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The Educational Review, USA

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Article Open Access http://dx.doi.org/10.26855/er.2025.04.002

Integrated Design of High School English Reading Classroom Activities Based on Teaching, Learning, and Assessment: A Case Study of the 2019 Edition of High School English Textbooks

Danzhi Huang*, Jiayi Yang

Foreign Language Institution, Zhejiang Normal University, Jinhua 321004, Zhejiang, China.

*Corresponding author: Danzhi Huang

Published: April 27,2025

Abstract

Utilizing the 2019 edition of two prominent high school English textbooks in China, the study meticulously examines the characteristics of reading teaching activities framed by reading micro-skills assessment and Bloom's taxonomy. The paper identifies the potential of these activities to cultivate students' core competencies in English and suggests enhancements for a more robust assessment design. The aim is to provide actionable insights for educators to implement classroom activities that not only adhere to curriculum standards but also engage students in a comprehensive learning experience. The paper underscores the importance of formative assessment and its role in facilitating student progress, advocating for a dynamic and interactive approach to learning assessment. By integrating assessment with teaching and learning activities, the study presents a model that promises to enrich the educational experience and foster the holistic development of language skills, cultural awareness, critical thinking, and character building.

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How to cite this paper

Integrated Design of High School English Reading Classroom Activities Based on Teaching, Learning, and Assessment: A Case Study of the 2019 Edition of High School English Textbooks

How to cite this paper: Danzhi Huang, Jiayi Yang. (2025). Integrated Design of High School English Reading Classroom Activities Based on Teaching, Learning, and Assessment: A Case Study of the 2019 Edition of High School English Textbooks. The Educational Review, USA9(4), 409-414.

DOI: http://dx.doi.org/10.26855/er.2025.04.002