Chapter I An Introduction to the Core Competency of the English Subject································ 1
Section I Current Research Status of Core Competency Theory and Practice ······················· 1
I. Research on the Connotation of Core Competency ················································ 3
II. Research on Strategies and Implementation Measures for Developing Core Competency5
Section II Research Progress on Core Competency in the English Subject ··························· 8
Section III The Connotation of Core Competency in the English Subject··························· 11
I. The Pedagogical Significance of the English Subject ·············································11
II. The Key Components that Constitute the Core Competency in the English Subject···· 14
Chapter II Objectives and Contents of the English Curriculum Grounded in Core Competency ····20
Section I English Curriculum Objectives Grounded in the Core Competency ······················20
Section II English Curriculum Contents Grounded in the Core Competency ······················ 25
Chapter III English Achievement Standards Grounded in Core Competency ····························30
Section I Definition and Overview of Achievement Standards········································· 30
Section II The Necessity of Establishing Achievement Standards······································34
Section III Criteria for Classifying the Academic Quality Levels of English ························ 38
Section IV The Interconnection Between Achievement Standards and Curriculum Objectives 42
Section V The Correlation Between Achievement Standards and Core Competencies Levels·· 44
Section VI The Relationship between Achievement Standards and Curriculum Content ········48
Section VII Prospective Applications of Achievement Standards······································50
Chapter IV English Classroom Teaching with the Purpose of Developing Students’ Core
Competency ···············································································································57
Section I Developing Students’ Core Competencies through Innovating English Classroom
Teaching ·············································································································57
I. Effectively Combining the Teaching of Language Knowledge with the Cultivation of
Language Application Ability ············································································ 58
II. Developing Students’ Language Skills Through Practical Language Activities·········· 62
III. Integrating English Teaching with Students’ Existing Knowledge, Experience and
Emotional Contexts·························································································64
IV. Integrating English Learning with Thinking Training ········································ 66
V. Integrating Language Learning Closely with Culture ·········································· 68
Section II English Classroom Teaching Centered on Thematic Meaning Exploration ············71
I. Reasons for Advocating English Language Teaching Based on Thematic Meaning
Exploration ··································································································· 71
II. Definition of Thematic-Meaning-Exploration-Based English Language Teaching ······ 74
III. English Teaching Recommendations and Case Studies Focused on Thematic Meaning
Exploration ··································································································· 77
Section III Addressing the Relationship Between Teaching Ideals and Practical Needs··········87
Chapter V Enhancing the Development of Students’ Thinking Skills through English Instruction · 92
Section I The Correlation Between English Learning and the Development of Thinking Skills 92
Section II Fostering the Development of Thinking Skills Through English Language Learning95
I. Observation and Discovery ·············································································95
II. Comparison and Analysis············································································· 96
III. Logical Reasoning ······················································································97
IV. Conceptualization ······················································································ 99
V. Information Retention and Transformation ·····················································100
VI. Critical Thinking ····················································································· 101
VII. Understanding the World ··········································································102
VIII. Spatial-Temporal Judgment····································································· 103
IX. Rigorous Thinking ····················································································104
X. Creative Thinking ····················································································· 105
Section III Developing Students’ Thinking Skills in English Teaching and Learning ··········· 106
I. Developing Thinking Skills in Vocabulary Teaching ··········································· 107
II. Developing Thinking Skills in Grammar Teaching ············································ 110
III. Developing Thinking Skills in Reading Instruction ···········································113
IV. Developing Thinking Skills in Writing Instruction ··········································· 115
V. Developing Thinking Skills in Listening and Speaking Activities···························116
VI. Developing Thinking Skills Through Authentic Classroom Interaction ················· 117
Chapter VI English Tests and Assessments Based on the Core Competency ···························· 120
Section I Basic Requirements for English Examinations and Assessments under the Framework
of Core Competency ···························································································· 120
