◆Abstract：“Reading-to-write” model is one of the most effective approaches for Chinese students to learn English writing.For the students of junior high schools，it is the first time for them to learn how to combine the words and grammars they have learned together to compose a short passage in written form logically.Therefore，it is of vital importance for English teachers to teach writing in a comprehensible way and make writing teaching easier for students to understand.

◆Key Words：reading-to-write model；writing teaching；junior high school；application

Ⅰ Relationship between reading and writing

As is known to us all，reading mainly concerns the input process of English language learning while writing mainly concerns the output phase of English language learning.Learners firstly get to know the target language structure，function and meanings by comprehensible input like reading.Then they practice and produce the target language in writing activities and gradually know how to use the target language appropriately.“Reading-to-write” model is a teaching approach which integrates reading skills and writing skills.In this model，reading activity is used to help students pay attention to the use of language and expressions，text coherence and discourse organization that will be adopted in their writing practice.

Ⅱ The application of “Reading-to-write” in junior high school

The sample is chosen from PEP Go for it！ Book 3 Unit 3 Im more outgoing than my sister Section B 2b.the topic of the passage is the similarities and differences between friends.

Step 1：Topic lead in： teacher need to attract students attention and activate students schema about the topic.

Step 2：Pre-reading prediction： teacher can ask students a questions： “If you want to introduce your friends，what aspects can you talk about？” and encourage students to draw a mind map.

Step 3：Reading： the teacher can ask student to：①find which articles talk about the similarities between friends and which are about the difference between friends；②find from which aspects do the three person talk about their friends；③check if the mind map need any supplements；④summarize the structure of the two passages.

Step 4：Post-reading discussion： the teacher can ask students to discuss the similarities or differences between them and their friend.

Step 5：Pre-writing training： the teacher should guide students to review the structure of the reading passages.Teacher should also clearly present the requirement of the writing practice.

Step 6：Writing： students start to write their own composition.

Step 7：Assessment and revising：self-assessment and group assessment can be adopted to do corrections.

Ⅲ The functions of “Reading-to-write” model

Firstly，reading can be an essential input for students to acquire writing skills.In the reading-to-write class，the students can notice and grasp sentence patterns，grammar points，and text structures of a given text under the guidance of teachers.And then they would be able to use them in their writing practice to make their composition coherently and logically.Secondly，for Chinese students who learn English as a foreign language，learning writing is not only learning how to use vocabulary and grammar to construct sentences，but also learning how to think and write in English and organize those sentences in a logical way to realize communicative goals.In reading-to-write class，teachers introduce some related reading materials to ask students to read，think and analyze before they start to write.So students can have chances to feel the thinking mode of the reading materials and influenced by it unconsciously when they are writing.

Ⅳ Conclusion

Most students can realize the importance of English writing，but they often feel difficult to write and they can not keep high motivation and interests for learning English writing.Therefore，teachers should take special care of arousing and keeping their students interests and motivation and cultivate their writing ability and thinking ability.“Reading-to-write” model can be a good attempt for English writing teaching in junior high school in our country，which can help students realize the internal relationship of reading and writing，and make writing teaching more effective based on the input of reading.

作者簡介

胡可，四川師范大學(xué)外國語學(xué)院學(xué)科教學(xué)（英語）專業(yè)碩士研究生。