The Application And Research Of Task-based Approach In English Reading Teaching In Senior High School

English study cannot do without reading, English reading ability plays an importantrole in English teaching. English reading part occupies half of the whole Entranceexamination paper. However this part is just the weakest one for most students. The ability ofreasoning judgment, searching for information, guessing the word meaning influences thestudents’ reading ability. At the same time, under the background of the new curriculum, thetraditional English reading teaching does not meet the demands of the new situation. So themiddle school English teachers and experts and scholars have been exploring effective,suitable teaching methods for Chinese. With many years of teaching experience, the authoraims to try the practice and application of English reading teaching , to explore the effectiveway of the English reading teaching.In the 1980s ,（TLA）Task-based Language Approach gradually developed, which waswidely accepted as a foreign language teaching method by the linguistics and foreignlanguage teaching experts，and also was recommended and advocated by the Middle SchoolEnglish Curriculum Standards. It takes the specific task as motivation and power for the study,and also regards finishing tasks as learning processes and considers presenting theachievement of the tasks as reflecting the teaching results.（TLA）Task-based LanguageApproach transfers the basic concept of language application into a new type of teachingapproaches which have practical importance. Educators in many countries and areas, such asAmerica, Canada, Singapore and Hong Kong, have all proposed Task-based LanguageApproach in their teaching syllabus and English Curriculum Standards.In china,“English Curriculum Standards”in 2001 suggests teachers should avoid usingmethods of simply passing on grammar, but should try to use（TLA）Task-based LanguageApproach . Students complete the learning tasks by thinking, research, discussion,cooperation and exchange, etc. With the implementation of“English Curriculum Standards”,more and more experts are doing research in the（TLA）Task-based Language Approach. Inthe field of education, people focus more attention on students than teachers. The goal is notonly to improve the ability of English using, but also to boost the students’communicativeability. To begin with, the paper analyzes the present situation and the necessity of innovationof the reading teaching in senior high school by research. And the paper also analyzes theresearch results of the experts abroad and home. After that, the paper puts forward the principles, processes, teaching models and three stages of the（TLA）Task-based LanguageApproach. It is universally acknowledged that the（TLA）Task-based Language Approach isbased on the Social Constructivism , the Support theory and the zone of proximaldevelopment theory. With the development of these theories, the（TLA）Task-based LanguageApproach gets fully developed not in the theory but also in the practice. With reference to thelearning plan based on the TLA, the author teaches the students with the TLA. On the contrary,the author teaches the students with the traditional method in another class .Based on theanalysis of the data got from the questionnaire, class, the paper gets the result that the（TLA）Task-based Language Approach is more practical and useful than traditional teaching method.It can not only improve the students’reading ability, but also can improve theircommunication ability. Consequently, the paper proves that the TTA in English reading ismore useful. There is no denying the fact that the paper has its own limitation as well as itsimplication.