The Application Of Task-based Teaching Theory In English Writing In Foreign Languages High School

English writing is one of the four basic language skills. It is also the most difficult one. The high or low level of the writing is the comprehensive reflection of various techniques. At present, the English writing situation in senior high school isn't optimistic. It is difficult to teach for teachers and difficult to learn for students. Many questions need to be thoroughly discussed, such as teaching syllabus, testing of university entrance examination, the standard of evaluation and the writing of reference books. This situation is also closely related with the influence of product-oriented approach. The teachers, teaching materials and teaching methods all restrict the student's creativity and enjoyment of learning. Although there are many teaching researches, few are about the teaching of writing in the senior high school. And sometimes it cannot obtain the good result because it is not suitable for the students in our country. Writing is a kind of written form of communication to express thoughts. It involves the comprehensive usages of listening, speaking, reading and other language skills. These four skills are supplement with each other and promote each other. From the four kinds of basic types of writing, we can also see the quick development of English. Teaching of writing has become a way of communication.The task-based teaching emphasizes the approach of learning by doing, whose concern is doing things with the language, and which turns the basic concept of language use into practical class teaching method. The new English course standard of high school of the Department of Education of the People's Republic of China lately points out (2003:25): Promote task-based teaching; cultivate the ability of comprehensive language use in the process of teaching; to advocate the learning method of experiencing, practicing, participating, communicating and cooperating. Teachers finish the task to make the students sense success and we should stress that students can do things in English in the task-based teaching model, in the contrast to the practice of teaching method of the impartation of the knowledge in the traditional teaching model.Willis'task-based teaching model includes pre-task, task cycle and language focus. According to this model, teachers can divide the class into three procedures. At the pre-task stage, teachers introduce the topic and task to the students and give them time to think. At the task cycle stage, teachers ask the students to use English in order to complete the task. At the language focus stage, the students would study further to consolidate and master the features of language. Therefore the task-based teaching model has a clearly aim. The students can understand what the task is in the beginning. They are motivated by the task to learn the new language. The deep-seated motivation drives the students to learn. Actually in Willis'class, there are four procedures: task presenting, language presenting, task completing and language consolidating. The author of this dissertation applies and improves the task-based teaching model by Willis and in the teaching of English writing in Baoding Foreign Languages School. The writing in the Senior High School in three stages: task presenting, task preparing (teaching of knowledge and technology) and task completing. At the task presenting stage teachers help the students to know clearly what the task is in the beginning. The task-preparing stage is the teaching process, during which the students are required to finish the task. At the task completing stage, the students are required to use their knowledge and English in real situation. The difference lies in that language practicing and consolidating is one-step in Baoding Foreign Languages School before task completing, while in Willis'teaching model language focus after task completing. The reason for this is in the English writing class, language-presenting process is the rewriting of compositions in groups, while the reading of the compositions to the class by the representatives of each group is the language consolidating stage.In the teaching experiment of task-based teaching model in the senior English writing, experimental classes and contrasting classes have pre-test and post test in listening, written examination and compositions. It is obvious that the students of experimental classes have improved their English in listening, written examination, and compositions after the experiment. The students who are in experimental class have active thinking and they can emit their opinions with courage and participate the class teaching with highly enthusiasm.Also they have strong consciousness of cooperation. Although task-based teaching pattern is used in the teaching of English writing but the students'abilities of other aspects also increased.The issue lies in the experiment in Baoding Foreign Languages School. The disconnected relationship between the teaching materials in the text and the present-day life of our society needs further enquiry and solution.