Abstract: The Outline of National Basic Education Reform (Trial) clearly stipulates that comprehensive practical activity course should become a compulsory course in primary and secondary schools. Under the guidance of task-based theory and constructivism theory, through practice, I think there are two main purposes to carry out English comprehensive practice activities: from the perspective of acquiring knowledge, it is to extend English learning from textbooks to real life, so that students can apply and learn knowledge independently in practice, and expand their knowledge through this process, thus improving their English literacy in an all-round way; From the perspective of cultivating ability, it is to improve students' ability to cooperate, explore, solve problems and communicate with others. This paper mainly expounds some methods of developing comprehensive English practice activities in middle schools. Key words: comprehensive practical activities, task-based learning, student-centered cooperative learning, 1. The purpose and significance of carrying out English comprehensive practice activities With the deepening of the new curriculum reform in China, many advanced educational theories at home and abroad, such as constructivism theory and task-based teaching theory, are being demonstrated, practiced and applied. Drawing lessons from these theories and combining the characteristics of middle school students' English learning in China, we have launched the comprehensive practical activity course, that is to say, the comprehensive practical activity course is the integration of these theories. So, what is the purpose and significance of developing English comprehensive practice activities? Through practice, I think there are two main purposes to carry out English comprehensive practice activities: from the perspective of acquiring knowledge, it is to extend English learning from textbooks to real life, so that students can apply knowledge in practice and learn knowledge independently, and expand their knowledge and improve their English literacy in an all-round way through this process; From the perspective of cultivating ability, it is to improve students' ability to cooperate, explore, solve problems and communicate with others. In other words, in the past, English teaching focused on imparting knowledge, but ignored the cultivation of ability; Pay more attention to learning results than learning process; Pay more attention to the study of indirect knowledge than the acquisition of direct experience; Attach importance to teachers' teaching and ignore students' exploration; Pay attention to students' test scores and ignore the improvement of comprehensive quality. Nowadays, quality education emphasizes establishing students' dominant position in the learning process by creating various activities that are conducive to students' all-round development, so that students' life potential and creativity can be fully exerted in colorful independent activities. Second, the basic procedure of English comprehensive practice activities: English comprehensive practice activities focus on interdisciplinary thematic learning, providing students with an open space-time world with rich content and various forms, highlighting the cultivation of students' ability and all-round development of their quality, and promoting the coordinated development of students' comprehensive application of knowledge and all aspects of quality. Therefore, to carry out comprehensive English practice activities can not only rely on the classroom. We must plan all kinds of activities based on the mode that extracurricular tasks assist classroom tasks and classroom tasks extend to extracurricular tasks, and take cultivating students' active inquiry ability and active learning consciousness as the starting point. Through students' personal practice, students' interpersonal skills, language communication and problem-solving skills are exercised, students' initiative in autonomous learning and using English is mobilized, and students' economic awareness and organizational ability are cultivated. To carry out comprehensive English practice activities well, there are six procedures: first, let students choose practical topics and form activity groups according to the principle of free combination; Secondly, let each activity group make a plan to plan their own activities; Third, in the process of carrying out activities, under the guidance of teachers, team members cooperate with each other and constantly adjust their activity plans until they are the most reasonable; Fourthly, teachers and students summarize and evaluate the whole process and results of the activity; Fifth, the group shows the results of its activities; Sixth, reflection after group activities. Third, the principles, design and examples of the topic selection of comprehensive practical activities: the key to the success or failure of developing comprehensive English practical activities lies in the design and positioning of the activities. Teachers should follow the following principles when choosing a topic: 1, the principle of openness, the topic selection should be related to students' textbooks, and the purpose of the activity is to supplement and extend textbook knowledge; The content of activities should not be limited to teaching materials, but should be a wide range of social life. Life is the source of English teaching. English comprehensive practice activities should break the boundaries between in-class, out-of-class, in-school and out-of-school, and build activities with in-class contact, in-school contact and interdisciplinary integration, so that the activities have a strong flavor of life and are loved by students, which embodies Dewey's educational proposition that education is life. For example, after learning Unit 2, Book 4 of the Education Edition for English Scholars, my students and I conducted a comprehensive English practice of flea market trading. In view of the ubiquitous characteristics of English in real life, I asked students to carry out activities such as classification of common English signs, collection of advertising English, summary of common online English, and finding foreign languages in Cantonese. These activities come from social life and make students feel close and cordial. 