| Acknowledgements | 第1-5页 |
| Abstract | 第5-7页 |
| 中文摘要 | 第7-11页 |
| Chapter One Introduction | 第11-21页 |
| ·Background Information | 第11-13页 |
| ·New direction in foreign language teaching | 第11-12页 |
| ·The New National English Curriculum Standard Advocates the Use of TBLT | 第12-13页 |
| ·Statement of the Problem | 第13-19页 |
| ·Current Situation in Reading Teaching | 第13-17页 |
| ·Four problems in English Reading | 第17-19页 |
| ·Purpose of my Research | 第19-20页 |
| ·Significance of my Research | 第20-21页 |
| Chapter Two Literature Review | 第21-37页 |
| ·The Task-based Language Teaching | 第21-28页 |
| ·The Definition of Task | 第21-24页 |
| ·Theory of TBLT | 第24页 |
| ·The development of TBLT | 第24-25页 |
| ·Eight Principles for Task-based Language Teaching | 第25-26页 |
| ·The application of Task-based Language Teaching | 第26-27页 |
| ·The disadvantages of Task-based Language Teaching | 第27-28页 |
| ·Theories of English Reading Teaching | 第28-37页 |
| ·Definition of reading | 第28-29页 |
| ·Models of reading teaching | 第29页 |
| ·The disadvantages of the traditional teaching | 第29-30页 |
| ·Multiple Intelligences Theory | 第30-31页 |
| ·Lexical Approach | 第31-33页 |
| ·Reading Strategies for Developing Reading Skills | 第33-34页 |
| ·Interaction Hypothesis and Time-limited reading | 第34-37页 |
| Chapter Three Research Design to Solve Reading Problems | 第37-51页 |
| ·Four Problems in English Reading in middle School | 第37-41页 |
| ·Insufficient Background Knowledge | 第37-38页 |
| ·Small Vocabulary | 第38-39页 |
| ·Inappropriate Reading Skills and Reading Strategies | 第39-40页 |
| ·Inefficient Reading Rate | 第40-41页 |
| ·Research Design | 第41-51页 |
| ·The Task of Broadening Students’ Background Knowledge | 第41-44页 |
| ·The Task of Enlarging Students’ Vocabulary | 第44-46页 |
| ·The Task of Employing Reading Strategies to Enhance Skills Properly | 第46-48页 |
| ·The Task of Raising Efficient Reading Rate | 第48-51页 |
| Chapter Four Research Implementation | 第51-62页 |
| ·Participants | 第51页 |
| ·Assumptions | 第51-52页 |
| ·Instruments | 第52页 |
| ·Questionnaires | 第52-53页 |
| ·The design of the pre-test | 第53页 |
| ·Treatment in Class Teaching | 第53-61页 |
| ·Teaching of Task-based Reading The Fishbone reading teaching strategy (Fishbone diagram) | 第53-58页 |
| ·English reading teaching in PPP approach | 第58-61页 |
| ·The design of the post-test | 第61页 |
| ·Post-experiment Questionnaire | 第61-62页 |
| Chapter Five Results and Analysis | 第62-68页 |
| ·Data Collection | 第62-63页 |
| ·Research Results | 第63-65页 |
| ·Comparison of Two Groups in the Pre-test | 第63-64页 |
| ·Comparison of Two Groups in the Post-test | 第64-65页 |
| ·The Comparisons of Pre-experiment Questionnaire and Post-experiment Questionnaire | 第65-68页 |
| Chapter Six Evaluation and the calm thinking of TBLT | 第68-74页 |
| ·Evaluation | 第68-69页 |
| ·Limitations of the research | 第69-71页 |
| ·Suggestions for further research | 第71-72页 |
| ·Calm thinking of TBLT in ethnic middle school | 第72-74页 |
| References | 第74-77页 |
| Appendixes | 第77-96页 |
| Appendix 1 | 第77-81页 |
| Appendix 2 | 第81-87页 |
| Appendix 3 | 第87-95页 |
| Appendix 4 | 第95-96页 |
