【正文】 ers can be the participants of the task, at the same time, the teachers can be the monitor or instructor. (6) Situation. Situation means the environment the task operated, including municative context, sometimes may mention the organizing forms of the class tasks. The superiorities of this approach First, it is advantageous to the growth of students. The process of the performing of the TaskBased Language Teaching is a process that both the teachers and students participate, interact and improve together. The teachers and students design the tasks, discuss the problems and deal with the difficulties together, students participate in the teaching activities actively, and improve themselves constantly, and thus, they can grow up gradually in relaxing environment which is good for the development of oneself. Second, it is helpful for arousing the students’ interest in learning. TaskBased Language Teaching emphasizes drawing the authentic language material into the learning environment, for the reason that having close relationship with real language environment can make the students participate in the municative activities more and more actively, moreover, in this way, we also make the boring material vivid, as a result, we can obtain good results. Finally, it is good for the development of the students’ prehensive quality. TaskBased Language Teaching involves various learning activities, many kinds of knowledge and skills。 therefore, it promotes the infiltration between English subject and other subjects, which does good to the prehensive development of students’ prehensive quality.編號:本科生畢業(yè)論文設(shè)計題目：任務(wù)型教學(xué)法在高中英語閱讀 課的應(yīng)用作者姓名： XX指導(dǎo)教師： XXXXX所在學(xué)院：XXX學(xué)院專 業(yè)： 英語教育班 級： XXX級X班完成日期： XXXX 年5 月8日The Application of Taskbased Language Learning Approach in English Reading Teaching in Senior High SchoolBYXXXXProf. XXXX, TutorA Thesis Submitted to Department of English Language and Literature in Partial Fulfillment of the Requirements for the Degree of in EnglishAt XXXXXXUniversityMay 8th, XXXX摘要閱讀能力是學(xué)生寫作能力的基礎(chǔ)，也是為學(xué)生口語表達積累素材的基礎(chǔ)，英語課程標準就把閱讀能力作為英語教學(xué)的重要目標之一。但在傳統(tǒng)的高中閱讀教學(xué)中，閱讀對于大多數(shù)學(xué)生而言仍然是一個薄弱環(huán)節(jié)，封閉而被動的閱讀讓學(xué)生感到枯燥而無聊，不要說寫作能力和表達能力的培養(yǎng)，就算是基本的閱讀能力培養(yǎng)都是問題。究其原因，還是學(xué)生的主體性沒有得到發(fā)揮，學(xué)生在被動中缺少學(xué)習(xí)的熱情，效果自然不好。隨著英語課程標準提出的任務(wù)型的活動，現(xiàn)在越來越多的老師開始熟悉并運用任務(wù)型語言教學(xué)法（TBLT）。任務(wù)型教學(xué)法以其情境真實、多元參與、激發(fā)興趣、因材施教而受到廣大英語教師和學(xué)習(xí)者的歡迎。在本文中，筆者就任務(wù)型教學(xué)法及其運用作了詳細的介紹，并且將任務(wù)型教學(xué)法與傳統(tǒng)的高中英語閱讀教學(xué)進行了比較，列舉了傳統(tǒng)模式的不足和造成這些不足的原因以及應(yīng)對策略，與此同時，介紹了任務(wù)型教學(xué)法在現(xiàn)在高中英語閱讀教學(xué)中的應(yīng)用及其優(yōu)越性。通過研究與對比，不難發(fā)現(xiàn)任務(wù)型教學(xué)法更加有利于學(xué)生提高閱讀能力和養(yǎng)成良好的閱讀習(xí)慣。當然，筆者同樣涉及到了任務(wù)型教學(xué)法在實際應(yīng)用中可能會遇到的問題以及解決方法，希望能不斷地完善英語閱讀的教學(xué)。關(guān)鍵詞： 任務(wù)型教學(xué)法，高中英語閱讀教學(xué)，任務(wù)，閱讀能力Abstract Reading ability is the basis of writing ability and also the basis of the accumulation of oral expression materials, and The English Syllabus take the reading ability as one of the important English teaching goals. In our traditional senior high school English reading teaching, reading for most students is still a weak link, students feel dull and bored about closed and passive reading, and there are difficulties in the cultivation of basic reading ability, not to say training writing ability and expression ability. Investigate its reason。 the students cannot play their subjectivity, and students lack learning enthusiasm in the passive situation. Naturally，the effect is not good. The English Syllabus advocates taskbased activities and more and more people know and begin to use TaskBased Language Teaching (TBLT). TBLT is popular with most English teachers and learners because of its actual situation, polyphyletic participation, arousing of interest and different teaching methods in accordance with different students’ aptitude. In this thesis, the author introduces the TaskBased Language Teaching method and its application in detail, and makes a parison between traditional senior high school English reading teaching and TaskBased Language Teaching method, and makes a list of limitations of the traditional model, and the causes and coping strategies, meanwhile, introduces the application of TaskBased Language Teaching method in the present senior high school English reading teaching and the advantages of it. Through research and parison, it is not difficult to find the TaskBased Language Teaching is more helpful for students to improve their reading ability and develop good reading habits. Of course, the author also relates to the problems which may appear in the application of TaskBased Language Teaching method and the solutions, with the hope to improve and perfect the English Reading Teaching continuously.Key words: TaskBased Language Teaching, senior high school English reading teaching, task, reading ability Table of contents1. Introduction ……………………………………………........................12. Literature review ………………………………………........................4 Research background and current situation........................................4 Definition and fundamental philosophy…………………………......4 The essence of the approach…………………………………………6 Theoretical basis……………………………………………….6 Krashen: Input Hypothesis……………………………7 Long: Interaction Hypothesis………………………....9 Principles………………………………………………........10 Characteristics of tasks……………………………………...12 Constituent elements of taskbased language approach…………..12 The superiorities of this approach………………………………....133. The current situation of English Reading Teaching………………..15 The existing problems…………………………………………….15 Single teaching pattern……………………………………...15 Boring and difficult methods………………………………..16 Simple but inefficient steps………………………………....16 The reasons………………………………………………………..17 The countermeasures……………………………………………...184. The application of this approach in reading teaching…………….20 Basic steps………………………………………………………...20 The design and how to operate them...............................................21 The advant