The Study On The Sentence-drilling Practice Based On Textbooks

English writing, an important way to communicate, plays a significant role in Englishlearning. In the basic educational stage, the training of English writing ability is an essentialtask in English teaching. The corresponding requirements about the junior high schoolstudents’ English writing ability have been put forward in the “English CurriculumStandard” and “Academic Examination Outline”. However, English writing is the weakestlink in English teaching in junior high schools, and is regarded as the hardest skill forstudents to master. The findings of the existing researches as well as the survey the authorhas done show that the most difficult point lies in the output of sentences, so solving thisproblem will settle the core contradiction of writing teaching. This study attempts to explorean effective method to improve English writing teaching in junior high schools. Based onGagne’s Learning Hierarchy Theory, Swain’s Output Hypothesis and the Sentence-drillingPractice, together with the characteristics of English writing teaching in junior high schools,this thesis constructs the Sentence-drilling Practice Based on Textbooks as a method ofEnglish writing. In order to verify the suitability and effectiveness of this method, the authorconducted a teaching experiment in two classes from the Eleventh Middle School in FuyangCity, Anhui Province. The results show that the Sentence-drilling Practice Based onTextbooks is more effective than the common Product-oriented Method. Therefore,according to the results achieved by the teaching practice, the author proposes that theSentence-drilling Practice Based on Textbooks is an effective method to improve the statusquo of the junior high school students’ English writing and writing skills.