The Application Of Continuation-task To English Writing Teaching In Senior Two Students Of High School

As we all know,writing is an indispensable part of English learning and English teaching.Although teachers pay their most attention to teaching,there are still some problems in students' writing.To those year-2 students of senior middle school,writing in English is always a difficult job,and they even don't know how to start when they get a writing task.Therefore,it is a difficult task to teach students effectively.According to the concrete problems in the writing teaching in Class 7 of No.23 Middle School in Urumqi,this research conducted the teaching experiment to explore the effects of the method of continuation task in enhancement of students' writing grades.The research is based on the framework of the Input Hypothesis,Output Hypothesis and Alignment theory.According to this,it is suppose to provide instructional suggestions for senior middle school English writing teaching,and try to improve it.The subjects of this study were Class 7 and 8,year-2 senior students of No.23 Middle School in Urumqi.During the period,Class 7 was taught with the continuation task approach and Class 8 was taught with normal teaching.After12-week teaching experiment,the writing grades of students in experimental group are higher than the students in control group.The major findings were presented as follows: The continuation task approach is an effective approach in writing teaching and it can help students of senior high school to improve their English writing grades;it can help the students get more knowledge from reading and help them express their thoughts in a clearer way.These results have some implications on English writing teaching in the second grade of senior high school: Teachers should combine the reading and writing in their class and help students get more knowledge from reading materials;teachers should change their teaching notions,and apply educational theories to practice constantly.