Construction and Practice of the Reading-to-Write Teaching Model for Senior High School English from the Perspective of Activity-based approach to English learning

Abstract

New English Curriculum standards for Chinese Senior High Schools (2017 edition) proposes an activity-based approach to English learning perspective, providing core teaching guidance for the integrated reading and writing section of high school English. [1] In response to current prominent issues such as fragmented high school English reading and writing instruction, formalized activities, and shallow writing output, this paper uses the concept of activity-based approach to English learning as theoretical support to construct a reading-to-write teaching model characterized by theme-led, reading as support, progressive progression, and writing as output. Relying on three core activities—learning and comprehension, practical and application, and transfer and innovation—it bridges the intrinsic connection between reading input and writing output. Combining specific teaching cases from FLTRP High School English Selective Compulsory 3 Unit 1 Face Value teaching cases, practical investigations are conducted, the teaching implementation process is organized, teaching effectiveness and shortcomings are summarized, and targeted teaching optimization strategies are proposed. This thesis aims to optimize the teaching paradigm for high school English reading and writing, support the collaborative development of students' core competencies such as language ability and thinking quality, and provide practical suggestions and strategies for integrated reading and writing teaching in high school English.