introduction

Emphasis has been placed on the promotion of overall teaching in units by the new curriculum standards, requiring teachers to take literacy as the core, integrate teaching resources, and construct a unit education blueprint with integration, relevance, and development. At the same time, it is pointed out that teachers need to create problem scenarios in practice, guide students to solve problems in real situations, and promote the development of language ability, thinking quality, cultural awareness, and learning ability. Zhang Jinxiu (2019) proposed to transform the theme into a question, and enhance students' language communication and cognitive abilities through discussion, negotiation, and dialogue. Teachers should extract unit problems and sub problems, help students form problem awareness, construct deep cognition, attitudes, and value judgments, and promote the development of core competencies. Under the guidance of teaching and research staff from Chaoyang District Education Science Research Institute, the author's team conducted a unit teaching design research with the theme of "Let's Protect the Environment". They designed gradient learning activities, guided students to discover and analyze environmental problems, proposed solutions, and advocated for others.

Unit teaching content and overall design concept

This chapter introduces the unit teaching content and overall design ideas of Unit 3 in the second semester of Grade 6 of the Beijing version of primary school English. The unit theme is "Environmental Protection", covering sub themes such as reducing pollution, conserving resources, and protecting animals and plants. To supplement the insufficient content of the discourse, the teacher supplemented relevant picture books and popular science articles to construct a structured knowledge system.

Teaching Cases

The application of the overall teaching design of primary school English units in problem-solving was demonstrated through teaching cases. Firstly, the analysis of learning situation pointed out the interest, attitude, foundation, and thinking quality of sixth grade students in English learning, while identifying their shortcomings in environmental language expression, logic, and environmental awareness. The solution includes combining students' real-life situations, guiding the discovery of environmental problems, providing language support, and designing practical exploratory assignments.

Teaching Summary and Reflection

Teachers explore the connection between textbooks and students' lives through thematic significance, with "how to protect the environment" as the core issue, guiding students to explore sub themes and form a logical line for problem-solving. Students propose methods to solve environmental pollution, reflect on environmental behavior, promote the transformation of knowledge into literacy, deepen environmental awareness, and achieve learning goals. There are many supplementary contents and design activities in the lesson examples, but due to time constraints, the tasks written could not be carried out. The author will integrate activities in future practice to leave time for writing output activities.