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In English learning,reading is the basis for developing students’comprehensiveability in using the language,and it has an important impact on the formation anddevelopment of listening,speaking and writing skills(Huang,2013).Thedevelopment of new curriculum standards for senior high English and the drive forreform of the college entrance examination have placed greater emphasis on thelearning of English reading in senior high schools.However,from the studies ofscholars such as Wang(2017),Cheng(2018),Cheng(2018)and Zhang(2019),it canbe found that there are a number of problems with the current instruction of Englishreading in senior high schools in China.They are as follows:

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First and foremost,the approach to teaching reading is traditional,focusing toomuch on explaining the language points and lacking training in reading skills,whichhinders the improvement of learners’reading ability.What is more,teachers’explanations of the content of texts mainly rest on superficial language points ortranslations,lacking deep processing and exploration of the values behind them.Inaddition,teachers neglect progressiveness in formulating teaching objectives,neglecthierarchy in designing activities,and give prominence to knowledge-based teachingobjectives,ignoring the level of meaning brought by the text itself,which affects theeffectiveness of reading instruction and learning.Last but not least,the previousmethod of teaching reading puts students in a passive position of receiving knowledge,and the initiative of learning is to a certain extent inhibited,resulting in students beingtoo lazy to think when they encounter problems and not understanding the importanceof cooperative learning or independent inquiry.

1.2 Research Objectives

Based on the comprehensible input hypothesis and the comprehensible outputhypothesis,the study adopts the research method of combining quantitative approachand qualitative approach and applies the theme-based instruction model to twoparallel classes in Grade 2 of a senior high school in Guangzhou.The purpose of thisstudy is to explore whether the theme-based instruction model can have a positiveimpact on English reading performance and reading ability of senior high school students.More specifically,there are two research questions in the study,includingquestion one:“What are the effects of the theme-based instruction model on seniorhigh school students’English reading performance?”and question two:“What are theeffects of the theme-based instruction model on senior high school students’Englishreading ability?”.

First of all,in order to answer the first research question above,pre-test andpost-test were used to check whether the theme-based instruction model can improvestudents’reading performance.What is more,in order to answer the second researchquestion above,questionnaire was adopted to investigate whether the theme-basedinstruction model can enhance students’English reading ability.In the end,in order tohave a more profound understanding of the effects of the theme-based instructionmodel on senior high school students,six students in the experimental class wererandomly selected as interviewees to answer three questions.The results of theinterview co本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。