Teaching Design of English Picture Book for Primary Schools Based on Performance Culture Teaching Method-Taking the Story Time in Unit 1 of the Third Grade of the PEP Version as an Example

<p>The performance culture teaching method was first proposed by the American Sinologist Wu Weike. It is a teaching method to learn a second language through the comprehension and practice of the target language. It focuses on culture and practice. The learner presents the story in a rehearsal manner in the context of the target language culture. Picture book teaching is a popular teaching method for primary school English teachers at this stage. Its novel feature of moving from outside class to classroom makes it an indispensable teaching method in primary school English teaching. This article takes the PEP version of the third grade English textbook as an example for teaching design and integrates the performance culture teaching method with the picture book teaching in the primary school English classroom teaching. The focus of research in teaching design is teaching implementation, that is, the application of performance methods in primary school English classrooms. This teaching design combines picture book teaching and performance culture teaching methods to promote primary school English teaching.</p>

Hysterical Screaming & Cruel Reality-A Study of The Story of An Hour from the perspective of Peirce’s Semiotic Theory

<em>The Story of An Hour</em> has always been regarded as the representative work of the American writer Kate Chopin. Concise in its language, the novel mainly describes the psychological changes and emotional experience of Mrs. Mallard after she was informed of her husband’s death. Since its publication, relative research on the work has usually focused on the theme, expression and narrative strategy of the novel. Seldom finds that the use of signs, an inseparable part of the text, has been applied skillfully to express the theme. Therefore, this study attempts to explore the symbolic meaning of hysterical screaming and cruel reality in <em>The Story of an Hour </em>by analyzing the use of signs under the theoretical framework of Peirce’s Semiotics.

A Study on Path of Rural Teachers Helping the Inheritance of Vernacular Culture in China

Vernacular culture is the root of Chinese culture, in essence, so the inheritance of vernacular culture is crucial. Rural teachers are the "rural talents" in rural areas and have been playing various roles as cultural inheritors, protectors and leaders. The cultural responsibilities of rural teachers in the new era face many difficulties: the lack of vernacular cultural literacy of rural teachers, the "urban orientation" of rural education, the backward ideology of rural parents, and the lack of funds. Under the call of rural cultural revitalization, rural teachers should re-erect the banner of cultural inheritance and contribute to rural cultural revitalization by focusing on cultivating rural teachers' local cultural literacy, developing school-based cultural curriculum and compiling local teaching materials, collaborating with village schools and making use of the Internet to promote the inheritance and development of vernacular culture.

A Review of Studies on the Washback Effect of National Matriculation English Test (NMET) in China (2011-2020)

<p>This paper reviews the washback studies in National Matriculation English Test (NMET) in the past decade (2011-2020). There are 36 Chinese works of literature collected from CNKI (China National Knowledge Infrastructure), all of which are searched by keywords "National Matriculation English Test "(NMET) and "washback effect". And This literature is divided into two levels: micro level and macro level. The micro-level includes 5 categories, and the macro-level includes 3 categories. After analyzing and discussing, the researcher finds that: (1) The research has increased sharply before 2018 and is greatly influenced by policies; (2) The proportion of empirical research is equal to that of non-material research, which is dominated by empirical research at present; (3) The research mainly involves the washback effect of NMET, its reform and test typesetting at the macro level; Micro-level listening, speaking, reading, writing, grammar filling washback. Through the analysis, it is found that the main problems of the research on the washback effect of NMET include lack of innovation, neglect of listening and speaking skills, lack of depth of research, little attention to students -the subject of the test, and neglect of the long-term effect of the washback. Finally, some suggestions are put forward based on the above problems.</p>

Translating Al-Fuzai’s ‘An Increase in Worry’

In 'An Increase in Worry’, Khalil I. Al-Fuzai<strong> </strong>presents and tackles a social problem; violating a wife’s rights as seen by the local society. By translating and introducing this story to the English readers, I will introduce the Arabian author of this story. Also, using translation is used here as a device of communicating with those who have no access to the original text.

