Application Of Task-based Teaching Approach To English Reading Class In Senior Middle School

Reading is used most frequently in the use of English language. It is amost important means by which people obtain information and a mosteffecti’ve approach to improving students English levels. To develop’students ability of reading comprehension is the main object of the Englishteaching for senior high school in our country, also is the test focal point.But this is just the weakest part for most students. Reading speed, the abilityof searching for information, the ability of predicting or judging and so on’all affect the students reading quality. So how to make students read fastand efficiently turns out to be a main object for English teachers to explorethese years.As one of the most dominant teaching approaches in the world today, theTask-Based Teaching (TBT)is becoming a catchword in English teachingcircles in China. The New National Criterion for English Course isadvocating task-based approach in EFL teaching of the middle school. Itexplicitly points out that to carry out the task-based approach is to developthe students’ comprehensive ability of language use in the course of Englishteaching. The task-based teaching advocates students’ experiencing，practicing, participating, communicating and cooperating with the t’eachershelp. The students obtain a sense of success by achieving a goal. Task-basedapproach emphasizes that the students perform tasks in English.But at present, for most of the teachers in China, task-based teachingmethod is a completely new model although a lot of experts in and out ofChina have done researches into task-based teaching and learning. Inaddition, the New Curriculum Criteria just gives a simple introduction of task-based approach, so there exist a lot of difficulties in how to utilize thismodel, especially the teachers of English are short of conventions ontask-based reading in English. Besides, the present teaching situation whichis still a traditional teaching does not quite appeal to it. Thus, only one aimencourages the students to learn---the good marks for the examinations. As aresult most students will lose their interest and learning becomes a bigburden. In some other situations where the tasks are used improperly, thetasks are not scientifically presented in the classroom or too mechanicallyused. The teacher in the classroom almost says nothing except for a fewcommanding or commenting words. In such a classroom, learning is likeplaying and the class atmosphere is quite warm and lively, but the teachingresult is quite disappointed. The teacher won’t effectively finish theprescriptive teaching duty and the students can’t do well in the examinations.Hence, it is quite necessary for us to study the implication of TBT and probeinto a feasible way to implement TBT theory in the senior high school.There is great significance to promote the performance and practice of theEnglish Curriculum Criteria.