1. 1 definition of task

Task-based teaching method is to organize language teaching with task as the core. How to understand "task" is the key to correctly implement task-based teaching method. The word task has various definitions. Long believes that tasks are things we do for ourselves or others, such as painting fences, dressing children, filling out forms, buying shoes in shops, booking air tickets, borrowing books from libraries, obtaining driver's licenses, printing letters, weighing patients, distributing emails, booking rooms in restaurants, writing checks and finding destinations on maps. (Dragon, 1985)

Brin believes that all classroom activities that help to achieve the overall goal of language learning can be regarded as tasks, including short grammar exercises and complex and time-consuming overall classroom activities. (Brin, 1987)

Prabhu believes that a task is an activity in which learners draw some conclusions or results based on given information and thinking. When completing the task, learners can control and adjust their own thinking process. (Pabu, 1987: 17)

Willis believes that the task is to make learners use the target language as a communicative activity and achieve some results (Willis, 1996).

Noonan believes that task is a kind of classroom activity, which involves students' understanding and communication of the language they have learned, and learners' attention is mainly focused on expressing meaning rather than practicing language forms. (Noonan, 1989: 10)

Skehan defines a task as an activity with the following five elements:

Expressing meaning is the primary purpose.

Learners need to solve a communicative task.

What learners do is related to some activities in real life.

Completing the task is the most important thing.

The evaluation of activities should be based on the results.

(Cognitive Method of English Learning p95)

Wei Yonghong believes that "task" is to use language to deal with simulated or real-life problems.

There are different definitions of tasks, but it is not difficult to find that tasks must be designed into six parts: situation, goal, activity, result, meaning and evaluation. First of all, task-based teaching advocates real language situations and requires teachers to design real situations in the teaching process to generate real communication needs in real language situations; Secondly, the task should have a certain goal, that is, to solve the actual communication problems within the specified time; Thirdly, any task must be carried out in the form of activities and learned through cooperation and exchange between peers; Fourth, any task will eventually get certain results to test the effect of learners in learning, and activities without results are meaningless; Fifth, any task must be meaningful, and meaningless language activities are mechanical training of language; Finally, the evaluation of the results can not be ignored, because it is an affirmation of learners and an incentive.

1.2 definition of task-based teaching method

Foreign language teaching method has a long history. From the direct method in the early 1940s to the method of knowing people and communicative method in the 1960s, foreign language teaching has been continuously improved and improved, from focusing on content and form to focusing on meaning and ability. Since 1980s, task-based teaching method has gradually emerged on the basis of human knowledge and communicative approach. Task-based language teaching refers to a way to plan and organize language teaching with task as the core unit. In other words, teachers design tasks, so that students can complete tasks in the language they have learned, integrate knowledge and skills and do things through listening, speaking, reading and writing activities. This is a teaching concept of learning by doing. Task-based teaching method emphasizes learner-centered, people-oriented, and changes the previous method of teacher-centered, teacher-explained and learner-operated, attaches importance to the internal meaning of language and language application skills, and integrates language skills training into one or more tasks, so that learners can cultivate their ability to find and solve problems in the process of completing tasks, thus improving their comprehensive language application ability. So, what is the theoretical basis of task-based teaching method?

2 How to design tasks

Task-based teaching method puts the task at the center of teaching, and finding out what the task is will greatly promote the implementation of teaching. As for what the task is, it has been explained before. How to design the task will be discussed below. The classroom teaching task in task-based teaching method consists of objectives, inputs, activity forms, roles of teachers and students and environment, and its core is to accomplish a series of teaching objectives through tasks. Therefore, the task design should be reasonable and scientific. If the task is not designed properly, it will not only have little effect, but also affect learners' interest and enthusiasm. Generally speaking, several factors should be considered when designing tasks:

This task is neither too difficult nor too easy. The tasks designed by teachers should be within the learners' ability, and learners can complete the tasks through what they have learned and their own knowledge. If the task is too difficult, learners will have too much anxiety and nervousness, which is not conducive to the effective completion of the task and will also dampen learners' self-confidence. If the task is too simple, learners will lose interest and cannot improve their level.

