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For English learners, the ultimate aim of English learning is to communicate, both in written and oral English, with the learned linguistic knowledge. With the further development of the curriculum reform in recent years, English teachers have paid more attention to the oral English teaching, which has changed the status of‘dumb English’in an effective way. However, this is not effective to improve learners’written English. In their daily teaching activities, teachers always hurry to catch up with the teaching schedule, without thinking of writing teaching. Writing has not become a part of students’daily act, and the specific training is also missed in their homework. Listening, speaking, reading, and writing are the four basic activities in English learning, in which writing is the most difficult to train, and because of the indistinctive improvement, writing is obviously ignored. So as that, many students are confronted with difficulties in writing, and they can’t express their ideas fluently.However, in 2002, it has more requirements for junior students’writing in“standard of English Curriculum”. Besides, it starts from practical use, so that students can express their ideas in some certain circumstances. The high requirements and students’real situation form a sharp contrast.This thesis aims to present how to improve junior students’writing ability. During the English class, students can develop their vocabulary block with teachers’guidance, what’s more, put all these vocabulary block study and practical use into students’daily life. Teachers can try to stimulate students’interest by using some reasonable situations in their teaching activities. In this way, students can accumulate more vocabulary blocks, and improve their writing ability by using them in their daily activities or homework.
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