Task-based English Reading Teaching In Senior One

The method of Task-based language teaching(TBLT) has been developed more than 30 years, and it is recognized and accepted by experts and scholars at home and abroad. This method is also promulgated in the new English curriculum standard in our country. Through the experimental study in Class 9 and 10 of senior one students in Chongqing Experimental High School, the author tried to explore the following issues:(1) How does the TBLT method impact the English reading level of senior one students?(2) How does the TBLT method impact the English reading interest of senior one students?Based on the above mentioned purposes, the author mainly adopted these methods, including questionnaire survey, interview and classroom observation, etc. The process of research is as following: Before the experiment:(1) Questionnaire survey. Through the questionnaire to Class 9 and 10 of senior one students, we tried to find their interests and levels of English reading, and their attitudes toward TBLT method.(2) Teachers interview. The author chose the English teachers of class 9 and 10 to ask them some questions to know their understandings of TBLT method and whether they adopt these methods in reading class.(3) Classroom observation. The author observed the reading teaching method of the two classes’ English teachers and the performances of students.(4) The pre-test English reading comprehension. The author took the test to these two classes in order to know their levels of English reading. In the process of experiment: The author set Class 9 as the experimental class and used TBLT method in English reading while class 10 was the control one and employ 3P method. The author observed the performances of students to know their changes of English reading interests. After the experiment:(1) Questionnaire survey. Through the questionnaire to Class 9 and 10 of senior one students, we tried to find whether their attitudes toward TBLT method, the interests and the levels of English reading have changed.(2) The post-test of English reading comprehension. The author took the test to the two classes in order to know the changes of English reading levels.The author made a contrastive analysis of the two classes before and after the experiment: From the point of questionnaire survey, the experimental students’ English reading interests and levels increased significantly; From the point of classroom observation, the experimental class’ students is more positive and the interests of learning English is obviously improved; From the point of scores, the scores of class 9 improved greatly and obviously higher than class 10. Therefore, the results show that TBLT method can promote the level of English reading and inspire the interest of senior one students effectively.