Qian Yang,Hongliang Yang

Backward design provides an innovative solution to address pressing challenges in current high school English reading teaching, such as ambiguous teaching objectives, fragmented assessment and ineffective teaching activities. Guided by the core competencies objectives in the New Curriculum Standards for Senior High School (2017Edition, Revised in 2020), this model emphasizes a “start with the end in mind” three-steps design framework: firstly, to design teaching objectives that encompass learning transfer, meaning construction, and mastery of knowledge and skills, integrating them with the activities-based approach to English learning. Secondly, to develop diversified assessment basis, including performance tasks and self-evaluation list. So the integration of teaching, learning and assessment can be attained. Finally, to design teaching activities based on WHERETO principles, stimulating cognitive dissonance through question chains, deepening text analysis via structured tasks, and cultivating transfer thinking through in-depth discussion. Taking the teaching of Unit 6 “Longji Rice Terraces” in Foreign Language Teaching and Research Press Book one as a case study to reverse-designed reading activities. Practical evidence has shown that understanding by design effectively integrates goals, assessment, and activities, promotes deep reading comprehension, and facilitates the tangible implementation of core competence of English in classroom instruction.

Backward design; senior high school; reading teaching

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