introduction

This article introduces the importance and practical value of integrating primary school English reading and writing teaching, and points out that it can enhance students' language skills and core literacy. At the same time, the problems existing in current teaching were analyzed, such as students' lack of interest, insufficient teaching support, and poor thinking ability. The article takes the first volume of Grade 6 of the Beijing edition of primary school English as an example to explore how to solve these problems by designing a combination of reading and writing tasks, forming a small loop and highly correlated post reading task to promote students' deep learning and language ability development.

Lesson Background

After analyzing the teaching materials, it was pointed out that Story 6-1 in the Story Time section of the first volume of the sixth grade English textbook in Beijing version is simple in content and lacks vivid images, making it unsuitable for sixth grade students. To meet the needs of students, the teacher introduced the original English picture book Mulan: The Legend of the Woman Warrior, and redesigned a new picture book based on the textbook text and images from the animated movie Mulan. Meanwhile, the analysis of learning situation shows that sixth grade students are familiar with the story of Mulan and have experience in learning English picture books, but their writing ability is weak. Based on these analyses, the teacher has decided to adopt a small loop, high correlation reading and writing combination teaching method to enhance students' reading and writing abilities.

The first teaching practice

Introduced the first practice of integrating primary school English reading and writing teaching based on small loops and high correlation. Teaching design includes three stages: pre reading, in reading, and post reading. Through video watching, classroom discussion, close reading of the text, question answering, and writing tasks, students are guided to deeply understand the content of the text and Mulan's personality traits. However, there are problems in teaching practice such as disjointed reading and writing activities, unclear role of learning scaffolds, and unclear connections between reading and writing. After reflection, teachers realize that the key to improving teaching lies in designing targeted writing tasks based on text features, in order to achieve a small cycle of reading and writing and improve classroom teaching effectiveness.

Second teaching practice

Detailed description of the second teaching practice of integrating primary school English reading and writing, which aims to improve students' English reading and writing abilities through three small cycles. Firstly, in the "Before Joining the Army" loop, teachers stimulate students' interest by playing videos, asking questions, and designing study sheets, sorting out the textual context, discovering character personalities, and guiding students to deeply understand the text from different perspectives. Next, in the "From the Military" loop, teachers use themed videos, study sheets, and group discussions to guide students to discuss the words and deeds of characters, explore personality traits, and describe the story from the perspective of Mulan's comrade. Finally, in the "After Joining the Army" loop, teachers introduce expanded discourse, discussion, and writing tasks to help students gain a deeper understanding of the story's meaning and build writing language and structural frameworks.

Teaching Reflection

Emphasis was placed on enhancing the connection between reading and writing in primary school English reading and writing teaching through reading text content and designing reading and writing loops. Teachers should help students understand the text during the reading process, providing content and language foundation for writing. By designing three small loops of "before joining the army", "after joining the army", and "after joining the army", teachers guide students to analyze character personalities and growth processes from different perspectives, and demonstrate their understanding in writing tasks. At the same time, design learning tasks reasonably to ensure that reading and writing activities are highly correlated, connect reading and writing with students' real lives, stimulate students' enthusiasm for reading and writing, and improve reading and writing efficiency. Through role switching writing tasks, promote students' thinking and refinement in the reading and writing process, and enhance the effectiveness of reading and writing teaching.