This article introduces the emphasis on core competencies in the "Curriculum Standards", analyzes the problems in current middle school English teaching, and explores the unit based teaching method based on the overall concept of the English subject through the teaching design case of Unit 6 in the 9th grade of the Beijing Normal University edition of "English". The aim is to guide students to construct a broad concept from different dimensions and develop core competencies.

Analysis of Unit Teaching Content

The overall teaching design of the junior high school English unit was introduced, and the seven components of the unit were analyzed: the GR section triggers students' thinking about role models through pictures; L16 introduces Yao Ming's personal qualities and social influence through narrative storytelling; L17 allows students to understand role models around them through listening discourse; L18 introduces Steve Jobs' achievements and personality flaws through narrative storytelling; CW introduces the qualities and influence of role models through the author's exemplary mother; CYP states that individuals with disabilities can also become role models; FZ guides students to think about the types of role models they can become through celebrity profiles. Each section revolves around the theme of "role models", gradually deepening students' understanding and recognition of role models.

Analysis of students

An in-depth analysis of the learning situation of third grade students in junior high school pointed out that students have a certain foundation in the knowledge and skills of biographical writing, but there are shortcomings in their understanding of role models. Through a questionnaire survey, it was found that students lack in-depth thinking about the selection and evaluation of role models, and have a vague understanding of whether role models have excellent qualities and social contributions. At the same time, students need to improve their ability to infer characters' personalities and qualities through specific events, as well as their ability to use language to describe characters' deeds and summarize their personality traits. The learning needs include forming a sound role model view, improving reading micro skills, and expanding language knowledge to describe role models.

Unit teaching objectives

The three core aspects of the teaching objectives for junior high school English units are as follows: firstly, emphasis is placed on analyzing the excellent qualities possessed by role models, and the positive impact of role models on society and others is discussed to cultivate students' awareness of learning from role models; Secondly, the importance of comprehensively and objectively evaluating role models was emphasized, encouraging students to express a rational attitude towards learning from role models; Finally, encourage students to introduce their role models and explore how to become role models for others, in order to achieve personal growth and positively influence others.

Unit teaching design ideas and steps

Elaborated in detail the ideas and steps of the overall teaching design of junior high school English units based on the concept of English subject. Firstly, by exploring the thematic significance of discourse and the logical connections between different discourses, a grand concept centered on "role models" was constructed, which includes three dimensions: in-depth understanding of role models, objective evaluation of role models, and self-improvement to become role models. Secondly, the language expression and discourse style characteristics were sorted out, and vocabulary and expression methods related to semantic integration learning were extracted, as well as language concepts for describing characters and events in chronological order. This led to the construction of a language concept that uses vocabulary and expression methods related to role models.

Summary and Reflection

The importance of unit holistic teaching design based on the overall concept of English subject was emphasized, and it was pointed out that it can help students form new cognitive structures and problem-solving methods. At the same time, it was proposed that teachers need to pay attention to discourse analysis, the relationship between value transmission and language learning, as well as the internal logical relationship between the whole and the parts of the unit, in order to optimize teaching effectiveness.