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Abstract：In the 1980s， Task-based Language Approach， which emphasized “learning in doing”， came into being. To develop students’ ability of reading comprehension is the main object of the English teaching for senior high school in our country， also is the test focal point. Reading speed， the ability of searching for information and predicting and judging affect the students’ reading quality.
This paper discusses from the theoretical level about how TBLT could be effectively applied to English reading teaching practice in middle school.
Key words：Task-based Language Approach；Reading Teaching ；Senior High School English.
【中圖分类號】G633.41【文献标识码】A【文章编号】2095-2627（2017）9-0149-01
A.Models of Reading Teaching
1.Top-down Models
Goodman and Smith put forward the top-down model， which is based on a precise prediction. The process of top-down model is to make predictions about the text founded on previous knowledge or prior experience， and then to check the text whether the predictions are right or wrong. In my opinion， the readers identify words only to confirm his or her predictions about the meaning of the text. The process is mainly based on the concept of the reader and the reader’s background knowledge. There are still some demerits in Top-down models they have more tendencies to emphasis the guess of meaning from the context conditions or from the readers’ stored knowledge. So it is easy to overlook the practice of lexical or grammar， which is essential but significant language points. Thus， these models are appropriate to the skillful and smooth reader.
2. Bottom-up Models
The bottom-up approach claims that the readers construct the text from the smallest item of the printed words， and after that they would construct the meaning from the smallest item to the largest ones. After that， the readers change former background knowledge and existing expectation on the essential information which is touched in the text. According to this model， the procedure of reading seems to have two stages， the first one is decoding of words and the second one is reading for meaning. In the bottom-up process， the reader who depends on their knowledge of language builds up meaning from linguistic basics of letters， words， and sentence structure or the construction of meaning
3. Interactive Approach
The whole procedure of reading claims that reading should be a process in which the top-down model and the bottom-up model may work either at the same time or alternatively. While the interactive model merge top-down approach and bottom-up approach， and at the same time it engross the strength of these two approach. The interactive model could keep the balance of the relationship between bottom-up and top-down models. From this view， it is clear to see that readers are both good at decoding and good at interpreting the text， and in such circumstance they not only are well anticipate or well user of the text. there are two very famous models， and they are interactive activation model and interactive-compensatory model.1 In the first model， these resource are allowed to relate with others through the disconnect knowledge sources by a message foundation. The last understanding of the text is reached by the lower order level， which was easily affected by the high command stages. In the second opinion， top-down and bottom-up models both have some problems： top-down model does not clarify the circumstances where the reader has little knowledge of the topic and could not make anticipation. The bottom-up model fails to get the high-level knowledge which the writer doesn’t mention openly. C. The Development of TBIT
The present paper is a study on the use of English movies in the teaching of college English， focusing on the use of Task-based Language Teaching in design and interactive teaching process of the course "The Appreciation of English Movies". English movies play a positive role in creating an authentic communicative situation and acquainting students with western culture. The recent years have witness a shift of emphasis in learning English from grammar to speaking after the quality- oriented concept is advocated. With the fast growing international trade among China and other countries， English， as a world language， will be more widely used； therefore spoken English is greatly valued by more and more college students. In order to keep pace with the times and become competitive in the future job market， it is crucial for us to speak fluent and idiomatic English. Presently， in order to contribute to oral English of college students， most universities have realized the significance of English films and set up the course of English movie.
D. Major Findings， Limitation and Suggestion
1.Major Findings
TBLT is more effective than other models， because it can evoke the students’ enthusiasm and stimulate their interest in English learning. The main aim of TBLT model is to develop the students’ abilities to do things in language. “Task-based Language Teaching makes English learning more enjoyable and interesting.”4It can arouse students’ interest in learning and the students’ innovation ability can be improved as well. Real communication takes place in TBLT which offers a great deal of flexibility in this model and should lead to more motivating activities for the learners.Through the real situations designed in class， students can realize the main aim of learning English. When they leave away from school， they will make well use of the English better and more naturally.
