Abstract:The language teaching focusing on tasks is one of the new tendencies in the development of language teaching recently. Task-based Language Teaching (TBLT) has been increasingly becoming the main teaching pattern in the classroom of English teaching, and it organizes its teaching activities based on the tasks that students are required to accomplish. Senior English Curriculum Standards advocates that Task-based Language Teaching should be adopted in English teaching as much as possible. Reading plays an important role in teaching English in senior high school, so in the process of reading teaching, students should be put into the activities in which they can perceive, analyze, comprehend and practice what they need to learn to realize the goal to master English.
This paper aims at analyzing the functions of TBLT, the principles of task design, and puts emphasis on analyzing and researching its application in teaching English reading in senior high school based on TBLT’s theoretical three evidences: The Interaction Theory, The Input Hypothesis and The Constructivism Theory. Taking COMMUNICATION: NO PROBLEM ? taken from unit 4 Body Language of senior high school as example, this paper focuses on analyzing and researching the teaching design from Pre-reading, While-reading and Post-reading.
Keywords: Task-based Language Teaching; Senior English; Reading teaching
中文摘要：以任务为主的语言教学是近年来语言教学发展的新趋势之一。任务型教学法已逐渐成为我国外语课堂教学的主要模式，它是以学习者完成某些任务的形式来组织教学活动的。它不再像传统的教学法一样以词汇或语法为教学主要内容，而是设计学习者在学习过程中应该完成的种种任务。《高中英语课程标准》提倡英语教学活动中应尽量使用任务型教学。阅读教学是高中英语教学中的一项重要内容,在高中英语阅读教学中应将学生置身于运用语言的活动中,让学生去感知、分析、理解、操练,以期达到真正掌握英语的目的。
本文根据任务型教学法的三个理论依据：互动理论，输入假设和构建主义理论，分析任务型教学法的作用，任务设计原则，并着重分析、研究其在高中英语阅读教学中的具体应用。本文以高中第四单元 Body Language的阅读文章COMMUNICATION: NO PROBLEM ? 为例，主要从阅读前，阅读中及阅读后三个方面来分析、研究阅读教学教学设计。
关键词：任务型教学法；高中英语；阅读教学
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