A Study On The Application Of Theme-based Multiple-text Reading Teaching Approach To Senior High School English Class

English Curriculum Standards for Senior High School（2017 edition）emphasizes that teachers are supposed to take thematic meaning into consideration,and set teaching goals that point to the development of students’ core competence under the guidance of thematic meaning.At the same time,they are also supposed to design learning activities around the theme context,explain the thematic meaning more deeply in teaching activities,and try to interpret the thematic meaning from multiple perspectives.Therefore,it turns out that paying attention to the thematic meaning is an integral part of the whole lesson in the English classroom,and this is especially true for English reading teaching.In addition,the reading steps set around the unit theme could guide students to understand the article well,especially the thematic meaning.However,the intensive reading mode which mainly focuses on an article is not enough for students to analyse the theme well,and the coverage is not wide.Therefore,the theme-based multiple-text reading teaching approach which makes students understand the thematic meaning from multiple angles can better solve this problem,and at the same time,the amount of reading will also be improved.This coincides with the reading vocabulary required by the new curriculum standard for high school students.Based on Narrow Reading Concept,Krashen’s Input Hypothesis,and Constructivism Learning Theory,this paper applies theme-based multiple-text reading teaching approach to high school English classrooms,and mainly answers the following three research questions:1.How can teachers apply theme-based multiple-text reading teaching approach to English class in senior high school?2.What effects does theme-based multiple-text reading teaching approach have on students’English reading ability?3.What are the changes of students’English reading interests and reading motivation through theme-based multiple-text reading teaching approach?In response to the above research questions,a three-month teaching experiment has been carried out on a class of senior one in a senior high school in Chengdu,and 43 people are selected as the research subjects.The teaching materials are composed of Foreign Language Teaching and Research Press,Book 3 and the supporting multiple-text reading textbook,《悦读联播》.First of all,the author has learned about the current reading learning situation of the students in the class through questionnaires and pre-test before the experiment.After the three-month teaching experiment,another questionnaire with the same form,as well as the post-test has been conducted in the class,aiming at comparing the changes of the students’reading interests and reading motivation before and after the experiment.Furthermore,six students are randomly selected for interviews to further understand their recognition of theme-based multiple-text reading teaching approach.The study has proved that the application of the theme-based multiple-text reading teaching approach to the English classroom is effective for promoting students’ reading ability and reading interests,as well as enhancing students’ motivation.As a result,it is practicable to apply this reading approach to high school English teaching.Although theme-based multiple-text reading teaching approach is effective,due to the limited experimental duration,the long-term effects of this reading approach still needs to be further studied by other researchers.