The design of the task should be close to life, real and interesting. Because learners' learning interest is closely related to learning effect and teaching effect, activities that are divorced from learners' life design can't arouse learners' interest at all, let alone achieve the purpose of communication in language. Therefore, when designing teaching activities, teachers should take learners' life experiences and interests as the starting point.

The task design should be done step by step. The design of tasks should be gradual, from easy to difficult, from primary tasks to advanced tasks. This principle conforms to people's general cognitive law and can continuously enhance learners' self-confidence.

Principle of formal function. The biggest deficiency of traditional language practice is that language is out of context and function. Learners may know different language forms, but they can't express their meaning properly in these forms. The principle of formal function is to clarify the relationship between language form and function on the basis of the principle of authenticity, so that learners can fully feel the relationship between language form and function and the relationship between language and context, and enhance their understanding of language appropriateness.

The principle of learning by doing. Task-based teaching method can learn a language by completing specific task activities, so that learners can implement specific language activities for specific purposes, gain learning experience by completing specific practical tasks, try the joy of success and improve learners' interest and enthusiasm.

The principle of operability. In the task design, we should consider its operability in the classroom environment and try to avoid those classroom models with too many links and complicated procedures. When necessary, it is necessary to provide learners with a mode of task operation.

3 Task-based teaching method in the classroom application

The basic core of task-based teaching method is communication, so it has strong pertinence and maneuverability to solve the current situation of poor communication ability of students in oral English teaching in China. British linguist WILL LIS put forward three steps of task-based teaching in Task-based Teaching Framework: pre-task, task cycle and language focus. Take unit3 computer, the first volume of senior one, as an example to illustrate.

3. 1 Pre-task stage: Before class, the teacher introduces the topics and tasks, and the teacher divides the whole class into groups of 3-5 people, so that students can surf the Internet or go to the library to consult and collect computer-related materials. Students should classify the collected information into different categories. This task is close to life, easy to arouse students' interest, and not difficult to complete.

3.2 Task cycle stage: students communicate in the target language when completing the task. In class, teachers can organize students to share the collected computer-related materials. First, carry out activities among the group members. Each member reports the collected information in turn, and then discusses the history and development of computers, what computers can do in our lives and how computers affect and change people's lives. Each group chooses a classmate as a representative and makes a simple report to the whole class. Teachers and other groups * * * give each group a score, which includes the participation of each member, accurate and fluent language content and novel form. Teachers don't correct students' mistakes in speaking, so that students have a sense of freedom. This step can help students to participate in more activities in class and master some language expressions through activities, which embodies the principle of learning by doing.

3.3 Language Key Stage: This stage includes language analysis and language practice. In the language analysis stage, cultivate students' awareness of vocabulary, syntax and phrase collocation. Teachers assign language-focused tasks according to the materials that students have just read, analyze the results in the whole class, summarize them, write the relevant language points on the blackboard in tabular form, and students take notes. In the language practice stage, we should practice in moderation. These exercises make the whole teaching process more acceptable to students, and play a summary role at the end of the process, making students realize that these are the language points they have learned today. Teachers can organize practice activities according to the language analysis or materials they have heard and read. In this unit, teachers should let students practice how to make decisions and explain the reasons.

The teaching steps are as follows:

Step 1: Import

The teacher played a short film in which several robots were dancing. After playing the clip,

The teacher asked: What are they doing?

Students may answer: They are dancing.

The teacher asked: Why do they dance?

The answer is that they are controlled by computers. Students' answers may be different.

(Design intention: Through short films and questions, teachers naturally introduce the theme-computer, which arouses students' interest. )

Step 2: Warm up.

The teacher divided the class into two groups, boys and girls, and then held a competition. There are two rounds of competition during this period. The first round is: Do you know where computers are used now? The second round is about computer hardware. What English words do you know? Ask the students to write the correct answers on the blackboard. The rule is: one team scores one point, and whoever has more teams wins. (Design intention: The teacher has asked students to get as much computer-related information as possible before class, so these questions are not difficult for them. In other words, students can accomplish these tasks through their prepared materials or their own knowledge. This is based on the principle that the task is not too difficult, which can improve the enthusiasm of students. Besides, everyone wants to be a winner. Therefore, teachers can take advantage of this feature and hold some competitions among students. Competition can easily encourage students to take part in activities. )

After the game, the teacher announced which group won temporarily and encouraged the backward group to cheer, because they still had a chance to win.

