The Overall Teaching Design of High School English Unit Based on the Big Idea

The promulgation and implementation of the English Curriculum Standards for General High Schools (2017 Edition) (hereinafter referred to as the "New Curriculum Standards") marks a new stage in China's basic education curriculum reform. For the first time, the New Curriculum Standard uses the term "Big Concept" (in this paper, "Big Idea" is adopted) and emphasizes "structuring the course content by taking the subject's big concepts as the core and contextualizing the course content by taking the theme as the lead " (Ministry of Education, 2018). Although the New Curriculum Standard (NCS) does not provide a specific description of the big ideas of the discipline, it contains important big ideas in the dimensions of the nature of the discipline, curriculum content and curriculum implementation, which have a central guiding role in determining curriculum objectives, organizing teaching content, designing teaching activities and carrying out classroom evaluations (Wang Q. et al., 2020).

The proposal of the Big Idea provides important ideas and solutions to solve the problems of lack of programmatic unity in instructional design, fragmentation of content, superficiality of the process and formalization of evaluation, and injects vitality into the curriculum reform into a new stage. Deepening the curriculum reform must take the improvement of teachers' professionalism as the starting point, promote the instructional design to be led by the big idea, promote the English curriculum to shift from focusing on linguistic knowledge to focusing on the cultural content carried by the language, and to shift from fragmented learning to integrated and related structured learning, so as to ensure that the goals of the core literacy in English subject can be realized in the classroom. In this paper, we will discuss how to carry out the overall teaching design of the unit from the perspective of the big idea, combined with specific cases, to cultivate students' core literacy in the English subject.

Second, the connotation of the Big Idea

From the viewpoint of the essence of the discipline, the Big Idea is the core knowledge, ideas and values that reflect the essence of the discipline. According to Whiteley (2012), big ideas are the foundation of understanding and meaningful patterns that link fragmented knowledge points. Big ideas can be understood as superordinate ideas that are synthesized or distilled from fragmented concepts, meaningfully linking a limited number of y important ideas*** together to form a coherent whole of the discipline. The Big Idea focuses on the essential way of thinking and key ideas of the discipline, and is "the conceptual anchor point for students to dig deeper into the core of the discipline" (Wang Q. et al., 2020).

From the viewpoint of curriculum content, big ideas are the core conceptual structure that connects teaching and learning content. According to Bloom et al. (1981), a crucial part of educational work is for scholars and teachers to distill the abstract big ideas of the subject area and help students apply them to a variety of contexts to solve problems. The big ideas are the skeleton and backbone part of the structure of the discipline (Ji-An Dun and Caixia He, 2019), which provide an orderly framework for the organization of the course content, help students to establish a reasonable docking between different knowledge points, and form a persistent retained and systematic core idea, which lays the foundation for the transfer of the application.

From the perspective of process and method, the Big Idea is "the principles and methods that unify the teaching and learning process" (Wang Qiang et al., 2020). Li Gang and Lv Lijie (2018) pointed out that the Big Idea is the core and foundation of instructional design, which guides teachers to integrate the teaching content and plan the teaching and evaluation activities from a more superior perspective. For students, the Big Idea can help them establish connections and form structures among fragmented knowledge, creating possibilities for promoting integrated learning and pointing to deep learning.

In summary, the Big Idea is a relative concept that can be applied to different disciplines, different subject knowledge, or different groups of people, as well as different levels. In the case of the English language program, there is both a macro-level big idea about the nature and connotation of the English language program, and a relatively micro-level big idea about the connotation of language knowledge and teaching. For teachers, it is the core concept that governs the design of teaching and learning; for students, it is the humanistic goal achieved through the learning of curriculum content. Specifically, it is the new cognitive structure, problem-solving ideas and methods, and values generated after students have completed their learning, the literacy that can be transferred to new contexts for problem-solving, and the concepts that can have a profound impact on students' lives and continue to influence their character, integrity and behavior. Obviously, big ideas about a particular topic are difficult to realize through the learning of a single discourse. Only by constructing knowledge about the topic from multiple perspectives and digging out the deeper meaning behind different parts of speech in the unit can students form a relatively complete perception, value judgment and behavioral orientation towards the topic.

