Integrated Design of High School English Reading Classroom Activities Based on Teaching, Learning, and Assessment: A Case Study of the 2019 Edition of High School English Textbooks

Utilizing the 2019 edition of two prominent high school English textbooks in China, the study meticulously examines the characteristics of reading teaching activities framed by reading micro-skills assessment and Bloom's taxonomy. The paper identifies the potential of these activities to cultivate students' core competencies in English and suggests enhancements for a more robust assessment design. The aim is to provide actionable insights for educators to implement classroom activities that not only adhere to curriculum standards but also engage students in a comprehensive learning experience. The paper underscores the importance of formative assessment and its role in facilitating student progress, advocating for a dynamic and interactive approach to learning assessment. By integrating assessment with teaching and learning activities, the study presents a model that promises to enrich the educational experience and foster the holistic development of language skills, cultural awareness, critical thinking, and character building.