本研究主要采用了实验研究法。教学实验持续了三个月左右，在英语教师和学生

This research mainly uses experimental research methods. The teaching experiment lasted about three months and was implemented among English teachers and students. It is divided into two stages: pre-test and post-test. The total score of the writing test is 15 points, and the composition test requires 30 minutes to complete. Before the start of the experiment, students in the experimental class and the control class completed the writing test within the specified time. The test composition comes from the writing part of the mid-term exam. After the test, students’ essays will be graded in strict accordance with the senior high school entrance examination grading standards. Carefully record and analyze the results of the pre-test to see if the English writing level of the two classes is the same or similar. During the experiment, the lexical block teaching method was used in the experimental class, while the control class used the traditional writing teaching method. In order to ensure the accuracy of the experimental results, except for the different teaching methods, the textbooks and teachers used are the same. At the end of the experiment, students have to take a writing test for the final exam. The final test score is still consistent with the previous test method. The results are analyzed and compared, including comparison with the results of EC pre-test, EC post-test and CC post-test. At the same time, we can also see the role of lexical block method in the teaching of English writing.

The experimental research method is mainly used in this study. The teaching experiment lasted about three months and was carried out among English teachers and students. It is divided into two stages: pre-test and post-test. The writing exam has a total score of 15 points, and the composition exam requires 30 minutes to complete. Before the experiment began, the students in the experimental and control classes completed the writing exam within the allotted time, and the composition came from the writing part of the mid-term exam. After the test, the students' compositions are rated strictly according to the test scoring criteria. The results of the pre-test are carefully recorded and analyzed to see if the English writing levels of the two classes are the same or similar. In the course of experiment, the word block teaching method is applied in the experimental class, while the control class uses the traditional writing teaching method. In order to ensure the accuracy of the experimental results, except for different teaching methods, the use of teaching materials and teachers are the same. At the end of the experiment, the students also have to take the writing test for the final exam. The final test score is still consistent with the method of the previous test. The results are analyzed and compared, including those of EC pre-test, EC post-test and CC post-test. At the same time, we can also see the role of word block teaching in English writing teaching.

This study mainly adopts the experimental research method. The experiment lasted about three months and was carried out among English teachers and students. It is divided into pre-test and post test. The total score of the writing test is 15, and the writing test requires 30 minutes. Before the beginning of the experiment, the students in the experimental class and the control class completed the writing test within the specified time. The test compositions were from the writing part of the mid-term exam. After the test, the students' compositions will be scored in strict accordance with the scoring standard of the senior high school entrance examination. The results of the pretest are carefully recorded and analyzed to see if the two classes have the same or similar English writing level. During the experiment, the lexical approach was applied in the experimental class, while the traditional writing approach was used in the control class. In order to ensure the accuracy of the experimental results, except for different teaching methods, the use of teaching materials and teachers are the same. At the end of the experiment, the students also have a writing test for the final exam. The final test score is consistent with the pre-test method. The results were compared with those of EC pre-test, EC post test and CC post test. At the same time, we can see the role of lexical approach in English writing teaching.<br>