An Action Research Approach Towards Using 21st Century(teens) In English Reading Teaching In Senior High Schools

21~stt Century(Teens)enjoys a wide recognition in the field of English education on account of its good quality and authentic language of various topics.The newspaper covers a large number of topics popular among senior high school students,including“Our World”,“Campus Life”,“Discovery”,“Page Turner”,“Extra Credit”,“Science Study”,“Your Voice”and“Star Stories”.Studies have shown that in teaching English reading for high schools students,21~stt Century(Teens)can enlarge students cultural knowledge,enhance their English reading ability and consequently improve their interest in learning English and achievements.Nevertheless,literature retrieval shows that studies about how to effectively utilize 21~stt Century(Teens)to English reading teaching in high schools are still insufficient,especially the action research reports.Therefore,this paper reports an action research of using 21~stt Century(Teens)in the author’s class as a case study to provide enlightenment for optimizing English reading teaching in senior high schools.45 students of Class 25 in senior 2,taught by the author,in a middle school in Muping have been chosen as the research participants.By using interviews,classroom observations,teaching journals,and assessing the results of pre-test papers and post-test papers as research instruments,an action research has been carried out for 16 weeks.The research mainly focuses on the following three questions:How can teachers enlarge students’English cultural knowledge by reading 21st Century(Teens)?How can teachers enhance students’reading ability by reading 21st Century(Teens)?How can teachers arouse students’reading interest by reading 21st Century(Teens)?Results show that by theme-based reading,that is,reading passages relevant to culture in 21st Century(Teens),students’English cultural knowledge has been greatly enlarged by integrating the uses of dubbing,short play and speech.Students’reading ability of guessing meaning of new words can be quite effectively enhanced by comprehensively using definition,synonym and antonym,context clues and word formation,and students’reading ability of making inferences can also be promoted through the comprehensive uses of logic relations and context clues.Moreover,class observation and interviews both indicate that the above-mentioned teaching techniques and strategies can greatly improve students’class involvement and English learning interest.