A Study On The Effects Of Reading-to-Writing Model In High School English Teaching

With the speeding up of global economic integration and the deepening of relationships among countries, English, the global language, is playing a more and more important part. The integrating skills of English include listening, speaking, reading and writing, all of which depend on each other and can not be completely separated, besides, reading and writing account for an extremely important position in English teaching and the college entrance examination in China. However, due to the limited study hours, the exam-oriented education as well as sorts of object and subject reasons, a lot of problems arise in the tradition teaching method which separate reading and writing, thus leading to the failure in improving students writing skills. Conventionally, teachers don’t connect reading and writing. Worse still, some even lose sight of the part of writing. As we all know, there is no chance for students who only rely on practicing writing during class time to improve their ability of writing. There is a strong link between the input and output of a language. The absence of wide and effective reading cannot guarantee students good articles. Therefore, if we can make a breakthrough, combine reading skills and language expression, we may improve the present teaching situation. Well, equal importance should be attached to words, sentences and the structure of a passage. Furthermore, teachers may as well give students proper guidance on their writing. Meanwhile, a new scientific teaching methods will be formed. As for the students, not only are their writing skills improved, but also their listening, speaking and writing are strengthened.The author carried out an comparative experiment on students from Class 14 and Class 14 in Senior 1 in No.5 High School of XiangYang. Class 14 experienced the teaching model of separating reading and writing, while Class experienced the reading-with-writing method. The author taught reading and writing separately in Class 14.But in Class 15, the author combined reading and writing teaching, setting narrative writing, argumentation, expository writing and practical writing as examples to make detailed explanation. With the method of Independent Samples Test, the author analyzed the data collected before and after the experiment, trying to figure out whether reading-with-writing method is helpful in the advancement of students writing ability. It turns out that reading-with-writing method does make a difference to students’ writing ability. According to the experiment itself and the result, the author reflects on English teaching and has some new ideas:First, in the teaching of English reading, teachers had better development students’ awareness of the passage as a whole, advancing their knowledge of the passage. After teachers help their students grasp the methods and skills of reading, students will learn some basic factors and characteristics of sorts of passages as well, which does good to the improvement of students’ writing.Second, when students learn reading materials, teachers ought to enlarge their vocabularies by adding synonyms、antonyms、derived words and compound words, etc. Encourage students to make full use of these advanced words, and they can enrich their essays and consolidate these newly-learned words in the meantime.Third, having learned various sentence patterns in reading passages, it is advocated that students should adopt them in their writing. Composition adaptation, abbreviation and imitation after reading provide students with plenty of opportunities to practice sentences. If they can do so, their articles will be brilliant and richer in content.Fourth, coherence deserves attaching importance to when students are reading. Just picking the language of coherence is not enough. Students are advised to bear them in mind. When properly using some different conjunctions to strengthen the coherence of the article, students can make their writing more fluent, and their language more native.