A Study on the Theory and Application of the 5E Instructional Model In Authentic Junior High School English Teaching

Min Lan

doi:10.63313/ESW.9126

Authors

Min Lan China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/ESW.9126

Keywords:

5E Instructional Model, Junior high school English, Authentic English teaching, Case study, Grammar teaching

Abstract

This study explores the inherent consistency between the 5E Instructional Model and the “authentic context” concept in the new curriculum standard. Based on the teaching case of Simple Past Tense in Unit 7, Grade 7 (PEP), it constructs an implementation path for authentic English teaching in junior high schools. Findings reveal that the 5E Model effectively addresses the dilemma of "inauthentic contexts" in traditional teaching by creating authentic situations, inquiry-based task design, knowledge transfer, and multi-dimensional evaluation, thereby significantly improving students’ language application and real communication competence. The research provides theoretical support and practical references for the reform of authentic English teaching in junior high schools.

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