| Acknowledgements | 第1-5页 |
| Abstract | 第5-7页 |
| 摘要 | 第7-11页 |
| Chapter 1 Introduction | 第11-16页 |
| ·Demand for New Method of English Teaching in Junior Middle School in China | 第11-12页 |
| ·Significance of this Study | 第12-13页 |
| ·Development of TBLT | 第13-14页 |
| ·Structure of the Thesis | 第14-16页 |
| Chapter 2 Introduction to Task and TBLT | 第16-25页 |
| ·Introduction to Task | 第16-21页 |
| ·Definition of Task | 第16-18页 |
| ·Characteristics of Task | 第18-19页 |
| ·Components of a Task | 第19页 |
| ·Types of Tasks | 第19-20页 |
| ·Principles of Task Design | 第20页 |
| ·Task-based Classification | 第20-21页 |
| ·Task-based Teaching Theory Basis | 第21-23页 |
| ·Halliday Theory | 第21页 |
| ·Piaget's Cognitive Theory | 第21-22页 |
| ·Bruner's Theory of Cognition | 第22-23页 |
| ·Krashen:The Input Hypothesis | 第23页 |
| ·Michael Long:The Interaction Hypothesis | 第23页 |
| ·The Background of the TBLT Approach's Coming into Being | 第23-25页 |
| Chapter 3 The Application of TBLT in "Go for it!" | 第25-31页 |
| ·Principles of Task-based Design in "Go for it!" | 第25-26页 |
| ·Types of Task-based Design in "Go for it!" | 第26-31页 |
| Chapter 4 The Analysis of "Go for it!" from the Perspectives of Task-basedLanguage Teaching | 第31-46页 |
| ·Types of Tasks and Distributions in Teaching Materials | 第31-37页 |
| ·Types of Tasks and Distributions in Section A | 第31-33页 |
| ·Types of Tasks and Distributions in Section B | 第33-37页 |
| ·The Analysis of Topics, Language Structure and Interpersonal Function | 第37-41页 |
| ·Illustration of the Compiling Pattern Based on Tasks in Each Unit in the Context | 第41-46页 |
| ·The Compiling Pattern Based on Tasks in Each Unit in the Context | 第41-42页 |
| ·The Analysis of the Compiling Pattern of the Unit Task | 第42-46页 |
| Chapter 5 Conclusion | 第46-50页 |
| ·Advantages | 第46-48页 |
| ·Disadvantages | 第48-50页 |
| Bibliography | 第50-52页 |
| 攻读硕士学位期间研究成果 | 第52页 |
