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任务型教学法在初中英语阅读教学中的应用研究近年来，任务型教学法在英语教学领域被越来越多的教育家和学者所重视，它已经被广泛地应用于初中英语阅读教学中。
任务型教学法以任务为单位，向学生提出指定的学习任务和要求，利用学生自身的力量形成从认知到应用的一个连贯的活动过程，激发学生的认知活动，最终形成语言运用能力和综合应用能力。
任务型教学法在初中英语阅读教学中的应用可以分为三个方面：首先，课堂教学的任务型阅读教学模式。
任务型教学法在教室里采用小组探究式学习，学生们根据具体任务开展探究，对阅读材料进行分析、概括、匹配，从而提高阅读水平。
其次，在线任务型阅读教学模式。
网络环境极大地改变了英语课堂教学模式，让学生拥有更多的自主学习机会，教师可以发布英语阅读任务，学生可以在相应的时间内完成任务，并根据任务要求提交答案。
最后，任务型实践活动阅读教学模式。
在实际活动中，教师不仅可以根据学生的阅读能力分配任务，还可以引导学生完成任务，让学生根据自身的阅读能力解决实际问题，从而形成良好的阅读习惯，提高阅读效率。
以上是任务型教学法在初中英语阅读教学中的应用研究。
任务型教学可以有效地刺激学生的学习兴趣，激发学生的学习活力，提高学生的学习效率，极大提高学生对英语阅读的熟练程度。
因此，任务型教学法在初中英语阅读教学中有着重要的作用，可以有效地改善学生的阅读能力。
总之，任务型教学法在初中英语阅读教学中的应用可以说是比较成功的，它可以提高学生阅读能力，同时更能帮助学生更好地理解和掌握新知识。
因此，作为英语教师，我们要加以利用，积极拓展任务型教学在初中英语阅读教学中的作用。
同时，任务型教学法也要不断完善和改进，以更好地满足学生学习需求，更好地提高学生的英语阅读能力。
以上是以《任务型教学法在初中英语阅读教学中的应用研究》为标题，写的3000字的中文文章。
任务型教学法在初中英语阅读教学中的应用研究近年来，任务型教学法在英语教学中得到越来越普遍的应用，取得了良好的教学效果，而任务型教学法在初中英语阅读教学中的应用也逐渐受到学者们的重视和关注。
任务型教学法极大地激发学生学习英语的兴趣，使学生在英语学习过程中更快更好地取得成功，这使之成为初中英语教学的得力助手。
任务型教学法对英语阅读教学的成功及其效果主要体现在三个方面。
首先，它激发了学生在阅读教学中的学习积极性。
任务型教学法能够使学生在完成课堂任务的过程中反复接触，学习和掌握英语阅读中的重要知识。
其次，它能够使学生在完成任务的过程中形成更好的阅读策略，以充分发挥课堂阅读的最大效果。
这样学生就能够更快更准确地掌握英语阅读的重要内容，从而更好地理解和掌握课文的要点。
最后，任务型教学法能够使学生在完成任务的过程中形成语言表达能力，从而提高学生的语言表达能力。
虽然任务型教学法在英语阅读教学中取得了一定的成效，但是任务型教学法并不能解决所有问题，这需要教师和学生共同努力才能获得更好的教学效果。
首先，制定适合学生实施任务型教学法的计划，要注意强调学生学习任务的完成，同时要确保学习任务的完成状况，鼓励学生在学习过程中把握重点，调整自我的学习方式，能够让学生更好地完成任务。
其次，教师要给予学生充分的自主学习机会，以便让他们更好地掌握英语阅读的重要知识。
最后，家长应充分认识到孩子学习英语的重要性，能够帮助孩子在家里更好地完成任务，从而提高孩子学习英语的能力。
总之，任务型教学法在英语阅读教学中的应用具有重要的意义，它不仅能够提高学生的自主学习能力，而且能够帮助学生提高英语阅读水平，增强学生英语阅读的策略、语言表达能力以及文化意识。
同时，教师、家长和学生也要根据自身的实际情况，共同努力完成英语阅读教学，让学生受益匪浅。
任务型教学法在初中英语阅读中的应用在初中阶段，英语属于重要的课程，英语教学和阅读在新课改下发生着改变，英语教师需要改进教学模式，以便于教学活动顺利实施。
任务型教学能够帮助教师提高英语教学效率，优化教学质量，提升学生英语阅读能力。
一、任务型教学的重要性任务型教学能够让学生在英语阅读课堂上掌握英语阅读的终身思想，提高阅读能力分析能力，加强学生对学习英语的积极性。
通过任务型教学掌握英语阅读教学的核心，在教学设计环节中贯穿任务型阅读，有利于调动学生学习英语，实现理想化的教学效果。
任务型教学需要学生在英语阅读课程中，结合生活经验开拓学生视野，培养学生独立性阅读的习惯。
学生带着教师颁布的指令开展阅读，寻找答案。
或者教师可将学生划分为小组，实施小组讨论。
多样化的教学模式能够推动学生参与英语阅读，使学生按照教师计划完成阅读任务。
任务教学法符合新课程教学需求，英语教师在授课时要改变传统教学不足，加强学生自主学习能力，使学生通过合作交流完成学习任务，提高阅读能力，推动学生全面发展。
任务型教学重点内容是培养学生掌握文章结构，使学生分析结构，找到各段落讲述的内容，进而明确标准答案。
二、任务型教学法特点及阅读分析在任务型教学法中，教师围绕特定的语言项目，设计出明确且可操作的任务。
学生通过表达、交流等多种形式完成任务。
任务具备以下特点：1.以意义为中心，而不只是操练语言形式。
2.焦点是解决某一贴近学生生活和学习实际的交际问题。
3.任务的设计和执行要注重任务的完成。
设计的活动要有任务的结果，从而使学生通过完成任务来获得学习经验。
阅读能力是学生综合语言能力的体现，阅读课要完成语言输入，学习文化背景知识等方面的综合指标，阅读教学是培养学生听、说、读、写能力的很好途径。
阅读教学是英语教学中的重点和难点，然而初中英语阅读课的教学现状不容乐观。
主要存在以下问题：一是教学方法单一。
传统的教学方法只是先领读课文，然后讲解新的语言知识点；最后老师提出几个问题让学生回答。
任务型教学法在初中英语阅读教学中的应用摘要：随着我国教育事业的快速发展，初中英语教学活动的质量受到众多教育相关人士的关注。
初中英语阅读教学法对初中学生英语阅读能力的提高具有重要影响，学生英语阅读水平的提高是学生综合英语能力提高的重要标志。
任务型教学法是一种具有创新意义的教学方法，在初中英语阅读教学中应用任务型教学法可以大大提高教学效率。
关键词：任务型教学初中英语阅读教学教学应用引言阅读教学是初中英语教学一个非常重要的方面，也是提高学生英语水平的重要手段。
将任务型教学法应用于英语阅读教学中，对于课堂氛围的活跃及学生阅读学习积极性的提高具有重要作用。
任务型教学法是一个重要的教学方法，在初中英语阅读教学的不同阶段，任务型教学法的正确使用可以大大提高课堂教学质量与效率。
当代初中学生的英语阅读学习兴趣不高，不能主动配合教师完成阅读教学活动。
因此，笔者选择任务型教学法在初中英语阅读教学中的应用作为研究对象是有一定的教育意义的。
1.任务型教学法在阅读前阶段的应用任务型教学法在初中阅读教学前阶段的应用，需要以任务为指导，让学生体会到英语阅读学习的乐趣。
在阅读前阶段，教师的主要任务就是引导学生认识与明确英语阅读学习的任务，提高学生的英语阅读兴趣，使学生明白英语阅读学习的要求与目标，促进阅读成果的达成。
比如在学习Do You Have a Soccer Ball？的时候，教师要引导学生学习一段关于足球的阅读。
在课堂上，教师可以先为学生介绍此阅读文章的相关背景知识，如教师可以为学生介绍国内外的足球发展现状及著名的足球比赛事例，提高学生对足球的认识。
之后，教师要让学生明确阅读学习的目标，不同的阅读目的会引发学生不同的阅读行为，更会影响学生的英语阅读学习方法与速度。
在进行此课文的讲解时，教师要让学生了解其阅读的任务是掌握阅读经验与方法，了解英语中足球的相关常识与表达方法，应当利用泛读的方法展开阅读。
在本节课上，教师可以在课堂导入的基础上，让学生对阅读学习的内容进行预测，要求学生在阅读的过程中找出自己不能理解的单词与句子，时刻明确与完成学习任务。
任务型教学法在初中英语阅读课教学中的应用
任务型教学法在初中英语阅读课教学中的应用
一、简要介绍任务型教学法
任务型教学法是一种新型的教学方法，它突破了传统教学方法中授权式教学的模式，以任务为中心、学习者为主体，以真实的语言环境中的文化和交际任务为依据，通过学习者的调查、收集、分析和分享等实际活动，使其理解、掌握新的信息。
二、任务型教学法在初中英语阅读课教学中的应用
1、课前调查
在英语阅读课的开头，可以让学生就阅读难度、阅读技巧以及课堂所讨论的内容等进行调查，并以此作为进一步阅读和理解活动的基础。
调查可以通过各种方式完成，例如在网上搜索信息、分析先前阅读过的文章等。
2、收集信息及分享
接下来，老师可以要求学生通过阅读图书或在网上搜索相关信息，了解不同的阅读技巧，并让学生将收集的信息分享出来，从而提高学生的学习兴趣和参与度。
3、真实情境模拟
接着，老师可以创造出真实情境，让学生参与模拟和分析，利用自己收集的信息展开阅读分析，运用所学到的阅读技巧。
4、归纳总结
在课程结束时，老师可以让学生做一次归纳总结，找出并体现出刚刚探讨的内容，帮助学生提升理解能力。
三、任务型教学法的优势
任务型教学法能够让学生有效地运用语言，全方位地从听、说、读、写多个层面去提高学生的英语水平。
而且，其让学生在实施任务时能从中不断提高语言学习的综合能力，也具有激励学生自主学习的良好效果。
任务型教学在初中英语阅读教学中的运用
任务型教学是一种以任务为导向的教学方法，它通过教师的指导和学生的参与，以解
决实际问题或完成实际任务为目标，旨在培养学生的实际运用能力和综合素质。
在初中英
语阅读教学中，任务型教学可以起到很好的促进作用，能够培养学生的阅读能力和语言运
用能力。
下面将结合具体实例介绍任务型教学在初中英语阅读教学中的运用。
一、任务型教学在预习阶段的运用
