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Teaching English as a foreign language in China, has 30 years of history, but because there is no corresponding language environment, most students learn still find it more difficult. Although the teachers make all the stops, the students exhausted body strength, the effectiveness of teaching is still not optimistic. Chinese in China has a successful history of teaching, traditional teaching method is to memorize Famous Quotes of the old saying goes, \The the Han language experts will skillfully recite many Famous poem, Chukouchengzhang people gasp in admiration, his literary attainments. Well, we have such a view: Since they are all language, why not use the way of learning Chinese to learn English? \, said the ability to use reading and writing skills as well as the four skills of four aspects. Can recite organic combination of these four aspects, imperceptibly raise the level of the four skills, and enhance the sense of the phrase, to promote language acquisition. Educators and learners but recite but always ignored: first, because they did not examine the recitation of the exam questions; Many people mistakenly believe that the recitation by rote, its dismissive. Coupled with the high school students learning time is relatively tight, recitation and checks are required to spend a certain amount of time, so many teachers and students that is not worth doing. Even if some people think him to you that may be useful, they do not want to spend the time and effort to try. Recite role, however, is we can not be denied, it is a real language input, learning, accumulation of the effective methods of language. Language input only reach a certain amount before we talk about the language output. Whether it is a word, phrase or idiomatic expressions, only recite in mind, book knowledge can become its own thing, when writing to creativeness a lot of ideas, come in handy, as natural as mother tongue, smooth. The papers for the study of high school students to small and medium-sized cities and rural areas, and try to recite this traditional teaching methods applied to high school teaching of English writing in order to verify the feasibility recite in high school English teaching of writing in the small and medium-sized cities and rural areas. The research I have adopted a variety of related theory: Stephen of Krashen's input theory, memory Ebbinghaus forgetting curve theory, Kant's theory of schematic knowledge, this study provides a solid theoretical foundation. Research methods, using a questionnaire, documentary research, experimental method, comparative law. Theoretical exploration and empirical studies confirm the recitation language input can enhance the accumulation of knowledge of English to help small and medium-sized cities and rural areas of the high school students develop a rich sense of the phrase, more effectively listen, say, read and write activities for language output lay a solid foundation for writing. The most important significance of this paper is to change the attitude of the majority of teachers and students has been even negative recite held the suspect, hope to small and medium-sized cities and rural areas, teachers and students can really implement to recite the usual English teaching to enhance students' English writing skills.
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