教材是英语课程的重要组成部分，它在设计教学内容、实现教学目标和推广教学理念方面具有重要意义，因此教材在英语教学中具有不容忽视的重要意义。在国家课程改革和普通高中英语课程标准（实验）实施的背景下，任务型语言教学这一强调学习过程的语言教学途径得以倡导。教学任务作为课程设计和英语教学的重要组成部分，成为第二语言教学中重要的研究课题。因此，对英语教材中的教学任务进行调查研究十分必要。通过对两套现行高中英语教材（北师大版高中英语教材和人教版高中英语教材）中的教学任务进行分类整理，并运用Littlejohn的任务评估表对这些任务进行分析，本研究试图总结两套教材中教学任务所具有的特性。为了更准确地研究教学任务在实际教学中的使用情况，研究者对六名高中英语教师进行了半结构式访谈，收集了他们各自在英语教学中关于教学任务可行性的观点和看法。访谈结果和教材分析结果互为补充，目的是全面地评估两套英语教材中教学任务的可行性。教材分析和访谈结果表明，两套英语教材中的教学任务基本反映了任务的特征，即教学任务设置了具体的目标，并向学生提供了丰富的语言输入，围绕目标分步骤指导学生完成任务，并达到一个具体的结果。教师访谈的结果表明，教学任务在任务选材和任务整合方面具有可取性，但是某些任务缺乏语言输入和真实的交际目的，教师需要根据学生的实际情况对任务进行改编和补充。本研究的意义在于它为英语教师和教材编写者提供了参考，以便更好地应用和设计教学任务，从而促进学生的英语学习。

As an essential component of English curriculum, textbook plays a major role in the design of teaching content, the attainment of teaching objective and the promotion of teaching philosophy. With the implementation of national curriculum reform and English Curriculum Standards for Senior High School (draft), task-based language teaching approach, which lays emphasis on language learning process, has been promoted in senior high English teaching. As the central organizing unit for syllabus design and classroom instruction, pedagogic task in senior high English teaching has been a significant research area in second language acquisition. Therefore, it is of necessity to investigate and analyze pedagogic tasks in English textbooks. The two sets of textbooks under evaluation are Senior High English published by Beijing Normal University Press and New Senior English for China published by People’s Education Press. This study summarizes the features of pedagogic tasks in the two sets of textbooks by classifying tasks and analyzing them using Littlejohn’s checklist for task evaluation. In order to investigate the pedagogic tasks in classroom teaching, the researcher conducts semi-structured interview with six in-service teachers and collects their opinions on the feasibility of tasks. The results of textbook analysis and interview are complementary; they provide a comprehensive evaluation of the feasibility of tasks in both sets of textbooks.As revealed by textbook analysis and interview, the pedagogic tasks in two sets of textbooks exemplify significant features of tasks. There is a clear goal of the task; the language input is in multiple forms and from multiple sources; process approach is adopted for the fulfillment of the task and an outcome is produced upon finishing the task. The interview results indicate that pedagogic tasks have its merits in the choice of materials and the integration of tasks focusing on different language skills. However, some tasks lack language input and fail to prompt genuine communication between students. Teachers need to make adaptation and offer additional language input according to students’ needs. The significance of present study is that it provides teachers and textbook compilers with a reference for implementing and designing pedagogic tasks, as well as facilitating students’ English learning. KEY WORDS: textbook analysis, pedagogic task features, feasibility