Analysis of the Current Situation of Overall Reading and Writing Teaching in Primary School English Units

Analyzed the problems in the overall reading and writing teaching of primary school English units, pointing out that reading and writing teaching are independent of each other and lack effective integration. The reading materials are not fully utilized for writing activities, the writing tasks lack authenticity and interest, and the design of reading and writing activities is unbalanced. The reasons include unclear text associations, a lack of close connection between writing tasks and students' learning content, and a lack of logic and hierarchy in reading and writing activities. Emphasize the importance of establishing a connection between reading and writing, realizing the integration of reading and writing, and propose effective ways to explore the teaching of reading and writing integration in primary school.

Theoretical basis of combining reading and writing from the perspective of correlation

Explored the correlation between reading and writing skills, pointing out that they share a cognitive foundation and have a positive correlation. Davies divided the writing process into four steps, emphasizing the importance of information processing. Although reading and writing skills are positively correlated, the degree of correlation is relatively low, indicating independence between them. Learners accumulate language knowledge through extensive reading, but without output training, it is difficult to convert it into procedural knowledge. Teaching insights include exploring shared knowledge between reading materials and writing, establishing effective connections, and emphasizing the entire process of writing training. Alan Hirvela proposed four reading and writing related reading modes to promote the development of students' reading and writing abilities.

Design and Implementation of Unit Integrated Reading and Writing Teaching from the Perspective of Relevance

In depth exploration was conducted on how to design and implement unit based integrated reading and writing teaching through a relational perspective in primary school English teaching. Firstly, teachers need to delve into the text, clarify the relationship between reading and writing, analyze the discourse through the three questions of What, Why, and How, extract themes, and stimulate students' creative expression of interest. Next, the teacher designs writing tasks, clarifies evaluation scales, guides students to clarify the relationship between reading and writing texts, and highlights the connection points between reading and writing. Writing tasks are divided into three categories: transfer based on the content of the reading text, transfer based on the formal features of the reading text, and creative writing that solves new problems in new contexts. Teachers should define evaluation scales based on writing genres, refine evaluation criteria and key points.

conclusion

Emphasis was placed on the practical strategies of integrating reading and writing in primary school English units, including transforming textbook units into teaching units, coordinating teaching content around thematic significance, forming diverse classroom teaching forms, and conducting writing practices that combine reading and writing through thematic exploration activities. Teachers need to create scenarios to guide students in learning writing skills, analyze and evaluate reading content, and think and express themselves in combination with real-life situations, in order to achieve the educational goals of the curriculum.