An Investigation into the Practice of Senior High School English Reading Teaching from the Perspective of the Task-Based Teaching Method

Xiaoyu Li; Guifang Wang

doi:10.63313/ESW.9123

Authors

Xiaoyu Li Zhejiang Yuexiu University, Shaoxing, China Author
Guifang Wang Zhejiang Yuexiu University, Shaoxing, China Author

DOI:

https://doi.org/10.63313/ESW.9123

Keywords:

Task-Based Teaching, English Teaching, Reading Literacy, Senior High School English

Abstract

Task-based teaching plays a crucial role in enhancing students’ English reading literacy. This paper elaborates on the concept and function of task-based teaching and, drawing on specific lesson examples, explores its pedagogical practice in senior high school English reading. By structuring the teaching process into three stages—“pre-task,” “while-task,” and “post-task” — the study aims to facilitate students’ deep understanding of the text theme meaning, promote the dual de-velopment of reading ability and thinking quality, and ultimately improve stu-dents’ English reading literacy.

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