I. Content and Requirements for Assessment Effectively Incorporating the Core
Competency of English Subject········································································ 122
II. Using Relatively Authentic and Complete Discourse Material in Assessment ··········· 124
III. Textual Materials Enhancing the Core Competency Assessment ························· 125
IV. Diverse and Flexible Assessment Methods······················································ 129
Section II The Concept and Techniques of English Test Item Construction Based on Problem
Situations·········································································································· 133
I. Problem Situations and the Development and Evaluation of the Core Competency ···· 134
II. The Rationale for Developing Test Items Based on Problem Situations·················· 137
III. The Lack of Problem Situations in English Test Item Design ······························ 138
IV. Suggestions for Developing English Test Item based on Problem Situations··········· 147
Section III The Impact of the Reform of the English Section of the National College Entrance
Examination on English Teaching and Learning ·························································150
I. The Reform of the English Section of the National College Entrance Examination in the
Context of Core Competency ··········································································· 150
II. Possible Macro-Impacts of the Reform of the English Section of the National College
Entrance Examination ····················································································151
III. Possible Micro-Impacts of the Reform of the English Section of the National College
Entrance Examination ····················································································154
IV. Approaches to the Possible Impacts of the Reform of the English Section of the
National College Entrance Examination ····························································· 157
Chapter VII English Teaching in Primary Schools within the Framework of Core Competency ···159
Section I An Overview of Fundamental Concepts in Primary School English Teaching ········159
Section II Common Issues in English Teaching in Primary Schools································· 162
I. Issues Pertaining to Teaching Objectives··························································162
II. Issues Pertaining to Teaching Content ····························································166
III. Issues in the Design and Implementation of Teaching Activities·························· 168
IV. Issues in the Utilization of Teaching Resources················································171
V. Issues in Teachers’ Verbal Communication ····················································· 174
Section III The Organization and Implementation of English Teaching in Primary School
Classrooms········································································································ 177
I. Optimizing Teaching Materials for Classroom Instruction ··································· 177
II. Effective Management of Classroom Learning Activities···································· 179
III. Balancing Holistic and Fragmented Approaches in Classroom Instruction ············ 181
IV. Negotiating Imitation and Authentic Expression in Language Instruction ··············181
V. Teaching Vocabulary and Grammar ······························································182
VI. Teaching Phonics····················································································· 183
VII. Teaching Reading ··················································································· 185
VIII. Addressing Student Errors·······································································186
Section IV Story-Based English Teaching in Primary School········································· 187
I. The Significance of Story-Based English Teaching in Primary School ····················· 187
II. Forms of Story-Based English Teaching in Primary School ································· 189
III. Practical Strategies for Story-Based English Teaching in the Classroom ··············· 195
Chapter VIII Deep Integration of English Teaching and Information Technology ···················· 202
Section I The Connotation of the Deep Integration of English Teaching and Information
Technology ········································································································ 202
Section II Recommendations for the Deep Integration of English Teaching and Information
Technology ········································································································ 207
I. Preserving and Advancing English Teaching Traditions Through Information
Technology ·································································································· 207
II. Innovating English Teaching Through Information Technology ··························· 208
III. Appropriate Use of Information Technology in English Teaching: Avoiding
Misapplications···························································································· 209
IV. Deep Collaboration Between Technologists and English Teaching Researchers·······210
V. Strategic Planning for Deep Integration of English Teaching and Information
Technology ·································································································· 210
Chapter IX Development and Utilization of English Curriculum Resources the Framework of Core
Competency ············································································································· 212
Section I The Significance of Rational Development and Utilization of Curriculum Resources212
Section II Issues in the Development and Utilization of English Curriculum Resources········215
I. Lack of Foundational Research and Theoretical Guidance ··································· 215
II. Inaccurate Understanding of Curriculum Resource Connotations························ 216
