Application And Exploration Of Task-based Language Teaching In View Of Reading Levels In Junior English Reading Class

Reading ability is an important sign of English comprehensive competence.With the new innovation of curriculum,English teachers have realized that they should apply Task-based Language Teaching(TBLT)to teaching reading in order to cultivate students’ reading ability and comprehensive competence of English.In Huantai,Shandong,there are many teaching and research programs on how to teach reading in middle school.Teachers use Task-based Language Teaching in their classes,but most of them just use it formally and mechanically,without mentioning the different levels of reading.They always pay attention to language and information levels but hardly ever care about idea and aesthetic levels.Consequently,students can’t experience or enjoy the reading material truly and deeply.The objective of the paper is to explore practical and effective Task-based Language Teaching Model in view of reading levels.Students can experience and taste the texts by this model.What’s more,it can improve students’ ability to read and think.In the paper,the writer conducts a study on Task-based Language Teaching in view of reading levels in junior English reading classes,mainly focusing on two questions:what’s the model of a level-based and task-based reading class?Does the Task-based Language Teaching in view of reading levels influence students’ ability of reading and thinking?The empirical study is based on class observations,teaching journals,and the writer’s own teaching practice.At first,the writer analyzes the application of the Task-based language Teaching in junior high school.Then two successful teaching cases are provided to explore the Task-based Language Reading Teaching Model in view of reading levels in junior high school.At last,on the basis of multiplying the experiment and questionnaire,it is proved that the combination of reading levels and Task-based Language Teaching is more effective to improve students’ ability of reading and thinking.According to class observations and teaching journals,the writer finds that blind application of Task-based Language Teaching leads to some problems.Because of the lack of hierarchy and incoherence,the reading teaching class is inefficient.In this case,students just focus on the surface of the reading material.As a result,they can’t have their own ideas about the text or develop their ability to think.Based on a teaching journal and a teaching experience,the writer explores the Task-based Language Teaching Model in view of reading levels.At last,the experiment shows that Task-based Language Teaching in view of reading levels is helpful to improve students ability of reading and thinking.In the conclusion part.It gives some suggestions according to the experiment and questionnaire.