A Study On Application Of Holistic Unit Teaching Design Of Junior High School English Based On Activity Based Approach

English Curriculum Standard for Compulsory Education(2022 Edition)proposes to strengthen holistic unit teaching and to uphold activity-based approach in organizing and implementing teaching.This requires teachers to change the traditional knowledge-oriented teaching that focuses on memorizing and practicing language in isolation,to shift from the superficial,fragmented teaching mode to holistic unit teaching practices to design and organize learning activities under the guidance of activity-based approach,to encourage and guide students to solve problems with the knowledge they have learned in authentic and complex situations,and to go beyond the textbook,beyond the subject,and return to life.Therefore,the current situation and application of holistic unit teaching based on activity-based approach in junior high school is worthy of in-depth consideration and investigation.This study is conducted with junior high school English teachers and students in Western Ethnic Junior High School in Zeku County,Huangnan Tibetan Autonomous Prefecture,Qinghai Province.Through questionnaires,interviews,classroom observations and tests,the following three questions are investigated:(1)What is the teachers’ and students’ attitude towards holistic unit teaching based on activity-based approach?(2)What types of activities do the teachers use? Are these activities in each unit focused on the holistic theme?(3)What changes does the holistic unit teaching based on activity-based approach make on students’ English learning performance?The analysis of the questionnaires,interviews,and classroom observations reveals that: first,teachers understand and acknowledge the importance of holistic unit teaching based on activity-based approach,but most teachers do not have a good understanding of activity-based approach and holistic unit teaching.Second,holistic unit teaching based on activity-based approach is not effectively implemented,and and the types of and time allocation of activities are not reasonable.Third,compared with the original teaching methods,students perform positively in activity-based approach of holistic unit teaching.Based on this,this study constructs holistic unit teaching based on activity-based approach,and takes two third grade classes of Zeku Western Ethnic Junior High School as the experimental subjects,randomly selecting class 3 as the control class and class 4 as the experimental class,both with 45 students,to verify whether the instructional mode could have a positive influence on students’ performance.In the experiment,the control class uses the original teaching design,while the experimental class adopts holistic unit teaching design based on activity-based approach.After one semester of experimentation,it is found that the activity-based holistic unit instruction is effective and has a positive impact on student achievement.The study also takes the ninth grade English textbook of the People’s Education Publishing Press as an example to design a case study of holistic unit teaching based on the activity-based approach in order to provide some reference for current junior high school English teachers’ teaching design.