Third, the connotation and significance of the overall teaching design of the unit based on the big idea

The overall teaching design of the unit based on the big idea refers to the teacher based on the curriculum standards, around a specific theme, in-depth interpretation, analysis, integration and reorganization of teaching materials and other teaching resources, combined with the needs of the main body of learning, to build a unit of a large theme, the sub-themes of the discourse are interrelated, the logic of the complete teaching unit, so that teaching can be a complete teaching unit, so that teaching can be a good way of teaching. After analyzing and reorganizing the teaching materials and other teaching resources, and taking into account the needs of the learning subjects, a complete teaching unit is built up which is led by a major theme of the unit, and the sub-themes of the language texts are interrelated and logically clear. It is important to carry out the overall teaching design of the unit based on the big idea.

First, the big idea is conducive to helping teachers grasp the essence of moral education, focusing on the construction of the theme's meaning, analyzing the connection between the sub-themes in the unit and their value to students in constructing the big idea under the theme, laying the foundation for students to explore the key knowledge of the subject, transforming their abilities, and forming their literacy skills, and serving the fundamental task of moral education.

Secondly, the Big Idea is conducive to guiding teachers in integrating curriculum content and planning teaching and evaluation activities as a whole. It enables teachers to go beyond the focus on fragmented knowledge and to emphasize the organization of unit content and the design of activities guided by the meaning of the complete theme and aiming at students' lasting understanding (Hume & Berry, 2011). In other words, teachers are able to string, connect, and weave messy knowledge points into a knowledge structure from a more upward perspective, so as to form a systematic and complete unit knowledge system (Yoon Kuo Choi, 2019), and incorporate continuous evaluation into their teaching to ensure that the goals are implemented.

Third, the Big Idea is conducive to teachers helping students form a unit Big Idea and promoting the integration and development of students' disciplinary core literacy. Through the overall teaching of the unit, teachers can effectively rely on multiple types of discourse, guide students to diversified parsing from different perspectives or depths around the same topic (Wang Lei and Huang Yanning, 2009), and through the development of diverse teaching activities, students construct a coherent and integrated knowledge structure in the process of meaning exploration and problem solving (Wiggins & McTighe, 2005). McTighe, 2005), gradually form a unit big idea, and promote the integrated development of language ability, humanistic literacy, thinking quality and other aspects.

Fourth, based on the big idea to carry out the overall teaching design of the English unit

To carry out the overall teaching design of the unit, the teacher first of all, to start from the big idea of the curriculum, to make clear the guiding ideology of the unit design, and to elaborate the core concepts of unit teaching. Third, focusing on specific parts of speech, sorting out the structured knowledge and language focus, and determining the teaching objectives of the lesson; fourth, based on the big idea of the overall planning of the objectives of the lesson within the unit, and based on the planning of the design of the teaching activities of each part of speech, guiding the students to explore the meaning of the theme from different sides, to construct the small ideas and gradually form the big idea of the unit. In the design of the activities, teachers should synchronize the development of classroom evaluation methods and specific evaluation points to promote the integration of teaching, learning and evaluation.

The following is an example of the Unit 8 Green Living unit of the new English textbook for high school students, which explains how to design the overall teaching of the unit with a big idea from three perspectives: the nature of the subject, the content of the course, and the implementation of the course.

1. Articulate the guiding ideology and design concept of unit teaching

The overall teaching of the unit based on core literacy should first be based on the big idea, and the guiding ideology and design concept of unit teaching should be articulated in terms of the essence of the subject. Teachers should summarize their understanding of the nature of the subject and its content in complete sentences, and refine the core concepts of instructional design. For example, we have established the following guiding ideology for the teaching design of the unit Green Living:

The teaching design of the unit centers on the theme of Green Living, focuses on the connection between the texts in the unit, and designs progressive learning activities under the leadership of the theme, so as to enable the students to form a deeper cognition, attitude and behavioral orientation to Green Living in the construction of knowledge, and to promote the development of knowledge, attitudes and behavioral orientation to the subject. The first step is to make sure that the students have a deeper understanding of Green Living, attitudes and behavioral orientations in the construction of knowledge, and to promote core literacy in the classroom.

The above guiding principles are based on teachers' deep understanding and internalization of the New Curriculum and the refinement of the big ideas. Teachers use this concept as a guide to grasp the main lines of teaching, selecting teaching content and organizing teaching activities, and in the process of the entire teaching implementation to constantly monitor their teaching process around the theme of the meaning of the inquiry, the activities designed to deviate from the logic of the students to express their personal views creatively, and so on, so as to make timely adjustments.

2. Build a unit content framework and determine the unit teaching objectives

Teachers should read all the contents of the unit from the viewpoint of the curriculum content, refine the unit's major and minor concepts and establish a correlation, build a unit content overall framework diagram, and determine the unit teaching objectives.

