摘  要

论文旨在探索任务型语言教学应用下的中学英语写作教学模式。任务型语言教学是20世纪80年代以来逐渐形成、发展起来的外语教学途径，并产生了国际性的影响，反映了对外语教育的最新认识和外语教学研究的最新成果。它强调“在做中学”。作为语言交流的四大基本技能之一的写作，是语言运用的重要途径。它能有效促进学生英语知识的内化，从而掌握句子结构和语言应用。在英语学习课堂上，英语写作一直是英语教学过程中的难点和薄弱之处。本文在参阅国内外学者对任务型教学研究成果的基础上，阐述了任务型教学的特点和原则，并分析了任务型教学指导下的英语写作教学设计原则和模式。最后得出结论，任务型教学模式对中学英语写作有积极作用。它不仅能帮助中学生获得知识，感受成功的喜悦，更能激发他们的学习潜能。

关键词：中学英语写作教学；任务型教学；英语写作模式

Abstract

This paper aims to explore task-based language teaching mode of English writing teaching in middle school. Task-based language teaching is a teaching approach of foreign language teaching gradually formed since 1980 and has taken an influential effect on the international scale. It represents the latest recognition in foreign language education and achievements in foreign language teaching research and emphasizes “learning by doing”. Writing, as one of the four language skills for communication, is an important way of language performance. It can effectively help the students to facilitate the internalization of learners’ knowledge so as to master the sentence structures and the usage of the English Language. However, English writing has always been a weak and difficult point in the process of English teaching in English Classroom. On the basis of learning task-based language teaching method home and abroad, this paper identifies the characteristics and principles of task-based language teaching. It also analyses the principles for teaching design and teaching mode for English writing class under the guidance of the task-based teaching. The paper finally draws a conclusion that task-based language teaching has an active impact in English writing in middle school. It can not only help middle school students acquire writing knowledge, feel the pleasure of success, but also maximize their learning potential.

Key words: English writing teaching in middle school; task-based language teaching; English writing mode

1    Introduction
In traditional English class, most middle school English teachers are accustomed to the Presentation, Practice and Production (PPP) model of teaching. Teachers begin a lesson by using a new language item with some controlled practice, then students move on to produce the language in a more significant way. Because of its controllability of arranging class, most English teachers tend to use this method. It seems that this kind of teaching method is quite efficient to improve students’ English knowledge in class. However, PPP Mode has its limitation. When learning, students are passive. They have to do all the following things like taking notes, reciting, imitating in traditional classroom while they are hardly stimulated to learn English on their initiative. What should teachers never ignore in English class of junior school is the importance and necessity of communication training.