A Case Study Of English Reading Teaching In Senior High School Based On The Concept Of English Learning Activities

English reading is the foundation of developing other language abilities,so the study of English reading plays an important role in students’ English learning,and it is also important for teachers to teach reading well.English Curriculum Standard for Senior High Schools(2017 Edition),This paper puts forward the concept of English learning activity view,It is pointed out that the design of English teaching activities should aim at promoting the development of students’ key abilities in the subject,through learning and understanding,application and practice,transfer and innovation activities,deepen students’ understanding of the subject connotation,improve students’ ability to analyze and solve problems,and creatively express their personal views and emotions.In this paper,four lessons from the 28 th Young Teachers’ Teaching Seminar in four schools of three provinces in Northeast China are taken as the research objects,and the four lessons are heterogeneous models of the same class.Through classroom observation and interviews,the following three research questions are analyzed:(1)How do teachers’ teaching objectives embody the activity view of English learning?(2)Which teaching activities in the teaching process conform to the three levels of English learning activity view?(3)How does teacher’s reflection on teaching reflect the view of English learning activities? Through the research,it is found that the four teachers pay more attention to the teaching of language knowledge and the training of language skills in the design of English teaching activities,but do not obviously reflect the idea of English learning activity view.In the process of English teaching,three kinds of teaching activities based on the concept of English learning activities can be basically implemented,but the activities of transferring innovation are insufficient.In teaching reflection,most of the four teachers take into account the subject context and language knowledge,but ignore the text types,cultural knowledge,language skills and learning strategies.