introduction

This article introduces the emphasis placed by the 2022 version of the English Curriculum Standards for Compulsory Education on the transition from primary to junior high school, emphasizing the advancement of students' knowledge, abilities, habits, methods, and other aspects. Proposed an effective way to explore the connection between primary and junior high school writing teaching through imitation writing after reading, in order to help first-year students adapt to the requirements of junior high school learning.

Differences in emphasis and problems in connecting writing teaching in primary and junior high schools

Analyzed the different focuses of English writing teaching in primary and junior high schools, and pointed out the problems in transitional teaching. In primary school, emphasis is placed on writing based on pictures and imitating after reading, requiring students to write coherent sentences. In junior high school, students are required to be able to use different sentence structures and tenses, independently draft and revise essays, and express emotions and attitudes. However, there are the following problems in actual teaching: 1) lack of teaching gradient and unstable transition from primary to junior high school; 2) Teachers misunderstand the teaching objectives of the writing section, resulting in writing training becoming a formality; 3) The disconnection between imitation content and model essay learning affects the quality of writing; 4) Lack of process evaluation and students' lack of self correcting growth experience. These issues are not conducive to the improvement of students' writing ability and the effective development of post reading imitation writing.

The difference between imitation writing and writing, and the focus of imitation writing activities at different stages

Imitation writing is the foundation of writing and is suitable for English beginners. By imitating the language expression and discourse structure of model essays, one can cultivate confidence and willingness to express oneself. Writing requires students to conceptualize and create around the theme, which is relatively difficult. In imitation writing teaching, teachers should guide students to pay attention to the language expression and paragraph structure of model essays, and encourage them to imitate the standardized language and layout of model essays. This article takes the Yilin edition of the first volume of Grade 7 English as an example to explore effective post reading imitation writing teaching practices for connecting primary and secondary school English writing.

Optimizing teaching steps for imitation writing after reading and analyzing examples

Elaborated in detail on how to optimize teaching steps in primary school English writing teaching by imitating and writing after reading. Firstly, teachers need to guide students in learning the language of model essays, by creating real-life situations, using pictures to learn new words, perceiving the language of model essays layer by layer, rewriting the sentence structure of model essays, and guiding the use of conjunctions, etc., to accumulate rich language materials and diverse expression methods for students' imitation writing. Next, the teacher should help students grasp the structure of the sample essay, and through activities such as filling in blanks with missing words and summarizing the main idea of paragraphs, enable students to understand the general structure of self introduction style, providing a reference for layout and writing in imitation.

conclusion

Emphasis was placed on the key role of post reading imitation writing in primary and secondary English writing teaching, and specific teaching steps were proposed, including learning the language of model essays, understanding the structure of model essays, constructing imitation writing frameworks, evaluating and improving imitation works, and modifying and displaying works. These steps help students transition from writing simple sentences to writing paragraphs with clear structures, ensuring a smooth transition in English writing teaching for primary and junior high school students, and laying a solid foundation for their English learning in junior high school.