【正文】 han, 1996: 20). Learning by doing motivates students to fulfill their potential. Learners master the language by using it municatively in the classroom, although they still have to learn grammar and memorize vocabulary. Learning through doing authentic tasks will inspire students’ interest and initiative.These principles can make teachers clear how to carry the taskbased language teaching into use and how to decide the aim. In the reading teaching of the Senior English (NSEFC) SB2 Unit 2The Olympic Games, when talking about the sports items, through requiring, collecting, classifying and analyzing information, senior students bine what they have learnt with real situations, they can do actions by themselves. The teaching steps in the taskbased language teaching of English reading.English linguists have raised three steps of taskbased language teaching: pretask, taskcycle and posttask. Now, the writer tries to state it in details. Here, the writer uses the Senior English (NSEFC) SB2 Unit 2The Olympic Games, published by People Educational Press, as an example to clarify. The stage of pretask.During this stage, teachers usually explain the background knowledge with relationship to the text, give prominence to the key words, and help students to wipe out the possible obstacles and questions, let students have a general understanding of the content, so as to stimulate their desire for reading. What’s more, teachers should decide the reading aim and reading method of each teaching stage, showing the questions which should be solved, and give out the specific task.. Task 1: Talk about the following three pictures according to what you know about the Olympic Games. Picture 1 is the statue of a great GreekPausanias. Picture 2 is the opening ceremony of the Olympic Games. Picture 3 is a skating player. This can fill in the blank of the bottomup approach which neglects the effect of visual information.Teacher: Before we start to learn today’s lesson, let’s talk about the three pictures about the Olympics. Work in groups first and say something about them.Task 2: Finish the following quiz about the Olympic Games. Just to exchange the students’ understanding of Olympic Games’ knowledge.Five RingsIOCHeadquarterMottoPresent PresidentOfficial LanguageHost City of 2000, 2004 and 2008 OlympicsHost City of the First OlympicsKinds of GamesFrom these tasks, it can be saw that students have to think more about the topic before learning this text。 moreover, they can understand the function of language and can use it in real municational environment.In the reading teaching of the Senior English (NSEFC) SB2 Unit 2The Olympic Games, we ask many questions about the Olympic Games before 2008. Such as: Where is the host city of 2000 Olympic Games? Where is the host city of 2004 Olympic Games? where is the host city of 2008 Olympic Games? It guides students to develop their imagination. The task dependency principleA series of tasks in a lesson or unit of work forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of municative performance. Task designing goes step by step, from simple to plicated, from basic level to advanced level and is closely related from the beginning to the end. Tasks are carried out gradually. Thus, at the process of taskcycled, many questions from different levels should be asked. Such as: What’s to be learned? How is to be learned? In the reading teaching of the Senior English (NSEFC) SB2 Unit 2The Olympic Games, teachers first ask superficial questions in scanning。 we can use it in any areas. In this paper, the writer tries to illustrate the use of Taskbased language method in the English reading teaching of senior middle school.4. The application of taskbased language teaching method in the English reading teaching in senior middle school. Principles of task design In order to design a task effectively, the principles of task design should be followed: the authenticity principle, the formfunction principle, the task dependency principle and learning by doing. The authenticity principleThe linguistic data that learners work with are authentic and the relationship between linguistic form and municative function are clear to the learner. The use of authentic materials in the reading teaching is instructive to the learning process。 Task may be carried out in petition with others or ( more often ) in collaboration。 The objective may be language focuse, . To discover a rule of grammar or plete an exercise, or contentfocused, . to carry out a project or reach a decision through discussion。 it introduces the authentic texts into the learning situation. In order to introduce authentic texts into the learning situation, teachers should pay more attention to the characteristics of tasks and notice that: Tasks are activities in which students work purposefully towards an objective。s attention is focused on meaning rather than linguistic structure. They differ from ordinary exercises in that they focus on using language to municate messages. From this point of view, filling in the gaps, transformation exercises and pronunciation practices cannot be treated as tasks. In other words, tasks do not include activities which involve language used for practice or display, such as “Describe the picture using the words and phrases from the list below” or “Ask your partner if he likes the food listed here, using the forms: Do you like……….? Yes, I do ∕ No, I don39。 they provide clear information about how well we are doing。 they have concrete goals and manageable rules。 students are always in a positive and initiative study psychology. The exchange in the participation of task is an interactional process. Here, the writer exemplifies the foundation of Taskbased Language Teaching in three points: the concept of Taskbased Language Teac