| English Curriculum Standards for Senior High Schools(2017 Edition,and 2020 revision)clearly states that teachers should expand teaching content and supplement discourse from two dimensions of depth and breadth,so as to ensure that students should be able to read relevant reading materials when they graduate from high school.The weekly amount of extracurricular reading should be no less than 2,500 words and the total amount should be no less than 100,000 words.This standard raises the depth of reading teaching to a higher level,indicating the significance of cultivating deep reading ability.This study is devoted to the application of task-based language teaching in English reading class of senior high school,aiming at promoting high school students’ English deep reading ability by task-based language teaching.This study takes 54 senior high school students in Valley High School in Yizhou District as research subjects.The specific research questions are as follows:(1)What problems do senior high school students have in deep English reading?(2)What is the impact of TBLT on the reading achievement of students at different levels? In this study,some research instruments like pre-test,interview,teaching reflection diary are adopted to study research subjects first,and then try to solve problems through the first round of action research,and later conduct the second round of action research to solve new problems,analyze and evaluate the research effect through post-test and interview with six randomly selected students in the class.Finally,the tests and interview recordings were collated,summarised and analysed to understand the impact of task-based teaching on students’ development of English deep reading ability.Through the research,it has been found that some students do not have the ability to read deeply,that is,reasoning ability,guessing ability,summarizing ability are insufficient.Secondly,the results of the first round of action research show that after more than one semester of learning,task-based teaching method can stimulate students’ interest and enthusiasm,but there are some problems such as unreasonable allocation of group discussion and presentation time,unreasonable grouping,and insufficient difficulty of task chain.The results of the second round of action research show that task-based teaching can effectively improve students’ reading scores,but how to improve the use of target language for demonstration teaching and cultivate their output ability still needs further research.In addition,the task-based language teaching has different effects on the reading performance of students at different levels.It has a greater impact on the English performance of top students and can effectively improve their language and logical thinking skills;while it has a relatively small impact on the performance of intermediate and underachievers,although it can motivate them to learn.Based on the findings of the above studies,the researcher proposes the following recommendations for teaching English reading in high schools.First,students need to change traditional learning methods and ways of thinking,and actively broaden the depth and breadth of reading through cooperative learning and inquiry learning,so as to constantly cultivate and improve higher-order thinking ability.Secondly,according to the concept of stratified teaching and the interests of students,teachers need to fully design tasks of different difficulties,discussion and presentation time before class,and allocate study groups reasonably,so as to maximize the talents of each student and stimulate their enthusiasm and self-confidence.Finally,the tasks designed by teachers should not only be interesting,but also integrate into the core quality of English subjects.Only by constantly summarizing and reflecting and optimizing design,can we continuously reflect and improve teaching in teaching practice,improve personal professional ability,and truly realize teaching with pleasure. |
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