任务型教学在初中英语阅读教学中的首个阶段是预习阶段。
在预习阶段，教师可以设
计一个任务来引导学生进行预习，并让学生根据任务要求进行阅读。
教师可以提前给学生
发放一篇文章，并告诉他们下节课要完成一个与文章内容相关的任务，比如写一篇文章概
括文章的主题，或者回答一些与文章相关的问题。
这样，学生在预习阶段就会对文章内容
有个整体的了解，并且有针对性地阅读文章，为下节课的讨论或活动做好准备。
任务型教学在初中英语阅读教学中的一个重要阶段是阅读理解阶段。
在这个阶段，教
师可以设置一系列与文章相关的任务，让学生进行阅读理解和语言运用。
教师可以要求学
生找出文章中的关键词汇，并用自己的话解释词义；或者要求学生根据文章内容回答问题，进行信息提取和判断推理。
这样，学生不仅可以加深对文章内容的理解，还能够提高语言
运用能力和思维能力。
任务型教学法在中学英语阅读的运用
任务型教学法是一种通过解决实际问题和完成具体任务来促进学习的教学方法。
在中
学英语阅读中，任务型教学法可以帮助学生提高阅读能力、理解能力和语言运用能力。
以下是任务型教学法在中学英语阅读中的运用方法：
1.确定任务：在教师引导下，确定一个具体的阅读任务，如阅读文章并回答问题、根
据文章内容写一篇简短的总结或撰写对文章观点的评论等。
2.预测和激发兴趣：在开始阅读之前，教师可以通过观察标题、图片和引言等引导学
生预测文章的内容，并激发学生的阅读兴趣。
3.分组合作：将学生分成小组，每个小组中可以有一名组长或记录员。
小组成员可以
相互讨论，并共同解决问题或完成任务。
4.阅读理解：学生在阅读过程中，可以使用不同的阅读策略，如扫读、略读和详读。
他们可以使用标注、摘要和问题回答等技巧加深对文章的理解。
5.展示和分享：每个小组完成任务后，可以向全班展示和分享他们的成果。
这可以通
过简短的演讲、展示幻灯片或小组讨论的形式进行。
6.反思和讨论：在任务完成后，教师可以引导学生反思他们在阅读过程中所遇到的困
难和解决问题的方法。
这种反思有助于学生认识到自己的阅读能力和策略，以便进一
步改进。
通过使用任务型教学法，学生不仅可以提高英语阅读能力，还可以培养合作意识和解
决问题的能力。
同时，这种方法也可以增加学生的学习兴趣，提高他们的学习动力。
任务型教学法在中职英语阅读课中的应用任务型教学法是一种以任务为中心的教学方法，注重学生的实际操作和参与，通过完成实际任务来达到学习的目的。
在中职英语阅读课中，任务型教学法能够很好地激发学生的兴趣，提高他们的学习效果。
下面详细介绍一下任务型教学法在中职英语阅读课中的应用。
一、任务型教学法的基本特点1.以任务为导向：任务型教学法以实际任务为中心，通过布置不同的任务，使学生在完成任务的过程中不断进行自主探究和实践，培养他们的综合能力。
2.强调合作学习：任务型教学法鼓励学生进行小组合作，通过互相交流和合作来解决问题，培养学生的团队合作精神和交流能力。
3.重视学生的自主学习：任务型教学法注重培养学生的自主学习意识和能力，学生在完成任务的过程中要进行自主选择、分工合作，提高他们的主动性和创造性。
1.设定任务目标：在每个阅读课开始前，教师要明确任务目标，告诉学生他们需要完成的任务是什么，如“在阅读材料中找出关键词并进行标记”，或者“阅读材料后写一篇总结”。
2.组织合作学习：将学生分为小组，并布置一个小组任务，让学生互相合作完成。
给学生几篇英文短文，让他们小组合作，在规定时间内找到短文的主题句，并进行汇报。
3.引导学生自主探究：在学生完成任务的过程中，引导学生进行自主探究。
在给学生一篇英文阅读材料前，先引导学生观察标题、插图和首段等部分，猜测文章的大意。
4.设置实际任务：在阅读课中，设置一些实际任务，让学生将所学知识应用到实际生活中。
让学生阅读一篇关于环保的文章，要求他们以小组形式制作宣传海报。
5.提供有效反馈：在学生完成任务后，给予及时有效的反馈，鼓励他们继续努力。
教师可以对学生的合作完成情况进行评价，鼓励他们继续加油。
三、任务型教学法的优势和作用1.激发学生的兴趣：任务型教学法通过设置有趣的任务，能够激发学生的兴趣，使他们更加积极主动地参与学习。
2.提高学习效果：任务型教学法注重学生的实际参与和操作，能够帮助学生更加深入地理解知识，并将所学知识应用到实际中，提高学习的效果。
闽江学院本科毕业论文题目The Application of Task-Based LanguageTeaching Method in Reading Class学生姓名李晶学号120090201215系别外语系年级09 级专业英语(师范)本科指导教师李旭清职称副教授完成日期2013年5月31日闽江学院毕业论文诚信声明书本人郑重声明：兹提交的毕业论文“The Application of Task-Based Language Teaching Method in Reading Class”，是本人在指导老师李旭清的指导下独立研究、撰写的成果；论文未剽窃、抄袭他人的学术观点、思想和成果，未篡改研究数据，论文中所引用的文字、研究成果均已在论文中以明确的方式标明；在毕业论文工作过程中，本人恪守学术规范，遵守学校有关规定，依法享有和承担由此论文产生的权利和责任。
声明人（签名）：2013年5月31 日摘要任务型教学法在现今的英语阅读教学中的运用十分广泛，它强调以学生为中心，鼓励学生在课堂上充分的发挥主观能动性，这种以学生为主，教师为辅，将各种任务贯穿于教学过程当中的新兴阅读课堂有效地弥补了传统阅读教学当中的一些不足之处。
有些学生惧怕阅读课，因为在阅读过程中，太多的难词生词使他们望而却步，从而丧失了阅读的耐心与信心。
任务型教学法不倡导“灌输式”的学习方法，它强调让学生在实践当中获取知识，因此在阅读过程中，教师不仅仅只是让学生看完一篇文章，而是通过让学生完成一系列任务来帮助阅读理解，这种获取知识的途径有时候是潜移默化的，但是却能有效帮助学生记忆枯燥的语言知识点，从而大大提高了学生学习的积极性、主动性与参与性，使得原本枯燥无味的阅读课变得生动有趣。
关键词：任务型教学法；英语阅读教学；主动性与参与性AbstractTask-Based Language Teaching Method is widely used in the present English reading teaching. It emphasizes the student-centered principle, which encourages students to make full use of the subjective initiative in class. Task-Based Language Teaching Method is given priority to students and teachers play subsidiary roles. There will be a variety of tasks throughout the teaching process of creative reading class, which effectively compensate for the disadvantages of traditional reading teaching .Meanwhile, some students are afraid of reading class, because in the process of reading ,too many new words and difficult language issues make them lost patience and confidence. Task-Based Language Teaching Method does not advocate the “force-feeding”learning method, but it emphasizes that students should obtain knowledge from practice. So in the process of reading, teachers not only let students read an article and explain the meaning, but also let them complete a series of tasks to help in reading comprehension. This way to acquire knowledge is sometimes subtle ,but it can effectively help students memorize boring language points ,thus greatly improve the students’ learning enthusiasm, initiative and participation, which makes originally dull reading class lively and interesting.Key words:Task-Based Language Teaching Method; English reading teaching; initiative and participationContents1. Introduction (1)2.Task-Based Language Teaching Method (1)2.1 The Definition of Task-Based Language Teaching Method (1)2.2 The Differences between Traditional