introduction

The requirements for the development of students' learning abilities in the "2017 Edition and 2020 Revision of the General High School English Curriculum Standards" were discussed, emphasizing the importance of teachers assigning extended homework after class. At the same time, citing the emphasis on improving the quality of homework design in the "Guiding Opinions on Promoting the Reform of Education Methods in Ordinary High Schools in the New Era", it points out the problems existing in current homework design, such as the lack of purposefulness and systematicity. The article aims to explore a unit based approach to homework design, in order to enhance students' learning experience and effectiveness, and provide support and guidance for teachers' teaching practices.

Analysis of the teaching materials

This chapter analyzes the teaching content of Unit 1 Relationships in the selective compulsory textbook of English for high schools published by Beijing Normal University. This unit revolves around two main themes: "People and Society" and "People and Self", exploring the importance of interpersonal relationships and social interaction. The unit contains multiple sub topics, such as teacher-student relationships, online socializing, peer pressure, etc., aimed at helping students understand themselves and establish good interpersonal relationships. Teaching activities are divided into four levels: perception and feeling, review and response, reflection and introspection, and change and improvement. Teachers guide students to explore topics in depth through various activities, enhancing their awareness of interpersonal relationships and communication skills.

Design and Implementation of High School English Homework Based on Unit Integrated Teaching

This article introduces the design of high school English homework based on unit based holistic teaching, aiming to deepen students' understanding of the significance of unit themes through progressive, comprehensive, practical, and diverse homework content, play the educational function of homework, and effectively implement core competencies. Progressive homework design requires teachers to coordinate the homework arrangement of the entire unit, increase the structure and progression between homework, and promote knowledge integration. Comprehensive homework requires students to apply core unit knowledge and methods comprehensively to complete assignments, such as organizing knowledge structure diagrams, solving real project tasks, etc. Practical assignments emphasize the practical activities of students using English for communication, acquiring knowledge through personal experience or practicing knowledge through behavior. Diversity homework requires teachers to enrich homework forms, not be confined to a single written assignment, design diverse output tasks, and fully mobilize students' learning interest and motivation. Through these homework designs, students can consolidate what they have learned, improve their expression ability and thinking quality, gradually deepen their understanding of the significance of the unit theme, and ultimately form a broad concept of the unit.

conclusion

The importance and complexity of high school English homework design based on unit based holistic teaching were emphasized, and it was pointed out that teachers need to take a global perspective to ensure consistency between homework design and unit themes and teaching objectives. By designing homework that is progressive, comprehensive, practical, and diverse, students' learning interest and motivation can be enhanced, and the development of their core competencies can be promoted.