The core value of each language chapter in the unit is sorted out around the theme of the unit, and the organic connection between the content of each language chapter in the unit is an important part of designing and organizing the content of the unit. Teachers need to establish connections between seemingly independent parts of speech based on the big idea, sort out the sub-themes of each part of speech in the unit, refine the small ideas, and establish explicit connections between the small ideas, **** the same point to the construction of the big idea of the unit, the formation of the framework of the unit with the big idea as the over-arching figure, and draw a blueprint for the promotion of students' multifaceted and integrated development.

Green Living is a unit of environmental protection in the context of the theme of man and nature. Based on the theme of the unit, the teacher first extracts and analyzes the sub-themes of each language chapter to generate small ideas. For example, Lesson 1 Roots and Shoots explains the harm to the environment of the misconception of just-me-ism, introduces the concept of the environmental organization Roots & Shoots, and calls on everyone to take action to protect the environment. On this basis, the teacher establishes the connection between Lesson 1 and the topic of Topic Talk, and refines it into "Recognizing the Role of Individuals in Green Living". Then, the teacher continues to explore the connection between the small ideas of each part of speech and between the small ideas of each part of speech and the big ideas of the unit, so as to integrate and reorganize the parts of speech. In this unit, the teacher analyzes the different aspects of green life embodied in each small idea, and constructs the explicit linkage of "awareness of individual's role in green life - the efforts of many people - the concern for the status quo

The teacher analyzes the different aspects of green living embodied in each sub-idea and constructs the explicit connection of "awareness of one's role - efforts of many - concern for the current situation" in green living, forming a map of the unit's thematic content (see Figure 1).

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Figure 1 Green Living Unit Thematic Content Linkage Diagram

Further excavation of the *** links between the discourse parts can be found that the discourse parts in the unit are from the micro level of individuals and communities to the macro level of the country and mankind, which builds up the unit of the destiny of mankind*** together. The core value of the unit is "global cooperation, everyone participates, and ****same governance", and the concept of "global cooperation, everyone participates, and ****same governance" is integrated in each phrase. The initiative of green living in the Project of this unit covers the what, why and how of green living, which effectively integrates the thematic content of each language chapter, thus enabling students to gain a comprehensive and deep understanding of green living. Looking at the whole unit, the teacher has formed a small conceptual structure around the theme of Green Living from multiple perspectives, and then guided the students to naturally generate a large concept under the theme of the unit, that is, green living is the result of everyone's choices: to establish the concept of environmental protection, to join in the environmental protection action, and to pay attention to the current situation of environmental protection.

Based on the above compilation and integration of the unit content, the content of the unit is no longer presented as a loose piece, but constitutes a hierarchical, closely related unit framework. Based on a clear and comprehensive grasp of the content of the whole unit, teachers can, in the teaching of sub-classes, locate the position of the taught discourse in the unit and its role in the formation of the unit's big ideas, and help students to gradually build a big idea and form a deep understanding of the unit's themes.

After completing the refinement of the major and minor concepts of the unit, the teacher should next think about how to design the overall teaching objectives of the unit and the overall planning of the unit's teaching activities to ensure the implementation of the major concepts of the teaching of the various parts of speech.

The overall teaching objectives of the unit need to be formulated around the construction of big ideas and small ideas, following the principle of operability and testability, reflecting the literacy of students after completing a certain period of study. The unit objectives should take into account the integration of language proficiency, cultural awareness, thinking quality, and learning ability, and reflect the new cognitions, attitudes, value judgments, and behavioral choices that students form after learning, i.e., the big ideas that can accompany the students' future growth.

Taking the teaching of the Green Living unit as an example, the teacher has formulated the following unit objectives and lesson schedule based on the unit's big and small concepts (see the table below). The unit objectives reflect perspectives such as awareness of the role of the individual and the efforts of the many, distilled from the unit theme, and are characterized by relevance and constructiveness.

Green Living Unit Objectives and Lesson Schedule

Unit Instructional Objectives

Discourse and Lesson Time

Awareness of Individual's Role

Describing the environmental problems and their solutions, and talking about the efforts one can make for a green life;

Topic Talk

(1 lesson)

Compose and describe information about the Roots & Shoots organization, explain the need for individuals to play a role in environmental protection, and persuade others to join in environmental action.

