English Abstracts

Suggestions on Core Competence Oriented Junior English Classroom Teaching

JIANG Jingli ............................................................................................................................................3

The revision of the English Curriculum Standard for Compulsory Education aims to lead the majority of English teachers to implementing the fundamental task of building morality and cultivating students and strengthen the responsibility of cultivating new generation of the times by establishing the curriculum goal of developing students’ core competences. In the junior high school stage, which serves as a connecting link between the preceding and the following, English teachers should think seriously about and actively explore: how to do a good job in transformation and upgrading from the integration of teaching content and the organization of teaching activities on the basis of existing teaching, implement the integrated teaching design of “teaching, learning and assessment”, mobilize students’ full practice, promote the real occurrence of learning, improve classroom teaching efficiency, and realize the educational value of the curriculum, so as to help students experience the attainment through inquiry and achievement through the application of knowledge, and lay a foundation for their future English learning and personal development.

A Comparison Between 2022 and 2011 Editions of English Curriculum Standards for National Compulsory Education

WANG Chunhui ......................................................................................................................................12

The new “English Curriculum Standards for Nine-year Compulsory Education (2022 Edition)” is systematically designed to fulfill the national education policy and to accomplish the curriculum objective of core competencies, marking a new era of China’s English curriculum. This article compares the 2022 and 2011 editions of English curriculum standards in terms of their designing frameworks and specific contents. The result indicates that the former has been noticeably improved and optimized regarding the nature, objectives, contents and along with suggestions for implementation of the English curriculum over the latter which had been implemented for ten years. Thus, the new edition will definitely have a great influence on China’s future English curriculum reform and teaching practice.

Theory and Practice Principles of English Reading-Writing Connection Teaching

ZOU Weicheng & CHEN Dejiang .........................................................................................................20

This article discusses the theory and practice of connecting reading and writing. The “Shared Knowledge Hypothesis” posits that reading and writing share knowledge in four aspects: knowledge of metalanguage about written language, domain knowledge, knowledge of universal text attributes and procedural knowledge. The relationship is propositionally related to the language grain size with the domain knowledge being the smallest. Therefore, the connections are closer in this aspect where students benefit most from the reading-writing connection activities. Besides, the effects of the benefits are mediated by student’s oral language ability, general language proficiency, and the direction between reading and writing. Teachers, therefore, should incorporate learner’s factors, and their context in designing reading writing connections teaching.

The Exploration of Integrated Reading and Writing Teaching Practice Based on English Novels

LI Xiaoying.............................................................................................................................................28

This article takes an open English novel class as an example to explain how to implement integrated reading and writing in class. Based on text analysis and learning situation analysis, the teacher guides students through reading and writing practice, including language material input, discourse analysis, discussion and internalization and finally, the continuation of writing. During the process, reading and writing are closely connected, leading to the enhancement of writing.

An Analysis on Designing Strategies for Teaching-Learning-Assessing Integration in Non-Fiction Books

CHENG Lan & GAO Zhuoqun ..............................................................................................................36

In English classes of elementary and secondary school, authentic materials like non-fiction books act positively in developing students’ language competence, reading strategies and thinking abilities together with the skills to better adapt to the future life. Based on the teaching case ofDrones: Helpful or Harmful?, this article elaborates on the designing strategies for teaching reading and writing with non-fiction books. “Reading circles” and “writing circles” in English non-fiction books teaching, aiming for realizing English educational value, embody the thematic meaning exploration in designing teaching-learning-assessing activities with the awareness of students’ active involvement as well as the improvement of learning capability and thinking capacity.

The Teaching Practice of Integrating Reading and Writing: A Lesson and Some Reflections

ZHAO Ran ..............................................................................................................................................46

Based onGeneral Senior High School English Curriculum Standards (2017 Edition), this article aims to explore how to integrate reading and writing in senior high English class. It presents how students are engaged in learning activities based on the passage “Click for a Friend?”. Students make title predictions, summarize the pros and cons of online friendship, determine the writer’s attitude, and express personal views on clicking for friends. Each teaching step is followed with reflections on how it works to help students to explore the theme of online friendship.

The Teaching Design of Senior High English Continuation Task Guided by the Production-Oriented Approach

FU Chunhong.........................................................................................................................................55

In recent years, with the development of the comprehensive reform of college entrance examination, continuation task, which has appeared in the written expression of college entrance examination in some provinces, has aroused great concern from the majority of front-line teachers. And various teaching methods have appeared in the classroom of continuation task teaching in senior high schools. Based on the elaboration of the production-oriented approach, the study starts with the analysis of the current situation and problems in the continuation task teaching and focuses on the teaching design of continuation task guided by the production-oriented approach in senior high schools so as to provide a new perspective for the continuation task teaching and gradually improve the quality of continuation task teaching in senior high schools.

Evaluation on Instructional Designs of Integrating English with Other Disciplines from the Perspective of CLIL

PANG Hui...............................................................................................................................................62

The traditional foreign language teaching does not pay enough attention to the development of students’ thinking ability. The discipline integration is an important way to exercise students’ innovative thinking, which can improve innovative ability and produce innovative results. CLIL goes beyond the traditional dichotomy of subject content teaching, and meets the needs of the development of the times. By evaluating the instructional design of the national excellent CLIL teachers’ demonstration, this article combs the connotation and characteristics of CLIL to help more teachers to understand the teaching and learning of the integration of English and different subjects. Also, it provides reference materials for teachers to correctly write the instructional design reflecting the teaching concept of CLIL.

On Application of the “Guidance-Generation” Teaching Mode to English Group-Text Reading Teaching

YANG Yongjun ........................................................................................................................................70

In English group-text reading teaching, creating a student-based class where students get fully involved and think actively is helpful to achieve the teaching objectives. The “guidance-generation” teaching mode aims to help students realize self-learning, cooperative learning and deep learning as well as improve teaching efficiency in reading a group of texts in English through five teaching steps of self-study under the learning guidance, responses to questions, display for communication, teachers’ comments and guidance, and layered exploration. Drawing on a specific teaching case, this article analyzes and illustrates the application of the “guidance-generation” teaching mode to reading a group of texts in English.

Research on the Teaching Strategy of the Comprehensive Approach of Foreign Language Literature Teaching in Senior High Schools

CHEN Ailong, CHEN Suxin & PAN Juan ..............................................................................................76

In order to help senior high students read English literature successfully, the researcher have explored the strategy of comprehensive approach for foreign language literature teaching in senior high schools based on national conditions after eight months of teaching research: Teachers and students should carry out the teaching activities of collage reading, literary circle, deep learning and writing after reading based on the comprehensive path of reader’s response, text and language. The researcher acquired the students’ curriculum needs from the questionnaire survey and interviews before and after the experiment, and also got satisfactory evaluation.

A Review on Professional Development for Language Teachers: Strategies for Teacher Learning

.GAO Shiran & ZHANG Lian ................................................................................................................84

The field of language (mostly ESL and EFL) education is subject to rapid changes and teachers are faced with new challenges out of changes. How to help them update their professional knowledge and skills, maintain the interest, creativity in their profession is a key issue for teacher professional development.Professional Development for Language Teachers: Strategies for Teacher Learning(2015) co-authored by Jack Richards and Thomas Farrell is a useful source book, providing a survey of 11 current approaches to professional development for language teachers and explaining how they can learn to reflect constantly and construct new knowledge through these activities.