| Based on the general goal of The New English Curriculum Standards for Senior High Schools(2017,revised in 2020),the specific goal of the ordinary senior high school English curriculum is to cultivate and develop the key competences such as language ability,cultural awareness,thinking quality and learning ability that students should have after receiving senior high school English education.In recent years,the reform of the English College Entrance Examination also fully reflects the requirements for students’ key competences,especially the newly added continuation writing task.As this type of question rarely appears in junior high school,students have no idea of how to write and what to write,which leads to their low scores in continuation writing in English exams.The research takes 101 students in the two classes taught by the researcher in Zhangjiakou No.4 Middle School as the research subjects.In the first two weeks after their entry into senior high school,the students were given a test of continuation writing and a few of them were interviewed,from which the teacher found out the problems of the students in continuation writing and the causes of the problems.Based on the analysis,the teacher set targeted teaching strategies.Then taking the mid-term exam as the mid-test,based on the result of the test and the second interview with students,the teacher intended to test the effectiveness of the teaching strategies and adjust the teaching strategies according to the new problems.At the end of the term,the teacher arranged the post-test to evaluate the teaching strategies.The scoring of the three tests was based on the College Entrance Examination English continuation task scoring standards,in which the test paper was anonymously marked by two teachers and the test papers whose score exceeded 4 points were marked by three teachers to ensure the fairness of the results.At the same time,the essays selected for the test were similar in difficulty,that is,the length,the amount of new words and the main plot development were basically the same.The research intends to explore three questions:1.What specific problems do students have when they do the continuation writing task?2.What are the main causes of the problems?3.How can students’ performance in the continuation writing task be improved?The result of the research shows that the students tend to have the following problems in the continuation writing: first,some students cannot understand the given reading material;second,some students cannot express themselves appropriate language;third,some students do not know how to construct reasonable plot.These problems are caused by the lack of targeted training of continuation writing,the low English proficiency of the students,and the inadequate input of English reading.On the basis of relevant studies on input hypothesis theory,output theory and interactive alignment theory,the following teaching strategies were developed.First,teachers are expected to consciously instruct the students to analyze the given material with Lapov’s narrative structure.Secondly,teachers should help the students build their alignment consciousness.Thirdly,teachers should try to increase the input of language to students.Finally,teachers should continuously improve the evaluation and feedback mechanism.The researcher analyzed the problems the senior high school students have in the continuation writing task,and based on the causes of the problems puts forward corresponding teaching strategies,which not only provides practical suggestions for the teaching of continuation writing task,but also expands the research direction of teaching design of the task to a certain extent.However,the researchers’ time,methods,and academic level may have influenced the actual effectiveness of the study.In the future,researchers can extend the research time appropriately,collect more reliable samples,improve research methods,and communicate with experienced teachers and scholars,so as to enrich the relevant research. |
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