introduction

This article introduces the application of the English learning activity concept in the teaching of English reading and writing in the upper grades of primary schools, emphasizing its importance in cultivating students' core competencies, optimizing teaching methods, and improving teaching effectiveness. Through specific cases, this paper explores how to design effective reading and writing teaching activities based on the perspective of English learning activities, in order to achieve course objectives and enhance students' learning outcomes.

Problems in English Reading and Writing Teaching

Identify the main problems in teaching English reading and writing in the upper grades of primary schools, including patterned and fragmented teaching design, excessive emphasis on language knowledge practice, neglect of the value of discourse education and student value guidance, and superficial teaching that leads to students' learning remaining on the surface.

Implementation steps of reading and writing teaching under the guidance of English learning activity concept

This article introduces the design steps of English reading and writing teaching for upper primary school students based on the perspective of English learning activities, including in-depth reading of discourse to explore thematic meanings, determining teaching objectives based on discourse reading, and designing teaching activities based on teaching objectives. Teachers need to fully recognize the importance of discourse in teaching, extract thematic meanings, grasp the main teaching line, allocate activity time reasonably, balance activity types, guide students to learn language and cultural knowledge in an integrated manner, and improve their learning ability and thinking quality.

Teaching Design of Reading and Writing Courses for Senior Primary School English under the Guidance of English Learning Activity Concept

In depth exploration was conducted on how to design teaching for English reading and writing classes in upper primary schools under the guidance of the English learning activity concept. Firstly, it emphasizes that teachers should start with discourse reading in their instructional design, and determine the theme, meaning, value orientation, stylistic features, and language characteristics of the discourse by answering three basic questions: What, Why, and How. Taking the Read and Write section of Unit 3 in the sixth grade textbook "English" published by People's Education Press as an example, this paper analyzes the content of the discourse, the meaning conveyed, and the writing characteristics.

Effectiveness and Reflection

Emphasis was placed on the effectiveness of teaching English reading and writing in the upper grades of primary schools. Through discourse analysis and thematic exploration, students were able to review and form a positive attitude towards life. Teachers promote students' thinking through progressive questioning, integrate output, and reduce teaching fragmentation and superficiality. At the same time, teachers design teaching based on the characteristics of the discourse, avoid standardization, and optimize teaching through continuous learning and practice to promote the development of students' core competencies.