| Abstract | 第5-6页 |
| 摘要 | 第7-10页 |
| Chapter 1 Introduction | 第10-13页 |
| 1.1 Background of the Research | 第10-11页 |
| 1.2 Purpose of the Research | 第11页 |
| 1.3 Significance of the Research | 第11-12页 |
| 1.4 Overview of the Thesis | 第12-13页 |
| Chapter 2 Literature Review | 第13-33页 |
| 2.1 Task-based Language Teaching (TBLT) | 第13-25页 |
| 2.1.1 The Background of Task-based Language Teaching | 第13-14页 |
| 2.1.2 The Definition and Features of Tasks | 第14-16页 |
| 2.1.3 The Focus on Form and Meaning in Tasks | 第16-17页 |
| 2.1.4 Theoretical and Conceptual Framework of Task-based Approach Implementation | 第17-20页 |
| 2.1.5 The Distinction Between TBLT Classroom Activities and Traditional Classroom Activities | 第20-22页 |
| 2.1.6 Skehan’s Framework for TBLT | 第22-25页 |
| 2.2 Input, Output and Interaction in SLA | 第25-30页 |
| 2.2.1 Krashen’s Input Hypothesis | 第25-26页 |
| 2.2.2 Interaction in L2 Acquisition | 第26-27页 |
| 2.2.3 Output Hypothesis | 第27-30页 |
| 2.3 Reading Instructional Activities | 第30-33页 |
| 2.3.1 Previous Studies on Instructional Activities in English Reading Classroom of Junior Middle Schools Abroad | 第30-31页 |
| 2.3.2 Previous Studies on Instructional Activities in English Reading Classroom of Junior Middle Schools at Home | 第31-33页 |
| Chapter 3 Research Methodology | 第33-36页 |
| 3.1 Research Questions | 第33-34页 |
| 3.2 Research Design | 第34-36页 |
| 3.2.1 Research Subjects | 第34页 |
| 3.2.2 Instruments | 第34-35页 |
| 3.2.3 Data Collection | 第35-36页 |
| Chapter 4 Characteristics of Excellent Middle School English Teachers’ Instructional Activities in English Reading Classroom | 第36-81页 |
| 4.1 Characteristics of the Application of Tasks in English Reading Classroom Instruction | 第36-50页 |
| 4.1.1 The Integrity of Tasks | 第36-41页 |
| 4.1.2 The Relation between Classroom Tasks and Students’ Real-world Experience and Abilities | 第41-43页 |
| 4.1.3 The Combination of Skimming, Scanning and Reading For Details | 第43-46页 |
| 4.1.4 The Combination of Tasks and Exercises | 第46-50页 |
| 4.2 Characteristics of Classroom Language Input and Output | 第50-60页 |
| 4.2.1 Offering Roughly-tuned Input and Finely-tuned Input | 第50-55页 |
| 4.2.2 Decreasing Input and Increasing Output | 第55-60页 |
| 4.3 Characteristics of Teaching Methods | 第60-69页 |
| 4.3.1 The Application of Interactive Teaching Approach | 第61-67页 |
| 4.3.2 The Application of Situantional Teaching Approach | 第67-69页 |
| 4.4 Characteristics of Teaching Means | 第69-75页 |
| 4.4.1 The Use of Multimedia | 第69-72页 |
| 4.4.2 The Use of Mind map in English Reading Classroom Instruction | 第72-75页 |
| 4.5 Other Characteristics | 第75-81页 |
| 4.5.1 Taking Classroom Control | 第75-76页 |
| 4.5.2 Creating a Pleasant Teaching Atmosphere | 第76-78页 |
| 4.5.3 Encouraging Critical Thinking | 第78-81页 |
| Chapter 5 Conclusion | 第81-84页 |
| 5.1 Summary of the Research | 第81-82页 |
| 5.2 Limitations of the Research | 第82-83页 |
| 5.3 Suggestions for Further Research | 第83-84页 |
| Bibliography | 第84-87页 |
| Appendix | 第87-93页 |
| Acknowledgements | 第93页 |
