Abstract—Social-emotional learning is an important way for the development of quality education, and together with the core competencies of the English subject, it points to the educational goal of “comprehensive development”. This article takes multiple junior high school English classroom teaching as an example to explore how to use social-emotional learning to guide English teaching, enhance students’ social-emotional abilities, achieve character and ability development, and promote the improvement of core competence from three aspects: using real problems, using authentic tasks, and using realistic assessments. Teachers can introduce real problems and create real discourse situations to lead students to have in-depth emotional experiences. Teachers can design authentic tasks that are related to students’ real-life situations and guide students to complete teaching tasks and solve problems while exploring the cultural connotations behind them, so as to realize the integration of language and culture. Teachers can organize authentic and diversified teaching evaluations to cultivate students to become warm and thoughtful learners. 
 

Keywords—social-emotional learning, core competencies, English teaching 

Cite: Xinnan Shao and Jianfen Ying, "English Teaching in Junior High School Based on Social-emotional Learning," International Journal of Learning and Teaching, Vol. 10, No. 3, pp. 413-417, 2024.

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