An Empirical Study Of Willis Teaching Model In High School English Teaching Of Reading

For a long time,reading has been the main way for people to get information.The improvement of reading ability is helpful to the cultivation of students' skills of listening,speaking,reading and writing.Therefore,the New Curriculum Standard also regards reading as the focus of language teaching.The cultivation of students' autonomous reading ability plays an active role in the construction of students' independent learning ability.This will also lay a solid foundation for students' future reading.But traditional reading classrooms were mainly dominated by teachers' explanation with students accepting the knowledge passively.Such classrooms are boring and difficult to arouse students' interest in study.However,the appearance of Willis Teaching Modal breaks this situation.This pattern emphasizes “learning from doing”,which goes on through the cooperative work of teachers and students to fulfill the tasks in classroom activities.This teaching modal can promote the fun of learning English so that students can naturally acquire languages through the activities.This thesis reviews the research results of TBLT at home and abroad.Willis Teaching Modal is the more perfect development in task-based teaching,and has been widely concerned and used by teachers,so this thesis selects this teaching modal and applies it to the high school English teaching of reading.Trying to verify Willis Teaching Modal can improve the learners' interest in English learning,increase learners' reading motivation,expand learners' reading strategies and improve learners' English reading scores.To this end,the author selected No.9 high school in Harbin for empirical research through classroom observation,interviews and questionnaires.The research objects are 90 students who are divided into two classes.The 45 students of class 5 is control class,and the other 45 students of class 3 is experimental class.Then the two classes are implanted teaching experiment respectively.After interviewing some students,comparing the students' English reading scores before and after the experiment teaching and questionnaires,the results are as follows:Firstly,Willis Teaching Modal is conducive to the improvement of students' English reading achievement.Students' reading scores by using Willis Teaching Modal arereally higher than those by using traditional English reading teaching.It shows that the Willis Teaching Modal plays an active role in students' English reading.Secondly,the Willis reading teaching modal is more capable of improving the students' reading interest than the traditional 3p reading teaching.It can arouse students' enthusiasm in reading,stimulate students' classroom learning vitality and cultivate students' cooperative learning ability.Based on the teaching experiment,this thesis explains the advantages of using this teaching method for students' reading under the guidance of Willis Teaching Modal.And it shows that we should pay attention to the concrete operating steps in Willis Teaching Modal.I hope this study can provide certain reference for the exploration and development of senior high school English reading teaching.But at the same time,it should be noted that the tasks in the teaching modal should be set in a clear hierarchy,and the group should be allocated reasonably and the types of tasks should be diversified.