Study On The Design And Implementation Of Tasks In Post-reading Period

It is definitely recommended in high school English curriculum standards to employ Task-based language teaching method. Nowadays, a three-phase procedure, involving pre-reading, while-reading and post-reading stages, is widespread in the reading class of high school English. However, due to some teachers’ little attention to the post-reading period, there exist many problems in the design and implementation of post-reading tasks. This study is focused on a study on how to optimize the design and implementation of post-reading tasks, facilitated by Task-based teaching method and relative theories.By analyzing the results of questionnaire and classroom observation records, the writer finds that because some English teachers rely heavily on their teaching experience, have little knowledge about students and give no explicit teaching instructions to the students, etc., there are many problems in the design and implementation of post-reading tasks. For example, tasks in post-reading period are under-represented; tasks are too simple or lack necessary and reasonable language support. In the writer’s view, to optimize the design and implementation of tasks in post-reading period, teachers are supposed to follow some specific principles and make good co-ordination arrangement of the design and implementation of tasks in the three phases.This study has important significance in theory and practice. It is conducive not only to a better understanding of Task-based reading teaching method and enrichment of relative studies on the design and implementation of tasks in post-reading period, but to improving English teachers’ attention to the design and implementation of post-reading tasks and increasing their awareness to optimize tasks in post-reading period.