An Application Of Task-based Approach In Implicit Graded Teaching Of Junior High School English Reading

The New English Curriculum Standards(2011)pointed out that the junior high school English curriculum should be open to all students,embodying the student-centered thinking.In terms of teaching objectives,teaching content,teaching process,teaching evaluation and teaching resources,all students' development should be considered and individual differences should be respected.However,in the current English reading classes in our country,most of them are large classes with overloaded teaching.In the face of the uneven reading levels of students and the differences in cognitive ability,logical thinking ability and interest,teachers have problems that the task design form is too single,the subject of reading teaching is not clear enough,the difficulty of task design is unreasonable,neglecting the cultivation of students' interest in reading.Therefore,this research attempts to combine Task-based Approach with implicit graded teaching,with constructivism theory,zone of proximal development theory and input hypothesis theory as the theoretical basis.According to individual differences among students to establish different levels of teaching objectives and design a variety of teaching activities.It not only allows students to experience challenges,but also allows them to experience the joy of success and achieve the purpose of teaching students in accordance with their aptitude.Thus stimulating students' positivity of learning,tapping the students' learning potential,and enabling students of different levels to develop.The author used the methods of questionnaire survey,contrast method and interview.In the implicit graded environment,the author carried out teaching experiments of Task-based Approach in junior high school English reading.This research mainly studied and solved three problems:1.What is the current situation of English reading teaching for junior high school students?2.In the implicit graded environment,will the Task-based Approach be applied to junior high school English reading teaching to improve the students' reading achievement ?3.What effect does the combination of Task-based Approach and implicit graded teaching in junior high school English reading have on the reading levels of students at three different levels? Which level of students has a more significant impact?The author used 120 students from three parallel classes of a key junior high school in Harbin as the questionnaire survey subjects.Through the questionnaire survey method to understand the current situation of junior high school English reading teaching.And selected Class 4 of them as an experimental class.According to the pre-test reading scores,the students and teaching objectives were implicitly divided into three levels: the basic level,the improvement level and the development level.The Task-based Approach was adopted in the implicit graded teaching process.The teacher gave students different teaching tasks and accomplished teaching goals.After the experiment,the reading scores of the pre-test and post-test were used to compare and analyze the students' scores changes.And 9 students from the three levels in the experimental class were randomly selected as interviewees.Through the comparison of the questionnaire results and the interview results,the students' changes in reading interest and ability were analyzed.The research found that the application of Task-based Approach in the implicit graded teaching of junior high school English reading enhanced the reading interest of students at different levels and mobilized the enthusiasm of students in English reading.The reading scores of students at three levels were improved,but the basic students' English reading scores were the most obvious.In short,the combination of Task-based Approach and implicit graded teaching had great help and certain teaching enlightenment for junior high school English reading teaching.Teachers should pay attention to the problem of individual differentiation of students,and take students as the center to keep students in a positive and active learning state.Although this research had achieved certain results,due to the limitations of real conditions and personal ability factors,there were still many shortcomings in the research,such as the research time was short,fewer research objects and the results were one-sided.These issues need to be further studied and improved.