key grammar points,words and sentence patterns which leads to a boring process of teaching English reading,a low level of students’ attention and engagement,a low learning efficiency,interest and class participation.In view of these problems existing in the current middle school English reading class,the author applies ESA teaching model to middle school English reading teaching which based on the learning requirements of core literacy of English subject.The ESA teaching model is a foreign language teaching model proposed by Harmer based on the PPP model,which refers to the three elements of language teaching: E is Engage,S is Study,A is Activate.The three elements are flexibly combined to form different types of lessons:Straight arrows sequence,Boomerang sequence,Patchwork sequence.Teachers can flexibly choose different lesson types according to the difficulty of the course content.By combining the ESA teaching model with junior high school English reading,this study explores flexible and diverse ESA teaching types around the content and teaching objectives of English reading to increase the flexibility and interest of the class.This study seeks to address two questions.(1)Can the use of ESA teaching model to teach English reading improve students’ reading performance?(2)Can the localization of the ESA model be applied to middle school English reading to increase students’ classroom participation,interest in reading,and acceptance of this model?The subjects of this experiment are students from two classes of Qujiang No.1High School,and the experimental period is two months.ESA teaching model is used to teach English reading in the experimental class and the traditional teaching method is used in the control class.This paper adopts three research tools: questionnaire,interview and test and the data results of reading test scores,interviews,and questionnaires are compared by SPSS26.0,and the following conclusions are analyzed and drawn: first,ESA teaching model can improve students’ reading performance;second,ESA teaching model can increase learning engagement and classroom participation and also can improve students’ interest in reading and acceptance of this model.This study has some implications for teachers to teach English reading: firstly,teachers should pay attention to students’ interest in reading learning and increase the diversity of classroom activities;secondly,teachers should actively guide students to read articles independently and analyze them independently in the engage,study and activate stages so that students can improve their independent reading awareness.