Teaching Methods And Task-BasedLanguage Teaching Method in Reading Class (2)2.2.1 Different Teaching Purpose (2)2.2.2 Different Teaching Process (2)2.2.3 Different Teaching Achievements (2)2.3 Task Design (3)2.3.1 The Definition of A Task (3)2.3.2 Components of A Task in Reading Class (3)2.4 The Principles of Applying Task-Based Language Teaching Method inReading Class (4)2.4.1 Clear Goal And Systematic Process (4)2.4.2 Correlation And Step by Step (4)2.4.3 Flexibility (5)2.4.4 All-Round Abilities (5)2.4.5 “The Student-Centered Principle” (5)3. The Application of Task-Based Language Teaching Method in Reading class (5)3.1 Preparation Stage (5)3.2 Implementation Stage (6)3.3Consolidation Stage (7)4.Teaching Plan Design (8)5.Conclusion (13)References (14)Acknowledgements (15)The Application of Task-Based Language Teaching Methodin Reading Class1. IntroductionReading teaching is a focus of English language teaching. Teachers as well as their appropriate teaching methodologies play very important roles in English reading teaching, which makes it possible for learners to form proper reading habits and master superior reading skills. However, the traditional reading teaching method cannot always adapt to the current teaching situation and sometimes cannot follow the developments of the students’ comprehensive qualities.“With the direction of new curriculum standard, teachers should bear in mind that both teaching methodologies and processes must emphasize the principles of “learner-centered” and “learning-centered”to promote students’self-realization and active development.”[1](P.29) Thus, in order to fulfill the goal, Task-Based Language Teaching Method is proposed.2.Task-Based Language Teaching Method2.1 The Definition of Task-Based Language Teaching MethodTask-Based Language Teaching Method is a teaching method that aims to make learners accomplish a series of given tasks in the process of language teaching. “Forster (1999) considers TBLT as a methodology in which teachers give students tasks to complete instead of teaching them language items, and provide them with a natural language learning environment to achieve better outcomes.”[2] (P.1) According to John Dewey (1859), Task-Based Language Teaching Method is actually a process of “learning by doing”, which means students should obtain knowledge through practice. However, Task-Based Language Teaching Method must be promoted under teachers’ guidance to cultivate students' comprehensive language using abilities through their perception, experience, practice, participation and cooperation so as toenhance students’ comprehensive abilities..2.2 The Differences between Traditional Teaching Methods And Task-Based Language Teaching Method in Reading Class2.2.1 Different Teaching PurposeIn traditional English reading class, the major target is to make students familiar with language items such as new words and grammatical structures .However, “one of the basic ideas of new curriculum standard emphasizes that “It is important to enhance students’abilities of collecting and processing information , improve their analysis and problem solving skills according to their cognitive characteristics and learning development needs ,and create necessary conditions for students’ further learning and development.”[3] (P.22)Therefore, Task-Based Language Teaching Method not only requires students to understand the basic language knowledge, but also needs teachers to exercise students’ r eading abilities and strategies to foster their superior all-round abilities.2.2.2 Different Teaching ProcessIn traditional English reading class, teachers usually explain meaning of the new words, analyze the grammatical structures ,and translate the whole text and students are demanded to recite all knowledge automatically .In this process, teachers always play a leading role. But if teachers adopt Task-Based Language Teaching Method in reading class ,the teaching procedure is distinct .Teacher may ask students to do some researches or teachers may organize some relative activities so as to let students know the background information about the passage. Then