2. The topic of practical principles must be based on stimulating students' interest, and must be close to reality and students' life. Besides, under the guidance of teachers, students should plan and design their own activities. Because practice is the main way for children's development and growth, and it is also the carrier for students to form practical ability. Teachers should provide enough time and space for students to use their brains, hands, mouths and ears, so that they can gain direct experience in practice, apply the acquired knowledge and experience to practice, learn and improve in practice, and acquire real knowledge and ability in practice. For example, the comprehensive English practice activities I have carried out with my students are close to students' lives, lively, interesting and simple. Cultivate students' ability to collect, process and use information through a series of activities such as editing, displaying, reporting and evaluating; Cultivate students' design concept, practical ability, aesthetic taste and aesthetic ability. 3. The principle of autonomy English comprehensive practice should be a process for students to understand society and expand their knowledge. It integrates research, knowledge and comprehensive ability, provides conditions for students to think freely, act freely and speak freely, and pays full attention to students' independence and creativity in the whole activity process. For example, after learning the related contents of Christmas and Thanksgiving in junior high school English textbooks, I asked students to carry out comprehensive practical activities according to the important festivals in English-speaking countries, the customs of Chinese and foreign festivals, and the etiquette differences between China and foreign countries. After learning the content of food, I asked the students to carry out comprehensive practical activities with the theme of food English and cultural similarities and differences in different countries. Students have solved their puzzles in Chinese and western cultures with questions and strong interest, thus achieving the goal of letting students learn English independently, learn English and use English, truly becoming the masters of their own learning and activities, realizing their own specialties and embodying their own values in practice. The following is a comprehensive practical activity that I instruct students to carry out: a design to carry out comprehensive practical activities in English-what do people from different countries eat? 1。 Significance: 3. Theme: Investigating the food culture of different countries 4. Methods: 5. Procedure: 5. 1 Schedule 5.2. Choose a topic 5.2. 1 Divide into three groups and assign different tasks: Group 6. 5438+0: Investigate the food culture in China Group 2: Investigate the food culture in Britain and America Group 3: Investigate the food culture in Japan Group 5.3: Collect materials and adjust their plans 5.4. (performance) A. British food and American food (performance) B. Fast food (video program) Group 3: Introduce Japanese food. (Computer data display) 5.5 Discussion and communication 5.6 Student summary 5.7 Comments 5.7. 1 Student comments 5.7.2 Teacher comments 4. Conclusion Practice has proved that this is not only an effective way to improve students' English learning in an all-round way, but also a beneficial attempt to improve their comprehensive quality and promote their all-round development. (1) emphasizes that students are the main body of learning and create space for students' full development. Active learning is the embodiment of learner-centered educational thought, which advocates students to actively explore, discover and solve problems. Including inquiry learning, problem-solving learning, communicative learning, cooperative learning, experiential learning and other learning methods. This teaching method enables learners to achieve self-development through practical activities such as active operation, exploration, processing, transformation and creation of learning objects. 1. Activity courses give all students a sense of ownership, and they can take responsibility for their own learning and group cooperative learning and improve their self-development ability. Learning is no longer a process of passive acceptance, but a process of autonomy, cooperation and inquiry, which helps students develop good personality qualities such as cooperation, sharing and initiative. 2. We can encourage students to speak freely, establish an equal dialogue mechanism between teachers and students, create a relatively relaxed and safe communication environment, and reduce the isolation and anxiety of individual students. 3. Provide opportunities for the interaction between teachers, students and students, understand each other's viewpoints and concerns, let different viewpoints and opinions confront each other, generate ideological sparks, urge teachers, students and students to reflect on themselves and their relationship with others, and finally generate new meaningful knowledge for themselves. 4. Guide them to actively participate in a series of self-education and self-exercise activities such as self-initiation, self-selection, self-organization, self-guidance, independent thinking and self-evaluation, so as to promote the formation of their personality and specialties and truly become people with subjective consciousness and independent ability. (2) Take experience as the basic content of teaching and develop students' abilities in an all-round way. Modern knowledge view emphasizes the transformation from knowledge knowledge to empirical knowledge, and requires students to gain direct experience through personal contact with things, operation, observation, experiment, inquiry experience and other specific activities, as well as in the process of individual initiative, initiative and interaction with others. Therefore, in teaching, facing students' life world and life practice, choosing experience activities that can reflect perception, guidance and promotion, mobilizing students' emotion, perception, thinking and attention to participate in the experience, caring for their experience and pursuit, and letting students feel the charm of English through practical use of English can not only stimulate their interest in learning English, improve their learning quality, exercise their practical ability, and develop their comprehensive application and innovation ability of knowledge. (3) Pay attention to cultivating qualified citizens who can undertake social responsibilities and face the world, and finally form an attitude of caring for society, so as to cultivate all-round talents for a harmonious society.