introduction

Discussed the limitations of traditional classroom teaching under the transformation of literacy oriented education, and emphasized the importance of large unit design in promoting the achievement of core competencies. The "Curriculum Standards" propose to strengthen the overall teaching of units, with the core of subject concepts, to achieve the "integration in and integration out" of language learning. To solve the problems of fragmented teaching, the theory of reverse design of English curriculum is proposed. Through setting teaching objectives, evaluation criteria, and designing teaching activities, the organic integration of teaching, learning, and evaluation is achieved, highlighting the overall, targeted, logical, and generative nature of teaching.

The Game between Evaluation and Activities in Unit Integrated Teaching

Explored the application of reverse design in overall unit teaching, emphasizing the design of courses based on expected results, and achieving a close integration of teaching and evaluation through three steps: clarifying goals, evaluating evidence, and learning experience. Reverse design helps students gain a deeper understanding of unit themes and avoid being activity-based or blindly covering textbook content. However, reverse design also has the problem of neglecting student generativity and the relationship between evaluation and activity. To address these issues, an improvement strategy has been proposed that closely integrates teaching objectives with evaluation, while focusing on the overall teaching and student generated output, in order to promote the formation of students' core competencies.

Construction and Practice of Reverse Design of English Curriculum Targeting Whole Unit Teaching

A reverse design framework for English courses aimed at unit based teaching has been proposed, which includes four steps: firstly, teachers start from the concept of unit based teaching, design unit based teaching objectives, and establish the connection between lesson objectives and unit objectives to ensure the integrity of teaching; Secondly, teachers should clarify evaluation criteria based on teaching objectives, so that teaching evaluation corresponds to teaching objectives and improves the pertinence of teaching; Thirdly, teachers should design logically coherent teaching activities guided by evaluation objectives to ensure the logicality of teaching; Finally, teachers should pay attention to students' generative output, respond promptly to their dynamic performance, and ensure the generative nature of teaching.

conclusion

The importance of reverse design in English curriculum was emphasized, with unit teaching objectives as the core. Through evaluation oriented design of teaching activities, the dynamic combination of teaching objectives, evaluation, and activities was achieved, promoting teachers' overall thinking. Starting from the big concept, evaluation standards were determined, teaching activity design was guided, and dynamic adjustments were made in teaching to better develop students' core competencies.