A Study On The Application Of The Continuation Tasks To English Writing Teaching In Senior High School

As an important part of English learning,writing reflects learners’ comprehensive ability to use language.How to effectively improve learners’ English writing ability is an important topic in English teaching,and students’ creativity is not maximized in PWP English teaching model.There are still some problems in the writing of the students in the first grade senior high school,such as unclear logic,insufficient vocabulary accumulation,more grammatical errors,single sentence pattern and monotonous content.Continuation tasks combines reading and writing,which helps students establish creative use of language in imitation and immediately use the knowledge they have learned,thus enhancing their imagination,stimulating their interest and ultimately improving the efficiency of language teaching and learning,so this study attempts to explore the effect of the application of the continuation tasks in senior high school English writing teaching.XX senior high school was selected as the experimental research object.This study adopted qualitative and quantitative methods,mainly using the teaching experiment method,interviews as auxiliary verification,and conducted an empirical study on the improvement of senior high school English learners’ writing ability through continuation tasks for a semester.This study examines the following three questions by applying continuation tasks into English classroom writing teaching.What are the effects of the continuation tasks on the language diversity of senior high school English writing?;What are the effects of the continuation tasks on the discourse coherence of senior high school English writing?;What are the effects of the continuation tasks on the overall level of senior high school English writing?The research shows that continuation tasks has a significant promoting effect on improving students’ writing level.By analyzing the three components of composition:content,structure and language,the study found that the experimental group students have made progress in these three aspects,namely,the coherence of discourse and the diversification of language expression.Therefore,teachers should make full use of teaching materials and reading books to a great extent,to arouse the students’ reading interest and guarantee sufficient language input,but also have to keep the balance between the explanation of writing knowledge and practice of writing.At the same time,teachers should fully prepare lessons,carefully select learning materials,and design various output tasks.Last but not least,it is essential for teachers to monitor the quality and students’ output in the writing process and give constructive feedback.