A Study On The Writing Teaching Strategy Based On Reading-to-write Teaching And The Whole Unit Design In Junior High School

English writing is important and difficult for junior high school students.The English writing teaching is fragmented.Teachers don't connect reading with teaching well,which means the teaching procedure needs developing a system.Based on this problem,the writer explores the literature and decides to research the reading-to-write teaching strategy which is based on the whole unit's teaching design.The teacher combines the six elements integrated English curriculum view and language.The teacher focuses on the topic of each unit,helps students input the function sentences,dialogs,the topic related articles and sample writings in each class.What's more,the teacher sets the writing tasks in class or after class which are related to the input materials.This kind of strategy aims to put the writing teaching into a system.The writing tasks are finished from the easy one to the difficult one in different periods,which combines the input and output closely.This strategy sets scaffolding for students and help to improve students' writing ability.The author does the research based on the input hypothesis,output hypothesis and scaffolding theory.Output is based on the in-put.Only can students comprehensive the in-put knowledge and then they can output.Reading is the important form of input and writing is the important form of output.Both of them are closely connected.As for the intense relations between them,reading-to-write is a good way to improve students' abilities.The author aims to explore how to connect reading with writing closely,which can help students develop a systematic teaching method for English writing and improve students' writing ability.The author chooses 50 junior high school students from the author's class as the participants of this 12-week experiment.To carry out the experiment,the author has used the questionnaires,interviews and tests.The author has explored two questions: First,can the reading-to-write teaching strategy which is based on the whole unit's teaching design influence students' attitudestowards English writing? Second,can the reading-to-write teaching strategy which is based on the whole unit's teaching design improve students' English writing abilities?The author analyzes the scores and made a summary,here are the research results:First,this kind of teaching strategies can change students' attitudes towards English,which can make students become more interested in English writing and make them more confident in English writing.Second,this kind of teaching strategies improve students' English writing abilities.Students have better learning strategies and they can use the materials from textbooks into the writing tasks.They can use vocabulary better,use more correct and changeable sentences,use conjunctions properly and divide the passage into several paragraphs.However,the author finds some shortcomings in the research.For example,it lasted for a short time and there are not many participants.What's more,this research hasn't discussed the specific writing abilities for students,so further research is worth doing.