A Case Study Of English Reading Teaching In A Senior High School Based On The Activity-based Approach To English Learning

General Senior High School Curriculum Standards English(2017 Edition 2020Revision)(hereinafter referred to as the English Curriculum Standards(2020 Revision))was released in 2017 and revised in 2020,opening a new round of curriculum reform.Based on the background of the development of the new era,the English Curriculum Standards(2020Revision)clearly puts forward the concept of English learning activities pointing to the core competencies of the subject,requires teaching to be oriented to all students,respects individual differences,and advocates activity experience.Senior high school English teachers’ implementation of reading teaching based on the activity-based approach to English learning can stimulate classroom activities and have a significant impact on the new round of curriculum reform.Therefore,it is particularly important to understand how well high school English teachers are implementing reading teaching based on the activity-based approach to English learning.Based on this,this study focuses on three English teachers in the second year of high school in a secondary school in Haikou,Hainan Province and the students in the classes they teach.This study uses classroom observation,questionnaires,and interviews to systematically analyse some problems in the teachers’ English reading teaching practices based on the activity-based approach to English learning.This thesis aims to answer the following three questions:Q1:How do senior high school English teachers implement reading teaching based on the activity-based approach to English learning?Q2: How effective is the senior high school English teachers’ implementation of reading teaching based on the activity-based approach to English learning?Q3:What problems and difficulties do senior high school English teachers have in implementing reading teaching based on the activity-based approach to English learning?The study shows: 1)Regarding the teachers’ implementation of reading teaching based on the activity-based approach to English learning,first,the three teachers were basically able to effectively carry out learning and comprehension,application and practice activities,but the transferring and innovation activities were still not implemented and emphasized enough.Second,the reading teaching by Teacher A,with the longest teaching years,is the most consistent with the activity-based approach to English learning among the three teachers,followed by Teacher B,with the second longest teaching years,and Teacher C,with the shortest teaching years,is the least consistent among the three teachers.Third,the design of the three teachers’ teaching activities mainly focused on developing students’ language skills and thinking quality,while the cultivation of cultural awareness and learning ability was insufficient.2)The effectiveness of Teacher A’s and Teacher B’s implementation of reading teaching is better,but Teacher C’s reading teaching does not achieve good results,and the effect on students’ interest and attitude in reading class,class participation and core competencies is not very significant.3)Teachers all encountered difficulties in implementing the activity-based approach to English learning,such as difficulties in designing and implementing the transferring and innovation activities,failure to achieve the expected results,lack of practical guidance,and teachers’ own capacity and time constraints.This requires the attention of schools,the help of educational experts,and the teachers’ own efforts to better implement the reading teaching based on the activity-based approach to English learning.