The Application Of TBLT To English Language Teaching In Junior Middle School

English, as a foreign language, is widely used in China. With the development of linguistics, psychology and pedagogy, people are taking a new look at foreign language teaching, and Task-based Approach is also endowed with new implications, which reflects some new notions in the research of language and language teaching. This new approach doesn't regard language merely as a system of rules, but a tool for human communication. Accordingly, the traditional methods of teaching grammar should be reformed and the Task-based Approach is advocated. The paper explores how teachers successfully apply the Task-based Approach to teachingOxford English in junior middle school by integrating language forms with functions and having students take an active part in authentic and meaningful communicative activities. Thus learning English becomes the process of using the language for communication.The paper consists of five chapters. The first chapter explores the current English teaching in Junior Middle School with a brief introduction of the textbook "Fun with English." The second chapter, which focuses on the theory of Task-based Language Teaching, explains the development, characteristics and principles of TBLT as well as the definition of task. In this chapter, a comparison is also made between TBLT and some traditional teaching methods with a view to giving more insights into TBLT. The third chapter, with more emphasis on teaching practice, presents the basic modes and procedures of carrying out task-basked language teaching in Junior Middle School. The fourth chapter summarizes the case studies conducted in the writer's classes and concludes that TBLT is feasible and effective in middle school English classrooms. The fifth chapter is the reflection of TBLT, which also analyzes the prospects of TBLT and calls for more empirical studies in TBLT.