An Experimental Study Of Senior High School English Reading And Writing

English as a universal communicative language has become increasingly important,but we can often see senior students with more than six years English learning experience still have a lot of difficulty in reading and writing. Therefore, how to improve the efficiency of senior English teaching and help senior students learn to use English in a better way in the limited time has become the key of senior English Teaching. Reading and Writing which account for a very important position in the four basic skills in senior English are not completely separated, but there is a link between them. If teachers can master the correct way to combine reading and writing together in the teaching process, they can make their teaching more effective and efficient.This study is based on the theories about the relationship between reading and writing at home and abroad and is set in New Curriculum Reform, aiming to test the effect of reading-with-writing method on students'English learning and to find a more effective and efficient way to improve senior English teaching efficiency. According to the study of literature, the author conducted a teaching experiment. During the study, the author adopted comparative experimental method in two classes of grade two, Jiamusi No.1 High School, Heilongjiang Province to verify the relationship between reading and writing in senior English by comparing the experimental data of the two classes.After the experiment, the author compared pre-test and post-test relative data of the two groups, analyzed the effect of reading-with-writing method on English learning from two aspects and found that with reading-with-writing method, the experimental group is 13 times less than controlled group in choosing a title for an article; 2.33 times less in general idea; 2.26 times less in inferring from the context in reading. Experimental group has improved 1.83 times than controlled group in passage length; 3.12 times in relative content; 2.07 times in conjunction using of writing. Therefore, the author drew conclusions as follows: Firstly, reading is receptive skill while writing is productive skill. They can be combined together in senior English teaching. Reading influences the improvement of writing ability, while writing can deepen the understanding of reading materials.Secondly, adopting reading-with-writing method according to different article style can not only help students learn writing skills on the basis of understanding the text, but also deepen the understanding on the basis of writing skills. Reading-with-writing method can contribute to both reading and writing.Thirdly, reading-with-writing method is better than traditional one in helping students understand articles deeply and improve the students'English levels, which makes it a better way to improve the effectiveness of Senior English teaching.To conclude, reading-with-writing method is more positive and effective than traditional one to students'English learning. Therefore, guiding the students to input efficient information on purpose can help students create a clear sense of input and output in the limited time, which resulted in improving the effectiveness of senior English teaching. But there are also some limitations in this study. Writing was conducted through reading in the study, while the textbook has a narrow range of reading materials, which can not provide typical cases for writing. Besides, long-term adherence, the effect of reading-with-writing can be significantly better. In the future study, the author will continue to strengthen the theoretical learning and research, improve the teaching level and apply it to practical work to further the study.