scholarly journals The Senior High English Teaching Design Based on the Multiliteracies Pedagogy—From the Perspective of Cultivating Students’ Key Competency in English

2021 ◽  
Vol 11 (6) ◽  
pp. 681-687
Author(s):  
Xinzhu Liu
Keyword(s):  
High School ◽  
Moral Education ◽  
Language Ability ◽  
Learning Ability ◽  
High School English ◽  
English Curriculum ◽  
Cultural Character ◽  
English Class ◽  
Core Ability ◽  
Learning English

Based on people-oriented moral education, the Key Competency of Chinese Students’ Development highlights the importance of cultivating students’ key competency, which means that students should have the essential character and core ability to adjust lifelong development and meet the demand of social development. According to the High School English Curriculum Standard (2017 Edition), key competency in English refers to language ability, thinking quality, cultural character and learning ability. And on the basis of multiliteracies pedagogy, linguistic symbols and non-linguistic symbols are combined together to create a multimodal teaching environment. And students will obtain new knowledge through four main stages: situated practice, overt instruction, critical framing and transferred practice, leading students mobilize their multiple senses together when learning English and help improve their comprehensive competence, which is in line with cultivating students’ key competency in English. This paper will firstly make a brief introduction of key competency in English based on the High School English Curriculum Standard (2017 Edition) and analyze typical views of multiliteracies pedagogy, then take the reading passage, Learning English from Unit5 Languages around the World, compulsory I, PEP as an example, applying multiliteracies pedagogy to English class, in order to cultivate students’ key competency in English to some extent through multiliteracy training.

scholarly journals The Teaching Design of English Reading Based on Cultivating Students' Critical Thinking

2020 ◽  
Vol 10 (8) ◽  
pp. 993
Author(s):  
Yu Jia ◽  
Lei Guo
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cultural Awareness ◽  
Text Processing ◽  
Learning Ability ◽  
High School English ◽  
English Curriculum ◽  
English Reading ◽  
Language Knowledge ◽  
Teaching Design

The High School English Curriculum Standard (2017 edition) states that it's crucial to cultivate core competences for students, which includes language ability, learning ability, cultural awareness and thinking quality. There is no doubt that critical thinking, as one of the key components of thinking quality, should be emphasized.  However, due to the influence of examination-oriented education and other factors, most teachers tend to pay too much attention to the cultivation of students' language knowledge and language skills, neglecting the cultivation of students' critical thinking ability. The traditional mode of interpretation of language knowledge still dominates in most English reading teaching, teaching design tends to be modeled and text processing is so superficial that students can not understand the discourse deeply. Students in the classroom did not experience a deep thinking level of ability training. Therefore, teachers should think carefully about how to cultivate students’ critical thinking in high school English reading class and adjust their teaching methods accordingly. This paper will take the teaching design of a reading lesson as an example to explore how to cultivate students' critical thinking in high school reading class.

scholarly journals The Application of Activity-based Method in English Reading Teaching in Senior High School

2021 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Xuejuan Duan
Keyword(s):  
High School ◽  
Senior High School ◽  
Learning Activities ◽  
High School English ◽  
English Curriculum ◽  
Modern Information Technology ◽  
English Reading ◽  
Modern Information ◽  
The Times ◽  
Reading Teaching

Activity-based method in English reading teaching in senior high school is put forward in the new National English Curriculum Standards for Senior High School (NECS). With the development of the times, the demand for hundreds of thousands of senior high school English teachers is changing, because educators stress a great attention to the application of the modern information technology and activity-based method. Therefore, around how to apply English activity-based method in the reading teaching in high school, this paper designs three learning activities to address the problems of the traditional teacher-centered teaching and the knowledge-orientated leaning. The result of this study can penetrate the consciousness of practical meaning into the frontline teachers by fully understanding the new conception and implementing it based on their own teaching needs.

Composing Texts and Identities in an Alternative High School English Class

2014 ◽  
pp. 479-497 ◽  
Author(s):  
Mary Beth Hines ◽  
Michael L. Kersulov ◽  
Leslie Rowland ◽  
Rebecca Rupert
Keyword(s):  
High School ◽  
Digital Media ◽  
Literacy Practices ◽  
Alternative High School ◽  
Literacy Skills ◽  
High School English ◽  
Theater Of The Oppressed ◽  
Children's Book ◽  
English Class ◽  
The Social

This chapter is drawn from a qualitative case study of one alternative high school English class, tracing students' engagement and resistance with digital media and school-based literacy practices, exploring how each student's use of literacy and digital media led to the formation of particular identities in the social sphere of the classroom. In this chapter the authors focus on two students, Callie--loud and socially dominant-- and Nina, quiet, reserved, outside the social circle. The authors trace the students' respective discursive practices in two composition units-- a multimodal children's book unit and a Theater of the Oppressed unit. The chapter argues that both young women have strong literacy skills and are strategic in using them, thereby creating particular identities as they produced texts.

Appearing Acts: Creating Readers in a High School English Class

1994 ◽  
Vol 64 (4) ◽  
pp. 450-474 ◽  
Author(s):  
Joan Kernan Cone
Keyword(s):  
High School ◽  
Group Discussion ◽  
Collaborative Reflection ◽  
Cultural Backgrounds ◽  
High School English ◽  
Self Perceptions ◽  
English Class ◽  
Reading Materials ◽  
Student Journals

Asking how she, as a teacher, can motivate students to discover the joy of reading, Joan Kernan Cone explores students' self-perceptions as "readers" and "non-readers." By engaging her students in this question and through her willingness to respond to their ideas Cone experiments with methods to cultivate "readers" — those who read on their own for pleasure and knowledge. Through the use of student journals, reading materials matching their interest and cultural backgrounds, and group discussion, she inspires a passion for reading. As a result of her in-class research and collaborative reflection with her students, Cone advocates creating a "community of readers" in which students can choose books, read them, talk about them, and encourage each others to read.

Our Readers Write: What's a Good Children's Book worth Using in a High School English Class?

1985 ◽  
Vol 74 (3) ◽  
pp. 76
Author(s):  
Marion F. Helfrich ◽  
Diana Memos ◽  
Nancy A. Hutchinson ◽  
Sharon Rinderer ◽  
Jeff Fischer ◽  
...  
Keyword(s):  
High School ◽  
High School English ◽  
Children's Book ◽  
English Class

English Pragmatics in Ecuador

2017 ◽  
Vol 7 (9) ◽  
pp. 723
Author(s):  
Gerardo E. Heras Urgilés ◽  
Jean-Paul Jara Villacreces
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Language Learner ◽  
Public High School ◽  
Research Project ◽  
High School English ◽  
English Teaching ◽  
English Curriculum

Research has revealed that developing the pragmatic ability is a key element for any second or foreign language learner. The present paper aims to shed some light on the issue of pragmatics as part of English teaching and learning in the context of Ecuador. This paper is part of a research project that will involve public high school English teachers of Cuenca, Ecuador. After extensive research, it has been found that even though pragmatics is now part of the new English curriculum in this country, research in this field of linguistics is almost nonexistent.

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