Classroom Teaching Practices of Reading-to-Writing Model in Middle School English Based on Thematic Meaning Exploration

International Journal of Humanities and Social Science

© 2024 by SSRG - IJHSS Journal

Volume 11 Issue 4

Year of Publication : 2024

Authors : Gao Yuting, Yun Hong

10.14445/23942703/IJHSS-V11I4P105

How to Cite?

Gao Yuting, Yun Hong, "Classroom Teaching Practices of Reading-to-Writing Model in Middle School English Based on Thematic Meaning Exploration," SSRG International Journal of Humanities and Social Science, vol. 11,  no. 4, pp. 43-47, 2024. Crossref, https://doi.org/10.14445/23942703/IJHSS-V11I4P105

Abstract:

The teaching activity of the reading-to-writing model based on thematic meaning represents the most effective and direct approach to fostering a connection between reading and writing skills. In light of the aforementioned, this paper takes Unit 4, “Why don’t you talk to your parents”, from the second book of the eighth grade English in Junior Middle School as a case study to investigate the potential of reading-to-writing model based on the thematic meaning in the classroom, with the aim of fostering the development of students’ core competencies in the English discipline. The study revealed that in the reading-to-writing model based on the exploration of thematic meaning, teachers should prioritize the students as the main body, utilize the discourse as the carrier, and create a real context for students. By exploring, deepening, expanding and perfecting the thematic meaning, teachers can investigate the thematic meaning and connotation of the discourse and facilitate the transformation of students’ linguistic knowledge into linguistic competence and the transformation of learning ability into thinking ability, thus enhancing students’ core literacy.

Keywords:

Thematic meaning, Junior high student, Reading-to-writing model.

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