The Application And Reflection Of TBLT In High School

The Ministry of Education of China put Curriculum Standard of English into practice in 2001. Then, a new set of textbooks (SEFC) published by People's Education Press has been used since the autumn of 2003. Because task-based English teaching is initiated in the Curriculum Standard, on the basis of the combination of topic, function and structure, task-based activities are designed in each part of the new textbooks. From then on, the research and application of task-based English teaching have been carried out all over China.Now the idea of task-based English teaching has been widely accepted by teachers.In practice, however, the writer of this paper finds that many teachers fail to understand the nature and characteristics of "task", and that they misuse this new language pedagogy in English teaching and learning. They think that they have to design tasks in every lesson and that exercises are equal to tasks. They hardly know how to design tasks or how to evaluate tasks. To some extend, therefore, they are still using traditional teaching method — paying more attention to the forms of the language than to the meanings of the language.This paper first introduces some relevant theories of task-based English teaching to make it clear what we should keep in mind when teaching in class. Then, according to the characteristics of the new textbooks, the writer devotes the main part of the paper to the application of task-based English teaching in warming up, listening, speaking, reading, language study, integrating skills, etc. Finally, he makes a reflection about the application of task-based English teaching in class. By doing so, he hopes to achieve the goals stipulated in the Curriculum Standard of English, to develop students' abilities of using language in practice, and to lay the foundation of students' lifelong development.