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A Study on the Construction of a Reading-to-Writing Activity Chain in Senior High School English Teaching Based on the Four Strands

Author(s)

Chenying Xun

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

The integration of reading and writing has become a major trend in senior high school English teaching. However, current practices still face several challenges, including inadequate input quality, insufficient linkage between reading and writing, limited internalization of language knowledge, and a lack of effective evaluation and feedback. To address these issues, this study constructs a reading-to-writing activity chain based on the Four Strands. The proposed model integrates the teaching process into four interconnected stages: text interpretation, language-focused learning, interactive output, and independent writing production, with evaluation embedded throughout the process. Through a case analysis based on a unit from PEP senior high school English textbooks, this study illustrates the design principles and implementation procedures of each stage. It is expected that the proposed activity chain can provide a practical and effective approach to promoting the integration of reading and writing, facilitating language internalization, and supporting the realization of the “integration of teaching, learning and assessment” in senior high school English classrooms.

Keywords

Reading-to-Writing; The Four Strands; Senior High School English; Activity Chain; Integration of Teaching

References

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