A Study On The Application Of Theme-based Teaching Model In English Reading Teaching Of Junior High School

At present,teachers are still the center in English reading teaching in junior high school,students generally learn the knowledge passively and they never really participate into the reading class,therefore,they can not understand reading content deeply and master language knowledge effectively,which results in their low reading ability.Thus,in order to improve the English reading teaching condition at present,this study intends to explore the value of a combination of theme-based teaching model and reading teaching practice,and provides some reference for English reading teaching in junior high school.On the basis of Constructivism theory and Krashen's Input Hypothesis,this study advocates setting proper learning contexts and learning tasks during the learning process to help students join into the reading class actively and learn reading materials deeply,which can also help increase their learning efficiency,it is also the goal of this study.This study intends to explore three questions: 1)What influence does setting different learning contexts have on students mastering language knowledge when applying theme-based teaching model? 2)What influence does setting different reading tasks have on students understanding reading content when applying theme-based teaching model? 3)What influence does the theme-based teaching model have on students' English reading ability?The participants in this study are from two classes of seventh grade in a junior high school in An Shan City,class 4 will be experimental class(EC)and class 3 will be control class(CC),this study lasts for one semester.Among them,the students in EC are taught with theme-based teaching model,and the students in CC are taught with traditional teaching model.Related data in this study is obtained through the approaches of questionnaire,test,and interview.Then,after collecting and analyzing the data,the conclusions are drawn out.The results show that setting different reading contexts is beneficial to students to master those new language knowledge points on the basis of their own understanding;setting reading tasks can help students explore actively in the class,they can learn more deeply during the process of finishing those reading tasks.What is more,the teacher will provide additional reading materials according to teaching plan and guide students learning some reading strategies,which can make students' reading ability get improved greatly.This study has some teaching implications for English reading teaching field,including learning language knowledge should not separate from reading content itself,the teacher should fully realize its value of creating learning context and setting reading tasks for students when applying theme-based teaching model,which can lead to students thinking actively in the class,understanding the reading content furtherand increasing their efficiency in reading learning.However,there are still some limitations in the study,like when teachers choose and organize reading materials,the difficulty level of reading content can not satisfy different students' learning needs.Therefore,future studies should consider and control this factor to improve its application value in English reading class through continuously exploration.