Research on the Design of Junior High School English Reading Course Under CLIL Concept

Now the teaching of basic disciplines has received more and more attention, and the core basic disciplines education has been placed in a very important position in our country. As a fundamental aspect of education, enhancing students' basic literacy has been identified as a key focus of educational discipline. This focus aims to cultivate students' language expression skills, independent learning abilities, critical thinking skills, and cultural identity awareness. Currently, some issues in junior middle school English teaching in China hinder the development of core literacy education. For instance, English teaching is often disconnected from the language environment, which impedes students' language learning and proficiency, thus hindering their English language development. Additionally, students lack enthusiasm for learning and struggle to fully comprehend the English teaching content. To address these challenges, this paper explores the fundamental concepts of Content and Language Integrated Learning (CLIL) teaching and the design, implementation, and application of Language Content Objectives Procedures Evaluation (LCOPE) teaching within the framework of CLIL. This approach emphasizes the integration of content and language teaching. The goal is to effectively address the practical issues in Chinese English education, advance core literacy education, and establish innovative methods and models for future English reading instruction.