Optimizing Junior High School English Integrated Unit Teaching from the Perspective of Core Competencies

Abstract

Against the background of curriculum reform oriented toward the cultivation of core competencies, integrated unit teaching has gradually become an important approach to junior high school English instruction. However, in actual teaching practice, problems such as fragmented instructional content, disconnected learning activities, and insufficient implementation of core competencies remain prevalent, which restrict the effectiveness of English curriculum reform. This study, based on practical exploration of integrated unit teaching in junior high school English classrooms, examines optimization approaches from a core competency-oriented perspective. Specifically, it discusses four key dimensions: content integration, objective design, activity organization, and assessment implementation. By analyzing the process of integrated unit teaching design and implementation, the study highlights the importance of deeply interpreting thematic meanings, constructing unit big ideas, designing progressive learning activity chains, and establishing competency-oriented assessment systems. The findings indicate that integrated unit teaching can effectively promote the systematic integration of instructional elements, enhance the coherence and continuity of classroom teaching, and facilitate the holistic development of students’ language ability, cultural awareness, thinking quality, and learning ability. This study provides practical implications for promoting the effective implementation of core competencies in junior high school English education.