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NECS clearly states that the exploration of the meaning of the theme should beregarded as the core task of teaching and learning in English courses. Thematic meaning refers to the core idea or deep meaning of the theme presented in the text,which is often related to cultural connotation, emotions, attitudes, and values. Theexploration of the theme’s meaning directly affects students’ understanding of the text,their thinking development level and language learning effectiveness. According tothe NECS , thematic context covers three aspects: human and self, human and society,and human and nature, to provide topics and contexts for discipline education. ShenJingjing (2021) pointed out that the real thematic context can enhance the teachingappeal and help improve students’ enthusiasm to participate in the classroom, andthen form English language learning environment.

Materials published by FLTRP in 2019 provide these three kinds of thematiccontexts in three compulsory textbooks. In his keynote speech on the six elements ofcourse content and the activity-based approach, Professor Mei Deming pointed outthat there is no isolated theme and topic, meaning that the three themes: man and self,man and nature, man and society, cannot exist alone，because in any discourse, whenit comes to man and self, there must be the other two themes, namely man and natureand man and society. Therefore, the three themes are actually a prominent relationship,that is, in a certain type of theme, people and self are more prominent, or in anothertheme, people and society are more prominent, but they are not excluded. On theofficial website of Foreign Language Research Education Press, the thematic contextin the textbook is divided as follows: Unit 1 and Unit 2 of each book are about “manand self”; Unit 3 and Unit 4 are about “man and society”; Unit 5 and Unit 6 are about“man and nature”. In fact, the author has found that the thematic context on thetextbook is different from those listed on the official website through studying thetextbook. Therefore, the author lists the subject context of each unit referring to theanalysis of the teaching material in the teacher’s book, as shown in the followingtable.

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Chapter 5 Conclusion

5.1 Major Findings

Through evaluation, it is found that the content design of the compulsorytextbooks by FLTRP basically embodies the concept of integrating the six elements inthe NECS. Three themes, seven types of discourse, language knowledge, culturalknowledge, language skills and learning strategies are included, but there are stilldifferences in the specific distribution.

1. In terms of thematic context, the three textbooks contain all the three topicsrequired by the NECS, but their proportions are uneven. The proportion of man andsociety is the highest, which also ac本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。