A Study On The Effectiveness Of English Teaching In The Senior School

With the development of globalization and the Internet, English as a key tool both in working and society plays an increasingly active role in the improvement of the human beings. The English education has been innovating and reforming to meet the demand of the present trend. Among the four basic skills of reading, listening, writing and speaking, the ability to read is of special importance, for it is the way of learning and acquiring information, and also the channel of the inputting in foreign language acquisition. As far as the senior high school students are concerned, it is the vital learning goal to enhance their reading ability. However, the English reading teaching still needs improving. This thesis analyzes English reading teaching in the senior high school and tries to explore some suggestions on improving the reading teaching efficiency. The Education Ministry has put forward the Senior High School Students' Teaching Standards which includes “to encourage using the task-based teaching method, and to practice students' ability to use the foreign language.”, so this thesis mainly discusses the effectiveness of the task-based teaching method design.In order to research on the present effectiveness of the teaching strategies, the author conducted a survey with 127 students in Zibo Experimental High School as participants, to find out the real situation of the reading class and the students' learning. The author applied the different teaching methods to two classes(one is taken as experimental group and the other as control group) in Grade One in Zibo Experimental High School. By choosing the proper teaching strategies and focusing on the effectiveness of the class, in the experimental class the task-based teaching method was applied, and in the control class the traditional teaching method was applied. After one semester teaching, a reading test was to show the teaching result. After the data collecting and processing, the author drew the conclusion that the task-based teaching is more effective in the English reading teaching class. Students in the experimental class perform better in information searching, summarizing, and the detailed comprehension.