Education is a social phenomenon, which comes from the needs of social life and ultimately from productive labor. Education is a unique phenomenon in human society and an activity to cultivate people. The special contradiction it wants to solve is the contradiction between the educated individual and society. Its specific function is to promote the educated from ignorance to knowledge, from not knowing much to knowing much, never being able to do it, from having no moral quality to having certain moral quality, from being weak to being strong, from having knowledge to being able to have habits. In short, education is to transform the accumulated experience of human production struggle and social life into the wisdom, talent and morality of the educated, so that their body and mind can develop and become

With the rapid development of society, the educational purpose of our country has changed from cultivating single knowledge-based and skilled talents to cultivating compound talents with independent personality, innovative spirit and lifelong learning ability. In this context, the theory of quality education runs through the whole process of education. This requires teachers to take quality education as the center and improve students' comprehensive quality as the fundamental purpose while cultivating students' English language ability. As far as English teaching is concerned, it is necessary to achieve teaching objectives through "task-based" and project activities and cultivate students' comprehensive language use ability.

However, there are two main problems in English teaching in China, which make it difficult for English teaching to achieve the goal of cultivating students' comprehensive use of language.

First, due to the serious lack of language environment for learning English in China, it is impossible for students to acquire English in the natural environment. At present, with the popularization of computer network and the application of multimedia teaching, the language environment lacking in learning English has improved, but the language environment is still not optimistic. Being far away from the English environment, most students learn English mainly to cope with the college entrance examination, which makes students lack the ability to cultivate comprehensive language use in the learning process, which is not conducive to their all-round development.

Second, at present, most middle schools take the college entrance examination as a benchmark, and the main purpose of teaching English is to get grades. English teaching tradition is teacher-centered, language knowledge-centered, reading as the main learning approach, and vocabulary as the goal, thus forming a deep-rooted English learning culture with more input and less output, more knowledge than skills, more learning and less communication. One of the disadvantages of this input-oriented English learning is that it is difficult for students to transform language knowledge into language skills. Because the language knowledge that stays in the memory stage is only declarative knowledge, it can only be transformed into automatic procedural knowledge and finally form language communication ability after repeated use and a lot of language practice and meaningful and purposeful communication. In order to promote the all-round development of English learners, I think the following principles and practices are worth learning from in English teaching.

First, in teaching, when designing a teaching activity or task, we should first consider what occasion or situation the designed activity will take place in our daily life language communication, that is, consider its authenticity. Because language is embedded in real situations, without real situations, language loses its communicative value, and it is difficult for people to transfer the language knowledge they have learned to specific situations. Scene setting is often difficult to be absolutely true, and following the principle of authenticity means that the set scene should be as close to life as possible, or to simulate the communication scene in real life to the greatest extent. At present, with the state's investment and high attention to high school teaching, many schools can use multimedia and network teaching. Multimedia is a teaching method that integrates pictures, images, videos, animations, sounds, music and words, and can provide students with vivid and diverse cultural backgrounds, which is unmatched by any textbook. The content on the Internet is extremely rich. Teachers can download some original materials from some foreign language websites to students to increase their language input.

Secondly, interactivity means that the way of language communication is two-way, such as dialogue, conversation and discussion. In life, people talk in two directions, while one-way communication is rare, such as talking to themselves or performing monologues in drama. Interaction will inevitably lead to the negotiation and revision of the meaning of output discourse, making it possible for information exchange and language knowledge construction. Interaction requires cooperation, understanding the discourse conventions such as the beginning and end of dialogue, rotation, interpersonal relationship and identity characteristics of both parties, and choosing different language forms for meaningful communication. It can be said that without interaction, there is no learning, let alone language learning. The design of teaching activities is to pay attention to the principle of interaction, such as dialogue, question and answer, group discussion, debate and other activities are all good forms. Every student should enjoy the joy of success from every speech as much as possible to make students feel confident: I want to say, I can say, I can interact with others well. In this sense, we advocate student-centered and let students become the protagonists in the classroom.

Third, design a task, let students use their hands and brains to overcome difficulties and use language to complete it. The process of completing the task is the process of doing things with language. The process of doing things is also the process of students analyzing and solving problems, which requires learners to make different language responses according to the actual situation and create unique methods to solve complex problems and complete tasks. There are two viewpoints in the study of language teaching theory, namely, attaching importance to "process view" or "product view". Task-based teaching attaches importance to the process of doing things, and regards language learning as the process of learning by doing-learners develop their own language system through meaningful use of language. The outstanding feature of task-based teaching is to design teaching from the perspective of "learning", which is one of its most valuable cores. In teaching design, we should design a series of activities or tasks with clear goals and requirements from the perspective of "learning", and give them to learners to complete, so that students can achieve their goals through reading, thinking, participating in group discussions and peer exchanges, so as to experience the learning process and avoid just passively following the teacher's ideas. Because the completion of the task requires both individual positive thinking and discussion and consultation with peers or group members. In various activities, students actively explore and experience cognition in order to acquire knowledge or draw conclusions. Therefore, what they get is the result of positive thinking, which is convenient to integrate into the existing graphic framework of the target language and make the framework develop. At the same time, the whole process emphasizes the expression in the target language, and many tasks must be completed through speaking and writing, thus strengthening the language expression ability, which is the weak link of college students. This process can well balance the relationship between language receptive ability (listening and reading) and language productive ability (speaking and writing). Because students can't complete the task without expression, and successful expression must be based on understanding and absorbing the content and meaning of the text and paying attention to the formal structure of the language. In this way, while cultivating the ability of expression, it also promotes the development of understanding skills-listening and reading skills.

A major feature of this kind of learning activity is that group learning is the main learning method. Many scholars have discussed the role of group learning. In the field of foreign language teaching, Long and crookes have great influence on the study of group learning. In addition, N.S. Pabu, D. Noonan and P.S. Hank also made in-depth research on group cooperative learning. It can be seen that in recent years, group learning has become the focus of some educational psychologists and applied linguistics researchers. For example, cooperative reading is an effective teaching method, which can cultivate students' reading comprehension ability, enlarge their vocabulary and promote cooperation among students by involving them in cooperative activities.

In the case of large class size in China, group study has more special significance. It has greatly increased everyone's language practice opportunities and created a relaxed language learning environment. Collective sense of honor and peer pressure can also help to improve learning enthusiasm. The author once organized a group activity of about four people in oral English class and achieved good results. Elbaum's research shows that the learning effect of two-person group depends on the role of middle school students in the group. When students with poor reading level and their peers form a study group, they will get more help.

To sum up, as teachers, we should let students get close to the natural language learning environment, enrich the target language input and language practice, and the resulting communication, interaction and meaning negotiation between teachers and students. Effective language learning is not teaching, but experience. Make learning activities as important as learning content.

In the process of teaching, students are regarded as the main body of teaching activities, and the selection, design and organization of tasks strive to respect students' interests and needs, so that they can form the internal motivation of learning. From the perspective of developing cognition and cultivating ability, learning is a kind of "learning by doing" and is not limited to language practice. Through task-based learning, rather than practicing with a set of textbooks and books, students can experience how people do things with language or deal with contradictions. To accomplish this task, learners need to work hard to solve problems, overcome difficulties and learn to deal with bad information, bad reasoning and bad opinions in interpersonal communication.

This is a process in which all parties cooperate with each other and exchange opinions, so as to reach mutual understanding and finally reach a consensus. It also cultivates learners' ability to solve practical problems and use English comprehensively.

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