Abstract Most of the students in junior middle school in the country are weak in oral English and their communicative language competence is rather poor. What’s more, they are unwilling to communicate in class. The traditional grammar-translation method puts too much emphasis on reading and writing while neglecting listening and speaking, which impedes the improvement of students’ communicative language competence. To some extent, TBLT can improve students’ communicative language competence and activate students’ interest and learning desire. This thesis analyzes the problems in current junior middle school oral English teaching and then states the principles for oral English teaching. After discussing the necessity of TBLT in meeting  the demands for improving students’ oral English, it studies the  applications of TBLT in middle school oral English teaching.69647

Key words: task-based language teaching; oral English teaching; language competence

摘要在国内初中英语口语教学中，大多数学生口语表达能力弱，交际能力差或不愿意用 英语交流。而传统的语法翻译教学强调阅读和写作的教学，却忽视听力和口语的教学， 不利于学生口语能力的提高。任务型教学在一定程度上可以有效提高学生的交际能力， 激发学生的口语交流兴趣和动机。本文分析了目前初中英语口语教学中存在的问题，提 出了培养学生口语的教学原则，论述了 TBLT 在口语教学中的必要性并且探究了 TBLT 在 初中英语口语教学中的应用。

毕业论文关键词：任务型教学；口语教学；语言能力

Contents

1. Introduction 1

2. Literature Review 1

3. The Problems in Current Middle School Oral English Teaching 3

3.1 The traditional grammar-translation method in class teaching 3

3.2 The problems caused by large class size 3

3.3 The students’ character 4

3.4 The negligence of oral English consolidation in class 5

4. The Principles for Oral English Teaching 5

4.1 Listening before speaking 6

4.2 Creating good class environment 6

4.3 The error correction 6

4.4 Teaching English in English 7

5. The Necessity of Teaching Oral English with TBLT 7

5. 1 The features of task-based language teaching 7

5.2 Creating the information gap in designing classroom activity 8

6. The Applications of TBLT in Middle School Oral English Teaching 8

6.1 The Willis’ task-based language model applied to middle school oral English teaching 8

6.2 The case study of tasks in middle school oral English teaching