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1、ContentsAbstract3摘要4Part One Introduction5Part Two The basis of using task-based teaching mode in high school English reading teaching51.1 Problems in teaching practice51.2Requirements for English Teaching in Senior High Schools in English Curriculum Standards7Part Three The meaning and theoretical
2、basis of task-based teaching method7Part Four The main principles of implementing task-based approach94.1 Fully contact student life104.2 Step by step principle104.3 Principles of effective reading114.4 Give full play to the principle of student subject status11Part Fives Task creation in reading te
3、aching125.1Cultivation of reading ability125.2Cultivation of reading speed125.3Cultivation of reading habits13Part Six Task-based teaching method implementation steps146.1 Clear mission objectives146.2 Featured Tasks Read Topics146.3 pay attention to reading extension15Part Seven Reflection19Conclus
4、ion20References22The Application of Task-Based Language Teaching(TBLT) in Teaching English Reading in High School in ChinaAbstractReading, as the main input method of language learning, plays an important role in the four skills of listening, speaking, reading and writing. In various language tests
5、at home and abroad, reading accounts for a large proportion, and reading ability is one of the main criteria for testing learners language proficiency. The cultivation of English reading ability is a very important part of the teaching goal of English language skills. English reading teaching plays
6、an important role in English teaching. It has the function of cultivating students reading skills and improving reading ability. This paper mainly focuses on task-based teaching. The theory, principles, curriculum standards and teaching practice of the law explore how to design effective tasks in re
7、ading class teaching, thus improving the effectiveness and integrity of classroom teaching.Key words：high school English reading teaching； task-based teaching method；task design任务型语言教学在高中英语阅读教学中的应用摘要阅读，作为语言学习的主要输入方式，在听、说、读、写四项技能中占有很重要的地位。在国内外各种语言测试中,阅读所占的比例很大，阅读能力的高低是检验学习者语言水平的主要标准之一。英语阅读能力的培养是英语语言技
8、能教学目标中的一个很重要的组成部分，英语阅读课教学在英语教学中占有重要地位，具有培养学生阅读技巧及提升阅读能力的作用，本文主要依据任务型教学法的理论、原则、课程标准及教学实践,探讨如何进行阅读课教学中的有效任务设计，从而提高课堂教学的实效性和完整性。关键词：高中英语阅读教学；任务型教学法；任务设计有效Part One IntroductionThere are many problems in middle school English teaching such as: “More time-consuming, lower efficiency” (Li Lanqing, 1996), “
9、Full House Filling”, “Question of Sea Tactics”, “Teacher on the stage, students are stunned”, a very direct The reason is that the teaching method is too rigid. Teachers follow the book, students passively cope, mechanical training, rote memorization. As we all know, the purpose of English teaching
10、is to cultivate students communicative competence, and teaching activities should be carried out around this purpose. However, due to the influence of exam-oriented education and traditional education, the main problems currently existing in high school English teaching in China are heavy knowledge
11、and light ability training. This has greatly affected the improvement of the overall quality of students language. The teacher said that the students listened and then completed the homework. In this environment, students passively learn English, the effect is not very satisfactory, and it also lead
12、s to the one-sided development of students in the learning process.Part Two The basis of using task-based teaching mode in high school English reading teaching1.1 Problems in teaching practiceIn traditional reading teaching methods, in general, most teachers in the past used word-by-word explanation
13、s when reading classes, pointing out important phrases, grammar knowledge points, and completing the questions in the workbook. Or through pre-study, re-explanation, oral training, memorization, etc., this teaching method can certainly enable students to learn language knowledge and grammar, but als
14、o can basically cope with the exam. However, from the perspective of development, there are great limitations on the ability of students to understand and self-learning. Because the method is too rigid and boring, it is difficult to stimulate students interest, and students cannot be guided to explo
15、re the deep-seated issues such as the theme of the full text and the meaning of the thought.At present, most teachers generally use the form of asking questions to carry out reading teaching. Through the teaching, questioning, answering and guiding, the one-way communication of traditional classroom
16、 teaching from teachers to students is changed into two-way between teachers and students. Interaction. However, if the question-and-answer teaching runs through the entire reading teaching process, it will lead to the following problems: 1. There are too many controlled teaching activities, which m
17、akes students busy with answering questions, which is not conducive to cultivating thinking ability. 2. Most of the questions raised by teachers can only stay on the surface understanding of reading articles; and often let students hold textbooks when answering questions. In fact, the consequence of
18、 this is to make students develop a bad habit, over time. The students cant really speak English, hold textbooks to answer questions, seem to be answering questions, and the answers are basically correct, but they can only be read aloud. Because in real life, you dont look at the text when answering
19、 questions. Also, although it took a certain amount of time to find the answer, it did not go through the processing of your own brain, but often read the entire answer containing the answer. This answer does not fully meet the requirements of the question. In the open class, in order to catch up wi
20、th the time, the instructor often does not delay the progress of the class, and often makes more and more things. 3. The number of people participating in the Q&A activity is small and can only be carried out within the scope of several students. Most of the students are in a passive acceptance stat
21、e. 4. From the usual mutual lectures and teaching and research exchanges, it is found that teachers still spend most of their time and energy on the explanation of language knowledge in the reading class teaching, ignoring the cultivation of students comprehensive language use ability. In terms of t
22、eaching methods, most teachers separate grammar and vocabulary from the text.1.2Requirements for English Teaching in Senior High Schools in English Curriculum Standards The English Curriculum Standards formulated by the Ministry of Education in July 2001 emphasizes the following objectives: From the
23、 students interest in learning, life experience and level of understanding, the learning style and task-oriented approach of advocating experience, participation, cooperation and communication. Teaching methods to develop students comprehensive ability to use. In the English teaching strategy, we sh
24、ould avoid teaching methods that simply teach language knowledge, and try to use task-based teaching methods (Ministry of Education, 2001). In this teaching mode, teachers are required to creatively design tasks according to the overall objectives and teaching contents of the course, to attract and
25、organize students to participate actively, and to mobilize students to achieve learning through various forms such as thinking, investigation, discussion, communication and cooperation. The purpose of mastering and using language.Part Three The meaning and theoretical basis of task-based teaching me