2. Limitation
Although the result of the research has indicated that the task-based teach in approach is more valuable in English reading teaching， there still present some matters， which remain unanswered. As we all know， the learners’ learning can be affected by many factors： the teachers’ cognition， the learning surroundings， the textbook， the parents care， the students’ IQ and their characteristics and so on.
3. Suggestion
Researchers have made important studies in this field. on the contrary， it will be important to keep concentrate on what is meant by “task-based language teaching and learning.” “The term can inducing many diverse images， relying on which theorists and models are involved and on various and locations in which such teaching。” 2t is clear that task-based teaching and learning as a field is an inspiring field that is experiencing much ferment at this time. Task-based teaching and learning potentially offer great riches if explored by teachers in their dual roles as instructor and action researcher. Though there have a lot of studies in this field， it have a lot of space for task-based teaching approach which needs to be explored in the future reading teaching. And there is now a widespread acceptance that no single method or set of procedures will fit all teachers and learners in all contexts. “Successful innovation depends on the support of teachers； there can be no teaching development without teacher development.”3
E. Conclusion
Reading plays an important part in English， it is a comprehensive skill， and reading ability can learners’ English ability. Developing students’ reading manifest ability is not only important goal of China’s senior high school English teaching， but also the focus of test. New English Curriculum Standards also make it clear that the high school should focus on training students’ reading ability.Compared with other teaching models， task-based reading is an approach which can satisfy the needs of the beliefs of the English Curriculum Criteria， and which could help to make the goal of reading in English Curriculum Criteria come true.
These task-based group discussion， group presentation， role play and public speech can cheer the students to cooperate with other students， the class activities supply the students with speaking opportunities and also give them chances to learn from each other， when they finish the task-based activities， the students attain the expressive contribution， and they also pick up their reading comprehension. These abilities could assist the students to resolve the setback that they may face in the reality life in the future.
Reference：
[1]Prabhu ， N. Second Language Pedagogy，Oxford： Oxford University Press，1987， P107-112.
[2]Nunan ， Designing Tasks for the Communicative Classroom. Cambridge： CUP， 1989， P79.
[3]Long M，A role for instruction second language acquisition， P221.
This paper discusses from the theoretical level about how TBLT could be effectively applied to English reading teaching practice in middle school.
Key words：Task-based Language Approach；Reading Teaching ；Senior High School English.
【中圖分类號】G633.41【文献标识码】A【文章编号】2095-2627（2017）9-0149-01
A.Models of Reading Teaching
1.Top-down Models
Goodman and Smith put forward the top-down model， which is based on a precise prediction. The process of top-down model is to make predictions about the text founded on previous knowledge or prior experience， and then to check the text whether the predictions are right or wrong. In my opinion， the readers identify words only to confirm his or her predictions about the meaning of the text. The process is mainly based on the concept of the reader and the reader’s background knowledge. There are still some demerits in Top-down models they have more tendencies to emphasis the guess of meaning from the context conditions or from the readers’ stored knowledge. So it is easy to overlook the practice of lexical or grammar， which is essential but significant language points. Thus， these models are appropriate to the skillful and smooth reader.