III. Continued Over-reliance on Textbooks························································· 217
IV. Week Awareness of Curriculum Resources···················································· 218
Section III Recommendations for Developing and Utilizing English Curriculum Resources·· 218
I. Accurately Grasping the Essence of English Curriculum Resources······················· 218
II. Breaking Free from Textbook Constraints: Overcoming Bottlenecks in Resource
Development ································································································ 220
III. Coordinated Development with Other Aspects of Curriculum Reform ··················221
IV. Clarifying Responsibilities: Focusing on Key Areas of Resource Development and
Utilization ··································································································· 222
V. Emphasizing the Application of Information Technology ···································· 223
Chapter X Prospects of English Education ······································································ 225
Section I Development Trends in English Education ····················································225
I. Sustained Importance of English and English Education ····································· 225
II. Growing Prominence of English Education’s Holistic Value ································ 227
III. English Education Entering a Critical Problem-Solving Phase ····························228
Section II Recommendations for English Education and Teaching ·································· 230
References··············································································································· 233
Section I Current Research Status of Core Competency Theory and Practice ······················· 1
I. Research on the Connotation of Core Competency ················································ 3
II. Research on Strategies and Implementation Measures for Developing Core Competency5
Section II Research Progress on Core Competency in the English Subject ··························· 8
Section III The Connotation of Core Competency in the English Subject··························· 11
I. The Pedagogical Significance of the English Subject ·············································11
II. The Key Components that Constitute the Core Competency in the English Subject···· 14
Chapter II Objectives and Contents of the English Curriculum Grounded in Core Competency ····20
Section I English Curriculum Objectives Grounded in the Core Competency ······················20
Section II English Curriculum Contents Grounded in the Core Competency ······················ 25
Chapter III English Achievement Standards Grounded in Core Competency ····························30
Section I Definition and Overview of Achievement Standards········································· 30
Section II The Necessity of Establishing Achievement Standards······································34
Section III Criteria for Classifying the Academic Quality Levels of English ························ 38
Section IV The Interconnection Between Achievement Standards and Curriculum Objectives 42
Section V The Correlation Between Achievement Standards and Core Competencies Levels·· 44
Section VI The Relationship between Achievement Standards and Curriculum Content ········48
Section VII Prospective Applications of Achievement Standards······································50
Chapter IV English Classroom Teaching with the Purpose of Developing Students’ Core
Competency ···············································································································57
Section I Developing Students’ Core Competencies through Innovating English Classroom
Teaching ·············································································································57
I. Effectively Combining the Teaching of Language Knowledge with the Cultivation of
Language Application Ability ············································································ 58
II. Developing Students’ Language Skills Through Practical Language Activities·········· 62
III. Integrating English Teaching with Students’ Existing Knowledge, Experience and
Emotional Contexts·························································································64
IV. Integrating English Learning with Thinking Training ········································ 66
V. Integrating Language Learning Closely with Culture ·········································· 68
Section II English Classroom Teaching Centered on Thematic Meaning Exploration ············71
I. Reasons for Advocating English Language Teaching Based on Thematic Meaning
Exploration ··································································································· 71
II. Definition of Thematic-Meaning-Exploration-Based English Language Teaching ······ 74
III. English Teaching Recommendations and Case Studies Focused on Thematic Meaning
Exploration ··································································································· 77
Section III Addressing the Relationship Between Teaching Ideals and Practical Needs··········87
Chapter V Enhancing the Development of Students’ Thinking Skills through English Instruction · 92
Section I The Correlation Between English Learning and the Development of Thinking Skills 92
Section II Fostering the Development of Thinking Skills Through English Language Learning95
I. Observation and Discovery ·············································································95
II. Comparison and Analysis············································································· 96
III. Logical Reasoning ······················································································97
IV. Conceptualization ······················································································ 99
