SELECTING AND DESIGNING CONTENT FOR DEVELOPING READING SKILLS OF B1 LEVEL LEARNERS AT SCHOOL

This article examines the principles and criteria for selecting and designing instructional content aimed at developing reading skills of B1 level learners in secondary school contexts. Based on the Common European Framework of Reference for Languages (CEFR) and contemporary research in second language acquisition, the study analyzes text types, lexical and grammatical complexity, task design, and pedagogical alignment required for effective reading instruction at the intermediate level. The methodology relies on qualitative analysis of academic literature, CEFR descriptors, and empirical studies on reading pedagogy. The findings indicate that well-selected authentic and semi-authentic texts, combined with strategy-based tasks and cognitive engagement, significantly improve learners’ reading comprehension, autonomy, and critical thinking skills. The article contributes practical recommendations for curriculum designers and teachers working with B1 level learners in school settings.本文旨在探讨面向中学阶段B1水平（B1 level）学习者阅读能力培养的教学内容遴选与设计原则及标准。本研究以《欧洲语言共同参考框架》（Common European Framework of Reference for Languages，CEFR）及第二语言习得（second language acquisition）领域的当代研究为基础，分析了中级阶段高效阅读教学所需的文本类型、词汇与语法复杂度、任务设计及教学适配性。本研究采用质性分析方法，对学术文献、CEFR能力描述语及阅读教学法实证研究展开分析。研究结果表明，遴选得当的真实文本（authentic texts）与半真实文本（semi-authentic texts），结合基于策略的任务与认知参与设计，可显著提升学习者的阅读理解能力、自主学习能力与批判性思维技能。本文可为中学阶段面向B1水平学习者的课程设计者与一线教师提供切实可行的实践建议。