A Study On Teaching Design Of English Narration Continuation Writing In High School

Reading is the input of language,while writing is the output of language.The integrated writing,as a synthesis of input and output,has received much attention in recent years.The continuation writing,as an integrated writing method,is a natural combination of reading and writing.With its good effect on promoting learning confirmed by relevant studies,the potential of continuation writing in foreign language proficiency tests has been gradually studied.It was proposed for the first time as a writing test in Instructions of the National Unified Examination of English for College Enrollment(the Provincial Trial of Comprehensive Reform of College Entrance Examination)(the First Edition),released by the ministry of education examination center in August 2015.In 2016,it was applied in the College Entrance Examination in Zhejiang province.With its application in more provinces,its teaching has become an important part of high school English teaching and has attracted much academic attention and discussion.At present,the research on continuation writing teaching has not been fully carried out,and the little literature mostly focuses on teaching mode and teaching strategy.Therefore,it seems particularly important to carry out research on the operable teaching design for English narration continuation writing in the college entrance examination.Through the collation and analysis of the literature,it is found that the continuation writing,as a new writing method in China,is actually the further development of foreign popular integrated writing and creative writing in foreign language writing teaching in China.These two writing methods have a strong connection with the popular continuation writing and give great enlightenment to the research.In light of the input-output hypothesis,interactive alignment model and transfer theory,the research explores three questions among subjects of grade 1 students in a Jinan high school through questionnaires,interviews,teaching experiments,pre-test,and post-test.The questions are the current situation of English narration continuation writing teaching in high school,the teaching principles and feasible teaching design of English narration continuation writing and the effect of the teaching design.The results of the teacher questionnaires show the following major problems in the continuation writing teaching.First,continuation writing teaching is generally believed to be difficult and therefore requires special training.Second,the continuation writing teaching mostly adopts the traditional writing teaching method,so the improvement of teaching design is in urgent need.Third,the evaluation and feedback of continuation writing lack specific and clear task requirements and evaluation system.At the same time,the pre-test shows that students' continuation writing level is generally lower than that of letter writing.Accordingly,this research puts forward the principle of highlighting the interactive alignment effect of reading and writing,the principle of grasping the explicit continuation factors for logical continuity,the principle of locating the implicit continuation factors for style consistency and the principle of building the integrated teaching system of reading-writing-evaluation.Based on the principles,it constructs the flow chart of teaching design and generates the teaching plan design that can be used in classroom teaching.Using the teaching design,it conducts a 12-week teaching experiment in two parallel classes of high school.The following conclusions are obtained through interviews.First,the process of students' continuation writing is basically consistent with the teaching design.Second,students have a deeper understanding of the continuation writing and a stronger interest in its learning.Third,students rate the activities towards explicit and implicit continuation factors as most helpful among all teaching activities.Fourth,students generally expect teachers to continue using the teaching design.In addition,by comparing students' scores in pre-test and post-test,the research found that students' level of continuation writing was improved,in which the improvement of logical continuity and style consistency was particularly significant.However,what remains an answer in the research is the feasibility of the teaching design in improving students' emotional expression and rhetorical application ability.