Problems and Countermeasures of Mi-cro-skills in Dialogue Description Based on the Continuation Writing in the College En-trance Examination

English Curriculum Standards for Senior High Schools emphasizes that language learning ac-tivi-ties all need to be carried out in a certain thematic context and based on different types of dis-course. Students can constantly sort out and explore cultural connotations in the process of solving problems, and on this basis, express their personal attitudes and ideas. With the con-tin-uous improvement of the new college entrance examination, continuation writing in English has become an innovation and a hot topic in English teaching. However, students do not under-stand or seldom use the micro-skill description technique to achieve the coordination and co-herence of the content before and after, and ultimately their language expression is poor. This article mainly, under the guidance of the new curriculum standards, comprehensively combines the examination requirements and directions of the new college entrance examination for read-ing continuation writing, and takes the exploration of the path to enhance students' ability of dia-logue description as the theme, aiming to improve students' ability of continuation writing. Effi-cient use of dialogue description refers to the writing technique that requires students to ad-vance the plot, shape characters or reveal themes through language communication between characters. It is one of the key micro-skills in post-reading continuation writing, capable of dy-namically presenting character relationships, emotional conflicts and story development. This article will explore the problems existing in students' use of micro-skill dialogue descrip-tion and seek corresponding solutions.