Interdisciplinary Thematic Learning in Geography-Integrated English Teaching

DOI: https://doi.org/10.62517/jhet.202615242

Author(s)

Han Xia*, Biyin Xu

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China *Corresponding Author

Abstract

Take a unit in the first volume of the eighth-grade English textbook of Foreign Language Teaching and Research Press as an example. We try to explore how the interdisciplinary thematic learning of “English + Geography can be implemented in junior high school. The research is based on the design method, and there are so many points in the specific operation: first, we analyze the whole text, find out the point where the text content and geography can be naturally integrated into one, and then extract the core concepts and sub-concepts of the unit; second, we have to design a driven task, put the ' problem chain ' together, and then organize some collaborative activities, so that we can build a unitized teaching framework with internal relations. Third, the principle of “ integration of teaching, learning, and evaluation “ runs through the whole teaching process to ensure that learning objectives can be achieved. From the results of the study, it can be seen that by engaging in this interdisciplinary thematic learning, students will integrate language knowledge and geographical knowledge into a real task, so that the core literacy and geographical literacy of the English subject can be coordinated. Development; therefore, our research can provide a model for interdisciplinary teaching in junior high school English classrooms, and also provide a practical path for how to deepen curriculum integration.

Keywords

Junior High School English; Interdisciplinary Thematic Learning; Unit-based Holistic Teaching

References

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