1、A Study on TBLT Reading Teaching Pattern【Abstract】Task-based language teaching (TBLT) has been a popular teaching pattern since national English curriculum is implemented, which transfers the basic concept of language application into realistic and meaningful class. This paper mainly studies the app
2、lication of TBLT in English reading class, puts forward a TBLT model in English reading teaching and describes the operability and validity of the model as well as its merits and downsides. 【Key words】English; reading teaching; TBLT model I. The current condition of English reading teaching In China
3、, reading is the main way for learners to be exposed to English. Due to the lack of authentic language context, most students study a foreign language in its written form. The reform of English teaching has been carried out fiercely in resent years. However, theres still some difficult conditions ne
4、eded further attention and discussion. Firstly, traditional PPP model still prevails, which is based on deductive method, pays attention to knowledge and teachers classroom teaching. Secondly, too much attention has been paid to the explanation of grammar and vocabulary. Thirdly, the background know
5、ledge in reading is ignored. Teachers directly explain the learning material sentence by sentence. II. Reading Teaching Pattern about TBLT Pre-task Step l Preparation According to reading content and students actual situation, teachers design activities to activate students background knowledge to d
6、raw their attention, and arouse their interest. Step2 Lead-in The teacher ask students some simple questions that are relevant to the story. Teachers guide students to think about problems, introduce new words to lay a foundation for the next step. Task-cycle Step3 Limited Reading Students skim the
7、text in 3 minutes in groups to get the main idea, which helps to improve students reading speed and develop their good reading habits. Step4 Discussion Teachers divide students into groups to discuss and explain the main content. Teachers are discussion consultant, they timely provide resources, hel
8、p to solve difficult problems. Step5 Report Each group sends a representative to report the results of group discussion to the whole class. At the same time, others listen carefully, put forward questions and suggestions, give feedback timely. Post-task Step6 Analysis Analyzing the text further. Und
9、er teachers guidance, students are asked to make an analysis of content and structure in detail, find out the distribution of paragraphs and main idea. Step7 Practice The teacher gives students a new task in groups to practice, such as retelling the story, role play, and interview. Step8 Assignment
10、Students are asked to sort out ideas, write an essay of about 150 words in English, and share it with everybody next class. III. The advantages and disadvantages of reading teaching pattern 1. Advantages Firstly, students have tasks in TBLT, their integrated ability will be improved in completing re
11、ading tasks and solving problems. Secondly, each student bears certain responsibility in group activities and practice himself. Thirdly, there are specific purposes, which helps to stimulate students learning motivation. Finally, students often use different skills or more language knowledge. 2. Dis
12、advantages Firstly, the summative assessment of examination system does not match to multiple evaluation, which affects the implementation of TBLT. Secondly, teachers abilities and qualities are not excellent enough to implement TBLT. Thirdly, the existing syllabus does not make clear requirements a
13、nd definition to task, which makes it more casual to implement TBLT. IV. Conclusion The effective reading teaching model is beneficial for learners to improve reading level and comprehensive ability, and it provides guides for the individualism and all-round development of students. Thus it should be highly recommended in practical teaching. References: 1Ellis,R.Task-based research and pedagogyJ.Language Teaching.2000. 2Ellis,R.Task-based Language Learning and TeachingM.Oxford:Oxford University Press,2003. 3李青.任务型教学法在英语精读教学中的应用J.河北联合大学学报,2012,(5). 4夏纪梅.“任务型教法”给大学英语教学带来的效益J.中国大学教学,2001,(6).
