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Pair‑up Support and Collaborative Research, Alongside Differentiated Instruction to Drive Improvement—The Classroom Teaching Practice Activity on “Same Lesson, Different Designs” Between the English Departments of Nanning Oriental Foreign Language Senior High School and Nanning Yongning Senior High School Has Concluded Successfully.
Release date:
2026-01-13 15:38
Source:
To deepen the reform of basic education curricula and implement the requirements for cultivating core competencies in English, and leveraging the inter-school pairing‑assistance mechanism to establish a platform for professional development and exchange among English teachers from both schools, on the afternoon of January 9, Nanning Oriental Foreign Language Senior High School and Nanning Yongning Senior High School jointly organized an “same lesson, different designs” classroom‑teaching practice activity for the English department.
This event focused on competency-based thematic reading instruction, jointly exploring pathways to build highly effective classrooms and thereby supporting the high-quality development of English teaching at both schools. Drawing on their distinctive pedagogical approaches and solid instructional expertise, the two teachers delivered two exemplary lessons centered on the theme “XB2 Unit 3: Food and Culture,” each with a distinct style yet equally engaging and dynamic.
A Firsthand Look at the Classroom Scene
01
Teacher Li Yanling of Yongning High School
Teacher Li Yanling of Yongning High School presented a teaching practice on theme-based reading instruction oriented toward core competencies, grounded in the Three-Dimensional Six-Step Model—using XB2 Unit 3 “Food and Culture” as a case study. Supported by the Three-Dimensional Six-Step Model and guided by the cultivation of subject‑specific core competencies, Teacher Li anchored her approach in the thematic significance, integrated the unit’s central themes, and refined both the instructional structure and content. She led students through a series of learning activities—including context‑driven reflection, knowledge exploration, practical internalization, innovative extension, summarization and insight, and application exercises—to delve deeply into the thematic essence. By employing a tripartite assessment framework that links learning objectives, instructional activities, and evaluation tasks, she ensured the successful completion of learning tasks, while fostering students’ language proficiency, learning strategies, cultural awareness, and critical thinking skills through inquiry‑based learning.
02
Teacher Tan Yun of Dongfang High School
Teacher Tan Yun of Dongfang Foreign Language High School delivered a lesson titled: “Reading Instruction Practice from the Perspective of Big Ideas and the English Learning Activity Approach—A Case Study of XB2 Unit 3, ‘Food and Culture.’” Grounded in the framework of “big ideas,” Teacher Tan implemented the English learning activity approach, employing task‑driven instruction and integrated activities to stimulate students’ critical thinking. Together, they explored the cultural meanings, historical traditions, and regional characteristics embedded in Chinese cuisine, ensuring that core competencies take root in the classroom and fostering the coordinated development of language proficiency and cultural awareness.
In the classroom, teacher–student interaction was frequent, and intellectual exchanges were vigorous, fully showcasing the teaching charisma of both instructors and the students’… Lead Status.
Awarding for Teaching Demonstrations
After the demonstration lesson, Yang Zhenyi, Secretary of the Party Branch of Nanning Oriental Foreign Languages Senior High School Presented to the two instructors The “Demonstration Award for Heterogeneous Instruction in the Same Lesson” certificate recognizes their outstanding contributions to innovation in classroom teaching and inspires more educators to engage in the practice of educational reform.
Collective deliberation, pooling pedagogical wisdom.
Our school's English Organized by Teacher Zhou Meilian, head of the teaching and research group. has carried out this classroom teaching practice activity of “same lesson, different approaches.” During the group lesson observation and discussion, the two teachers first shared… Each one's Instructional Design Rationale and Teaching Reflection 。
Subsequently Teachers from the two schools focused on Core topics such as “innovation in pedagogical models,” “student engagement,” and “the practical application of competencies” were discussed in small groups, with participants freely sharing their perspectives. Teacher Nong Qing, head of the English teaching research group at Yongning High School, provided commentary on Teacher Tan Yun’s lesson. It both acknowledged the classroom’s strengths and distinctive features, while also offering practical and feasible recommendations for improvement.
Ms. Du Weilan, head of the Grade 10 English teaching team at our school, also shared her reflections on observing two classes.
Finally, Zhou Meilian, the head of our school’s English teaching and research group, Teacher Summarize and refine the activities, distill replicable and scalable teaching practices, and provide clear guidance for enhancing the quality and effectiveness of English instruction at both institutions.
This time The “same lesson, different designs” initiative has not only provided a platform for professional development and exchange among English teachers from the two schools but has also strengthened their collaborative partnership. By sharing resources and leveraging each other’s strengths, teachers from both institutions have refreshed their pedagogical approaches and refined their teaching methods, injecting new momentum into the steady improvement of foreign language instruction. Looking ahead, Our school We will continue to leverage inter‑school collaboration platforms to organize a wider array of teaching and research activities, deepen our focus on classroom instruction, support teachers’ professional development, and lay a solid foundation for cultivating more high‑quality talent.
Finished
Welcome to enroll at Oriental High School.
Enrollment Plan for the Fall Semester of 2025:
1. Enroll incoming freshmen for Grade 10 according to the schedule and provide on-campus accommodation.
2. Transfer students for Grade 11 and Grade 12
3. Gaokao repeaters
4. International students of each grade level
5. International students from each grade level
Outstanding Student Award System:
I. First-year high school students entering in the Fall 2025 semester will enjoy the following substantial discounts during their first term.
II. Starting from the second semester of Grade 10, a reward policy will be implemented for the top 100 students in each grade based on their overall academic performance.
(1) Students who rank in the top 10 on their grade’s semester exams and achieve a “Good” or higher rating in the school’s comprehensive assessment are awarded a full scholarship. 9,800 yuan ；
(2) Students who rank between 11th and 50th in their grade’s semester-end examinations, and whose overall school-based performance evaluation is rated as “Good” or higher, shall be awarded… 3,000 yuan Scholarship;
(3) Students who rank between 51st and 100th in their grade on the semester final exam, and whose overall school‑wide performance evaluation is at least “Good,” will receive… 2,000 yuan Scholarship;
Financial Aid Policy for Students in Poverty:
1. Students from registered impoverished households and children of reservoir-area resettlers shall receive financial assistance in accordance with the relevant policies.
2. In addition to national funding, the university provides an on-campus poverty subsidy equal in amount to the national grant.
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Take the bus 42 Road, 704 The road leads directly to the school entrance; take 87 Road, 89 Road, 90 Road, 97 Road, B98 Road, 209 Road, 701 Road, 706 The road leads to Xianhu. - Get off at Kaitai Road Intersection Station, then walk. 200 Mi has arrived at school.
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Location: No. 68, Tongtai Road, Qingxiu District, Nanning City, Guangxi Province
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Ride Information:Take bus routes 42 or 704 directly to the school entrance; or take routes 87, 89, 90, 97, B98, 209, 701, or 706 to the Xianhu–Kaitai Road stop, then walk 200 meters to reach the school.
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