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English writing is becoming increasingly crucial in high school English instruction with the growth of globalization, and writers’ performance in the language can be gauged by their writing. Current model is widely used in English writing classes. Behaviorism is the theoretical basis for this model. Behaviorist psychology holds that learning is a spiral process from stimulus to response, then to reinforcement and habit formation. The specific teaching steps of the current model are divided into three steps: (1) the teacher explains the model essay (stimulation); (2) students imitate the model writing (reaction); (3) the teacher revises the composition. The advantage of current model is that it’s easy to operate, and imitation for students can reduce their pressure. The teacher’s dominant position in the classroom, as opposed to that of the students, is a drawback since it inhibits the growth of the students’ capacity for creative thought. Meanwhile, the real context fails to be associated with the practical teaching activities. The new curriculum standard claims that themes offer a variety of topics or contexts where students can learn a language, and the most crucial aspect of language learning should be students’ understanding of the thematic meaning. The teaching activity design of English writing class should be based on thematic meaning to help students explore and express the meaning in the process of reading input and writing output. However, the current model ignores the connection of reading and writing, so it’s difficult for students to improve the writing performance.

1.2 Significance and Purpose of the Study

As stated in The English Curriculum Standards for General Senior High Schools (2017 Edition), themes offer a variety of topics or contexts where students can learn a language, and the most crucial aspect of language learning should be students’ understanding of the thematic meaning. In order to assist students explore the thematic meaning and achieve the goal of cultivating students’ core competence in English, teachers should carefully read and analyze texts and integrate the learning of language knowledge, the development of language skills, the formation of cultural awareness, and the application of learning strategy in activities. (Ministry of Education, 2017).

For the theoretical significance, this study is a helpful attempt to enrich the research on the application of reading-to-writing model in terms of thematic meaning in English writing teaching. On the one hand, in most studies on the application of reading-to-writing model to English writing teaching, the thematic meaning is not emphasized. On the other hand, most studies select a reading-to-writing model that has been found for many years. In this study, the author selects a relatively new model put forward in these years. Additionally, the concept of activity-based English learning, which incorporates six elements and refers to the growth of core competence, is referenced in the new English curriculum standard. It describes how students engage in English learning activities while viewing them through the perspective of thematic meaning. 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。