| Teachers pay much attention to English,but the effect is not very good,especially in writing.Writing is a very important part of English teaching.At present,the teaching of writing is not ideal,for some problems can be found in students’ writing such as main problems: no words to say,too single content,Chinese thinking through English composition,grammatical errors.Students also showed a fear of English writing.All of this has become a difficult point in teacher research and an urgent problem to be solved.CLIL（Content and Language Integrated Learning）model is Content-and Language Integrated Learning model,which pays attention to the clever combination of language contents and language itself,by providing the learners with the real context,where the learners can acquire knowledge,and improve their language skills.Therefore,CLIL-based English writing teaching will be explored in senior high schools with the aim of creating a classroom with real situations for students to participate in,guided by CLIL theory and combined with student’s learning conditions,arouse student’s interest in English writing,so as to improve students’ writing level.Based on input theory,introduction to English linguistics and context theory,and drawing on the research results of outstanding experts and scholars at home and abroad,this study takes a class of a senior high school in Han zhong,Shaanxi Province,as the research object,a four-month CLIL study of Senior High School English writing instruction was conducted.With a class size of 54,the author attempts to apply CLIL to the teaching of English writing in senior high schools.Three rounds of action research are conducted to answer two questions:（1）What are the effects of CLIL on students’ English writing ability?（2）How do senior high school English Writing Teachers Implement the CLIL Teaching Philosophy?The research is mainly based on action research.In the three-round action research,the author applies the CLIL concept to the whole teaching class and designs corresponding teaching activities according to different problems,taking students as the leading and teachers as the auxiliary,more use of brainstorming,debate,role-playing and other personality activities,rich in the form of content,so that students divergent thinking,full participation,to internalize understanding.Through peer review,teachers re-evaluate the feedback,students complete the first draft and the second revision.In the end,the student submits a satisfactory essay.The author collected relevant data through questionnaire survey,two test results and interviews with students and teachers,and used SPSS26.0 for data analysis.The analysis found that:（1）The teacher-led classroom in senior English writing teaching neglects students’ initiative,and CLIL-guided English writing class is a student-centered classroom,which promotes students’ learning autonomy.（2）In the writing class,teachers should make the material understandable and interesting,and make it easy to be accepted by students.Excavate the cultural background behind the material and create a true cultural context for the students as much as possible.The design activity not only has to explain the material content but also involves the language output and the expression,strengthens the language communication,realizes under the CLIL idea instruction the content and the language two-way development and the mutual promotion.（3）The application of CLIL to the teaching of English writing in senior high schools has a positive effect on students’ writing ability,and the students’ writing ability has been significantly improved.The accuracy of the article has been improved obviously,and the words used are closer to the level of the native speakers. |