Roots and Shoots (Reading; 2 lessons)

The Efforts of the Crowd

Introduces Yi Jiefang and the charity organization she founded, and evaluates Yi Jiefang's actions;

Greening the Desert (Hearing; 2 lessons)

Talks about the development of ****sharing bicycles and the current situation, and proposes ways to promote ****sharing bicycles. history and current situation, and propose measures to promote the healthy development of ****sharing bicycles;

"White Bikes" on the Road (Reading; 2 lessons)

Extended Reading Reading Reading Club 1: Recycling

Introduce solar energy and Explain the ways in which humans utilize it for productive purposes and discuss the environmental value of this clean energy source.

Solar Energy (watch; 1 class period)

Concerns about the Current Situation

Complete an investigative report on the use of ****enabled bicycles.

A Survey Report (Writing; 2 lessons)

Extended Reading Reading Club 2: The Environment: A Local and Global Issue

Starting a Green Life

Collaborate to complete an advertisement that advocates a green life, practicing environmental initiatives based on the concept of human destiny***. We are working together on an advertisement that promotes green living and environmental initiatives with the concept of human destiny***.

Unit Project (1 hour)

3. Determine the objectives of the lesson, design the integrated activities of teaching, learning and evaluation

Teachers should determine the objectives of the lesson and design the integrated activities of teaching and evaluation from the viewpoint of curriculum implementation, focusing on the specific parts of speech, sorting out the structured knowledge and the focus of language learning.

Teachers should read each discourse in depth, refine small ideas, and construct structured knowledge based on the discourse and the focus of language learning, such as discourse structure, rhetorical devices, and language features. This is an important prerequisite for helping students realize the transformation of knowledge to ability and ability to literacy, as well as for determining the teaching objectives of the lesson. In the unit of Green Living, we take the reading discourse Roots and Shoots as an example to illustrate how to refine the small ideas and sort out the linguistic key points and structured knowledge, so that the students can realize the integrated learning of language in the process of exploring the meaning around the small ideas and can consciously organize the language output according to the communicative purpose and the rhetorical techniques and specific expressions they have learned, to express their views in logical and coherent discourse. In the language output, they can consciously organize and express opinions, attitudes and values in logical and coherent discourse according to the purpose of communication and the rhetorical devices and specific expressions they have learned.

The small idea of Roots and Shoots, that is, the value of nurturing, is to call on people to abandon just-me-ism and emphasize the importance of utilizing one's own power to participate in environmental protection. Teachers need to extract structured knowledge about this small idea; they also need to sort out and analyze the chapter structure, rhetorical devices, and linguistic knowledge of the passage to lay the foundation for the design of teaching activities and the formulation of assessment points.

The article Roots and Shoots belongs to the genre of combining introduction and argument, and its structure adopts a recursive way: the first part (paragraph 1) explains the manifestations of just-me-ism and its harm; the second part (paragraphs 2-3) introduces the Roots & Shoots organization (the time of its establishment, its founders, its purpose, the meaning of its name, etc.); The third part (paragraph 4) tells about the organization's concept of environmental protection and calls on individuals to join in environmental action.

The writer of the article adopts the information organization structure of posing a problem, analyzing a problem and solving a problem, and uses platitudes or phrases of similar structure in many places to increase the momentum and strengthen the persuasive power. For example, when introducing just-me-ism, the author uses leave a tap running, leave a light on, drop a piece of litter, etc., to give examples of common waste of resources and environmental damage in life; through millions of gallons of water would be Through millions of gallons of water would be wasted, millions of lights would be left on, millions of pieces of litter would be dropped, forming a sharp contrast with the preceding text, highlighting the huge impact of the convergence of individual behavior. And then, "Every individual matters; Every individual has a role to play; Every individual makes a difference." These expressions are rhythmic and persuasive.

By reading the main content of the discourse, the structure of the text and the language features, teachers can sort out and integrate the knowledge structure map shown in Figure 2 around the small ideas to realize the grasp of the small ideas of the discourse. On this basis, teachers can design progressive learning activities to guide students to establish connections between fragmented information and old and new knowledge, to form a new knowledge structure based on the theme, and to develop a deeper understanding of the small idea that individuals have an important role in environmental protection in problem solving.

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Figure 2 Knowledge structure of Roots and Shoots

After sorting out the structured knowledge based on the small ideas, the teacher has to turn the study of the discourse into a learning activity in which the students actively explore the significance of the discourse, and to guide the students to gradually form the big ideas based on the theme of the unit. Combined with the three levels of English learning activity view, the teacher determined the reading of the discourse Roots and Shoots lesson teaching objectives are as follows:

After learning this lesson, students can:

① Through reading to obtain and sort out the details of just-me-ism information, such as behavioral performance, harm, etc., to appreciate the function and role of the platitude.

