任务型教学法在初中英语阅读的应用
1 Introduction1.1 The Purposes and significance of the study
One purpose is to create a concrete and feasible task-based model of teaching English reading, providing English teachers with a reference, promoting the efficient operation of the English Curriculum Criteria, and facilitating the development of students' reading competence of English.
Another purpose is, to some degree, to change students' learning styles from passive reception to the one of self-access, co-operation and exploration.本文来自优'文.论-文|网
At present, the New Curriculum Criteria has been carried out all over the country and task-based approach of teaching and learning is advocated, but for most of the teachers in China, this approach is a completely new model although a lot of experts in and out of China have done researches into task-based teaching and learning. In addition, the New Curriculum Criteria just gives a simple introduction of task-based approach, so there exist a lot of difficulties in how to utilize this model, especially the teachers of English are short of conventions on task-based reading in English. Hence, it is quite necessary for us to do the research into the task-based model of teaching and learning in reading class. There is great significance to promote the performance and practice of the English Curriculum Criteria. As to the methods of the study, experimental study and literature review have been used.
1.2 Problems in reading for junior middle school students毕业论文http://www.youerw.com
According to an investigation in Zhuhai Taoyuan Middle School, I find that more than one third of the students of Junior Two and Junior Three both have lower reading levels and limited skills. Some problems which exists in English reading as follows:1.2.1 Insufficient English vocabulary
Some students’ vocabulary is not so sufficient that they can not understand the reading mainly. In fact, reading comprehension is directly related to a reader’s mastery of large of vocabulary. In other words, readers must have a sufficient vocabulary in order to achieve a good comprehension about texts or reading materials. However, the students in junior middle schools have limited vocabulary, which affect reading efficiently. What’s more, students are lack of effective ways to build up their vocabulary.
CONTENTS
ABSTRACT I
摘 要 II
1Introduction 1
1.1The Purposes and significance of the study 1
1.2 Problems in reading for junior middle school students 1
1.2.1Insufficient English vocabulary 1
1.2.2Bad English reading habit 2
1.2.3Poor English reading skill 2
2Literature review 3
2.1About Task-based language teaching 3
2.1.1Definition of a task 3
2.1.2Definition of Task-based language teaching 4
2.1.3Previous research on the implementation of task-based language teaching 5
2.1.3.1Research on task-based language teaching abroad 5
2.1.3.2Research on task-based language teaching at home 6
2.2On the model of task-based reading and teaching reading in the junior middle school 7
2.2.1The development of typical models of teaching reading 7
2.2.1.1The traditional model 7毕业论文http://www.youerw.com
2.2.1.2Question-and-answer model 7
2.2.1.3Presentation , Practice and Production model 8
2.2.2The construction of task-based model of teaching reading in Junior middle school 8
2.2.2.1Definition of task-based reading 8
2.2.2.2Features of junior English reading materials 9
2.2.2.3Assessment in the model of task-based reading activities 9
2.2.2.4The principles of task design 10
3Implementation of task-based language teaching in reading class 12
3.1Hypothesis 12
3.2Teaching materials 12
3.3Method 12
3.3.1Participants 13
3.3.2Instruments 13
3.3.3Procedure 13
3.3.4Classroom experiment 14
3.3.4.1The experimental process for the experimental group Model 14
3.4Analysis of the Pre＆Post tests 18
4Discussions and suggestion 20
4.1Major Findings 20
4.2 The advantages of the task-based teaching 20
4.3The limitation of task-based language teaching 22
5Conclusion 23
References 24本文来自优'文.论-文|网
Appendix I: The material of teaching case :Could you please lend me your pen? 25
Appendix II: Reading comprehension for the pretest 26
Appendix III:Reading comprehension for the posttest 29
Acknowledgements 1515