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

To develop students'ability of reading comprehension is the main object of the English teaching for senior high school in our country, also is the test focal point. Nowadays, the full mark of the English paper for the college entrance examination is 150 scores, while the reading part occupies 75 scores. The whole grade of the integrative test depends on the reading part, which is just the weakest part for most students. Reading speed, the ability of searching for information, the ability of predicting or judging and so on all affect the students'reading quality. So how to make students read fast and efficiently turns to be a main object for English teachers to explore these years.In the 1980s, Task-based Language Approach, which emphasized"learning in doing", came into being. Educators in many countries and areas, such as America, Canada, Singapore and Hongkong, have all proposed Task-based Language Approach in their syllabus and English Curriculum Standard.It has been over twenty years since Task-based Language Approach engendered, and developed. Its rationality and effectiveness have been widely proved by many experts. Many essays have been published on Task-based Language Approach, which some teachers are trying using to guide and improve their English reading teaching. Reading is the most frequent activity in language use, and is the effective way to enhance language competence. In Senior High School English teaching, it is put at the first place among the four skills. So in the article, the author tries to guide the reading teaching by using the theory of Task-based Language Approach, and summarizes some practical teaching models on task-based reading, which can be useful not only to teachers but also to students.The paper aims to apply the Task-based Language Approach to the English reading teaching of the senior high school and presents the whole reading design.