A Case Study On The After-class English Reading Activities In Dajiang Middle School

The author wants to encourage English teachers to direct students to conduct after-class reading effectively and give them some useful suggestions in this research.In the light of the Input Hypothesis and Affective Filter Hypothesis of Krashen, etc. The author wants to confirm the necessity and methodology of conducting after-class English reading and conducted a survey on conducting after-class reading in Dajiang Middle School.The results revealed that both teachers and students were unsatisfied with the reading teaching and wanted innovation. After-class English reading has a positive effect on reading teaching. It's necessary to conduct after-class reading to improve English language teaching effect. Students were in great need of help from teachers in terms of reading strategies and choice of reading materials. But it was also found that although both teachers and students had positive attitudes towards after-class English reading, their understanding was not profound enough and teachers' theoretical knowledge was not rich enough. As a result, they weakened the conducting of after-class English reading in practice. High pressure of college entrance exams is also an important factor that hindered the conducting of after-class English reading activities. In the light of the finding from the survey, suggestions on how to conduct after-class English reading activities in Dajiang Middle School are proposed, which include strengthening teachers' training, providing reading training to students, choosing reading materials, ways of conducting after-class English reading activities, and relevant ways of checking after-class English reading activities.Therefore, the conclusion is demonstrated as follows:It is very necessary to conduct English after-class reading in Dajiang Middle School both in theory and practice. The special methodology suggested in the thesis should be used to conduct after-class reading effectively.