The Application Of TBLT In Reading-Teaching For Senior Middle School Students

Reading comprehension plays an important role in English teaching. It is the dominate way of language input, and the reading ability forms an indispensable part in English learning. Therefore, the students’reading ability and the problems in English reading teaching attracted the attention of English teachers. Chinese students, not only students from the primary school, but also those from middle schools, strongly depended on their teachers. If the students come across a problem in the study, they generally seek help from their teachers, which makes them lost their ability to understand articles, to answer questions, to think by themselves. Most students give priority to the test point, but ignore their practice ability’s training. Task-based teaching method as a new English teaching method is getting more and more attention both at home and abroad. It mainly emphasizes "learning by doing", designed in order to let students doing with language and to complete certain tasks. With the help of this teaching mode, students focus more attention on the task itself. In the task, they communicate with each other, complete the task by cooperation, and language is needed just as a tool to help them to complete the task. The author uses literature review, investigation technique and experimental method, and uses the theoretical feasibility studies and the experiments, so as to prove that in senior high English classes, task-based teaching method shows its unique value and significance.This article is divided into six chapters. The first chapter introduces the background and research significance of this thesis, the second chapter introduces the application research at home and abroad of task-based teaching method in senior high school English teaching; and the third chapter mainly introduces the definition of task-based teaching method, the type and characteristics of task and theoretical basis. And the task-based teaching method’s measures and methods are carried out in the fourth chapter focuses. The fifth chapter is about the task-based teaching method’s empirical research. The sixth chapter is the summary.