Analysis of the Teaching Strategy of English Continuation Task in Senior High School from the Perspective of Metacognitive Theory

With the emergence of new question type in English reform college Entrance examination, academia has set off a research craze "continuation task".This paper uses questionnaires and interviews with teachers to investigate study implementation, effect existing problems continuation task senior high school reading.Based on teaching status problems, this puts forward three strategies improve from perspective metacognitive theory, order help front-line schools effectively implement teaching, students' ability level task, thus learning effect.