Put some pictures of computer parts and teach students how to express these parts in English. This is to lay the foundation for completing the follow-up tasks.

Read ahead

Let the students look at the title and pictures of the text, and then let them predict what they will learn in this text. Students can express their opinions at will, and the teacher writes students' predictions on the blackboard.

Let the students divide into groups, one at each table. Try to rank these inventions in chronological order. These inventions are analytical machines, notebook computers, computers, robots, personal computers and general machinery.

(Design intention: Teach students how to predict the main content of a text, and quickly locate the information through the same vocabulary. )

When reading

1 skimming

Ask the students to read the text quickly, and then check whether their predictions are correct. This is fast reading, therefore, teachers should limit the time and students should grasp the main idea of the article rather than the details. After reading it, the teacher asked several students to answer, and then the teacher and other students made necessary supplements. Finally, the teacher summed up the main idea of the article. (Design intention: Through fast reading, students can understand the structure and main idea of the article, and can also help train students' reading speed. )

2 scanning

Rereading the text, the teacher shows some new words in the reading section on the screen, and then asks the students to guess the meaning of the new words in groups. Similarly, each table is a group. Before reading, the teacher teaches students how to guess the meaning of new words by using the context. In reading, students should find out the position of new words in the text. After watching it, they should finish the exercise 1. (Design intention: There are many new words in this text. Learning some new words before reading can help students understand the article properly. Moreover, the teacher introduces several ways to guess the meaning of new words to students, which can help students solve problems in reading. This is the second reading, so students should have more detailed information to answer the questions in exercise 1

3 read carefully

Third round. There are ten questions in this round of competition, all of which are details. Ask the students to read the text carefully and answer the questions according to the details. This time, the rules were changed, and two points were exchanged for one point. The score of this round exceeded the previous total score. Then, the teacher plays the recording of the text and the students read it after it. (Design intention: First of all, changing the rules can encourage underachievers to come on. If they seize this opportunity, they will be winners. In this way, students' interest will be greatly improved and they will take an active part in the competition. Second, teachers ask students to answer detailed questions to help them fully understand the text. Thirdly, reading aloud after recording helps to train students' listening and correct their pronunciation. )

After reading

The teacher announced which group won according to the scores, congratulated them and awarded prizes, and then gave the students a timetable for computer development, so that students could read the text again and find out these times in the text.

The teacher asked the students to design their new computers in groups, what they looked like and what they would do besides the existing functions. Teachers can help students to provide some necessary English expressions and remind them to use the new words they have learned. Before the discussion, the teacher divided every four students into a group, and each group selected a group leader to organize the discussion. A recorder writes down each member's thoughts, and then each group chooses a member as a representative to report the discussion results to the class. After the discussion, the teacher chooses one or two groups to report to the class. Finally, the teacher and other groups * * * scored each group and judged the best group.

(Design intention: First of all, the teacher summarizes the text to help students review what they have learned today and leave a deeper impression on them. Secondly, teachers can develop students' imagination by discussing the design of new computers. In addition, it also provides a free space for students to express their views with new words learned in the text, thus arousing students' interest. )

Step 6: Homework

Teachers ask students to reread the text, underline the unknown places, and try to solve problems with clues or dictionaries.

Ask students to go online to find more information about how computers affect people's lives and write an article with the collected information.

(design intent: rereading the text helps students better understand the language and structure of the text. By delineating what you don't know and solving problems by yourself with the help of context and dictionary, students' ability to find, analyze and solve problems is cultivated. Writing an article about how computers affect people's lives can test students' writing ability and help teachers master grammar and expressions that students don't know. Then the teacher can find ways to solve these problems according to the students' English level. The whole purpose of teachers is to improve students' English. )

Conclusion:

Task-based teaching is a trend of English teaching in China, which is worth exploring. If we want to understand task-based teaching scientifically, we must study it carefully. Only by designing a series of typical tasks for students from the perspective of learners, so that students can experience success in completing tasks, master knowledge independently, and give students a sense of accomplishment and honor, then our teaching will get twice the result with half the effort. Let's work together and keep exploring to further promote the continuous development of English teaching in middle schools.

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