introduction

Emphasis was placed on the requirements of the "General High School English Curriculum Standards" for the integration of reading and writing teaching, pointing out the problem of "separation of learning and application" in current English reading and writing teaching, and analyzing its impact on the improvement of reading and writing abilities. This article introduces the "facilitation" element in the "output oriented" teaching method, emphasizing its role in the integration of classroom input and output, and how to achieve the integration of reading and writing through the mutual promotion of reading and writing, and improve students' reading and writing abilities through the linkage of reading and writing.

theoretical basis

The theoretical basis of the "output oriented method" was introduced, constructed by Professor Wen Qiufang, emphasizing the integration of learning and application, combining input based learning and output based application to improve teaching effectiveness. The "facilitation" stage in theory is the key to the teaching process, including both input and output learning activities, whose effectiveness affects student output and teaching success. The design of promotional activities should follow the principles of progressiveness, precision, and diversity, ensuring an increase in language units and cognitive difficulty, while meeting output goals and addressing students' output difficulties.

Design and implementation of facilitation process

Elaborated in detail the design and implementation of the "output oriented method" in the promotion of reading and writing teaching. Firstly, the teaching background was introduced, and "Emojis: a new language?" from the Foreign Language Research Press high school English textbook was selected as the reading material, followed by the design of promotional activities. This topic is closely related to students' lives and helps stimulate their desire to express themselves, while guiding them to analyze social hot issues rationally and enhance their sense of social responsibility.

conclusion

Under the guidance of the "output oriented" teaching philosophy, this study demonstrates how teachers can use classroom activity chains to promote the improvement of students' reading and writing skills through high school English reading and writing teaching practice. Teachers can help students reduce anxiety, complete writing tasks smoothly, enhance learning motivation and sense of achievement by flexibly adjusting teaching plans and providing timely scaffolding.