Practical Reflections on the Integration of Reading and Writing in Secondary School English Classrooms

Yun-Cheng Xue （ Baotou City No.95 Middle School, Baotou, Inner Mongolia, 014010, China ）

Xia Jing （ Baotou No.29 Middle School, Baotou, Inner Mongolia, 014010, China ）

Abstract

The integration of reading and writing in secondary school English classrooms carries significant pedagogical value. This paper first outlines the foundational aspects of practice, including student learning conditions, textbook analysis, and the principles of holism, progression, and practicality, along with the preparation required from both teachers and students as well as the teaching environment. It then introduces the practical pathways of "reading to promote writing" and "writing to enhance reading." Through case analyses, the paper discusses teaching models such as "reading for writing," "writing-driven reading," and "interactive promotion of reading and writing," as well as technology-empowered instruction. The aim is to improve students' English reading and writing abilities and foster their overall literacy.

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