High School English Reading Class Classroom Activities

Based on the schema theory, input hypothesis and output hypothesis, form-focused instruction theory, this research attempts to carry out quantitative and qualitative analysis of the types of classroom activities in four demonstration English reading classes using the textbook Advance with English. This research aims to get a general idea of the characteristics of classroom activities in English reading classes in senior middle school.This study focuses on the following aspects of classroom activities in the four investigated English reading classes:1) the types of schemata used in pre-reading phase and post-reading phase, time distribution of students' independent reading in while-reading phase; 2) percentage and time distribution of input and output activities in English reading classes; percentage and time distribution of manipulated and communicative output activities in English reading classes of senior middle school; 3) the distribution of forms-focused activities, form-focused activities, meaning-focused activities; the distribution of planned and incidental form-focused activities in English reading classes; the types of forms the teachers focused in these activities.The researcher collects data on the basis of observation and analysis of transcriptions in four English reading classes of senior middle school, teaching plans, multimedia courseware and researcher's lecture records. The major findings are as follows:Firstly, content and linguistic schemata are mainly used in the pre-reading phase in order to activate students' background knowledge and clear language barriers for students; these two types of schemata are commonly used in post-reading phase to consolidate students'mastery of reading material and develop their integrated language skills; while in while-reading phase, different time arrangements are set for students to finish reading independently. Secondly, input and output activities are balanced in these four English reading classes; manipulated and communicative output activities are both used in the four English reading classes; thirdly, meaning-focused activities account for the highest percentage in English reading classes, form-focused activities second, forms-focused activities last; fourthly, most of the form-focused activities are planned with the focus on vocabulary, and incidental form-focused activities are initiated by teachers with the focus on pronunciation and grammar, without consideration of context.Furthermore, some suggestions about the arrangement of classroom activities in English reading classes are given to teachers in senior middle school:teachers should make sure students' independent reading time and use schemata flexibly; teachers should arrange the rate of manipulated and communicative output activities properly; teachers should deal with students' errors and mistakes according to the teaching aims of classroom activities.