【正文】 ons or some explanations, I will use the mother tongue to explain the instructions, Secondly, Questionandanswer order to change the traditional model in English teaching and improve the students’ ability to use language, then teachers adopt the askandanswer model to replace of the traditional will ask some questions to let the students the process of questionandanswer, the students improve the ability of expressing ’s more, the Presentation, Practice and Production all the teachers are familiar with the Presentation, Practice and Production(PPP)model of PPP lesson would be started by the teacher introducing a new language item６in context followed by some controlled practices, such as repetition, read the passage or dialogue and so then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview and so the students acplishing the tasks, I will let the students present their , I will ask them to practice the language points they have learned in the bine these traditional models with the taskbased language teaching it improves the efficiency of Prereading stageIn this stage, I introduce some knowledge that is necessary to achieve the tasks, and some other I put forward some tasks for the students to plete.(1)At the beginning of the class, I present some pictures to let students guess the words according to the the pictures to the students, and let them know the words and phrases: dinning hall, playground, school office, classroom building, sports hall, science building, the library and school the students master the basic names of the building in school.(2)Practice to use those phrases and words that have been learned last class: behind, front, in front of, on the right, on the right of, on one’s right, on the left, on the left of, on one’s left and between…and….And the students can use the phrases and words to describe the pictures.(3)Show the picture that the textbook used, let the students open the book and read the title together, then ask the students to get some information from the title and the picture.(4)According to the title, The Library is on the Left of the Playground, instruct the students to predict: what will the passage talk about? Whilereading stage(1) the students to read the passage quickly and to find out the new words and phrases that they think some questions about the passage on the blackboard to let the students answer after they reading the passage.① How many buildings are there in our school according to the passage? ② What are the names of the building? ③ Is the playground in the middle of the school?７(2) the students read the passage again and understand the meaning of the passage.(3)Careful the students to read the passage carefully, and catch the key , the teacher should explain what the key words are to the let them read the passage carefully and concentrate on the key , ask some questions to let the students answer.④ What is on the left of the playground? ⑤ What things are there in the library? ⑥ Where are the school offices? ⑦ How many classrooms are there in the classroom buildings? ⑧ Where is the dinning hall? ⑨ Where is the sports hall? ⑩ Where is the science building? 11 Where are the science labs and puter rooms?(4)After the students answering the questions, I let them fill the blank on the blackboard.(4)Then re。最后評價(jià)了任務(wù)型教學(xué)法的有效性。任務(wù)型教學(xué)法提倡在做中學(xué),并且通過活動旨在給學(xué)習(xí)者提供口語和書面語練習(xí)的機(jī)會。第四篇：任務(wù)型教學(xué)法 論文浙江外國語學(xué)院本科畢業(yè)設(shè)計(jì)(論文)正文目錄Abstract...................................................................................................................................i 摘要.......................................................................................................................................ii .......................................................................................................................1 review................................................................................................................2 Definition of a task......................................................................................................2 Taskbased language teaching in reading ……………………………………………3 of taskbased language teaching in reading.................................................5 Prereading stage..........................................................................................................7 Whilereading stage.....................................................................................................7 Postreading stage........................................................................................................9 ..........................................................................................................................9 .......................................................................................................................12 Works Cited.........................................................................................................................13On application of Taskbased Language Teaching in English Reading in Junior High SchoolsWu XiangzhenAbstract: The teaching of reading in junior high schools is a crucial part of teaching New English Curriculum, which advocates the method of taskbased language teaching, has been carried out throughout China for many emphasizes learning by doing and aims at providing opportunities for the learners to experiment with both spoken and written language through learning paper first analyzes some difficulties in teaching it proposes the model of taskbased language in teaching reading in order to overe these third part explores its application at three stages: prereading, whilereading and it evaluates the effectiveness of the taskbased language words: taskbased language teaching。教師的任務(wù)是：規(guī)定任務(wù)準(zhǔn)備與完成的日期、任務(wù)內(nèi)容、展示要求和注意事項(xiàng)。采用合作學(xué)習(xí)的方式有利于學(xué)生共同提高。對于低、中、高不同年級的學(xué)生，教師更要把握好任務(wù)的形式、內(nèi)容和難度。二、采用任務(wù)型教學(xué)法設(shè)計(jì)課堂教學(xué)應(yīng)注意的幾點(diǎn)筆者認(rèn)為，“任務(wù)型”教學(xué)活動中所設(shè)置的活動要有明確的目的性和可操作活動應(yīng)以學(xué)生的生活經(jīng)驗(yàn)和