students read the passage and finish a series of relative tasks independently so in this process teachers are just organizers but students play a leading role.2.2.3 Different Teaching AchievementsIn traditional English reading class, students may only learn basic language knowledge, but it’s much more difficult for them to remember all of the language knowledge by rote learning because English is not their mother tongue and they may lack motivation gradually. But with Task-Based Language Teaching Method, an independent learning environment is created, which to a great extent stimulatestudents learning initiative, intensify the sense of participation and also make it easier to understand and master language knowledge.In conclusion, presenting or explaining takes a large proportion in traditional methods of reading teaching. “But a potential problem with explanations is that they can be highly intellectually challenging, thus making them inaccessible to many learners. This inaccessibility can be heightened by the use of linguistic words like noun, adverb, noun phrase-which some learners will simply not have come across before.” [4] (P.237) So it is necessary to promote Task-Based Language Teaching Method in reading class to solve this problem.2.3 Task DesignTask design is a key part of Task-Based Language Teaching Method. Whether the tasks designed by teachers are practicable and effective or not will directly affect the schedules and the outcomes of the reading class. Therefore, teachers should take students’ characters and differences into consideration and then design proper tasks carefully.2.3.1 The Definition of A Task“According to Long (1985:89) a task is a piece of work undertaken for oneself or for others, freely or for some reward.” [5](P.27)“Willis (1996:23) defined that tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” [5](P.27)Actually, a task is something that learners are required to do a series of things which is arranged in advance in order to fulfill some goals.2.3.2 Components of A Task in Reading Class“Clark, Scarino and Brownell (1994:40) believe that a task has four main components: a purpose, a context, a process and a product.” [4](P.28)a. “A Purpose” [5](P.28): before reading class, students should know what they are hoped to achieve. For example, they should know some new words through reading passage or get the main point of the passage rather than just do some activities without learning anything.b. “A Context” [5](P.28): it means that the tasks should be carried out undersome special setting. For example, the passage is talking about a story that happened in a restaurant. Then the teacher may ask students to hold a roll playing games and to simulate customers and waiters to act a drama. In this way, we can say the teacher organize the task with a context.c. “A P rocess”[5](P.28):it means the stage of the tasks which should be arranged by teachers in advance .Under teachers guidance , students can know when and what they should do in every stage of a reading class.d. “A Product” [5](P.28) : it means the outcome or achievements .Teachers should examine what students learn from the tasks and judge whether more explainations or tasks should be done to consolidate the teaching results.2.4 The Principles of Applying Task-Based Language Teaching Method in Reading ClassThere are several principles which are related to effective reading teaching by using Task-Based Language Teaching Method .Teachers must pay attention to the principles and make sure the reading teaching can go on smoothly and efficiently.2.4.1 Clear Goal And Systematic ProcessTeachers should make sure the teaching goal, be familiar with the content of reading materials, distinguish the difficult and important issues, and thus set up a systematic teaching arrangement of tasks and teaching process to insure an organized teaching process. “Today’s education trend emphasize on personalized education.”