由于时间的原因，本次研究进行了四次读后续写的写作练习，每一次练习都是两

Due to time reasons, this study conducted four reading and writing exercises, and each exercise was two class hours. When the author chooses the reading materials for the experimental class, he chooses some suitable exercises from the PEP. At the same time, some suitable materials will be selected from NCET. Choose materials that are of moderate difficulty to students as much as possible. And in order to verify that the selected materials are suitable for the students' English level, the author will use Eng-Editor (Jin et al., 2018) to test the usability of the reading materials before each selection of materials. Through this test, it also makes the selection of reading materials more scientific and objective. Before each continuation task, that is, when it is imported, the author will try his best to awaken the relevant background knowledge of the students, that is, introduce some topics related to the theme story, so as to stimulate students' curiosity and attract students' attention. Next, the teacher will lead the students to explore the continuation material, analyze the storyline and content of the material, and prepare for the next continuation task. In the next step, students should make a summary, that is, let them not only find the main structure of the material, but also retell the writing structure of the story. Through this kind of study, students can clearly grasp the structural context presented in the material, which helps students sort out the context that they will continue to write. After that, the teacher will assign continuation tasks to tell the students what to do and what to do. After that, students have to do collaborative writing, which is a link where students exchange ideas and share ideas. This link can help students overcome their anxiety about writing, and will not leave students speechless. At the same time, it can also allow students to brainstorm, broaden their thinking, and learn from the shining points of others. After completing the writing task, evaluate the student's composition. In this link, peer evaluation and teacher evaluation are effectively combined. The teacher will select highly accurate essays to share with you, helping students learn how to write highly accurate essays. Finally, the teacher will make a corresponding summary of the problems in the follow-up writing of this reading, so as to help students solve the problems in a targeted manner.

Due to time, this study conducted four writing exercises of post reading continuation, each of which was two class hours. When selecting the reading materials for the experimental class, the author selects some appropriate exercises from the PEP. At the same time, some suitable materials will be selected from NCET. The selected materials should be of interest to students and of moderate difficulty. Moreover, in order to verify that the selected materials are suitable for students' English level, the author will use eng editor (Jin et al., 2018) to test the usability of reading materials before each selection of materials. Through this test, it also makes the selection of reading materials more scientific and objective. Before each continuation task, that is, during the introduction, the author will try to awaken the students' relevant background knowledge, that is, introduce some topics related to the theme story, so as to stimulate the students' curiosity and attract the students' attention. Next, the teacher will lead the students to explore the continuation materials, analyze the story plot and content of the materials, and prepare for the next continuation task. Next, students should summarize, that is, students should not only find out the main structure of the material, but also retell the writing structure of the story. Through such learning, students can clearly grasp the structural context presented by the materials, which is helpful for students to sort out the context they will continue to write. After that, the teacher will assign the continuation task and tell the students what to do and what to do. Then, students should carry out cooperative writing, that is, a link for students to exchange ideas and share ideas with each other. This link can help students overcome their anxiety about writing and avoid leaving students speechless. At the same time, it can also allow students to brainstorm, broaden students' thinking and learn the highlights of others. After completing the writing task, students' compositions should be evaluated. In this link, peer evaluation and teacher evaluation are effectively combined. The teacher will select high-accuracy compositions to share with you and help students learn how to write high-accuracy compositions. Finally, the teacher will make a corresponding summary of the problems in the post reading sequel, so as to help students solve the problems.

Due to the time, this study conducted four writing exercises after reading and writing, each of which lasted two class hours. When choosing the reading materials of the experimental class, the author chooses some suitable exercises from PEP. At the same time, some suitable materials will be selected from NCET. The selected materials are as interesting as possible for students, and the difficulty is moderate. Moreover, in order to prove that the selected materials are suitable for students' English proficiency, the author will apply Eng-Editor(Jin et al.,2018) to check the usability of reading materials before each material selection. This test also makes the selection of reading materials more scientific and objective. Before each assignment, that is, during the lead-in, the author will try his best to awaken students' relevant background knowledge, that is, introduce some topics related to theme stories, so as to stimulate students' curiosity and attract students' attention. Next, the teacher will lead the students to explore the follow-up materials, analyze the story and content of the materials, and prepare for the next follow-up tasks. Next, students should make a summary, that is, they should not only find out the main structure of the material, but also restate the writing structure of the story. Through this study, students can clearly grasp the structural context presented by the materials, which is helpful for students to sort out the context that they will continue to write. After that, the teacher should assign a follow-up task to tell the students what to do and what to do. After that, students have to cooperate in writing, which is a link for students to exchange ideas and share ideas with each other. This link can help students overcome their anxiety about writing, so as not to leave them speechless. At the same time, it also allows students to brainstorm, broaden their thinking and learn from others' bright spots. After completing the writing task, evaluate the students' compositions. In this link, peer evaluation and teacher evaluation are effectively combined. Teachers will choose high-accuracy compositions to share with you and help students learn how to write high-accuracy compositions. Finally, the teacher will make a corresponding summary of the problems in the follow-up writing after reading this time, so as to help students solve the problems pertinently.