Lesson Study On "Reading-for-writing" In Senior High 3 English Classroom

Teachers have been searching for various methods to improve their students’ English writing and extensive reading. However, it is found that simply increasing quantity of reading does not automatically lead to good writing. So, how we deal with reading texts and tasks so as to improve students’ writing is the focus of this study. The researcher adopted the notion of "reading-for-writing" and tried it out through a series of lesson studies, intending both to enhance students’learning of English writing and to increase teachers’understanding of how to teach writing through reading and their practical abilities in this regard.Lesson Study (LS) is a process in which teachers and teacher educators work collaboratively to improve the quality of classroom teaching through procedures of lesson plannings, teaching and reflection. Aiming at developing and improving senior three students’ English writing ability, the author and two other colleagues formed a LS research group, applied the concept and procedure of LS to English reading teaching and went through a series of circular processes of collaboratively making teaching plans, conducting and reflecting on research lesson, and helping students learn state reasons and ways of solving the problems in a paragraph.Through data collection and analysis, we find that the application of lesson study to reading and writing teaching has achieved some results:there are positive changes in students’ attitudes to writing and their strategies used in writing; and their writing performances in tests have been improved. What is more, our lesson-study activities have proved to be effective in promoting the teacher growth; we have achieved our own professional development by cooperating with each other:jointly designing lessons; observing each other’classes; and attending group discussion to improve existing plans.