Application Of Task-based Teaching Approach To English Reading Teaching In Secondary Vocational Schools

Reading comprehension is very important in learning English, so thenew English Syllabus considers promoting the students’ readingcomprehension as one of the most important goals in English teaching.Reading is a main way for people to acquire information, study orentertain. Once a vocational school student owns the ability of readingby himself, he has the ability of learning by himself, and then he has afirm foundation for his further study. Therefore, improving the students’reading comprehension is an intended purpose of English teaching.Traditional reading classes are often boring, while Task-basedLanguage Approach emphasizes “learning by doing”, in which learnersengage in naturalistic learning through experiencing and exploringlanguage. Diversified tasks not only help to improve the vocationalschool students’ integrated skills in communicating in English, but alsocontribute to the cultivation of their self-study ability and co-operativespirit.The research has applied the concept of Task-based LanguageApproach to the English teaching of reading in a secondary vocationalschool. It discusses the different types of tasks that are suitable toreading class in secondary vocational schools. It gives the briefintroduction of TBLT, stating the relevant theories, the definition, featuresand types of a task; the design principles of a task etc. and then designsthe teaching procedures of task-based reading according to theframework of Jane Willis---pre-reading, while-reading and post-reading.The author analyses the relationship between Task-based LanguageApproach and reading teaching at vocational schools, and come upwith the general thinking of designing as well as detailed measures ofTask-based Reading Approach. The thesis shows the practice ofTask-based Teaching Approach in reading teaching in detail, including the teaching processes, and some samples of task-based readingteaching.