[6](P74)So, when design the teaching goals and teaching process, teachers should take students’ personalized education into consideration and teach them according to their aptitude.2.4.2 Correlation And Step by StepClass tasks cannot be out of teaching materials and should be designed on the basis of teaching materials as extension .Therefore, correlation requires the tasks designed by teachers should be related to the context of the reading materials. At the same time, according to “The Task-Dependency and The Task Chain Principle,” [7] (P.125) teachers should respect the differences of students’ development and follow the rules of development of students’ ability when they design the tasks. The tasks should be from easy to difficult, which can offer different level students opportunities topractice and develop.2.4.3 FlexibilityUnder the situation of Task-Based Language Teaching Method, we regard teachers as “managers”[8](P.89)whose duty is “manage or administrate students’learning activities effectively.”[8](P.89)Although we advocate the Task-Based Language Teaching Method in reading class, it doesn’t mean that any other teaching methods are prohibited. So, teachers should be flexible enough to adjust the teaching strategies if the Task-Based Language Teaching Method is inappropriate on some occasions in order to get better outcomes.2.4.4 All-Round Abilities“Teachers should pay equal attention to both knowledge and skills to develop students’comprehensive skills.”[9] (P.182) For one thing, teachers should pass on language knowledge to students. For another, teachers should enlighten their imagination, creation and effective reading strategies to cultivate their all-round abilities.2.4.5 “The Student-Centered P rinciple” [10](P174)Teaching activities should focus on students’ requirement and development. “Long (1998) has argued that the tasks should be chosen according to learner needs.”[11] (P.54) The content of the task should be chosen according to the levels of knowledge of students and the rules of tasks should be simple. In addition, more opportunities of language practice should be given to students and the student-centered principle should be followed.3. The Application of Task-Based Language Teaching Method in Reading classI divided it into three stages: preparation stage, implementation stage and consolidation stage.3.1 Preparation StageDifferent from the traditional reading class, Task-Based Language TeachingMethod requires “teachers to change teaching ideas and try their best to change their roles from those who passively accept curriculum objectives and fixed teaching methods to the designers of the class activities”. [12] (P.224) So, in this stage, it’s important for teachers to know teaching goals and make full use of appropriate ways to stimulate students’ learning enthusiasm. Teachers must do the following :(1)Teachers must study teaching materials carefully, set up the teaching goals andmake sure the teaching props are available in order to keep teaching process going on smoothly.(2)Let students to do some research which is interrelated to target materials to letthem understand the background information and stimulate their learning interest. In this stage, tasks should be simple enough to enhance the self-confidence of students.(3)Before reading the target passage, teachers can guide students to review somelearned knowledge or lead in new lessons by using some activities to draw their attention rather than let them read the passage directly. For example, it is generally used to ask some questions to draw students’ attention, like “What did you do on your weekend?”and “What is your favorite sports?”What I want to mention is that no matter what kind of questions are asked, they must tally with the context of the passage so that students are able to acquaint the background information of the passage and the following tasks.