A Study On English Reading Instructional Design In Junior Middle Schools Based On English Subject Key Competencies

General Senior Middle School English Curriculum Standards(2017 edition)clearly states that the overall goal of English curriculum is to promote the development of students’ English subject key competencies and train socialist builders and successors with Chinese sentiments,international vision,and cross-cultural communicative competence.English reading instruction is of great significance to promote students’ English subject key competencies.And a good English reading instructional design is the premise and the key to an excellent English reading class.Therefore,English reading instructional design based on English subject key competencies will promote the development of students’ English subject key competencies,which help cultivate the key abilities and necessary qualities needed for the development of lifelong education.However,most of the research on English reading instructional design based on English subject key competencies in China is targeted at senior middle schools,while less research is conducted in junior middle schools,and this kind of research is in its infancy,which will not be conducive to the development of English subject key competencies of junior-middle-school students.Based on humanism and English subject key competencies,this thesis mainly uses the research instruments like questionnaire,classroom observation,and interview,aiming to solve the following three questions.1.What is the current status of English reading instructional design in junior middle schools under the background of cultivating students’ English subject key competencies? 2.What are the problems existing in today’s English reading instructional design of junior middle schools? 3.What pedagogical suggestions can be offered for teachers’ future reading instructional design? The research results show that there are five main problems existing in current English reading instructional design: 1.Incomprehensive understanding of English subject key competencies among junior-middleschool English teachers.2.The limitation of the enrollment pressure and the limited time of reading lessons.3.Little attention on the development of reading skills and thinking quality.4.The neglect of ‘discourse features and pragmatic knowledge’ in developing students’ linguistic competence.5.The disregard of the cultivation of cultural awareness in English reading instructional design.Some pedagogical suggestions are proposed by the author according to the relevant problems: Junior-middle-school English teachers should 1.deeply understand the contents of English subject key competencies.2.make a balance between English scores and students’ overall development,and apply English subject key competencies in their teaching as much as possible.3.implement effective stratified teaching to maximize the development of reading skills and thinking quality.4.focus on the inner logicality of the discourse,aiming to develop students’ discourse competence.5.create more authentic contexts to improve students’ pragmatic knowledge.6.pay more attention to the cultivation of cultural awareness with the various resources.Furthermore,an English reading instructional design sample based on English subject key competencies is designed by the author in order to provide more specific references for junior-middle-school English teachers.To sum up,this thesis is valuable to a certain degree.However,there are still some limitations.Further studies need to be done by professional scholars in the future.