A Study on Junior High School English Reading Teaching Using the Activity-Based Approach to English Learning
DOI:
https://doi.org/10.63313/ESW.9110Keywords:
Junior high school English reading, Activity-Based Approach to English Learning, Teaching strategies, Teaching Efficiency, Teaching ProblemsAbstract
The purpose of this paper is to deeply explore the current situation of junior high school English reading teaching under the Activity-Based Approach to English Learning, and to analyze existing problems and their causes. This study identifies key issues in current teaching practices and explores feasible solutions. As an emerging approach to English teaching, Activity-Based Approach to English Learning plays a positive role in promoting junior high school English reading instruction and significantly improves the efficiency of reading teaching. However, various problems still exist in its practical application, making research on reading strategies based on this approach highly significant. The study finds that there are multiple problems in junior high school English reading teaching based on the Activity-Based Approach to English Learning, which are concentrated at both the teacher and student levels. These include teachers’ insufficient in-depth study of textbooks, students’ lack of interest in reading, and the uneven quality of the textbooks themselves. In response to these issues, this paper proposes reading teaching strategies based on the Activity-Based Approach to English Learning, aiming to improve the efficiency and quality of junior high school English reading instruction, promote innovation in traditional teaching methods, and meet the requirements of English curriculum standards.
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