Application Strategies of the Production-Oriented Approach in Senior High School English Reading Teaching

— A Case Study of When Hamlet Meets Peking Opera from FLTRP Compulsory Book 2

Abstract

The General High School English Curriculum Standards (2017 Edition, Revised in 2020) define linguistic competence, cultural awareness, thinking quality and learning competence as the four core competencies of senior high English education. They advocate abandoning exercise-centered reading instruction and establishing an integrated classroom featuring input, internalization and output to resolve the separation between knowledge learning and practical application. The Production-Oriented Approach (POA), a localized foreign language teaching theory proposed by Professor Wen Qiufang, forms a closed-loop teaching cycle consisting of Motivating, Enabling and Assessing to address the common problem that students can comprehend reading texts yet cannot express themselves proficiently in English. Taking the reading passage When Hamlet meets Peking Opera from FLTRP Compulsory Book 2 as a research carrier, this paper elaborates on the theoretical connotation and classroom adaptability of POA, designs hierarchical operable strategies for each teaching segment, and provides a complete teaching plan, layered output tasks and multi-dimensional evaluation scales. Teaching practice verifies that POA can stimulate students’ reading initiative through authentic communicative tasks, construct scaffolds covering content, language and structure based on the original text, integrate reading input with oral and written output, and comprehensively improve students’ close reading ability, critical thinking and English expressive competence, which can serve as a replicable teaching paradigm for similar reading texts.