The Application Of Instructed Learning Plan In English Reading Teaching In Junior High School

English curriculum standards for compulsory education(2022 edition)proposes to continue to promote the design and implementation of “teaching-learning-assessing”,it underlines students’ extraction,collection and summary of discourse and encourages students to infer the deep meaning of the discourse and make correct value judgement.And the proposal of the double reduction policy in education gives English classroom new requirements.English reading comprehension requires a solid reading ability of students and accounts for a large proportion in senior high school English entrance examination,thus it’s a big challenge for teachers to make a clear teaching goal and improve teaching efficiency in the new teaching situation.Instructed Learning Plan has been paid attention to students’ learning efficiency and teachers’ assessing way,it has made some teaching results,many English teachers still use it as an important teaching model.Scholars have been committed to the research of the usage of Instructed Learning Plan in English reading teaching,so under new circumstances,It’s worthy to study whether this teaching model is still suitable for the current teaching situation.This thesis is based on Input Hypothesis,Zone of Proximal Development Theory and Constructivism,using the questionnaire,test and interview as research instruments to conduct an English reading teaching,the Instructed Learning Plan teaching model is applied in English reading class in junior high school with the hope of helping students improve the reading achievements and arouse the reading interest.The study was implemented in Jingshan middle in Pingliang City Gansu Province lasted one semester,the research subjects were students from Class 5 and Class 6 in grade three,there are 100 students and 50 students in each class,Class 5 was experimental class,and Class 6 was control class,and the research questions of this study are as follows:(1)What are the effects of the application of Instructed Learning Plan in students’ English reading achievements in junior high school?(2)What are the effects of the application of Instructed Learning Plan in students’ English reading interest in junior high school? During the period of experiment,these two classes shared the same reading material,the same teacher and the same class time so as to ensure the reliability and validity of the study.The experimental class was taught by Instructed Learning Plan model for four types: Pictures Instructed Learning Plan,Key Words Instructed Learning Plan,Telling Stories Instructed Learning Plan,Creating Situation Instructed Learning Plan including video situation and audio situation,while the control class was taught by PWP teaching model,SPSS 27.0 was used to analyze the data.According to the results,there are some findings as follows:(1)The application of Instructed Learning Plan in English reading teaching can significantly improve students’ reading achievements in junior high school.(2)The application of Instructed Learning Plan in English reading teaching can significantly arouse students’ reading interest in junior high school.Based on the study,there are three implications.First of all,teacher should use different kinds of Instructed Learning Plan according to different genres of the passage,Sometimes teacher can use Instructed Learning Plan flexibly and combine different kinds of Instructed Learning Plan to teach the one passage.Secondly,discussion session in Instructed Learning Plan need to be organized carefully.Lastly,the contents design of Instructed Learning Plan should connect closely with students’ life and expand the content of reading material in an appropriate range.In the future,teachers and researchers can make use of mobile devices and digital courseware to find some implications on Instructed Learning Plan teaching.