Jing Liu, Yan Liu

(Sichuan University of Light Chemical Technology College of Foreign Languages)

Abstract：

Traditional review teaching neglects the correlation and integration between unit theme categories, which is not conducive to students forming a structured and systematic knowledge system and improving language proficiency. The integration of thematic categories emphasizes the integration of different units that point to the same theme and use it to carry out teaching. This teaching paradigm can not only construct language knowledge and thematic knowledge, but also enhance language ability, achieve the integration and development of knowledge and ability, and conform to the purpose of review teaching. In teaching practice, teachers should first integrate unit topics based on the theme category, then supplement new theme discourse to expand the theme knowledge category, and arrange review classes as a whole. This article combines teaching examples to explore the paradigm and classroom practice of middle school English review teaching from the perspective of theme category integration, in order to improve the efficiency of review teaching.

Key Words：

junior high school English; theme category; integration of thematic categories; review teaching