A Probe Into The Application Of The Five-element-and-four-motive-force Mode To The Teaching Of English Reading In Senior High Schools

English reading is a way of language input. Of the four basic skills of listening, speaking, reading and writing, reading plays a leading role and is the basis of listening, speaking and writing. Reading ability is language proficiency and the ability of information acquisition by means of words in the context of written communication. However, the reading ability of senior high school students is barely satisfactory due to their lack of vocabulary, reading strategies and interest in reading, little mastery of grammar, bad reading habits, a small amount of reading, and low reading speed.In order to reform traditional methods of English teaching in senior high schools and improve the students’reading ability, the present author conducted a study in two science classes, Class483and Class484, in Liling No.1Middle School, and made a primary research on the application of the five-element-and-four-motive-force mode to the teaching of English reading in senior high schools. The present author adopted experimental control method and collected data via questionnaire, interview, class evaluation and classroom observations to mainly delve into whether the five-element-and-four-motive-force mode can increase the students’ motivation of reading and decrease their anxiety of reading, and whether it can eventually improve the students’reading ability. One year was spent on preparation, experiment and reflection, and the experiment of the five-element-and-four-motive-force mode in the teaching of English reading in senior high schools brought about satisfying results. Firstly, cooperative learning is really necessary before reading. By cooperative preview, the students increased their ability of self-learning, self-management and group cooperation as well as their interest and motivation in reading texts and familiarity with the texts, enlarged their vocabulary and laid a solid foundation in teaching of reading in class. Secondly, the five-element-and-four-motive-force mode fully stressed the importance of the students as the subject.. The students were stimulated to have the driving power to read via the integration and mutual penetration of the five teaching programs:self-study, cooperation, presentation, comments and summary, and self-assessment. Harmonious, lively, positive and relaxed classroom environment gave the full play to the students’subjective initiatives, improved their efficiency of reading comprehension, increased their motivation of reading and decreased their anxiety of reading. Last but not the least, according to what the questionnaire, interviews, individual communication, classroom observations and important examinations fed back, the five-element-and-four-motive-force mode can really improve the students’reading habits and improve their reading ability.