A Study On The Appli Cation Of Tblt In Senior English Reading Teaching Under The Multimedia Environment

English reading is one of the very important teaching parts in senior high school.A lot of methods are used to teach reading, among these methods, task-basedlanguage teaching method is a creative one. It emphasizes that students shouldparticipate, experience, interact, communicate and cooperate in learning process.Students’reading potentials can be found through learning by finishing tasks.Learning by doing is a great emphasis of the TBLT method. However, some Englishteachers still do a lot of grammar translation work in class. Students are bored of theEnglish class. Furthermore, some teachers use this teaching method in reading class insenior high school, but there are a lot of problems in their teaching. Some teachersjust get the general point of the TBLT method; they don’t fully understand thisteaching method. Task designed in the class are sometimes too easy, sometimes toocomplicated. They cannot truly benefit students. And some of the tasks designed inthe reading classes are too narrowed; most of them are designed according to thetextbook. Students’reading view cannot be enlarged. Meanwhile the multimedia isbrought into senior high school’s English teaching. It is used to help teachers finishthe teaching better. But the problems can be clearly seen that some teachers dependtoo much on the multimedia, ignoring the communication and cooperation betweenstudents. Students’attention sometimes can be distracted by the improperly designedPPT. Students have interest in this kind of class, they enjoy themselves in class, butthey don’t fully understand the content. They have many problems especially in doinggrammar exercises. So the TBLT method cannot be efficiently used in reading teaching under the multimedia environment. This paper mainly focuses on how to useTBLT properly in reading teaching under the multimedia environment in senior highschool. Four research methods are used in this paper. One experimental class and onecontrolled class are involved in this three months empirical study. Pre-test andpost-test, interviews, questionnaires are taken in the process of the experiment. Theempirical study lasts for three months, the results of the experiment show that studentsin the experimental class perform much better than students in the controlled class.That is to say, students reading ability is improved after several months’task-basedlanguage teaching method training under the multimedia environment.However, the analyses of the experimental results show that problems still exist.So the study of applying TBLT into teaching reading in senior high school under themultimedia environment still needs improvements in the future.