Style and Sense in William Faulkner's A Rose for Emily

<p>A Rose for Emily is a typical Gothic-style novel, intimately associated with the characteristics of Gothic literature: 1. Ghostly and horrible environment; 2. The tone of death; 3. Uncanny character images. Generally speaking, Gothic literature reveals the gloomy, dark, sad and mysterious literary styles, but what fascinates us most is the creation of atmosphere—being horrific, thrilling and intensive, which give people different kinds of sensory touches—Visually, physically and even spiritually. This Gothic style places emphasis on both emotion and a pleasurable kind of terror, thus embodying the senses of a quest for a horrible atmosphere, and an appreciation of the joys of extreme emotion as well as the thrills of fearfulness to readers.</p>

Investigation on Autonomous Learning of Foreign Language and Countermeasures for Constructing an Autonomous Learning Platform

<p class="1"><span lang="EN-US">The connotation of autonomous learning is expanding as time progressed. Under the background of “Internet plus” education, colleges and universities pay more attention to the application of network teaching resources in teaching. Universities intensified the reform of college English teaching and built platforms for autonomous learning, supplementing the shortcomings of English classroom teaching and improving students' autonomous learning ability. This paper takes local college students as the research object, makes an investigation and analyzes the situations of college students autonomous learning. The findings suggested that the following questions are addressed: lack of motivation of autonomous learning, lack of self-exploration of effective learning strategies, lack of the ability of multiple interactions. This paper will give relevant strategies for building a platform for college English autonomous learning to promote and cultivate students' independent learning ability of foreign languages.</span></p>

Frameworks of Intercultural Language Teaching: A Review

This article mainly summarizes the important achievements of domestic intercultural teaching research from the perspective of intercultural competence and teaching and finds that the research of intercultural teaching has gradually shifted from being teacher-centred to learner-centred, focusing on the influence factors of intercultural teaching intervention by different methods and students' intercultural and the improvement of communicative competence, and the teaching paradigm. However, the application background of existing research has certain limitations, and insufficient attention has been paid to learners' own differences. Future research can further research on specific level one or all level students explore ways and methods to effectively improve the intercultural knowledge and abilities of second language learners, and further, promote the optimization of intercultural knowledge acquisition and implement and teaching theories.

Interpreting Core Competencies of English as a Subject in China

The proposal of core competencies of English subject conforms to the goal for talent training, which puts forward higher requirements for English teaching. The core competencies of English subject include language ability, learning ability, thinking quality and cultural awareness. It emphasizes the development of students' core competencies, the cultivation of students' correct values and attitudes, and the realization of the educational value of English subject. Interpretation of the core competencies of English subject helps teachers to grasp teaching better and deeply, which will be useful for teachers to clearly apply the theories into teaching design, so as to achieve the purpose of educating people in English subject. This article interprets the core competencies of English subject in China and explains the meaning of related concepts: activity view on English learning and English subject ability. On this basis, this thesis will take a teaching design of a reading text in unit 5 in the 4^th compulsory English book for senior high school students published by People’s Education Press as an example, to illustrate the realization of the core competencies of English as a subject in senior high school English reading teaching, which aims to provide enlightenment for teachers’ English reading teaching in senior high school in China.

A Study of Junior High School English Writing Teaching Based on Scaffolding Theory

Writing, as an important language skill, receives much attention in language teaching in junior high school. Traditional writing teaching always asks students to remember examples by heart to collect language resources, which plays no real function to improve students’ writing skills. Thus, it is necessary to design the writing class in an effective way. This thesis aims to illustrate how to build scaffolding for students during the process approach to writing and help them complete the writing tasks. This method focuses on the process of building scaffolding to facilitate the writing process, rather than only emphasizing the outcome. Through the classroom observation and cases analysis, the author further explores the scaffolding theory in English writing teaching in junior high school.