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A Study of Senior High School English Reading Practice from the Perspective of Teaching-Learning-Assessment Integration

Author(s)

Chunling Mei

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

The latest curriculum standards stress integrated teaching, learning and assessment in senior high English classes. All instructional objectives, student activities and assessment methods need to keep consistent with each other. This consistency helps narrow the common gap among teaching, learning and assessment. It also creates better conditions for students to build core English language competencies. This research focuses on Unit 4, The Night the Earth Didn’t Sleep, from PEP Senior High English Compulsory Book 1. The reading text carries unique textual features. Teenage students also show distinct cognitive traits. Both points are fully considered in this research. The core research question explores practical ways to connect teaching, learning and assessment. It covers three key aspects. They include objective setting, activity design and the construction of an assessment framework. Based on the above analysis, the paper proposes a reading instruction model. This model pairs with multimodal assessment strategies. These strategies aim to improve reading teaching quality and track student development. This study can act as a practical case. It offers usable references for other English reading lessons in similar senior high schools.

Keywords

Teaching-Learning-Assessment Integration; High School English; Reading Lessons; Core Competencies

References

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