An Action Research Of The Continuation-task Teaching Model On High School English Writing

English writing is the output of language.It is a concrete manifestation of the learner's ability to use English language comprehensively.It not only helps learners to measure English language ability,but also helps learners to improve the accuracy of language usage.When the internship was conducted in a middle school in Xinjiang,the author found that there were some problems in the teaching and learning of English writing in the second grade of high school.For example,the teaching method of English writing was single,the students lack learning interest;the writing sentence structure was simple,the writing content was dull and boring;the grammatical errors frequently appeared,affecting teachers reading and scoring.In order to solve the problems,this study uses continuation-task in action research to improve students' interest in English writing and the ability of English language expression,and to change the current situation of English writing teaching.English Curriculum Standard for Senior High School(2017)proposes the continuation writing of the story as one of the main forms of composition.Candidates are required to read a story essay and continue to write the ending according to the storyline to complete the plot.With the continuous advancement of the reform of college entrance examination,continuation-task will be promoted and used nationwide.So this research conforms to the new trend of college entrance examination reform,follows the footsteps of the new curriculum standard.Based on the input hypothesis,output hypothesis and synergy effect theory,this study takes the senior 2 students of class 3 in Xinjiang X middle high school as the research object.Referring to the previous continuation-task teaching mode constructed by the predecessors and combining with the current situation of high school English writing teaching and learning,this paper re-constructed a new continuation-task teaching mode,and used the research process of open type of action research to apply the continuation-task teaching mode in actual teaching for 16 weeks.At the same time,this research not only paid attention to the construction of the continuation-task teaching mode of English writing,but also focused on applying this teaching mode in the process of action research to solve the problems of single usage of sentence pattern and inaccuracy of language expression in students' writing.Therefore,this research attempted to explore three research questions: 1.How to use the follow-up writing teaching mode in high school English writing teaching? 2.What effect does the continuation-task teaching mode have on the sentence diversity of high school students' English writing? 3.What effect does the continuation-task teaching mode have on the grammatical accuracy of high school students' English writing?This study mainly uses the literature research method and the action research method,combined with the questionnaires,interview records,classroom observation tables,writing tests and other tools in the research process.Collecting data for analysis,this study obtains the following conclusions: 1.The continuation-task teaching mode should be carried out in nine steps in high school English writing: select material,adjust reading materials----lead-in before reading,create theme context----read article,clarify the context-----classify keywords,predict the plots----set problems,clear the direction----cooperate to study,list an outline----optimize the language,enhance the synergy----continue writing,imitate the structure----evaluate writing,improve the writing quality.2.The continuation-task teaching mode has the advantage of promoting the sentence diversity of high school students' English writing,and its promotion advantage can be directly reflected in the topic writing of the college entrance examination.The reading materials in the continuation-task teaching mode provide rich and diverse imitation model of sentence structures for students' writing.The continuation task put the usage and detection of the students' sentence structures into practice.The students generally reduce the use of simple sentences and increase the use of parallel sentences,compound sentences and other special sentences,the sentence patterns of English writing are more varied.3.The continuation-task teaching mode improves grammatical accuracy of high school students' English writing,grammatical errors are significantly reduced.The reading materials of continuation-task teaching mode include accurate English language expression.Students can imitate the standard English expressions from the original materials,and the language errors in writing are reduced.The multiple evaluation methods used in the continuation-task teaching mode provide a channel for students to find errors and correct errors,and thus the grammatical errors are significantly reduced.