【正文】 some cannot understand the division of the tasks。 then, they ask simple questions in skimming。 The oute may be something concrete (. a report or presentation ) or something intangible ( . an agreement or the solution to a problem). It provides opportunities for learners to focus, not only on language but also on the learning process itself. It also enhances the learner’s own personal experiences as important contributing elements to classroom learning and attempt to link classroom language learning with language activation outside the classroom.These characteristics of the above show that taskbased language teaching has its own practical use in detail。 the objective may be one that they have set for themselves or one which has been set by the teacher。 and they screen out distractions and make concentration possible. How tasks to be designed must be thought. The concept of task“A task is a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play, and in between” (Long, 1985: 89).“A task is any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outes for those who undertake the task. “Task” is therefore assumed to refer to a range of work plans which have the overall purpose of facilitating language learning—from the simple and brief exercise type, to more plex and lengthy activities such as group problem—solving or simulations and decision making” (Breen, 1987: 23)“A task is a piece of classroom work which involves learners in prehending manipulating, producing or interacting in the target language while their attention is principally focused on the meaning rather on the form. The task should have a sense of pleteness, what’s more, being also to stand alone as a municative act in its own right” (Nunan, 1989: 8).From the above definitions we can see that a task can hold different meanings for different people. The definitions we have looked at share one thing in mon: they all imply that tasks involve municative language use in which the user39。 Murphy, 1987, Nunan, 1989).TaskBased Language Teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as closed as possible to how it is used in real life. However, it has stressed the importance to bine formfocused teaching with municationfocused teaching.The taskbased approach aims at providing opportunities for the learners to experience 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. What’s more, it can be used in the authentic, practical and functional use of reading teaching.Taskbased language teaching is a good method to develop students’ synthetic abilities. What’s more, teachers can see some advantages from it. For example, the tasks will engage students, challenge them, and allow for contingent interaction。skehan, Ms expression and students’ understanding. The dialogue reading teaching model just stay at the surface and it is hard to solve the problem of reading logic.All of above methods have their demerits in reading teaching。s municational teaching thought, teachers use the form of quiz instead of simply reading teaching. The synthetic utilization of assumption, solution, help and instruction urge teaching message to change from oneside activity (namely teachers teach students) to twoside munication between teachers and students.As the main body of study, the chance for students to take part in the class activities bees larger, and that changes the situation of just being taught.But there are still some bad effects in reading teaching, for teachers pay more attention to the quantity of questions, such as: There are too many controlling activities. Teachers raise so many questions about the text that students are just busy at answering the questions but lacking of thinking. Students can not grasp the point of view correctly and the practice on synthetic thought is not enough.If teachers use quiz teaching in the whole process of reading, maybe only a few of them can take part in these activities, whatsoever, most of them will be in a passive way when doing reading. In this way, teachers cannot provide a good language environment for most of students. The dialogue reading teaching model.In the dialogue reading teaching model, teachers pay too much attention to the design of teaching scene and the attendance of students. The teacher can make a dialogue with students by nature and design teaching scene from students’ point. Such as: the leadin of reading passage, the transition of teaching link and the study of language point. The alternative operations of vigorous presentation, assumption, conduction, enlightenment, conversation and munication make students have enough time to understand the content and language of the passage. Sometimes, the raise of some questions can induce students’ creativity.However, through more than one years’ practice, the writer found that there are still some questions to be noticed, such as: teachers think highly of form but despise the content, and they lay stress on the design of scene exceedingly。 it can be seen from the whole situation of senior English teaching. Therefore, many teachers have devoted their efforts to improve English reading teaching, but there are still some p