声明
Abstract
摘要
Acknowledgements
Contents
Chapter 1 Introduction
1．1 Background of the Research
1．1．1 Task-based Language Teaching in English Curriculum Standards
1．1．2 The Status of English Writing in Junior School
1．2 Significance of the Research
1．2．1 The Importance of English Writing Teaching in Junior School
1．2．2 The Importance of Applying Pre-task in Writing Teaching
1．3 Layout of the Thesis
Chapter 2 Literature Review
2．1 Task-based Approach
2．2 Pre-task in TBA
2．3 Previous Research in Pre-task Abroad and at Home
2．3．1 Previous Research in Pre-task Abroad
2．3．2 Previous Research at Home
2．4 Theoretical Bases
2．4．1 The Linguistic Foundation
2．4．2 The Constructivist Theory
2．4．3 The Curriculum Theory
Chapter 3 Pre-task Design in Writing Teaching
3．1 The Definition of Writing Teaching
3．2 The Methods of Pre-task Design in Writing Teaching
3．2．1 The Application of Mind map
3．2．2．Activating the Existing Background Knowledge and Introducing New Language Material Activities
3．2．3．Making a Demonstration or a Similar Task
3．2．4．Vocabulary Learning Activities
3．2．5．Grammar Activities
3．2．6 Imitating or Doing a Presentation
3．2．7．Pre-task Planning
3．3 The Procedures of Pre-task Design in Writing Teaching
3．4 The pre-task design in writing teaching
Chapter 4 Methodology
4．1 Purpose and Hypotheses
4．2 Subjects
4．3 Instruments
4．3．1 Questionnaire
4．3．2 The Pre-test and the Post-test
4．4 The Pre-task Design in Writing Teaching in the Experimental class
4．5 The Pre-task Design in Writing Teaching in the Control Class
4．6 Data Process and Analysis
4．6．1 The Results of the Students’ English Writing Situation Shown by Questionnaire
4．6．2 Results of the Pre-test
4．6．3 Results of the post-test
Chapter 5 Conclusion and Limitations
5．1 Advantages of the Pre-task Design in Writing Teaching
5．2 Limitations of the Experiments
References
Appendices
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Data of Pre-test and Post-test
