【正文】 在初、中、高三個(gè)階段在對(duì)外漢語口語課堂中的應(yīng)用,并對(duì)任務(wù)型教學(xué)法進(jìn)行了較為客觀的評(píng)價(jià)。任務(wù)型教學(xué)法產(chǎn)生于國外，始于1979年，（Bangalore Project）提出了許多任務(wù)類型，并把學(xué)習(xí)內(nèi)容設(shè)計(jì)成各種交際任務(wù)，讓學(xué)生通過完成任務(wù)進(jìn)行學(xué)習(xí)。近年來，國際上廣泛采用任務(wù)型教學(xué)途徑。教師應(yīng)依據(jù)課程的總體目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動(dòng)，吸引和組織他們積極參與。為此,我們在課堂進(jìn)行了任務(wù)型教學(xué)模式的研究,旨在構(gòu)建小學(xué)英語任務(wù)型教學(xué)模式的課堂結(jié)構(gòu)和提供一套相應(yīng)的操作措施。教師必須深入分析教材，把握各個(gè)單元的語言功能話題在真實(shí)生活中的運(yùn)用情景，根據(jù)教學(xué)內(nèi)容、教學(xué)條件以及師生狀況，設(shè)計(jì)出符合真實(shí)生活的任務(wù)型教學(xué)活動(dòng)。由于學(xué)生的語言知識(shí)和語言技能與完成任務(wù)之間存在著差距，他們需要通過學(xué)習(xí)來獲得完成教學(xué)任務(wù)的知識(shí)教學(xué)的技能。在完成上述教學(xué)活動(dòng)之后，教師可把教學(xué)進(jìn)程自然過渡到完成任務(wù)上來。而在布置家庭作業(yè)時(shí)，教師應(yīng)擬出一至兩個(gè)與教學(xué)內(nèi)容和話題任務(wù)相關(guān)的話題，讓學(xué)生在下一節(jié)課以小組為單位進(jìn)行匯報(bào)或表演。教師設(shè)計(jì)活動(dòng)時(shí)，必須根據(jù)教學(xué)內(nèi)容設(shè)計(jì)適合學(xué)生水平的任務(wù)，要讓學(xué)生有事可做、有話可說，并讓學(xué)生感受到“我能做我會(huì)做”。任務(wù)型教學(xué)采取合作學(xué)習(xí)，注意組內(nèi)的合理分工 任務(wù)型教學(xué)中所設(shè)計(jì)的任務(wù)大部分依靠小組活動(dòng)來完成，小組的作用不僅體現(xiàn)在課堂上，它還可以延伸到課外，取得良好的效果。因此，學(xué)生在組內(nèi)要有明確的分工。當(dāng)然，這一教學(xué)模式還有好些問題有待于解決，比如任務(wù)的選擇并有進(jìn)行需求分析，任務(wù)的等級(jí)評(píng)定也是任意的，并且任何形式中心的活動(dòng)在語言教學(xué)中都受到排斥，學(xué)生以對(duì)子或小組的形式來完成任務(wù)，教師在其間不直接指導(dǎo)都有待進(jìn)一步探討和研究。English readingi任務(wù)型教學(xué)法在中學(xué)英語閱讀課中的應(yīng)用摘要: 初中英語閱讀教學(xué)是英語教學(xué)中一個(gè)非常重要的部分。然后提出了任務(wù)型教學(xué)英語閱讀的教學(xué)模式為了克服這些困難。 Wllis 18)All the experts mentioned above had given their own definitions to a task on different example, Breen sees a task as a workplan, which have the overall purposes of facilitating language learning from the simple and brief exercise , Skehan described the five key characteristics of a my opinion, I think a task is that the teacher puts forward some requirements that you need to do some activities to acplish by using some task is that people do some things in order to achieve some goals and the activities carried out by people bee a necessity in the language Taskbased language teaching in readingTaskbased language teaching is a kind of effective approach which was first started and radically established since is a development of Communicative Language is first put forward by experts had given other definitions of taskbased language thought taskbased language teaching is an approach to the design of language course in which the point of departure is not an ordered list of linguistic items, but a collection of tasks.(Nunan1938)Jane Willis thinks taskbased language teaching is an approach to language teaching which makes use of authentic materials in municative pedagogical tasks３reflect realworld tasks that the learners in a given situation would plete as a part of their daily tasks act as building blocks to an ultimate , TBLT relies both on the learner’s ability to learn analytically and on the teacher’s flexibility and creativity are demanded as he/she diagnoses the outes of each task and creates new materials in response to newly revealed learner is a plex approach to language teaching, but in its plexity it responds to both current SLA theory as well as the practical needs of the classroom.(Willis7275)The taskbased approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.(Hong Kong’s English Syllabus)According to those definitions of taskbased language teaching, a lot of scholars tend to put it into teaching reading in Junior order to use it effectively, people do some many researches from abroad and at other countries, Prabhu gave a definition to a task in his book Second Language carried out the famous Bangalore Communicational Teaching Project in India for around five put forward a lot of task types, and designed the content into a variety of municative tasks learning to let students learn by pleting ’s Bangalore Communicational Teaching Project is a milestone in Second Language teaching and he has laid a solid basis for the further development of taskbased language teaching.(Prabhu5356)Jane Willis and Peter Skehan put forward a model for achieving the concerned about the balance the munication on one hand, and form a general on the other framework of the model is pretask, duringtask and emphasized a methodology for using tasks to bine naturalness of munication with opportunities to focus on made a similar attempt to show how balance between form and meaning can be addition, he tried to link the methodology to the informationprocessing framework more put tasks at the center of Second Language teaching and learning, which gives opportunities to learn ’s more, they gave a clear, practical and readymade framework for taskbased teachers and framework results from extensive trials of TBLT all over the the methodological procedures for implementing the taskbased language teaching workplan in class, Rod Ellis takes into two kinds of procedures: the lesson plan and participatory purpose of the taskbased methodology is to give４opportunities for language learning and skills development by means of building the cooperation to these researchers and other researchers’ study, it contributes to the development of taskbased give the direction of taskbased approach in English teaching and learning as a foreign also, they give a clue for our country’s study in taskbased China, the research of the taskbased language teaching started in Jimei and Wu Xudong firstly introduced taskbased language teaching to many researchers tend to put it into English teaching, especially in teaching the reading of the carry out of The English Curriculum Standard, the study has developed , their study is still at the beginning of the recent years, many scholars and English teachers strive to put the taskbased language teaching into reading teaching such as Lu Li, Lin Lixian, and Ma Li made an experiment of oneyear taskbased language teaching in the middle school and found that experimental class made more progress in listening and writing than the control Yinghua analyzed the characteristics of the taskbased reading instruction and made an attempt on the bination of taskbased language teaching model with the traditional her point of view, the effective integration of the taskbased language teaching model with the traditional languagefocused reading model brings about the improvement of students’ language prehensio