在英语作为第二语言（ESL）的语境中进行有效的阅读和写作教学对学生的语言学习至关重要。新高考政策的实施使英语高考题型发生了重大变化。读后续写作为新出现的题型，旨在以读促写，读写结合，通过阅读理解和书面表达能力的考查，培养学生的英语学科素养。

这一题型的增加，对高中生来说无疑是一个不小的挑战。笔者在分析了实习学校高二学生的阅读与写作答题情况后发现，学生在这一题型中确实存在不少问题，存在得分率较低的现象，或者说这一题型的得分率低于同层次学生，存在拉分现象。因此，阅读及后续写作作为一种新题型，在该校英语学科考试中总体得分不理想。因此，在新高考背景下，要想提高学生的语文素养和考试成绩，读后续写的教学和训练将是重点，而能够有效提高学生读写能力的教学策略将是高中教师需要关注的教学重点。

这项行动研究旨在调查在 ESL 课堂上提高学生阅读和写作技能的策略。研究在一所高中进行，为期三个月，包括两轮行动研究。在第一轮研究中，针对学生在文本理解方面的困难以及句法、语法和拼写错误进行了干预。数据收集包括课堂观察、学生访谈和考试成绩。结果显示，学生对文本逻辑和句法结构的理解能力有所提高，但在考试中运用高级句子结构方面仍然存在挑战。在随后的一轮教学中，对教学策略进行了改进，强调重要的语法现象，培养学生模仿写作的能力。分析表明，学生的写作能力和考试成绩都得到了提高。这项研究强调了不断完善教学策略和有针对性的干预措施对提高学生阅读和写作能力的重要性。

Effective teaching of reading and writing in English as a second language (ESL) contexts is paramount for student language acquisition. The implementation of the new college entrance examination policy has led to major changes in the question types of the English college entrance examination. The Continuation Tasks, as a new question type that appeared, is designed to promote writing on the basis of reading, combining reading and writing, through which students' reading comprehension and written expression skills are tested, and students' English disciplinary literacy is cultivated.

The increase of this question type is undoubtedly a big challenge for high school students. After analyzing the answers to the reading and writing questions of the sophomore students in the internship school, the author found that the students did have many problems in this type of questions, and there was a phenomenon of lower scores or the scores of this question were lower than those of the students at the same level, and there was a phenomenon of pulling scores. Therefore, reading and subsequent writing, as a new question type, has an overall unsatisfactory score in the English subject examination of the school. Therefore, in the context of the new college entrance examination, in order to improve students' language proficiency and test scores, the teaching and training of CT will be a major focus, and teaching strategies that can effectively improve students' ability to read and write will be the teaching focus that high school teachers need to pay attention to.

This action research aimed to investigate strategies to enhance students' reading and writing skills in an ESL classroom. Conducted over a three-month period in a high school setting, the study comprised two rounds of action research. In the initial round, interventions targeted students' struggles with text comprehension and errors in syntax, grammar, and spelling. Data collection included classroom observations, student interviews, and examination scores. Results showed improvements in students' comprehension of text logic and syntactic structures, although challenges persisted in applying advanced sentence constructions during exams. In the subsequent round, instructional strategies were refined to emphasize important grammatical phenomena and foster students' ability to imitate writing. Analysis revealed enhanced writing proficiency and examination scores. The study underscores the importance of ongoing refinement of teaching strategies and targeted interventions to enhance students' reading and writing abilities.