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ording to the marks of the pre-test, the students are classified into high group,intermediate group and low group. After the post-test, the writer carries out QuestionnaireTwo, there are 100 questionnaires delivered, and all are taken back. The following is thestatistical results from Questionnaire Two.

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Conclusion

According to the New Curriculum Standards, the improvement of Senior High Schoolstudents‘ EFL reading ability and EFL reading teaching efficiency is more and moresignificant and important. However, at present, many English teachers still use theconventional reading teaching model that has many disadvantages. For example, it can‘tmotivate students‘ reading enthusiasm and relate new information to their existing framebackground knowledge. However, the application of Frame-based EFL teaching model inRural senior high school can help them to solve these problems. In detail, it can assist Englishteachers in Senior High School to activate students‘ former Frame knowledge, establish thenew Frame and consolidate the Frame knowledge that they have learned to a large degree.This study has intended to discuss how to develop students‘ reading ability based onFrame Semantics in Rural Senior High School. In order to verify the possibility of using theFrame-based teaching model and activities in Rural Senior High School, the writer carried outan experiment in SiLian Senior High School from September 2012 to January 2013. Theinstruments for evaluation included questionnaires, pre-test and post-test, and an informalinterview with the students. Through analyzing the data, the writer finds that EFL readingteaching based on Frame Semantics can improve students‘ EFL reading ability.
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Reference (omitted)

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