Ji Hemaocuo

Xizang University

Abstract：

This paper presents a theoretically grounded instructional design for teaching read-and-write continuation tasks, using the 2025 National Volume II Gaokao text as a case study. The text narrates the experience of a Chinese international student grappling with linguistic and cultural identity. The design is systematically structured around the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and integrates task-based language teaching (TBLT), sociocultural theory, and metacognitive strategies. Key innovations include the 5Rs analytical framework for narrative deconstruction, AI-assisted feedback tools, and differentiated instructional strategies to address diverse learner needs. The paper also provides a critical analysis of the design’s strengths and limitations, particularly regarding cultural representation, technological accessibility, and cognitive pacing. It concludes with recommendations for future iterations incorporating Universal Design for Learning (UDL) principles and hybrid instructional models to enhance adaptability and inclusivity in high-stakes exam preparation contexts.

Key Words：

continuation writing; ADDIE model; Gaokao; task-based language teaching; cultural identity; instructional design