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Chapter 3 Research Design.......... 35-40
    3.1 Research Questions......... 35
    3.2 Subject .........35-36
    3.3 Teaching Materials.........36
    3.4 Instrument.........36-40
Chapter 4 Case Study of the Application of TBLT......... 40-58
    4.1 Brief Introduction of Lesson 1 .........40-41
    4.2 The Application of TBLT in Lesson 1 .........41-49
        4.2.1 Task Components of Lesson 1 .........41-44
        4.2.2 Task Types of Lesson 1 .........44-46
        4.2.3 The Principles of Lesson 1 .........46-47
        4.2.4 The Framework of Lesson 1 .........47-49
    4.3 Brief Introduction of Lesson 2 .........49-50
    4.4 The Application of TBLT in Lesson 2 .........50-58
        4.4.1 Task Components of Lesson 2 .........50-52
        4.4.2 Task Types of Lesson 2 .........52-54
        4.4.3 The Principles of Lesson 2......... 54-55
        4.4.4 The Framework of Lesson 2 .........55-58
Chapter 5 Data Analysis and Discussion .........58-67
    5.1 Task Components .........58-61
    5.2 Task Types .........61-63
    5.3 The Principles of TBLT......... 63-64
5.4 The Framework of TBLT......... 64-67

Conclusion

As a tentative and small-scaled case study, this study inevitably has somelimitations. Firstly, the number of the subjects is not large enough to stand for all theteachers and students in senior schools. Participants were only limited to one class inone senior high school. Therefore the results from the present study may not beapplicable to the students of different proficiency levels and the general findings ofthe study require further research. And also there is only one teacher to be observed,it is hard to show what tasks other teachers will design for reading class. Differentteachers may design tasks with different styles. And even the teachers in differenthigh school will hold different ideas about TBLT.Secondly, since task-based language learning is based on tasks, so busy asteachers in senior high school, a “good，，task is an extremely difficult thing to design,for they really don't have much time to devote to it. This may result not just in a‘‘boring” or ''unsuccessful" task, it may actually do damage.
In conclusion, this study is just a tentative one trying to analyze the applicationof a new approach to English reading class, so it is reasonable that this study can notfit every situation. Therefore, more all-round studies of larger scale with studentsand teachers are needed to get more scientific researches to support further studiesand better English teaching in Chinese high school.

References
1Bao, R. 2008. Task-based Teaching and www.51lunwen.org/reading/ Learning in English Listening Class.Science & Technology Information. 2008, 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。