introduction

Emphasis was placed on the importance of developing students' thinking qualities in English teaching in the new round of basic education curriculum reform, and it was pointed out that the "Compulsory Education English Curriculum Standards (2022 Edition)" clearly set the goal of improving thinking qualities. At the same time, it points out the phenomenon of "developing thinking qualities for the sake of developing thinking qualities" in current English teaching, which leads to a disconnect between thinking activities and basic language learning activities. The author proposes that effective English learning activities should integrate or consolidate various elements, using thinking activities as the language learning framework to promote the integrated development of thinking quality and language ability. This article will be based on teaching practice cases to specifically explain and analyze teaching ideas.

Reading Teaching Practice Using Thinking Activities as a Language Learning Framework

Through an English story teaching case, it demonstrates how to use thinking activities as a language learning framework to promote the synchronous development of students' thinking quality and language ability. The teaching material is "Grinding a pestle into a needle", which elaborates on the teaching practice process through three teaching segments.

Teaching Practice of Writing with Thinking Activities as the Framework for Language Learning

Through a specific writing task titled 'My Most Precious Gift', it demonstrates how to build a language learning framework through thinking activities to improve students' writing abilities. Firstly, teachers guide students to analyze the semantics of the keywords "gift" and "valuable". Through teacher-student dialogue and group discussions, they help students break through their thinking limitations and recognize the rich connotations and multidimensional value of gifts. Next, the teacher emphasizes the importance of discourse structure awareness, guiding students to think from the reader's perspective, clarifying the information that readers need to know, and determining the writing focus. Finally, the teacher introduces three writing structures and allows students to choose one structure to write their first draft. Through group discussions and peer evaluations, they continuously revise and improve to form the final draft. This teaching practice not only improves students' writing ability, but also cultivates their thinking ability and emotional education.

Thoughts on Using Thinking Activities as a Framework for Language Learning

Explored four dimensions of thinking activities to construct a language learning framework and promote the common development of students' language and thinking. Firstly, by analyzing the connotation semantics as the starting point of thinking, teachers guide students to understand the meaning of words on their own. Secondly, teachers construct a framework for semantic analysis based on students' developmental zones, helping them understand the extended meanings of vocabulary in context. Next, the teacher creates a context to help students internalize and apply the language they have learned, and evaluates their learning outcomes. Finally, teachers guide students to engage in independent innovation and application, develop creative writing skills, and shape students' awareness and ability of independent innovation.

conclusion

Emphasizing the importance of thinking quality in English curriculum, it is believed that the cultivation of thinking and language learning should mutually promote each other. The article proposes to promote the development of students' language abilities by building a thinking framework, and points out that this integrated development of classroom activities can effectively enhance students' core competencies.