The Application Of Guided Learning Plan In English Reading Teaching In Senior High School

English reading teaching takes first place in middle school's English teaching, which can be seen in the papers of the NMET. In the NMET of Shandong province, Reading Comprehension accounts for40points and in paper II, students have to deal with Reading and Expressing which accounts for about15points; at the same time, Cloze and Multiple Choice should be finished by reading. As a result, English teachers pay more attention to reading teaching and emphasize its importance again and again, but the reading ability of many students is not satisfying. The author thinks the main reason lies in the mistaken idea that many teachers put the choice of reading comprehension at the first place instead of helping students understand the content of the material and improve the reading ability. In our reading teaching, it's common to see the single teaching mode and dull class, which can't arouse the students'interest and initiative, leading to the low effective reading teaching. From above, we know that it is of desperate need to replace the current teaching model with an innovative and effective one that meets the needs of the students.In2005, the teachers of the No.7Middle School of Zibo Shandong province put forward the teaching mode of Guided Learning Plan to answer the call of new curriculum reform. The highlight of the reform is to change the traditional teaching mode, encouraging the students'initiative and strengthening the interactive teaching. The new teaching mode gives life to the boring class, as a consequence, the students begin to take an active part in class and think actively.The paper mainly discusses the necessity of guided learning plan, its current situation and the theoretical bases. The key point of the present research is about the practical application of guided learning plan in reading teaching and its effectiveness. In order to examine the efficiency of guided learning plan on reading teaching and the improvement of students' reading ability, the author conducted a18—Week experiment. The author chose two classes of No.7Middle School of Zibo, one of which is class11of grade1—The experimental class, and the other is class12, which serves as the control class. The traditional teaching model was employed in the control class, in which the teacher spent most of the time explaining the reading passage. While in the experimental class, guided learning plan was applied to develop students' reading competence according to their needs and different class types. The new teaching mode motivates the students to take an active part in learning in pre-study, while-study and post-study, offering them a good opportunity to experience cooperative learning.One hundred and ten students were tested at the beginning of the new semester on reading comprehension before the experiment and the author got the data for analysis. At the end of the experiment, the students were tested again. In addition, a questionnaire and interview were carried out among the students of the experimental class to examine their attitudes towards guided learning plan and the effectiveness of it on their reading proficiency at the end of the experiment.Statistical analysis is utilized in the empirical study. The data of pre-test were analyzed, which showed little difference in the English Reading level of the students in the two classes. The data of post-test were analyzed, indicating the students in both classes improved in their reading proficiency. But the subjects of the experimental class showed more improvement as compared with those in the control class. The analysis of the questionnaire and interview shows that most students in the experimental class hold positive attitudes towards guided learning plan and acknowledge the positive effect of guided learning plan on their reading proficiency and autonomous learning.In the last chapter of the thesis, the author presents implications and suggestions for reading teaching in middle school based on the findings of the empirical study. The author states that the empirical study is certainly far from perfect due to possible limitations and further research into the application of GLP in reading teaching needs to be done.