Teaching Design and Practice of Junior High School English Reading Based on the English Learning Activity View — A Case Study of He Studies Harder Than He Used To in Section B, Unit 4, Grade 9 PEP English Textbook

Xingyue Huang

doi:10.63313/EH.9085

Authors

Xingyue Huang China West Normal University, Nanchong 637000, China Author

DOI:

https://doi.org/10.63313/EH.9085

Keywords:

English Learning Activity View, Junior High School English, Reading Teaching, Teaching Design, Core Competencies

Abstract

The Compulsory Education English Curriculum Standard (2022 Edition) advocates the English learning activity view featuring integration of learning and thinking as well as priority of application and creation. It emphasizes promoting the development of students’ core competencies through correlated, progressive and practical learning activities. Nevertheless, current junior high school English reading teaching is still plagued by fragmented, superficial and stereotyped teaching activities. On the basis of interpreting the connotation and three-tier activity framework of the English learning activity view, this paper takes the reading text He Studies Harder Than He Used To in Section B, Unit 4 of Grade 9 PEP English textbook as an example. It presents a complete teaching design from four dimensions: text analysis, student analysis, formulation of teaching objectives and design of teaching procedures. This research aims to provide references for frontline English teachers to implement the concepts of the new curriculum standard and optimize reading teaching design.

References

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