An Action Research On Task-based REP Post-reading In Senior High School English Teaching

Post-reading stage is a critical follow-up stage to consolidate and use the newly acquired knowledge based on the relevant text. The purpose of this stage is to help students summarize, reflect on and use the information obtained from the text through task-based language teaching approach. The most important part of task-based language teaching approach is task-design.To solve the problems that exist in present class about task-design, the writer has put forward the task-based REP post-reading on basis of such educational theories as constructivism and the input and output hypothesis of language acquisition. R stands for"Retell". That is to present the content of the text; E stands for"Evaluate". That is to make a dialogue with the text by reflecting what has been learnt, and exploring the value of the text itself and the value of culture related. P stands for"Present", and that is to give the text"real world meaning"by using it. And the three steps are layers of progressive and spiral.Under the guidance of the task-based REP post-reading, the requirements of Second Curriculum Reform and the strategies of task-based language teaching, the essay deals with how to design and implement various tasks in post-reading on basis of the theme of each unit in the New Century Senior English textbooks. After one term and two cycles of action research the writer has found that the task-based REP post-reading is effective to improve the post-reading teaching.In conclusion, the writer tries to establish a task-design framework for post-reading stage to help English teachers to improve their understanding and implementation the task-based language teaching approach. At the same time, the writer expects the research to offer them some reference about how to prepare the lesson so as to promote students'abilities of summarizing, critical thinking and problem-solving.