The teaching of reading in junior middle schools is an essential part of English education. The English Curriculum Criteria is being carried out throughout China, and it advocates the approach of task-based teaching and learning, The Task-Based Language Teaching(TBLT)emphasizes that learning by doing motivates the students to tap their potential to study.
Full understanding of TBLT is the necessary for its application. The paper first probes into relevant theory, including the theoretical bases, tasks and principles of Task-Based Language Teaching. Then the thesis explores the application of Task-Based language teaching, designing appropriate and efficient reading tasks as the core. Based on models of the reading process and the principles of task design, the thesis offers examples designed in the reading classroom.
The result of the experiment proves that the TBLT approach is suitable for the Junior English reading teaching. It not only arouses students' interest in reading but also improves, to some extent, students' reading comprehension ability in the junior high English reading class.
Keywords: Junior high school Task-based language teaching reading models
ABSTRACT I
摘 要 II
1Introduction 1
1.1The Purposes and significance of the study 1
1.2 Problems in reading for junior middle school students 1
1.2.1Insufficient English vocabulary 1
1.2.2Bad English reading habit 2
1.2.3Poor English reading skill 2
2Literature review 3
2.1About Task-based language teaching 3
2.1.1Definition of a task 3
2.1.2Definition of Task-based language teaching 4
2.1.3Previous research on the implementation of task-based language teaching 5
2.1.3.1Research on task-based language teaching abroad 5
2.1.3.2Research on task-based language teaching at home 6
2.2On the model of task-based reading and teaching reading in the junior middle school 7
2.2.1The development of typical models of teaching reading 7
2.2.1.1The traditional model 7
2.2.1.2Question-and-answer model 7
2.2.1.3Presentation , Practice and Production model 8
2.2.2The construction of task-based model of teaching reading in Junior middle school 8
2.2.2.1Definition of task-based reading 8
2.2.2.2Features of junior English reading materials 9
2.2.2.3Assessment in the model of task-based reading activities 9
2.2.2.4The principles of task design 10
3Implementation of task-based language teaching in reading class 12
3.1Hypothesis 12
3.2Teaching materials 12
3.3Method 12
3.3.1Participants 13
3.3.2Instruments 13
3.3.3Procedure 13
3.3.4Classroom experiment 14
3.3.4.1The experimental process for the experimental group Model 14
3.4Analysis of the Pre＆Post tests 18
4Discussions and suggestion 20
4.1Major Findings 20
4.2 The advantages of the task-based teaching 20
4.3The limitation of task-based language teaching 22
5Conclusion 23
References 24
Appendix I: The material of teaching case :Could you please lend me your pen? 25
Appendix II: Reading comprehension for the pretest 26
Appendix III:Reading comprehension for the posttest 29
Acknowledgements 32
