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ng, students are able to understand the meaningof the passage in stead of only learning some language points. They would fullyacquire the passage and turn the information to their background knowledge. What'smore, they would leam the reading method and use it to help further reading in the future, and that's the goal of learning.

1.2 Research Questions and their Significance
Recently, curriculum reform in compulsory education has been vigorouslycarried out in China. As a new teaching method, TBLT has been highly advocated.Reading, as one of the main skills in English learning, cannot be neglected. So thepurpose of this paper is to analyze the procedure of tasks in reading class, taking anEnglish teacher's lessons of Grade One as the example to analyze the real situation ofTBLT application in senior schools.At the same time, the author hopes this paper could provide some implicationsto senior school teachers and their teaching work. The author thinks this researchcould illustrate the merits and deficiency of the application of TBLT in Englishteaching，and through the analysis educators could draw the conclusion about how toarrange the reading activities appropriately and effectively, how to gain students'interests in reading, and how to maximize the students' learning outcome by doing inclass.

Chapter 2 Literature Review

2.1 The Definition of Task
As we mentioned in the previous chapter, traditional education focus so muchon language form instead of meaning, which makes learners fail to understand thereading material well and develop language sense, let alone experiencing foreignideology and culture. As a result, more and more researchers turn to TBLT- the newteaching methodology- and believe that it will do good to English teaching in seniorschools. What's the meaning of task，then? Many applied linguistics and researchershave already given out their own opinions.Nunan has ever divided task into real-world task (or target task) andpedagogical task. In his perspective, target task refers to the uses of language in theworld beyond the classroom, while pedagogical task occurs only in the classroom(Nunan 2004:1). As to the latter one, Nunan also provides his own definition: Thecommunicative task is a piece of classroom work which involves learners incomprehending, manipulating, producing or interacting in the target language whiletheir attention is focused on mobilizing their grammatical knowledge in order toconvey meaning rather than to manipulate form. The task should also have a sense ofcompleteness, being able to stand alone as a communicative act in its own right witha beginning, a middle and an end (Nunan 2004: 4).
Richards, Piatt and Weber once offered a description of task. He stated that taskwas “an activity or action which is earned out as the result of processing orunderstanding language (i.e. as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command may bereferred to as tasks (Richards & Piatt & Weber 1986:28()).Williams and Burden also hold that a task is an activity that learners engage into further the process of learning a language (Williams & Burden 1997: 168).Ellis gave a detailed description of task as well: A task is a workplan thatrequires learners to process language pragmatically in order to achieve an outcomethat can be evaluated in terms of whether the correct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。