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tingthe capability of students' observation, memory, thinking, imagination and creativity.It focused on helping students learn about the cultural differences between east andwest, broadening their horizons, cultivating their patriotism, and promoting positivelifestyles（Chinese Education Department, p. 2001）.In order to achieve the above-mentioned objectives of the English NewCurriculum Standards, task-based teaching model was proposed in it. With teachers'guidance, the students’ perception, experience, practice, participation and cooperationin the English class helped accomplish the goals of tasks and enjoy successes.The task-based language teaching method (TBLT) has been widely used in Chinaat present, including Binzhou, Shandong Province of course.

1.2 Significance of the Research研究意义
TBLT can meet the needs of social development and become more and morepopular around China. In many cases, students benefit from implementing TBLT.However, the application of it in junior middle schools still has many shortcomings.This research elaborates the advantages and shortcomings in the implementation ofTBLT in junior middle schools. According to the analysis of bad points ofimplementing TBLT, this paper makes up for the limitations.Many traditional English teaching methods give priority to the accuracy oflanguage. As long as students make a mistake during expressing their views in theclass, the English teachers will interrupt learners immediately and correct the mistakeat once. These interruptions can have a very bad influence on students’ performancesin the class. In contrast, TBLT is content-oriented, that is to say, as long as thestudents could make themselves understood, it is enough. In these cases, the teachersshould allow students to finish their speeches. In this way, the students’ confidencesand motivations to learn better can be greatly enhanced.Traditional methods of English teaching attach great importance to single words.Even though they have learned many new words and new modes of expressions,students repeat the same English vocabularies or sentence patterns over and overagain in communicating with others. How come this kind of situation happens? That’sbecause students in junior middle schools in China learn English beyond contexts. Inthis case, English service as a subject rather than as a tool for communicating.Conversely, TBLT pays more attention to language chunks, economical phrases andfixed expressions. Without a doubt, the implementation of TBLT is useful to improvestudents’ communicating ability. In the implementation of TBLT, teachers designtasks on the basis of the daily life of students to afford them opportunity forcommunication (Lu Ziwen, p. 2004). These tasks are called realistic tasks which arediscussed in depth in the next paragraph.Realistic tasks can not only enhance opportunities of communication but alsoincrease the chances for cooperation. Instead of finishing these tasks independently,students have to work with each other and play the different roles to accomplish thetasks. Meanwhile, through the process of communication and cooperation, studentslearn a lot of skills of interaction, negotiation, and expression. Realistic tasks are soimportant that this paper will pay attention to how students distinguish realistic tasksand other tasks.In TBLT, the realistic tasks are designed on the basis of students’ interests,experiences, and different levels. These tasks have such a st本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。