Application Of Task-based Approach To English Reading Teaching In SVS

English reading is a very important part of English learning. It is also an important quality standard of English teaching. Therefore, English teachers have attached great importance to English reading teaching. However, English reading teaching is a big problem in secondary votech schools nowadays. To be specific, this problem has been reflected in both students and teachers. On the part of students, about 50% of them can't understand the main idea, 15% of them try their best to keep themselves from sleeping, and 5% of them choose to chat or sleep because of their little interest and poor linguistic knowledge. On the part of teachers, they feel nervous once they enter the reading classroom. Even if they spend lots of time designing a reading class, they usually find that all their efforts are in vain, for most of the students can not read the text completely at all, to say nothing of understanding the main idea, the details, and making judges according to the concerned words and phrases. Teachers have to translate texts word by word and sentence by sentence. Once a reading class becomes a translating one, it is really monotonous and boring. Considering the current situation of English reading teaching in secondary votech schools, the author of the thesis, a teacher in a secondary votech school, attempts to apply task-based approach to English reading teaching to solve the above problem.Since task-based approach has been introduced to China, a large number of articles and books about the definition, content, components, designing and application have been published. What's more, the education department has made it clear that the task-based approach should be applied in a large area. Although the research has covered students from primary schools to university schools, students in the secondary votech schools are the exception. So the author has carried out an experiment among students from two grade-one classes, who major in international business in Secondary Vocational School for Finance and Economy. The participants include 100 students, aged from 15 to 17. They are from two classes (C122, C123) in Senior One. C123 is chosen as the control class and C122 is chosen as the experimental class. There are 50 students in each class.The experiment is designed in the following hypotheses:(1) TBA can help to develop the multi-intelligences of all students.(2) TBA can help to improve the students' reading skill and reading comprehension competence to some extent.After the experiment, we find that TBA classroom teaching is more effective than traditional teacher-centered teaching. The interest and the motivation have been increased to some level. The students' reading comprehension ability has been improved to some degree. What's more, their multiple intelligences have been greatly developed, especially the interpersonal intelligence.However, during the experiment, there are still several issues unresolved, which remain for future research.1. Since Each SVS has more than one major, more practical research is needed in order to design suitable tasks to satisfy the need of students in different majors.2. As we know, students, who have come to SVS, have different knowledge background even in the same school, to say nothing of those from different SVS, so further researches should be done to design tasks which can meet the demands of the bulk of students or even more.3. We need various evaluation system to help students recognize themselves as a whole person. But the existing examination system can not give them a fair evaluation. How to give students in SVS a fare evaluation needs to be discussed. There are four chapters in this thesis. Chapter 1 gives a brief introduction to related studies on task-based approach abroad and at home and the theoretical foundation for the present study. Chapter 2 discusses the necessity of applying TBA to English reading teaching in SVS, including the problems of teaching reading in SVS, the importance of teaching reading in SVS, the advantages of teaching reading in SVS, the classification of reading in SVS and the general model of applying TBA to reading teaching. Chapter 3 is an experimental study of the application of TBA to reading teaching in SVS. Chapter 4 is a detailed analysis of the data of the experiment. At the end of this thesis is the conclusion, in which the results of the experiment are emphasized, the limitations of the experiment are analyzed and some suggestions for further research are given.