| ACKNOWLEGEMENTS | 第1-8页 |
| 1 INTRODUCTION | 第8-11页 |
| ·Background | 第8-9页 |
| ·Applications of Task-based Instruction (TBI) in the senior middle school English classes | 第9-11页 |
| 2 PRESENT SITUATION OF ENGLISH TEACHING AND LEARNING IN CHINA | 第11-19页 |
| ·English learning in China | 第11-12页 |
| ·Long established teaching approaches | 第12-13页 |
| ·TraditionaI Chinese learning and students' classroom behavior | 第13-17页 |
| ·National Matriculation Entering Test (NMET) | 第17-19页 |
| 3 TEACHING AND LEARNING THEORIES | 第19-43页 |
| ·Learning theories | 第19-22页 |
| ·First language acquisition (L1 acquisition) and a second language/foreign language learning(FL) | 第19-20页 |
| ·Behavioral approach | 第20-21页 |
| ·Cognitive approach | 第21页 |
| ·Functional approach | 第21-22页 |
| ·Models of instruction | 第22-28页 |
| ·Communicative language teaching | 第23-25页 |
| ·Grammar Translation Method | 第25-28页 |
| ·Test mode and students' motivation | 第28-30页 |
| ·Task-based Instruction(TBI) | 第30-43页 |
| ·Meaning of applications of Task-based Instruction(TBI) | 第30-32页 |
| ·Different definitions of task | 第32-34页 |
| ·Task classifications | 第34-35页 |
| ·Task cycle | 第35-36页 |
| ·Task-based syllabus design principles | 第36-38页 |
| ·Material design principles | 第38-43页 |
| 4 APPLICATIONS OF TASK-BASED INSTRUCTION IN ENGLISH CLASSES OF SENIOR MIDDLE SCHOOL | 第43-54页 |
| ·Task types | 第43-44页 |
| ·Pre-task period | 第44-49页 |
| ·Choosing proper materials for tasks | 第45-46页 |
| ·Setting proper aims and goals | 第46-47页 |
| ·Selecting appropriate tasks | 第47-48页 |
| ·Smoothing away difficulties for tasks to be carried out | 第48-49页 |
| ·While-task period | 第49-51页 |
| ·Teachers' role in this period | 第49-50页 |
| ·Students' psychological features | 第50-51页 |
| ·Dealing with individual differences | 第51页 |
| ·Post-task period | 第51-54页 |
| ·Outcome of tasks | 第52页 |
| ·Practical assessment | 第52-54页 |
| 5 CONCLUSION | 第54-55页 |
| ·Conclusion | 第54页 |
| ·Problems for further research | 第54-55页 |
| REFERENCES | 第55-58页 |
