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dagogical  implications,  5.3  states  the  limitation  of  the  experiment  and  the  last  part  is about some suggestions for the future study. The  first  finding  is  related  to  the  development  of  junior  high  school  students’ emotional state in English reading. For junior high school students, affective teaching can not only promote their development of emotional state in English reading learning but also lead  their  emotional  state  to  a  more  positive  condition.  Their  progress  in  English  reading can  be  mirrored  by  many  affective  aspects,  especially  in  coping  with  difficulties  and learning interests. On the other hand, the relationship between the teachers and the students has  been  improved  obviously  and  a  completely  new  relation  which  is  more  conducive  to improving  the  quality  of  teaching  are  taking  shape  between  the  teachers  and  the  students under this new teaching method. Moreover, the students are more likely to be involved in every area of reading activities in the light of the improvement of the emotional state. The second finding has to do with the improvement of the students’ achievements in English  reading  proficiency.  The  result  of  the  experiment  reveals  that  nearly  all  the students  in  the  EC  have  improved  their  English  reading  scores  by  implementing  the affective teaching. That is to say, compared with the traditional teaching method, affective teaching  is  more  effective  in  improving  the  students’  English  reading  performance.  More importantly,  the  result  of  the  experiment  also  shows  the  feasibility  and  necessity  of affective  teaching  in  practical  English  reading  teaching.  Wang  (2001)  claims  that  “the affect is important only because it is the engine, no matter how good the machine is, if it is not mobilized, that is just the role of the waste pile. If the role of affect is utilized well, it can be the engine to mobilize enthusiasm of learning and release learning potential, solving psychological and ideological problems in learning process.” 
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