(4) Teachers can also make full of multimedia equipment to set up more vividtasks, which may better stimulate curiosity and interest of students because multimedia equipment can be combined with colorful pictures and vivid animation and sound effects, which can give the students rich sensory experience and increase the impression of knowledge.3.2 Implementation StageImplementation stage is the core stage of Task-Based Language Teaching Method. In this process, teachers and students cooperate with each other and students exert their subjectivity of learning under the teachers’guidance. “It’s an effective way to build a task link through combining multiple small tasks to promote the realization ofthe overall teaching goal.” [13] (P.72) Teachers can let students do a lot of small tasks by using Task-Based Language Teaching Method, which can not only accelerate the students’ reading speed b ut also reinforce their understanding of the main point and structures of the passage to realize the teaching goals gradually.There are several concrete steps:(1)In this stage, teachers should guide students to pay attention to the main idea of the whole passage. So, Task-Based Language Teaching Method advocates that students should read the passage with some crucial questions in their minds before reading, which reminds them to pay more attention to some pivotal information of the passage. According to the structure of the passage, the questions should involve six elements: when, where, who, how and why, which help to increase their understanding towards main idea of the passage. During the process of reading, teachers can help students understand the meaning of the questions, then let them read the passage and find the right answers from the passage on their own.(2)Then, teachers should let students know clear about the structure of the passage to add their understanding towards passage, so it is necessary to let students divide the whole passage into several parts and conclude the key points of each part.(3)It is very important to set up questions from easy to difficult .For example, during a reading class, teachers usually let students read the passage for about three to four times. For the first time of reading the passage, the answers of the questions should be obvious, which can be easily found even though students cannot understand some of the new words and sentences. For the second and the third times of reading ,the tasks can relate to more detailed information and the auth or’s intention like “what can you infer from the passage?” ,“What’s the author’s attitude ?” or “What do you think is the best title of the passage?”3.3 Consolidation StageIf successfully complete the above tasks, teachers should lead students into consolidate learning stage, which is on the premise that students have been familiar with the main points of the passage. According to Herbert H, Clark, “Language is used for doing something.”[13](P.71) Therefore, teachers should focus on training students’ ability of using knowledge to solve problems. In this stage, there are manyvivid and flexible tasks can be held to reinforce the students’ impression towards the passage. The types of the tasks are diverse, which can be oral or written. The most common way is to divide students into several groups to hold some games, or let students to imitate the passage to write an essay. In this stage, tasks are held to help students to memorize the knowledge and apply the theoretical knowledge into practical use.4.Teaching Plan DesignNow I will choose a reading material of secondary school as an example and use Task-Based Language Teaching Method to design a lesson plan of a reading class. I．Background InformationSubject: Love.Students: Junior High School Students (Grade Eight).II．Teaching Materials:Where is Love? How can we find Love?Once a little boy wanted to meet Love. He knew it was a long trip to where Love lived, so he got his things ready with some pizzas and drinks and started off. When he passed three streets, he saw an old woman sitting in the park and watching some birds. She looked very hungry. The boy gave her a pizza. She took it and smiled at him. The smile was so beautiful that he wanted to see it again, so he gave her a Coke. She smiled once again. The boy was very happy.They sat there all the afternoon, eating and smiling, but they said nothing. When it grew dark, the boy decided to leave. But before he had gone more than a few steps, he turned around, ran back to the old woman and gave her a hug. The woman gave him her biggest smile ever.When the boy opened the door of his house, his mother was surprised by the look of joy(快乐)on his face and asked what had made him so happy. “I had lunch with Love. She has got the most beautiful smile in the world.” At the same time, the old woman, s son was also surprised at his mother, s pleasure and asked why.