【正文】 some use the native language too much during the discussion.There are also some potential constraints that teachers need to be aware of. The first is that it may not be effective for presenting new language item. Neither may it be appropriate for those contexts where language exposure is not sufficient nor is class time limited. The second constraint is time, as teachers have to prepare taskbased activities very carefully. Teachers need to plan thoroughly and find suitable materials. They may also need to prepare materials that cater for individual differences among the students. This makes demands on the teacher, who is already busy with many other professional duties. The third is the culture of learning. Some students may find it difficult to adapt to Taskbased Language Teaching. They need to be provided with training in appropriate skills, such as problem solving, discussing, inquiring and reasoning. The fourth is level of difficulty. Students may find Taskbased Language Learning quite difficult if they do not have sufficient linguistic resources to handle holistic munication. Teachers have to make sure that the linguistic demands of a task are fortable for their students. They should also try to make sure that the topic is within the students’ experience, or can reasonably extend to their experience. It is important to be fully aware of the students’ intellectual, emotional and physical abilities. If the demands are too high or too low, the students may be frustrated. All in all, each aspect should be taken into consideration, and teachers should be more considerate when using Taskbased language teaching method in the reading teaching of senior middle school.5. Conclusion It is important to have a balance between the form and the meaning in Taskbased Language Teaching. If prepared with care, Taskbased language teaching is a very flexible form of teaching and learning. It can not only cater for different learning styles but also allow teachers to focus on meaning as well as form. The attention to students’ needs, abilities and interests offers opportunities for teachers to energize students’ learning.To conclude, it is important to remember that a method is effective only when it is appropriate to the teaching context. Therefore, when a new method or approach emerges, it is unwise to simply cast away the traditional ways and just follow the new trend. Traditional aspec。 otherwise, they could be put to death. The stage of posttask.In this stage, we always test students’ learning result, and we can see it from the following forms:Step 1: Presentation. Ask students to decide the purpose of the writer.Task: What’s the purpose of the writer?a). To attract more visitors to make a magical time journey.b). To let people know more about the Olympics.c). To amuse readers by making a magical story. d). To describe the importance of knowing the history of the Olympics.Step 2: Discussion and assessment. Ask students to carry out some municational tasks with what they have learned or express their own viewpoint with the form of discussing.Task 1: Do you agree or disagree with the following statements? Why?a) The modern Olympic Games are very important to our society. (agree\ disagree)b) It is important to win a sports match. (agree\ disagree)c) The 2008 Olympic Games will bring more good results to China. (agree\ disagree)d) The spirit of the Olympics is a good motto for sports and life in general.(agree\ disagree)Task 2: Work in groups and have a discussion after rereading the passage and looking at some pictures of China’s bid for the 2008 Olympics.Topic 1: Our government tried its best to pete for hosting the 2008 Olympic Games, which cost a lot of money. Do you think it was worthwhile to do that?Topic 2: Think about what we will do and what we can do for the 2008 Olympic Games.Here, teachers pay more attention to the context but not the form, they give some tasks to students and students can bring their imagination into full play. It is a good way to supplement the model of dialogue reading teaching and “bottomup” reading teaching. Taskbased assessmentIt can be seen clear from above that taskbased language teaching method is really a good way to improve reading efficiency. It has changed the teachercentered teaching mode basically. It can be embodied from these points:The first one is that it can cultivate students’ cooperating ability. There are many team works in activities. It helps to cultivate students’ abilities of municating, participating and cooperating and students’ discovering and solving problem petence and they bee more and more cooperative with others.Another advantage is that it can build up students’ confidence. Taskbased language teaching provides a good chance for learners to contact English and allow them to absorb or produce language according to their own speed, and students are more likely to feel ownership over language learning, resulting in greater selfconfidence and intrinsic motivation to learn English. They also feel a sense of achievement and get individual attention from others.Last but not least, it can cultivate students’ creativeness. In the process of collecting and handling message in English, students can obtain new knowledge continuously. What’s more, during the tasks, the encouraging activities make students have more petition consciousness and praises make them do a better job.The good effect can be seen clearly from the above, but there are still some problems to be noticed: some students just think by themselves but never join in the discussion and cooperation。 Later, teachers should know more about the structure and meaning in the process of reading around. Learning by doing“A taskbased approach sees the learning process as one of learning through doingit is by primarily engaging in meaning that the learner’s system is encouraged to develop” (Ske