V. Information Retention and Transformation ·····················································100
VI. Critical Thinking ····················································································· 101
VII. Understanding the World ··········································································102
VIII. Spatial-Temporal Judgment····································································· 103
IX. Rigorous Thinking ····················································································104
X. Creative Thinking ····················································································· 105
Section III Developing Students’ Thinking Skills in English Teaching and Learning ··········· 106
I. Developing Thinking Skills in Vocabulary Teaching ··········································· 107
II. Developing Thinking Skills in Grammar Teaching ············································ 110
III. Developing Thinking Skills in Reading Instruction ···········································113
IV. Developing Thinking Skills in Writing Instruction ··········································· 115
V. Developing Thinking Skills in Listening and Speaking Activities···························116
VI. Developing Thinking Skills Through Authentic Classroom Interaction ················· 117
Chapter VI English Tests and Assessments Based on the Core Competency ···························· 120
Section I Basic Requirements for English Examinations and Assessments under the Framework
of Core Competency ···························································································· 120
I. Content and Requirements for Assessment Effectively Incorporating the Core
Competency of English Subject········································································ 122
II. Using Relatively Authentic and Complete Discourse Material in Assessment ··········· 124
III. Textual Materials Enhancing the Core Competency Assessment ························· 125
IV. Diverse and Flexible Assessment Methods······················································ 129
Section II The Concept and Techniques of English Test Item Construction Based on Problem
Situations·········································································································· 133
I. Problem Situations and the Development and Evaluation of the Core Competency ···· 134
II. The Rationale for Developing Test Items Based on Problem Situations·················· 137
III. The Lack of Problem Situations in English Test Item Design ······························ 138
IV. Suggestions for Developing English Test Item based on Problem Situations··········· 147
Section III The Impact of the Reform of the English Section of the National College Entrance
Examination on English Teaching and Learning ·························································150
I. The Reform of the English Section of the National College Entrance Examination in the
Context of Core Competency ··········································································· 150
II. Possible Macro-Impacts of the Reform of the English Section of the National College
Entrance Examination ····················································································151
III. Possible Micro-Impacts of the Reform of the English Section of the National College
Entrance Examination ····················································································154
IV. Approaches to the Possible Impacts of the Reform of the English Section of the
National College Entrance Examination ····························································· 157
Chapter VII English Teaching in Primary Schools within the Framework of Core Competency ···159
Section I An Overview of Fundamental Concepts in Primary School English Teaching ········159
Section II Common Issues in English Teaching in Primary Schools································· 162
I. Issues Pertaining to Teaching Objectives··························································162
II. Issues Pertaining to Teaching Content ····························································166
III. Issues in the Design and Implementation of Teaching Activities·························· 168
IV. Issues in the Utilization of Teaching Resources················································171
V. Issues in Teachers’ Verbal Communication ····················································· 174
Section III The Organization and Implementation of English Teaching in Primary School
Classrooms········································································································ 177
I. Optimizing Teaching Materials for Classroom Instruction ··································· 177
II. Effective Management of Classroom Learning Activities···································· 179
III. Balancing Holistic and Fragmented Approaches in Classroom Instruction ············ 181
IV. Negotiating Imitation and Authentic Expression in Language Instruction ··············181
V. Teaching Vocabulary and Grammar ······························································182
VI. Teaching Phonics····················································································· 183
VII. Teaching Reading ··················································································· 185
VIII. Addressing Student Errors·······································································186
Section IV Story-Based English Teaching in Primary School········································· 187
I. The Significance of Story-Based English Teaching in Primary School ····················· 187
II. Forms of Story-Based English Teaching in Primary School ································· 189
III. Practical Strategies for Story-Based English Teaching in the Classroom ··············· 195
Chapter VIII Deep Integration of English Teaching and Information Technology ···················· 202
Section I The Connotation of the Deep Integration of English Teaching and Information
