【正文】 aditional reading teaching patterns The bottomup approach in reading teachingWith the bottomup approach, reading is viewed as a process of decoding written symbols, working from individual letters to words, clauses and sentences. In other words, teachers use strategies to decode written forms in order to know the meaning.As for this method, reading is regarded as a process that human feel and identify letters, words and some larger units, and associate the information continuously. Readers have to follow this fixed order, from the recognitions of letters to words, to phrases, to sentences, and then to the meaning of the whole text. However, it puts undue stress on information which is imported by the sense of sight, and neglects the effect of context. The teaching of English reading based on this bottomup model pays much attention to the understanding of letters, words, and sentences while neglects the textual teaching and speed training .As a result, students read ineffectively, absorb little and prehend the entire meaning superficiallys 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。 Teachers ask questions instead of doing interactive activities, for they just expect more students to take part in the teaching activity。s 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。Yalden, Dskehan, Ms basic idea into the practical significance classroom of Taskbased method。 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。 they make it possible to adjust opportunities for action to our capacities。 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 focus