introduction

This article introduces the requirements of the "Compulsory Education English Curriculum Standards (2022 Edition)" for English curriculum content, emphasizing the importance of the six element integrated English learning activity view in junior high school English teaching. As a teaching method, reading and writing requires students to possess abilities such as organizing story structures, analyzing developmental clues, imagining details, and expressing plots. The cultivation of these abilities helps to achieve the integration of core competencies and course content. As a teaching tool, story maps help students discover and organize story structures through visual schemas, improve reading and writing abilities, and cultivate students' independent reading skills. Teachers should make reasonable use of story maps to guide students to achieve the teaching objectives of reading and writing.

After reading the story map, continue writing the functions of each stage

Elaborated in detail the application of story maps in the three key stages of teaching post reading continuation of story based texts in junior high school English. Firstly, the story map helps students grasp the elements of the story during the reading comprehension stage, organize the development of events, and provide a reasonable foundation for continuation writing. Secondly, in the analysis and evaluation stage, the story map guides students to delve deeper into the text, exploring breakthrough points in continuation writing from aspects such as characters, plot, contradictions, and conflicts, and building an imaginative foundation. Finally, in the stage of integrating language and thinking, the story map serves as a carrier for reading and writing, helping students use the language in the story to express their thoughts, achieve synergy between reading and continuation, and improve English learning efficiency. By using story maps, students can more efficiently complete reading and writing tasks, improve their thinking quality and language expression ability.

Read and continue writing teaching practice cases

Through the story of "Mr. Love Complaining" in "Sunshine English Graded Reading", the application of story maps in the teaching of post reading continuation in junior high school English is demonstrated. Students form a structured understanding by drawing a story map before class, independently reading and summarizing the story plot and characters' emotional attitudes. In class, teachers guide students to analyze the personality traits of characters, evaluate emotional behavior patterns, and explore the theme and meaning of the story through question chains, providing emotional, linguistic, and thinking support for continuation writing. Students use story maps to gain a deeper understanding of the plot, characters' emotions, and conflicts, identify breakthrough points for continuation, and enhance their problem-solving and logical thinking abilities. During the continuation process, students create character behaviors based on story maps to enhance their language proficiency and problem-solving abilities.

Reflective evaluation

The application of story maps in the teaching of reading and writing continuation of middle school English story texts, including the construction of reading strategies and language "scaffolding", as well as the development of evaluation criteria for continuation. Teachers use story maps to guide students to record their thoughts while reading and discussing, stimulate their interest in writing, and help them build confidence in writing. The evaluation criteria are consistent with students' reading gains, emphasizing character behavior, language, personality traits, and emotional control. After class, teachers further improve the evaluation criteria, provide self-evaluation references for students, and enhance the effectiveness of English classroom writing after reading story texts.