② Extract and summarize the basic information about Roots & Shoots (the background of its establishment, the time, the founder, the connotation of its name, its aims and what it stands for, etc.), sort out structured knowledge, and appreciate the power of prose.

③ Refine the information organization of the discourse and try to introduce the organization to others along the lines of posing a problem, analyzing a problem and solving a problem.

④ Discuss the symbolism of roots and shoots as well as Jane Goodall's words, explore the significance of the establishment of the organization and its core initiatives, and relate to the self to think about what actions individuals should take to participate in environmental protection.

⑤ Evaluate the contribution of Roots & Shoots to society, and call on others to join in environmental protection by using the rhetorical devices such as prose.

The setting of the objectives follows the three levels of learning and understanding, application and practice, and transfer and innovation in the view of English learning activities, reflecting the whole process of students' meaningful inquiry based on the topic of the discourse, reflecting the integration and development of language, culture, and thinking, and featuring operability and detectability, which is conducive to the teachers' implementation and evaluation of the teaching activities.

After the content and objectives are determined, the design of teaching activities and evaluation activities is the key. The New Curriculum Standard states that the view of English learning activities is the main way to implement the core literacy of the English discipline (Ministry of Education, 2018). Based on the teaching of specific language, teachers should aim to help students construct small ideas of discourse in order to serve the construction of the unit's big ideas, start from students' existing subject knowledge and experience, design thematic meaning inquiry activities from learning and understanding to application and practice, and then to transfer and innovation, guide students to sort out the structured knowledge, grasp the linguistic key points, and integrate the small ideas of discourse that are generated step by step into the system of the unit's big ideas, so that The integration of small concepts into the system of large concepts of the unit will make it possible for teachers and students to explore the large concepts of the unit from breadth to depth; and then the design of teaching activities based on the activity view, which seeks to reflect the hierarchical, logical and intrinsic correlation between the learning activities and evaluation activities.

In the learning comprehension activities, the teacher first into the perception of attention to the link, let the students look at the textbook on the three pictures and describe the behavior in the picture (leave the tap running while brushing one's teeth; leave a light on when leaving the room; drop), the students will be able to see a piece of litter without bothering to do so, and the students will be able to see a piece of litter without bothering to do so. A piece of litter without bothering to pick it up), while thinking and answering the questions: Do you agree that such behavior is common among us? What do you think of such behavior? The teacher activates the students' prior knowledge through the small things that affect the environment in daily life, paves the way for the related language, and then inspires the students to think: Why do people do this? The teacher analyzes the structure of the word together with the students to help the students understand the connotation of the word. On this basis, students will focus on this question and enter into the part of acquiring and summarizing and integrating. Students read the first paragraph and answer the question "What is just-me-ism?"; then, based on the information they have read, they continue to think about and explain the meaning of just-me-ism and its serious consequences; at the same time, the teacher guides students to pay attention to the proverbs in the paragraph to realize the author's intention and the power of language. the power of language. At this point, the teacher inspires students to think about how to solve the problem, further activating their experience. On this basis, students read the subsequent paragraphs, step by step, to obtain and sort out the basic information about the organization Roots & Shoots (e.g., the background of its establishment, the reasons, the time, the founders, the connotations of its naming, its purpose and initiatives, etc.), and try to summarize and integrate the structured knowledge by using visual graphics. In this process, the teacher observes students' learning behaviors and performance, provides necessary individual and plenary guidance and feedback as needed, and encourages students to communicate and improve the constructed structured knowledge, realizing the integration of teaching, learning and assessment. At the same time, the teacher will ask questions to guide students to gradually analyze and judge the meaning behind the discourse, and to guide and evaluate students' thinking performance. For example, the teacher can ask: How do you understand the underlying meaning of its name? What are roots? What are shoots? Lead students to understand, analyze and explain its symbolism.

Then we move on to practical activities. The teacher guides the students to sort out the information organization of the whole discourse, that is, "asking questions - analyzing questions - solving problems". Based on the organization of information and the structured knowledge they have extracted, students will carry out activities of description and interpretation, internalization and application. Specifically, students internalize individually, introduce the Roots & Shoots organization to their peers, and then share within the class to fully internalize the linguistic and cultural knowledge they have gained based on their learning and understanding. At this point, the objectives of this lesson have been accomplished.

