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本文是一篇高中英语论文，总的来说，本文的目的是在高中英语写作教学中充分运用读写一体化教学法。读写一体化教学法是教师在课堂教学中引导学生有效掌握语言基础知识和技能的一种复合式教学法。在教学过程中，教师应关注学生的读写习惯和心理发展特点，从内心接受并积极参与这一教学模式。阅读与写作的有机结合是基于英语课程标准的要求，符合当前英语教学的需要。

Chapter One Introduction

1.1 Background of the study

Reading and writing are two of the most critical four English learning skills. How to teach reading and  writing  effectively  has  been  a  central  point  in  the  ELT  practicals.  English  writing  is  an intellectual activity process in which the author organizes words to expound ideas. It fully reflects the students’ comprehensive English abilities. It also embodies the students’ ability to re-create the English language knowledge they have learned and show their language output ability. Hu (1996) pointed out that the effect of writing is the best feedback for reading, listening, and speaking skills. Other forms of learning cannot replace this type of feedback. 

But in general, there is often limited integration between reading teaching and writing teaching. They  are taught  respectively,  aiming  at reading  skills and  writing skills.  Reading is  a kind  of  receptive  skill,  and  writing  is  a  productive  skill  somehow.  Many  students’  writing expression levels are not optimistic. And there are many common problems in students’ English writing, such as deviations in examining the topic, the improper structure of an article, vocabulary indigence, single sentence pattern, etc. Because there are many subjects, the teaching hours for English teaching in senior high school are relatively limited. A certain amount of English class hours is mainly used for teaching and practicing teaching materials. Thus, most schools can't set English writing classes, so students usually lack systematic writing training. Generally, when it is close to the mid-term or final exam. English teachers will choose one or two topics to practice, and then students will take the periodic tests. Only when entering the third year of high school, especially before the College Entrance Examination, will students be trained by teachers. Still, the effect of this kind of training is limited. As everyone knows, the improvement of writing ability cannot  be  affected  by  short-course training. It must rely on students’ accumulating over a long period in English learning. 

1.2 Purpose and significance of the study

The purpose of this study is to prove that it is feasible to use the Integration of Reading-Writing teaching approach in Senior High School English writing teaching activities. This research hopes to  improve  high  school  students’  vocabulary  while  also  enhancing  their  wording  and  phrasing through the Integration of Reading-Writing teaching approach. The research also hopes to help students understand the structure of articles while improving their ability to plan the installation through  this  teaching  approach.  This  research  hopes  to  use  the  Integration  of  Reading-Writing teaching  approach  to  solve  th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。