Action Research On Teaching English Reading From The Perspective Of Activity-based Approach In Junior High School

“The activity-based approach” was first referred to in “the General Senior High School English Curriculum Standards（2017 Edition 2020 Revised Edition）”,and it was defined that under the guidance of thematic meaning,students’ language knowledge and language skills are integrated and developed through a series of interrelated activities such as learning and understanding activities,applying and practising activities,transforming and creating activities.In order to continuously improve the students’ language capacity,thinking skills,cultural awareness and learning capacity,English reading is an indispensable part of language competence.There have been many attempts to teach English reading in high school based on the activity-based approach,and it is worth exploring the use of it in teaching English reading in junior high school.This study attempts to design teaching English reading in junior high school from the perspective of the activity-based approach to enhance students’ English reading competence.This study explores three main research questions:（1）What are the main problems in teaching English reading in junior high school?（2）How can teachers design quality classroom teaching that combines the concept of activity-based approach and reading instruction?（3）What is the impact of applying the activity-based approach to teaching English reading in junior high school? How will it benefit students’ English study?The researcher conducted two rounds of action research during the 3-month internship.The research participants were 50 students from Class 1,Grade 9 in a junior high school in Hefei.This paper uses questionnaires,interviews,and tests as research instruments and uses SPSS 26.0 to analyze the questionnaire and test data.Based on the data analysis,the following conclusions are drawn:（1）At present,there are many problems in teaching English reading such as emphasizing grammar over meaning,exercises over activities,and input over output.（2）In order to design quality classroom instruction that integrates the activity-based approach and reading instruction,teachers need to create contexts reasonably,help students build structural scaffolds,reading content scaffolds,linguistic scaffolds,emotional scaffolds,and finally guide students to apply what they have learned to new contexts.（3）The use of the activity-based approach in teaching English reading in junior high school can effectively improve students’ English reading skills in five aspects:reading interest,attitude,reasoning and judgment,creative imagination,and critical evaluation.However,due to some limitations,this experiment still has some shortcomings,such as insufficient teaching experience and teaching efficiency,small sample size,and insufficient experiment time.Therefore,in future studies,researchers and teachers need to put more efforts into further improvement of applying activity-based approach in teaching English reading in junior high school.