“I ate a pizza in the park with Love,” she said, “and he is much younger than I expected.”If the world is full of love, we can enjoy a better life. [14]III．Teaching Goals:a.Let students understand the contents of the passage.b.Let students master the basic usage of past tense and the usage of someimportant phrases: give somebody something, see somebody doing something, want to do something.c.Let students find love, experience love, be grateful and always get ready tohelp others to foster students’ positive attitudes towards life and world. IV．Teaching PreparationMake sure the cards, PPT, multimedia equipment, blackboard, chalks and reading materials are available.V．Teaching Processa.Warming-up(1)Before class, divide students into several groups and then let them cooperatewith their group members to do a survey and finish the survey sheet.E．g:(2)Let students do a free talk according to the survey results.Free talk: Who loves you in your life?Who do you love very much? Why?Comments:In this part, the main task is to let students know the topic and the background information of the passage. The target reading material is about “Love” .So the teacher let students to do a survey to stimulate their elementary perception towards the topic. Then, a free talk is held to give students a free thinking space to increase their learning interest.b.Lead in(1)Let the students read the passage independently and then answer the following simple questions:1. One day, a boy wanted to find ( ).A. his friendsB. his motherC. an old womanD. “Love”2. he saw ( )sitting in the park and watching some birds.A. an old womanB. a young ladyC. a girlD. his mother3. The boy gave the woman ( ).A. a pizzaB. a CokeC. a pizza and a CokeD. nothing4. The old woman gave the boy ( )A. moneyB. pizzaC. smileD. Coke5. The boy and the old woman feel ( ) after they returned to home.A. sadB. happyC. hungryD. surprised(2) Launch an activity---“Find Brothers”:want—wanted decide---decidedgive—gave is---wasmeet---met are--werelook—looked get---gottake---took have---hadsit---sat do----didask---asked eat---ateWrite down the verb prototypes and their past tense on some cards. When the teacher show a verb prototype card, the students must find his brother (its past tense card) promptly then stick them on the blackboard.(2)According to the passage, fill in the blanks with proper form of above wordsand read the sentences together.1. Once a little boy ______to meet Love.2. When he passed three streets, he ___ an old woman _______ in the park andwatching some birds.3. She looked very hungry. The boy ____ her a pizza. She ____ it and smiledat him.4. The smile ___ so beautiful that he ______ to see it again.5. When it grew dark, the boy _______ _______ leave.(3)Let the students read the passage again and answer the following moredifficult questions:1.Translate the sentence: “The smile was so beautiful that he wanted to see it”into Chinese.2. Did the boy finally meet the love?A. Yes, he did.B. No, he didn’tC.I don’t know3. Why the old woman felt so happy, too?A. Because she ate the pizza.B. Because she saw some birds in the park.C. Because she met a small boy.D. Because the boy gave her some food when she was hungry and she alsomet the Love.4. From the whole passage, we can see that the boy was very ( )A. hard-workingB. friendlyC. sillyD. honestComments:Firstly, let students skim the passage and find out some basic information to answer the questions, which are very easy to finish but can help students master the main point of the passage. Then, let students to do an activity to master the basic rules of past tense. It’s more effective to combine those boring language points with vivid activities. Then, students read the passage again, and find important word expressions and make further efforts to understand the details of passage. In this process, the tasks are from easy to difficult, which conforms to the order of development of students’ability.c. Practice and Presentation:(1)Let each group cooperate with each other to design a roll playing activity. It requires each member of the group to play different roles and create dialogues according to the passage and then make up a story.