The Application Of "Four-Step-Sixteen-Word"Model In Senior High School English Reading Class

Reading teaching has long been a focus of foreign language teaching which giveslearners important and sufficient materials for language input, and it is the foundation toimprove students’listening, speaking, writing and translation abilities. So in various levels ofEnglish tests, reading is an indispensable part. Because of this some teachers and scholarsbegin to research new teaching methods of English reading in order to improve students’reading comprehension level. Here, I want to express my own meager opinion based on thereading teaching model put forward in our school, namely, the“Four-Step-Sixteen-Word”teaching model.The purpose of the research is to explore the affect of the model on teaching, to seewhether it can better facilitate English reading teaching and improve students’readingabilities.Therefore, three questions are put forward to testify the reading teaching model: (1)Whether this model can promote students’reading abilities. (2) Whether this model canincrease students’involvement in class activities. (3) Whether this model changes thetraditional teaching methods.In order to find the answer to these questions, a three-fold investigation which consists oftwo tests, a questionnaire, and a class observation was employed; it investigated into thestatus quo of reading teaching in Jigang Senior high School from three aspects: the students,the teachers, and the classroom.Based on the result of the investigation, we can clearly obtain the followingconclusion :(1) This teaching model can promote students’reading abilities. (2) It can increasestudents’involvement in class activities. (3) It can change the traditional teaching model intoa more flexible and popular one.This paper consists mainly of four parts: an introduction, a literature review, a three-foldinvestigation and an exploration of the strategies for reading teaching.In the introduction part, a brief statement is made to clarify the research problem with anemphasis on reading teaching. Then there are a few words on the reading teaching modelproposed by our school.Chapter1 makes a concise but systematic review of the previous studies of the readingteaching theory and the latest development of the teaching strategies of reading.Chapter2 intends to lay a solid foundation of theory on which the performance of thisresearch is carried out. The theories here include constructivism, scaffolding, and zone of proximal development.Chapter3 is the focus of the study, which mainly reports, through a three-foldinvestigation, the status quo of the English reading teaching in Jigang Senior high School. Inorder to achieve this purpose, some English teachers and students have separately taken aquestionnaire and test which are specially designed for this investigation. In addition, classobservation is carried out.Chapter4 is about the research results and results analysis.Chapter5 mainly contributes to an exploration of the strategies for reading teaching inChinese teaching contexts.The conclusion of the thesis is that the integration of reading teaching and teaching oflistening, speaking, writing should be achieved in Chinese senior high schools according tothe philosophy of NECS with the assistance of the suggested optional strategies.