【正文】 任務的整體輸入，讓學生在感知語言信息的同時自然地受到任務的驅動，這有利于提高學生的學習興趣和強化學生的學習動機。這個學習的過程就是完成教學任務的知識教學和技能訓練的過程。這些圍繞完成任務所需的語言知識而進行的聽、說、讀、寫的基礎訓練為隨后的學生分小組完成數(shù)個微型任務打下基礎。在此階段，教師要根據(jù)學生的實際情況設計各種任務，并引導學生創(chuàng)造地完成。這種評價可使學生在學習過程中不斷得到激勵，產生自信心和成就感，并轉化為繼續(xù)進步的動力。小學階段我們所設計的課外作業(yè)有：制作姓名卡片和地址簿，用英語給朋友或老師打電話，學唱英語歌曲，講英語幽默故事，自制寫有英文祝辭的圣誕卡或新年賀卡，模仿課文或對話并錄音，用英語寫配圖短文，給筆友發(fā)Email,設計英語晚會，用英語收集自己、朋友和家人喜歡的食物、飲料、水果、蔬菜、服裝等，查尋各國主要城市及首都名稱用英語做簡單介紹等。其次，任務的設計要難度適當，給予學生成功的機會。即使是預先設計好的任務，也應根據(jù)形式掌握的情況隨時進行調整。比如：同樣的話題“food”要求低年級的學生能進行簡單的交流，相互了解對方所喜歡的食物；要求中高年級的學生能說出喜歡某種食物的原因,并能設計出一日三餐的營養(yǎng)食譜。小組是一個密不可分的整體，是親密的合作伙伴。同時要確保每個學生都有事可做，這點非常重要。每組的組長要協(xié)助教師組織和監(jiān)督任務的執(zhí)行情況。《新標準》所倡導的任務型教學將成為發(fā)展學生語言能力和綜合素質的重要途徑。任務型教學法是語言教學的有效途徑，同時它是一種新型的教學方式，因此需要在教學中大膽實踐，積極探索，使任務型教學模式能夠在提高學生的英語實際運用能力上發(fā)揮出最大的效應。junior high schools?！队⒄Z課程標準》已經在中國普遍實施，并且它提倡任務型教學模式。本文首先介紹了造成英語閱讀教學的一些困難。第三部分探討了它在三個階段的實施：閱讀前、閱讀中和閱讀后。關鍵詞：任務型教學法；中學；英語閱讀iiOn application of Taskbased Language Teaching in English Reading in Junior High SchoolsWhen I worked as an intern in a junior high school, many students have low reading levels and limited are some difficulties in main difficulty is their limited English students lack English vocabulary, so they cannot understand the connotation of reading , if we want to understand the reading materials, we must have sufficient other words, sufficient vocabulary can help us have a good prehension of reading the junior high schools’ students have limited English vocabulary, which affect the prehension of reading ’s more, students don’t know how to build up their problem is students’ bad English reading junior high schools’ students don’t have a good habit of reading , students have a small amount of English only read the textbooks and do exercises, then they don’t read other English , most students have no interest in reading English , most students read the passage word by word, and they don’t understand the meaning of the passage as a rely on teacher’s translation and addition, many students have poor English reading students have not mastered basic English reading prehension , when students do some reading prehension, they frequently read the article first, and then read the title and the last part of the passage to find out the is not only a waste of time, but also there is no effect to read in this , a large number of students don’t pay enough attention to the topic read the article word by word and cannot logically understand the teachers should develop students’ reading skill gradually because it is remarkably crucial for students to improve reading to the reading problems in junior high schools’ students, we can see the present situation of reading teaching in English such a situation, is taskbased language teaching effective in improving students’ reading ability? This is the issue the１paper is intended to review Definition of a taskBefore we want to know taskbased language teaching, we should first know what the meaning of a task people have given a definition to a variety of definitions of a task can be found as follows: According to Long, a task refers to the all kinds of things people do in their daily life, at work and at task is that when you ask some other people what things they do and they will tell those things to they are not the applied linguists.(Chen Yajie 3)In Crookes’s opinion a task is that the work is along with a purpose, and it is acplished as a part of a course or work, or it is used to obtain the research gave a definition to a task, any kind of language behavior that has been organized carefully, it has specific goals, appropriate content, specific teaching process and a variety of different a task is considered as a series of work plan, whose overall goal is to promote the language learning, whether the practice is simple or the activity is plicated, such as solving the problem, make a decision through the group work.(Chen Yajie 6)According to Bygate ., a task is a kind of activity that is influenced by the teaching in short or long term, it needs the learners to pay attention to the meaning of the language and use the language to achieve the goal.(Chen Yajie 6)Willis thinks the task of language activities the learners use, they are not only to municate objections, but also to achieve a goal.(Chen Yajie 6)Prabhu thinks “[A task is] an activity which requires learners to arrive at an oute from given information through some process of thought, and which allowed teachers to control and regulate that process.”(Prahbu 24).Nunnan thinks “a task is a piece of classroom work that involves learners in prehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate task should also have a sense of pleteness, being able to stand alone as a municative act in its own right with a beginning, a middle and an end.”(Nunnan２8).Skehan thinks “a task is an activity in which 1)meaning is primary 2)learners are not given other people’s meaning to regurgitate 3)there is some sort of relationship to parable realworld activities 4)task pletion has some priority 5)the assessment of the task is terms of oute.”(Skehan 9).Ellis thinks a kind of work plan requires learners to deal with the language when they are using the language in real life in order to achieve an oute, and the evaluation of the results can see whether it conveys the correct or appropriate propositional , it needs learners to focus on the meaning of the language firstly and take advantage of their knowledge of the language, although the design of the task may lead them to choose a specific language form in task aims at using the language and this using may direct or indirect relate to the language use in real other language activities, a task can involve output and receptive skills, oral and written munication skills, as well as a variety of cognitive process.(Edwards am