Task-Based Approach In Junior English Reading Classes

In 1980s, the task-based language teaching, which emphasized"learning in doing", came into being. It has been verified that TBLT plays an important part in arousing students' interest, developing their capabilities and enhancing their comprehensive competence. Many countries, such as America, Canada, Singapore, Hong Kong, have all proposed Task-based Approach in their"English Curriculum Standard". At the turn of the century, Task-based Language Teaching (TBLT) was introduced to China gradually. In March 2001, our"Junior English Curriculum Standard"recommends implementing Task-based Approach in English teaching to foster students' comprehensive competence of using the language. And then different editions of English textbooks have all been rearranged.The TBA has been in popularity in English classroom for six to seven years. While as a Junior English teacher, I felt difficulties in the process of implementing it. Due to the poor conditions, English teachers have little time to attend training courses, and there are also few opportunities, which result in their outdated teaching theory. Furthermore, the large class and the test-oriented education all made the implementation of TBA unsuccessful. Feeling the pressure of entrance examination, some teachers even come back to the traditional method.It has been over twenty years since TBA engendered, and developed. The rationality and effectiveness have been proved widely by many experts, but there are still lots of difficulties in implementing it into our undeveloped region. Reading is the most frequent activity in language use, and is the effective way to enhance language competence. In middle school English teaching, it is put at the first place among the four skills. So in the article, the writer discusses the reading models, introduces the studying reality of TBA, our undeveloped teaching reality and describes the process of putting it into Junior English reading class. The author designed teaching examples according to the New Criterion (Junior English Book 3). Through task design and completion, the students'interest is aroused, thus effective teaching practice is achieved. The result of the experiment proves that the TBL approach is suitable for the Junior English reading teaching. In the last part the writer raised some problems faced in the experiment, and did some analysis.