2. Bottom-up Models
The bottom-up approach claims that the readers construct the text from the smallest item of the printed words， and after that they would construct the meaning from the smallest item to the largest ones. After that， the readers change former background knowledge and existing expectation on the essential information which is touched in the text. According to this model， the procedure of reading seems to have two stages， the first one is decoding of words and the second one is reading for meaning. In the bottom-up process， the reader who depends on their knowledge of language builds up meaning from linguistic basics of letters， words， and sentence structure or the construction of meaning
3. Interactive Approach
The whole procedure of reading claims that reading should be a process in which the top-down model and the bottom-up model may work either at the same time or alternatively. While the interactive model merge top-down approach and bottom-up approach， and at the same time it engross the strength of these two approach. The interactive model could keep the balance of the relationship between bottom-up and top-down models. From this view， it is clear to see that readers are both good at decoding and good at interpreting the text， and in such circumstance they not only are well anticipate or well user of the text. there are two very famous models， and they are interactive activation model and interactive-compensatory model.1 In the first model， these resource are allowed to relate with others through the disconnect knowledge sources by a message foundation. The last understanding of the text is reached by the lower order level， which was easily affected by the high command stages. In the second opinion， top-down and bottom-up models both have some problems： top-down model does not clarify the circumstances where the reader has little knowledge of the topic and could not make anticipation. The bottom-up model fails to get the high-level knowledge which the writer doesn’t mention openly. C. The Development of TBIT
The present paper is a study on the use of English movies in the teaching of college English， focusing on the use of Task-based Language Teaching in design and interactive teaching process of the course "The Appreciation of English Movies". English movies play a positive role in creating an authentic communicative situation and acquainting students with western culture. The recent years have witness a shift of emphasis in learning English from grammar to speaking after the quality- oriented concept is advocated. With the fast growing international trade among China and other countries， English， as a world language， will be more widely used； therefore spoken English is greatly valued by more and more college students. In order to keep pace with the times and become competitive in the future job market， it is crucial for us to speak fluent and idiomatic English. Presently， in order to contribute to oral English of college students， most universities have realized the significance of English films and set up the course of English movie.
D. Major Findings， Limitation and Suggestion
1.Major Findings
TBLT is more effective than other models， because it can evoke the students’ enthusiasm and stimulate their interest in English learning. The main aim of TBLT model is to develop the students’ abilities to do things in language. “Task-based Language Teaching makes English learning more enjoyable and interesting.”4It can arouse students’ interest in learning and the students’ innovation ability can be improved as well. Real communication takes place in TBLT which offers a great deal of flexibility in this model and should lead to more motivating activities for the learners.Through the real situations designed in class， students can realize the main aim of learning English. When they leave away from school， they will make well use of the English better and more naturally.
2. Limitation
Although the result of the research has indicated that the task-based teach in approach is more valuable in English reading teaching， there still present some matters， which remain unanswered. As we all know， the learners’ learning can be affected by many factors： the teachers’ cognition， the learning surroundings， the textbook， the parents care， the students’ IQ and their characteristics and so on.
3. Suggestion
Researchers have made important studies in this field. on the contrary， it will be important to keep concentrate on what is meant by “task-based language teaching and learning.” “The term can inducing many diverse images， relying on which theorists and models are involved and on various and locations in which such teaching。” 2t is clear that task-based teaching and learning as a field is an inspiring field that is experiencing much ferment at this time. Task-based teaching and learning potentially offer great riches if explored by teachers in their dual roles as instructor and action researcher. Though there have a lot of studies in this field， it have a lot of space for task-based teaching approach which needs to be explored in the future reading teaching. And there is now a widespread acceptance that no single method or set of procedures will fit all teachers and learners in all contexts. “Successful innovation depends on the support of teachers； there can be no teaching development without teacher development.”3
E. Conclusion
Reading plays an important part in English， it is a comprehensive skill， and reading ability can learners’ English ability. Developing students’ reading manifest ability is not only important goal of China’s senior high school English teaching， but also the focus of test. New English Curriculum Standards also make it clear that the high school should focus on training students’ reading ability.Compared with other teaching models， task-based reading is an approach which can satisfy the needs of the beliefs of the English Curriculum Criteria， and which could help to make the goal of reading in English Curriculum Criteria come true.
These task-based group discussion， group presentation， role play and public speech can cheer the students to cooperate with other students， the class activities supply the students with speaking opportunities and also give them chances to learn from each other， when they finish the task-based activities， the students attain the expressive contribution， and they also pick up their reading comprehension. These abilities could assist the students to resolve the setback that they may face in the reality life in the future.
Reference：
[1]Prabhu ， N. Second Language Pedagogy，Oxford： Oxford University Press，1987， P107-112.
[2]Nunan ， Designing Tasks for the Communicative Classroom. Cambridge： CUP， 1989， P79.
[3]Long M，A role for instruction second language acquisition， P221.