【正文】 understand and master the passage according to the questions and tasks the teacher puts the pair work or group work, students develop the spirit of cooperation and they can express their ideas to the processes of acplishing the tasks, students can understand the passage Postreading stage(1)Require the students to present their answers to the classmates.(2)Then according to the form on the blackboard, let the students retell the retelling the passage, the teacher should give some minutes to the students to prepare and encourage them not to be afraid of making mistakes.(3)After retelling the passage, let the students use the words and phrases they have learned to describe our this stage, students present their addition, they apply the knowledge they have learned to the real they will master the knowledge better and they will apply the knowledge into the real According to the example, we find the taskbased language teaching have some , it must have a clear , we should use the examples which are close to the students’ life and the students are interested in , this is the process of the students to obtain, dispose and municate , in this９model, the students must use the target language to do ’s more, when the students use the language, they should pay attention to expressing last, we must obtain a product from the to this example, there are a lot of advantages of the model of taskbased language , taskbased language teaching focuses on the real situation let students acplish the goals to master the useful, meaningful is a studententered model, students have many opportunities to do things in class activities, which would help students improve their ability to use language and open up their the example, the students have a number of activities to the process of achieving the activities, they master the language points and know how to express their ideas and how to use the , in TBLT, there are many interactions between teachers and students, between students and students, it will provide an opportunity to develop students’ municative skills and it can acquire various ideas of the topic from each the example, according to the teacher asks the questions and the students answer the questions, the teacher understands the students’ ideas and the students can express their ideas the process, the students develop their municative , in TBLT, students use groupwork or pairwork, students will learn many things from others and feel at home in such an they would like to study in this situation and build up their the example, the students are fond of the model very would like to express their ideas and they like to take part in the class atmosphere of the class is very the teacher likes teaching in such an , taskbased la。最后評(píng)價(jià)了任務(wù)型教學(xué)法的有效性。然后提出了任務(wù)型教學(xué)英語閱讀的教學(xué)模式為了克服這些困難。任務(wù)型教學(xué)法提倡在做中學(xué),并且通過活動(dòng)旨在給學(xué)習(xí)者提供口語和書面語練習(xí)的機(jī)會(huì)。English readingi任務(wù)型教學(xué)法在中學(xué)英語閱讀課中的應(yīng)用摘要: 初中英語閱讀教學(xué)是英語教學(xué)中一個(gè)非常重要的部分。第三篇：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。當(dāng)然，這一教學(xué)模式還有好些問題有待于解決，比如任務(wù)的選擇并有進(jìn)行需求分析，任務(wù)的等級(jí)評(píng)定也是任意的，并且任何形式中心的活動(dòng)在語言教學(xué)中都受到排斥，學(xué)生以對(duì)子或小組的形式來完成任務(wù)，教師在其間不直接指導(dǎo)都有待進(jìn)一步探討和研究。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)。因此，學(xué)生在組內(nèi)要有明確的分工。采用合作學(xué)習(xí)的方式有利于學(xué)生共同提高。任務(wù)型教學(xué)采取合作學(xué)習(xí)，注意組內(nèi)的合理分工 任務(wù)型教學(xué)中所設(shè)計(jì)的任務(wù)大部分依靠小組活動(dòng)來完成，小組的作用不僅體現(xiàn)在課堂上，它還可以延伸到課外，取得良好的效果。對(duì)于低、中、高不同年級(jí)的學(xué)生，教師更要把握好任務(wù)的形式、內(nèi)容和難度。教師設(shè)計(jì)活動(dòng)時(shí)，必須根據(jù)教學(xué)內(nèi)容設(shè)計(jì)適合學(xué)生水平的任務(wù)，要讓學(xué)生有事可做、有話可說，并讓學(xué)生感受到“我能做我會(huì)做”。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(dòng)中所設(shè)置的活動(dòng)要有明確的目的性和可操作活動(dòng)應(yīng)以學(xué)生的生活經(jīng)驗(yàn)和興趣為出發(fā)點(diǎn)，設(shè)計(jì)出讓小學(xué)生樂于參加的游戲、猜謎、小制作的小品表演等活動(dòng)，使學(xué)生在學(xué)中玩，玩中學(xué)，緊緊地抓住他們的好奇心理，吸引他們的注意力，參與到活動(dòng)中來，比如：學(xué)習(xí)第五冊(cè)Unit 3時(shí)讓學(xué)生為自己喜歡的食品制一份廣告的活動(dòng)，能大大調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，激發(fā)他們的興趣，當(dāng)他們能順利完成任務(wù)感受成功的時(shí)候，就會(huì)樹立起自信心，把興趣化成動(dòng)機(jī)，豪情滿懷地參加到學(xué)習(xí)中來，在學(xué)習(xí)過程中遇到的困難也能克服。而在布置家庭作業(yè)時(shí)，教師應(yīng)擬出一至兩個(gè)與教學(xué)內(nèi)容和話題任務(wù)相關(guān)的話題，讓學(xué)生在下