支持“终点性活动目标”—“使能目标”：
(1)Memorize some information through pair work and produce the result in the form of reporting;
(2)Make up a dialogue according to the situation;
(3)Guess the meaning of some specific words in the supplementary reading(such as "Around
(4)Express their own ideas and preference of English programs through discussion(group work).This stage involves cooperating, mind-working, language processing and preparing for the real task fulfilling.
（二）课堂阅读活动任务的设计
1.学习任务的选择
阅读活动任务的设计基于阅读活动目标的确立。针对本节课的“终点性活动的目标”，分析其相关的“使能目标”，陵得学习任务的目标与阅读活动的目标一致，并据此导出相应的学习任务，即学习任务的选择。我们在进行学习任务选择时必须分析构成学习任务的主要因素。David Nunan认为学习任务主要由以下三个方面组成：(1)Goals——各个具体学习任务的目标；(2)Input——构成学习任务内容的输入材料；(3)Activities——基于这些材料而设计的各项活动。学习任务的选择首先会涉及到“任务目标”和“材料输入”这两个方面。现以SEFC Book 2A,Unit 4,Lesson 15 China Daily为例，选择以下学习任务：
(1)Lead-in Task:
Goal ①:Get Ss to recall the resources which news(especially English news)is usually obtained from.
Input:Watch and listen to the selected part of news from TV programs.Show Ss some English newspapers.
(2)While-reading Task:
Goal ②:Get Ss to gain more information about China Daily.
Input:Let Ss read the text of Lesson 15 China Daily.
(3)Post-reading Task:
Goal ③:Fast reading technique and word-guessing skill; efficient application of dictionary and independent learning strategies.
Input:Select another 3 pieces of news from China Daily as supplementary reading.
(4)Language-application Task:
Goal ④:Get Ss to consolidate what they have learned in this period; produce written English.
Input: A school newspaper“今日平中”in Chinese.