A Case Study of Applying the Concept of English Learning Activities in English Reading Class in a Junior High SchoolZhao Wenjuan & Mao Wen......................................3

The English Curriculum Standard for Compulsory Education(2022 Edition) advocates the activity-based learning approach to EFL by “combining learning with thinking and focusing on application and innovation”, which provides a specific and feasible path for English language learning.The English reading class, as one of the important ways to develop the core literacy of the subject,should take exploring the thematic meaning of the text as the core principle.Taking a junior high school English reading course as an example, this article illustrates how to start with the weak skills reflected in the students’ diagnosis and evaluation results and integrate the text to sort out information chain, combine content, language and thinking to build the question chain and focus on different levels of activities to form the activity chain.By integrating these three chains, it helps to promote to achieve the core literacy in the English reading class.

Exploration of Senior High English Reading for Writing Class Guided by the Activity-Based Learning Approach to EFLYuan Diying.......................................................................12

In view of the separation of reading and writing in the current reading for writing class in senior high English curriculum, the fact that reading does not constitute an effective input to writing, and the lack of process guidance and effective evaluation feedback for students’ writing, this article is guided by the activity-based learning approach to EFL that point to the development of subject core literacy advocated inGeneralSenior High School English Curriculum Standards (2017 Edition, 2020 Revision).Taking the passage “Is Exploring Space a Waste of Time and Money” (Book 3, Unit 4,Reading for Writing section from high school English textbook of PEP ) as the text, a teaching activity chain of “learning and understanding, applying and practicing, associating and innovating” and an evaluation process of “self-evaluation, peer evaluation and teacher evaluation” are designed and practiced, aiming to explore the teaching mode of senior high school English reading for writing class pointing to the development of core competence.It also puts forward relevant suggestions for senior high English reading for writing class as well as the evaluation of students’ writing.

Exploration of Senior High English Teaching Based on Thematic Meaning Inquiry Pointing to Deep LearningWang Hui, Cai Mingke & Zai Yuying............................................18

In the new round of literacy-oriented teaching reform, English teaching that focuses on thematic meaning inquiry has gradually received attention.Based on the concept of deep learning and its characteristics, this article proposes the idea of senior high English teaching based on thematic meaning inquiry, and illustrates the teaching process with specific cases.Teachers guide students to carry out progressive learning activities with meaning inquiry as the main line, promoting students’ learning step by step, implementing the integration of teaching-learning-assessment and ultimately realizing the cultivation of students’ core literacy.

Textbook Analysis of The New Standard English (2019) from Perspective of Thematic ContextsLi Liang & Sun Xumiao....................................................................................................25

Thematic exploration is an indispensable component of English teaching in senior high schools.Textbooks are important for teachers to conduct teaching.Therefore, it is of great significance to examine reading materials’ thematic contexts in English textbooks.This article, by referring toGeneral Senior High School English Curriculum Standards (2017 Edition, 2020 Revision), probes into the overall distributions and compiling sequences of the thematic contexts and sub-thematic groups in required textbooksTheNew Standard English(2019), with an aim to shed light for in-service English teachers to have a better understanding of the textbooks so as to use them more efficiently.

A Comparison of Developmental Features of English Reading Literacy Between Chinese and Foreign Children and Its Pedagogical ImplicationsAO Narentuya & Wang Qiang...............................................................................................................34

In recent ten years, English reading instruction in China has undergone drastic changes in its teaching approaches.Reading-ability centered teaching has been gradually replaced by reading-literacy centered education.In this process, teachers need to understand how students’ reading literacy develops so that they can choose appropriate teaching methods with consideration.Based on a comprehensive review of the literature concerning the developmental features of first language children’s English reading literacy, this article analyzes the developmental features of Chinese children’s English reading literacy through comparisons between children in China and those in English speaking countries.The analysis provides bases and implications for teachers to choose appropriate teaching methods and design effective teaching activities in their reading instruction.

A Preliminary Exploration of Extended Reading in Senior High English Teaching by Focusing on the Theme Context of “Man and SelfLiu Ling...........................................42

The theme context is the first of the six elements of the contents of English curriculum put forward byGeneral Senior High School English Curriculum Standards ( 2017 Edition), which covers “man and self” “man and society” as well as “man and nature”.Throughout history, quite a few psychologists and educators have been researching self-consciousness and self-development.Senior high students are at the key stage of developing themselves, so the theme “man and self” matters most to them.This article sorts out the reading passages with the theme context “man and self” in the textbooks for enior high schoolAdvance with English(Yilin Oxford Edition).This article also takes the teaching design of the reading text used in one summer teacher training seminar as an example to investigate extended reading in senior high English teaching by focusing on the theme context of “Man and Self ”.In this way, the author aims to help students make good use of the medium of the English language to fully realize their potential.

