English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conv...English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.展开更多
The overall teaching design for the junior middle school English unit aims to maximize the use of teaching resources by using the unit as the central theme,integrating it throughout all sections and related activities...The overall teaching design for the junior middle school English unit aims to maximize the use of teaching resources by using the unit as the central theme,integrating it throughout all sections and related activities.This approach continually reinforces students’understanding and retention of individual lesson content while fostering their core literacy and skills.It promotes a comprehensive development of students’listening,speaking,reading,and writing skills,allowing them to engage repeatedly with the language materials until they internalize them as part of their language proficiency.展开更多
With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to c...With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.展开更多
Teachers have been paying more attention to oral English teaching in junior high school than ever before. Generally, teachers focus on teaching oral English in class, where they give preeminence to creating an environ...Teachers have been paying more attention to oral English teaching in junior high school than ever before. Generally, teachers focus on teaching oral English in class, where they give preeminence to creating an environment in the classroom which approximates to the"real-life"communicative use of language (Yang Chaochun & Cheng Lian 2005). However, there are some limits teaching oral English in class. This essay puts forwards to provide input during the break time for students to acquire oral English unconsciously in junior high school to make up for the insufficiency.展开更多
Under the background of“Internet+”learning method,junior high school English independent learning is individualized,autonomous,and interactive.“Internet+”learning can not only improve students’learning efficiency...Under the background of“Internet+”learning method,junior high school English independent learning is individualized,autonomous,and interactive.“Internet+”learning can not only improve students’learning efficiency and learning quality,but also promote their comprehensive development.Therefore,in this paper,we analyzed the significance of developing junior high school English autonomous learning under the background of“Internet+,”explained the theoretical basis of autonomous learning,and how the concept of“Internet+”can be integrated into English teaching.展开更多
The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,the...The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,they often make grammar errors in writing;as a result,they do not obtain high scores in English writing;third,they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer;in that case,Chinglish often appears in their compositions,and this is one of the main reasons they do not obtain high scores in English writing;finally,they do not arrange their compositions well,so most of their compositions are loosely organized.As reading and writing are designed as two separated parts in most English textbooks used in China,it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming.Based on the present situation of students’English writing and the teaching situation of English writing in junior high schools,this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively,use vocabulary and grammar appropriately,avoid the influence of mother-tongue transfer,and build compact structures,so that they can improve their English writing skills.This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.展开更多
As a teaching method against the giving-and-accepting pattern, the inquiring teaching in junior high school pays more attention to learners' understanding, feeling and experience in the course and emphasizes the c...As a teaching method against the giving-and-accepting pattern, the inquiring teaching in junior high school pays more attention to learners' understanding, feeling and experience in the course and emphasizes the cooperation and communication among students and teachers. In this paper, it explores the advantages of inquiring teaching, which cultivate students' interest in learning and ability of analyses, induction and application, compared with the traditional teaching.Besides, some suggestions are provided in English teaching of Junior high school.展开更多
文摘English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.
文摘The overall teaching design for the junior middle school English unit aims to maximize the use of teaching resources by using the unit as the central theme,integrating it throughout all sections and related activities.This approach continually reinforces students’understanding and retention of individual lesson content while fostering their core literacy and skills.It promotes a comprehensive development of students’listening,speaking,reading,and writing skills,allowing them to engage repeatedly with the language materials until they internalize them as part of their language proficiency.
文摘With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.
文摘Teachers have been paying more attention to oral English teaching in junior high school than ever before. Generally, teachers focus on teaching oral English in class, where they give preeminence to creating an environment in the classroom which approximates to the"real-life"communicative use of language (Yang Chaochun & Cheng Lian 2005). However, there are some limits teaching oral English in class. This essay puts forwards to provide input during the break time for students to acquire oral English unconsciously in junior high school to make up for the insufficiency.
文摘Under the background of“Internet+”learning method,junior high school English independent learning is individualized,autonomous,and interactive.“Internet+”learning can not only improve students’learning efficiency and learning quality,but also promote their comprehensive development.Therefore,in this paper,we analyzed the significance of developing junior high school English autonomous learning under the background of“Internet+,”explained the theoretical basis of autonomous learning,and how the concept of“Internet+”can be integrated into English teaching.
文摘The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,they often make grammar errors in writing;as a result,they do not obtain high scores in English writing;third,they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer;in that case,Chinglish often appears in their compositions,and this is one of the main reasons they do not obtain high scores in English writing;finally,they do not arrange their compositions well,so most of their compositions are loosely organized.As reading and writing are designed as two separated parts in most English textbooks used in China,it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming.Based on the present situation of students’English writing and the teaching situation of English writing in junior high schools,this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively,use vocabulary and grammar appropriately,avoid the influence of mother-tongue transfer,and build compact structures,so that they can improve their English writing skills.This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.
文摘As a teaching method against the giving-and-accepting pattern, the inquiring teaching in junior high school pays more attention to learners' understanding, feeling and experience in the course and emphasizes the cooperation and communication among students and teachers. In this paper, it explores the advantages of inquiring teaching, which cultivate students' interest in learning and ability of analyses, induction and application, compared with the traditional teaching.Besides, some suggestions are provided in English teaching of Junior high school.