In the transfer and innovation activity, the teacher discusses with students the importance of the individual's contribution to environmental protection in the light of Jane Goodall's words in the text, and guides students to pay attention to and experience the function of proverbs once again, and at the same time inspires students to relate to their personal behaviors, think about their personal actions, and carry out the activities of critique and evaluation and reasoning and argumentation. The teacher first asks two questions: What contributions does Roots & Shoots make to society? In your opinion, what role can an individual play in environmental protection? At this point, students need to integrate what they have learned and evaluate the contributions that Roots & Shoots as an organization makes to society. When evaluating, students need to reasonably argue the necessity of an individual's participation in environmental protection based on the content of the discourse, develop critical thinking, and fulfill the teaching objective 4 of the lesson. Next, the teacher creates a situation in which students are encouraged to persuade others to join in environmental protection actions based on what they have learned in the lesson by combining the three scenarios that are not conducive to environmental protection in the introductory part of the lesson, and to carry out imaginative and creative activities. In this section, the teacher leads students to return to the discourse, read aloud and appreciate the prose formulas in the text, experience their persuasive effect, and try to use them to persuade others in specific situations. In the post-course homework, students, as volunteers of the Roots & Shoots organization, complete a short essay to persuade others to join in the environmental protection action, solve problems by using the language in new situations, consolidate what they have learned, realize the transfer of knowledge and innovation, and complete the teaching objectives5.

Evaluation is a necessary part of English teaching. Teachers should evaluate students' outward behavior in the process of new knowledge construction, language use, thinking development, and concept formation in teaching and evaluation activities in layers and segments (Wang Qiang and Li Liang, 2019). Here are a few representative evaluation points:

① Students can give examples to describe specific environmental issues raised in the text.

② Students can present the basic information of the organization using the mind map, most of them can explain the connotation of its naming according to the mind map, and some of them can evaluate its role in environmental protection.

③ Students were able to give examples of big and small things they could do to protect the environment.

④ Students can effectively organize logical and coherent discourse to describe the environmental issues around them, and use prose to advocate others to take practical actions to protect the environment.

From the teaching design of the above specific parts of speech, we can see that students are actively involved in the process of problem solving, in-depth exploration of the hazards of just-me-ism and the connotation of the concept of Roots & Shoots, and gradually form a small idea under the sub-theme of the part of speech, that is, to give up just-me-ism, and pay attention to the power of the individual, so as to set up a green life from me. The concept of green living starts from me. After completing the study of the language piece, the second teaching objective of the unit, "sorting out and describing information about the Roots & Shoots organization, explaining the need for individuals to play a role in environmental protection, and persuading others to join in environmental protection actions," can be achieved.

The overall teaching of the unit under the umbrella of the Big Idea points to the development of students' literacy, and accordingly, in the evaluation of teaching, the teacher pays attention to whether the students have formed a structured knowledge of Roots & Shoots, and the integrated use of the new knowledge structure, logically and coherently express the new knowledge of individual environmental protection, evaluation of the organization's concept of environmental protection, and creatively call on others to join in the environmental action. to join in environmental action. Teachers through the mind map, questions and answers, group presentations and other evaluation tools, pay attention to student behavior, evaluation of student learning status, from a multi-dimensional comprehensive evaluation, monitoring the process of students to generate a theme-based unit of the big ideas, timely guidance and feedback, to ensure that the core literacy goals fall into the classroom.

V. Conclusion

The overall teaching design of the English unit based on the Big Idea breaks the traditional fragmented knowledge-centered teaching model, and turns into a structured and integrated curriculum teaching with a programmatic overview. From the perspective of the big idea of the subject, teachers should transform the long-term goal of cultivating students' core academic qualities into the teaching goal of the unit and class time based on the big idea, fully explore the nurturing value of the unit, and integrate the nurturing goal into the thematic meaning of inquiry and language practice activities, so as to constitute a clear structure and rich context of the unit's nurturing blueprint, and to promote the development of students' linguistic ability, cultural awareness, thinking quality, and learning ability in the context of the big idea of the unit's theme. The blueprint for nurturing in a unit is clearly structured and rich in context, promoting the integration of students' language ability, cultural awareness, thinking quality and learning ability in the context of the unit's theme, and promoting the value of nurturing in the English subject in the classroom. In the current context of the new curriculum reform, how to implement the core literacy of the English discipline based on the big idea remains to be more theoretical research and practical exploration.