A Study On The Strategies Of Oral English Teaching In Junior High Schools Based On The Perspective Of Activity-based English Learning

As one of the dimensions of core literacy of English discipline,English language ability can promote the improvement of other three-dimensional literacy by improving students’ language understanding and expression ability.As an important part of English pragmatic skills,oral English is also a comprehensive skill,which is difficult to teach due to many factors.In the actual teaching,there are many problems,such as paying far less attention to oral English than grammar and reading,the relatively limited class hours of oral English teaching,and the lack of adequate oral English practice.Many junior high school students are afraid of speaking English and lose confidence and motivation in oral English learning over time.When designing oral teaching,teachers also have problems such as single teaching method,blindly input without output,and failing to provide students with a good language output atmosphere.The English Curriculum Standards for Compulsory Education(2022 Edition)advocates the practice of “the perspective of activity-based English learning”,the use of the perspective of Activity-based English Learning,and the improvement of students’ language knowledge,language skills,thinking quality and learning strategies through a series of activities such as learning understanding,application practice,transfer and innovation,so as to achieve the educational goal of the English discipline.The perspective of activity-based English learning provides a theoretical basis for oral English teaching and points out the direction of oral English teaching in the future.In view of this,this study is based on the perspective of Activity-based English Learning,taking the students and English teachers in grades 7-9 of Chongqing S Junior High School as the research objects,and using the methods of questionnaires,interviews and oral tests,to investigate the current situation of oral English ability,teaching status and problems in junior high school,as well as the practice status of the“the perspective of Activity-based English Learning” in oral English teaching.The purpose of this study is to discuss three questions:(1)How about junior high school oral ability? What is the current situation of teaching? What are the problems?(2)How do junior high school English teachers perceive the perspective of Activity-based English Learning? How about the practice?(3)What strategies can be put forward to solve the problems of oral English teaching in junior high school and combine it with the perspective of Activity-based English Learning?This study conducted a questionnaire survey of junior middle school students in S Middle School.Through the analysis of the questionnaire using SPSS25.0 software and the analysis of interviews with teachers,it was found that the importance of oral English teaching in junior middle school has been increased,but there are still problems such as less class hours,single teaching methods,and lack of situational settings in teaching.Teachers have a high recognition of the perspective of Activity-based English Learning,but their understanding is still in the exploratory stage and has not yet been integrated into oral English teaching.This study starts with the problems of oral English teaching and the concept of English learning activities,and puts forward corresponding strategies:enhance the importance of oral English teaching,enhance students’ participation in oral English learning,carry out active oral English teaching,create oral English learning situations and increase and optimize oral English teaching evaluation,Combined with the strategy,this paper puts forward a lesson example,with a view to providing a concrete practical path for the effective practice of the concept of English learning activities in oral English teaching in junior high school and improving the effect of oral English teaching.