26、thodTask-based teaching method is a development form of communicative teaching method. It is based on language learning and constructivism. It emphasizes that learners use target language to do things in real and simulated real situations, so as to obtain the practical application ability of languag
27、e. In the United States, Dewey used the pragmatic cognitive ability as the basis of educational theory and put forward the educational model of “student center and secondary school”. He advocated that the center of education should be transferred from teachers and textbooks to students, and teaching
28、 should guide students to learn in various activities. The linguist Herbert H. Clark said: Language is used for doing things. Learning a language is neither an isolated word nor a memorable sentence. It is not a boring grammar rule, but should be taught to students. The proper language will do the t
29、hings you want.Advocates of task-based language teaching believe that the best way to master language is to let students do things, that is, to complete various tasks. In task-based language teaching activities, students focus on expressing their meaning and exchanging information. At this time, the
30、ir main purpose is to complete a task and find ways to complete the task. Therefore, the task-based teaching method is very suitable for the teaching of English reading class.Task-Based Teaching, TBT, is the product of the combination of foreign language teaching theory and second language acquisiti
31、on theory. It is a brand new teaching method. Task-based teaching method is to design various learning tasks according to the learning content, so that students can learn the language and use the language by completing these learning tasks, and finally meet the requirements of teaching objectives. T
32、ask-based teaching is based on specific tasks and carriers, with students as the main body, with tasks as the driving force, knowledge learning and skill training, students use the language they learn, and develop. Improve your language skills. Simply put, it is in the middle school.Therefore, task-
33、based teaching has the following characteristics: 1) Emphasizing the teaching process, allowing students to truly participate in the learning process, and then forming the ability to use English; 2) Emphasizing the real situation, the task is closely related to real life, and improving students prac
34、tical ability to use English. 3) Emphasizing the subject of students, under the guidance of constructivist learning theory, giving full play to the initiative and enthusiasm of students, in order to achieve good learning results; 4) Emphasizing teacher-led, teachers from traditional knowledge transf
35、erers to organizations of teaching activities , designers, collaborators. As a kind of classroom teaching method, task-based teaching method has structural characteristics, consisting of teaching objectives, information transmission, activity mode, teacher-student role and teaching environment. The
36、activity is authentic and the activity is large.Part Four The main principles of implementing task-based approachIn the high school English reading teaching, using the task-based teaching method, we must also understand the principles of task-based teaching. Throughout all the principles, the authen
37、ticity principle should be the key to implementing task-based reading pedagogy. The principles of verbal and contextual authenticity involve two aspects: one is that the material of the language being taught should be as real as possible; the other is that the design of the task should provide the l
38、earner with clear, real language information that makes learning in a natural Real, or simulate the real experience of language, master the use of language. The design of the task should be combined with the students actual life and social life. Due to factors such as geography, teachers and the sta
39、rt time of learning English, students in urban schools and rural schools, key middle schools and general secondary schools vary greatly in English. Therefore, in the course of preparing lessons, if the teacher ignores the students actual English ability and copyes the teachers reference book, it may
40、 lead to the inability to carry out the designed teaching and the task cannot be completed. For example: NSEFCSB5 Unit1 pre-reading part, the textbook writer has designed the following tasks: Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in setting ou
41、t a new scientific idea. What order would you put The in in? This task is designed to motivate students to learn, to pave the way for the next reading, and to ask students to contact the scientific experimental steps to understand the text. In a similar class in the school, a teacher used pictures t
42、o bring out many great scientists in the world, and then let the students complete the task designed by the textbook writers. The result was a cold field, and the task could not be successfully completed. The reason is that students lack relevant knowledge and fail to master the relevant vocabulary.
43、4.1 Fully contact student lifeAny language learning needs to be used continuously in life, and the improvement of English reading level is also inseparable from the communication and influence between teachers and students. Therefore, in the implementation of task-based teaching, we must always pay
44、attention to the actual life and learning of students, and set the task as the language information that students are generally familiar with and recognized. Only in this way can we learn smoothly and naturally in real situations. Make full use of the already learned English knowledge to stimulate s
45、tudents interest in learning and ultimately improve the teaching effect.4.2 Step by step principleTask-based reading examines students various abilities and requirements. Therefore, when designing task-based reading questions, it is necessary to change from easy to difficult (reading materials from
46、easy to difficult, the same reading material is not necessarily done according to the title, should From easy to difficult, from shallow to deep, step by step, students gradually improve their English reading ability while completing the task of gradually increasing difficulty. Only in this way can
47、students enhance their English reading confidence, gradually improve their sense of accomplishment and deepen their knowledge. Comprehend the ability to develop students interest in task-based reading questions.4.3 Principles of effective readingTask-based reading questions have high requirements on
48、 students ability, and the topic setting has gradients, involving word-of-speech conversion, word definition, consent replacement, grammatical structure, inductive deduction and structural analysis, and multiple difficulty levels. A problem with a large coefficient. Because the students grasp of tas
49、k-based reading questions is still unclear, it often takes time and effort to deal with this type of question, which is seriously deviated from the recommended time of the Test Description, so it is necessary to enhance the effectiveness of reading and develop high efficiency. The habit of reading and accurately answering questions can only improve the overall test paper answering effect.4.4 Give full play to the princ
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