A Teaching Design of English Writing Based on Production-Oriented ApproachZhao Zhiping..........................................................................................................................................49

At present, the phenomenon of “separation of learning and application” in English writing teaching is serious in senior high schools.In this regard, based on the teaching procedure in“production-oriented approach (POA)” proposed by Wen Qiufang (2015), that is, “motivatingenabling-assessing” procedure, this paper takes an example of a writing task whose topic is calling for the protection of animals to explain how to design and conduct the writing task.

Application and Practice of Learning Through Play in English Phonics Teaching in Primary SchoolsLiu Fengping.....................................................................................................55

In view of the problems existing in English phonics teaching, the author put forward the application of learning through play in English phonics teaching in primary schools.In this article, the author attempted to enhance students’ interest in phonics and improve the teaching effect of phonics in primary schools by developing gamified learning materials, designing gamified activities in English class, assigning gamified homework and holding gamified evaluation activities.

Research on Design of Classroom Learning Activities Focusing on Cultural Awareness CultivationChen Nan..............................................................................................61

With the rapid development of globalization in the 21st century, cultural awareness, as one of the key components of the core competencies of English Discipline, has gradually received greater attention in English instruction at senior high schools.This article, based on an English optional class,mainly revolves around the design of learning activities in class according to the cultivating objectives of cultural awareness by exploring the selection of learning discourse, the design of learning context and the level of knowledge mastery, etc.It intends to offer some insights into the strategies of teaching design of an English optional class targeted at the penetration of the culture consciousness, which not only focuses on students’ cognitive, language and thinking ability, but also guides them to appreciate the brilliant culture both at home and abroad, boost cultural confidence through cultural comparison and strive to be a “narrator” of Chinese culture on the international stage.

A Case of How to Implement the Learning Situation Analysis in Junior High English TeachingLi Hongwei......................................................................................................................67

Learning situation analysis should cover the analysis of students’ experience, the analysis of students’cognitive competence, the analysis of students’ psychological features and the analysis of students’ learning styles and those closely-related to teaching contents and teaching tasks, especially how well students grasp the preparatory competence, should be focused on.As the crucial part of a teaching plan, learning situation analysis plays a very important role in effective teaching.Examples of learning situation analysis in junior high English teaching are analyzed and amended to illustrate how to make learning situation analysis really work.A seriously carried-out learning situation analysis will do much good to teaching.

Practical Research of Unit Integrative Teaching Based on POAZhang Ying................73

To address the issue of the fragmentation of the teaching material, this article puts forward the unit integrative teaching strategies based on Production-Oriented Approach, and taking the research of thematic meaning as the principal line.It explains the strategies with the help of a unit teaching as an example.Here are the strategies: first, study the textbook and extract the thematic meaning; second,build the theme map of the unit according to the thematic meaning; third, design the output activity for the unit and each period; fourth, set up the goals for the unit and each period; fifth, make assessment strategies for the whole unit and each period; sixth, plan the teaching and learning activities for each period according to the dynamic teaching process of “motivating - enabling - assessing” as a whole.

A Survey of Primary School English Teachers’ Cognition of Reading LiteracyWang Jingwen & Ying Jianfen...............................................................................................................84

Based on the theoretical framework of English reading literacy development goals for primary and secondary school students, taking 163 primary school English teachers as the research subjects,this paper investigates the current situation of teachers’ cognition of reading literacy, from teachers’cognition level of reading literacy and of cultivating students’ reading literacy in practical teaching.Results show that teachers’ focus on cultivation of reading ability far outweighs that on reading character.In terms of reading ability, language knowledge and reading comprehension are valued most,followed by decoding ability, while cultural awareness ranks the last.As for reading character, more importance is attached to reading experience than reading habits.Teachers have correct understanding of students’ reading literacy cultivation in practical teaching, while understanding depth needs to be improved.No significant difference is shown in the overall cognitive level of reading literacy among teachers of different ages, educational background and regions.Significant difference is shown in decoding ability, reading habits and reading experience among teachers of different teaching ages.This study provides insights for primary school English teachers to deepen their understanding and promote their implementation to realize the goal of cultivating students’ reading literacy.