Technology ········································································································ 202
Section II Recommendations for the Deep Integration of English Teaching and Information
Technology ········································································································ 207
I. Preserving and Advancing English Teaching Traditions Through Information
Technology ·································································································· 207
II. Innovating English Teaching Through Information Technology ··························· 208
III. Appropriate Use of Information Technology in English Teaching: Avoiding
Misapplications···························································································· 209
IV. Deep Collaboration Between Technologists and English Teaching Researchers·······210
V. Strategic Planning for Deep Integration of English Teaching and Information
Technology ·································································································· 210
Chapter IX Development and Utilization of English Curriculum Resources the Framework of Core
Competency ············································································································· 212
Section I The Significance of Rational Development and Utilization of Curriculum Resources212
Section II Issues in the Development and Utilization of English Curriculum Resources········215
I. Lack of Foundational Research and Theoretical Guidance ··································· 215
II. Inaccurate Understanding of Curriculum Resource Connotations························ 216
III. Continued Over-reliance on Textbooks························································· 217
IV. Week Awareness of Curriculum Resources···················································· 218
Section III Recommendations for Developing and Utilizing English Curriculum Resources·· 218
I. Accurately Grasping the Essence of English Curriculum Resources······················· 218
II. Breaking Free from Textbook Constraints: Overcoming Bottlenecks in Resource
Development ································································································ 220
III. Coordinated Development with Other Aspects of Curriculum Reform ··················221
IV. Clarifying Responsibilities: Focusing on Key Areas of Resource Development and
Utilization ··································································································· 222
V. Emphasizing the Application of Information Technology ···································· 223
Chapter X Prospects of English Education ······································································ 225
Section I Development Trends in English Education ····················································225
I. Sustained Importance of English and English Education ····································· 225
II. Growing Prominence of English Education’s Holistic Value ································ 227
III. English Education Entering a Critical Problem-Solving Phase ····························228
Section II Recommendations for English Education and Teaching ·································· 230
References··············································································································· 233
Cai Huilin (born in March 1980, Daqing, Heilongjiang), Associate Professor and postgraduate
supervisor, holds a Master of Education in Teaching English and currently serves as Vice Dean of the
School of English at Jilin International Studies University. Her teaching responsibilities include courses
such as English Teaching Methods and Schools of Thought, and English Education Measurement and
Evaluation. In October 2015, she was appointed by the Confucius Institute Headquarters as a visiting
teacher to the Confucius Institute jointly established by Jilin International Studies University and New
Jersey City University in the United States. Her primary research interests lie in the fields of English
language education and translation. She has led and participated in more than ten provincial and
ministerial-level research projects, authored 12 academic papers, and contributed one case study that has been included in the China Professional Degree Case Center. Additionally, she is the author of two books and a co-author of four textbooks or reference works. She has received multiple teaching awards, including the Second Prize in the First National Micro-Teaching Competition in Higher Education in Jilin Province, the Second Prize in the 2021 “Teaching Star” National Finals hosted by Foreign Language Teaching and Research Press, and the Special Prize in the 2024 National Foreign Language Course-based Ideological and Political Teaching Case Competition, also organized by Foreign Language Teaching and Research Press.
Yan Panfeng, Fang Yuan, Wang Letong, and Wang Ziqi were involved in the translation and proofreading of this book.
Yan Panfeng, Master of Education (M.Ed.) in Subject Teaching (English), currently serves as a senior high school English teacher at Mengcheng No.2 Middle School, Bozhou City. His research focuses on English subject pedagogy.
Fang Yuan, Bachelor of Arts (B.A.) in English from Jilin International Studies University, is currently a junior high school English teacher in a core city of the Yangtze River Delta. Her research interests include fundamental-stage language acquisition and disciplinary competency development in adolescents.
Wang Letong, Bachelor of Arts (B.A.) in English from Jilin International Studies University, specializes in English education with a strong interest in cross-cultural communication and translation studies.
Wang Ziqi, Bachelor of Arts (B.A.) in English from Jilin International Studies University, focuses on international communication. Passionate about English translation, she aspires to pursue a career in
translation and cross-cultural communication.