(2) Fill in the blanks with proper form.1. When he was a child, he(want)_____to be a teacher, but now he (is)_____adoctor.2. Yesterday she (give)_____me a book.3. There (is)_____a small house next to the lake ten years ago.4. Who (take)_____my umbrella?5. I see some boys (play)_____football on the playground.6. Today is her birthday and I decide (give)_____her a big surprise.7. Did you see Mary yesterday?Yes, I (do)____.VI．HomeworkLet students write a passage to express the love towards their motherWrite a passage: Do you know there’s a festival for our mothers? How did you spend Mother’s Day with your mother?What did you do for your mother? Did you give your mother a present? Please write a passage about “Mother’s Day” and show your love to your mother. In the passage, you are demanded to use past tense.Comments: It is the consolidation stage that help students understand and memory the previously learned knowledge better. In this process, the teacher let students do a roll play according to the passage to stimulate students’creativity and imagination .Through role playing activity, the teacher create an active class atmosphere for students to show themselves. Students are encouraged to show their personality and exercise their listening and speaking skills. Then, students are asked to use some key words to fill in the blank and write an essay by using past tense to consolidate the usage of those key expressions and past tense. Through writing an essay, students can be full of grateful feelings to express their love towards theirmothers and foster positive attitudes towards life and world.In a word, in the whole process of reading teaching , the teacher design a series of targeted tasks ,which is from easy to difficult, to exercise students’ability of reading ,listening ,speaking and writing thus promote their comprehensive language skills .Meanwhile, the meaningful reading topic teach students how to love and help to cultivate students’ healthy personality.5.ConclusionTask-Based Language Teaching Method is widely used in reading class to make sure the effective reading teaching is available and p romote students’ abilities of “perception, experience, practice, participation and cooperation,”[15](P.11)etc. The application of Task-Based Language Teaching Method in reading class aims to foster stude nts’ independent reading abilit ies and enhance their comprehensive language abilities by setting up various vivid tasks and activities during the process of reading .There are three stages of Task-Based Language Teaching Method and some crucial principles should be followed so learners have to complete those tasks and activities step by step under teachers’correct guidance. Task-Based Language Teaching Method also provides students with opportunities of practice, communication and cooperation to develop their self-study abilities and teamwork spirits so that their reading skills will be further developed and their learning interest and enthusiasm will be well stimulated.References[1]宋桂月.金莺.全日制义务教育普通高级中学英语课程标准教师读本[M].武汉：华中师范大学出版社,2002.[2] 刘星. Assessment of TBLT in the College English Classroom in China and Measures toDeal with Problems [J].Reading and Writing Periodical, 2009, 6 (4).[3] 高凤江.普通高中英语课程标准理念下的外语教学策略[J] . 国外外语教学,2005 (4).[4] Keith Johnson . Foreign Language Learning and Teaching [M]. 外语教学与研究出版社，2002.[5] 王蔷.英语教学法教程[M].北京:高等教育出版社，2006.[6] 孙向阳.教师教育科研最需要什么[M].南京大学出版社，2010.[7] 夏曙光.英语任务型教学中任务的设计：原则、内容与方式[J]黑河学刊，2012 (6).[8] 佚名.中考英语综合复习汇编：阅读理解（一）[EB/OL], (2010-7-18)[2013-3-27]./html/zhongkaopindao/2009nianzhongkaozhenti/20100718/39102.html[9] 潘高.“任务型”大学英语口语课中师生角色的探讨[J].长春理工大学学报（社会科学版），2012(4).[10] Chaomuerlege. 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