Paper Keywords: task-based teaching mode grammar teaching strategy task design

This paper discusses how to use task-based teaching mode to learn grammar, and expounds the strategy of implementing task-based teaching in grammar classroom teaching and the task design mode of grammar teaching, so as to make grammar class more lively and interesting and make students learn grammar more relaxed and happy.

At present, there are still some problems in English grammar teaching, which teachers should implement when teaching grammar in class? Cramming at the last minute? Teaching is often explained by teachers themselves, and students cannot apply the grammar knowledge they have learned to specific problems. This monotonous grammar teaching can neither fully attract students' attention, nor enable students to master grammar more firmly. Therefore, teachers must change the previous grammar teaching ideas and use task-based teaching method in grammar class to make the class more lively and interesting. In order to stimulate students' interest in learning.

1, task-based teaching method

Task-based teaching rose in the 1980s. It means that teachers design learning tasks around a certain topic and a certain language, so that students can feel, understand and use the language in the process of completing the tasks.

It has the following characteristics:

(1) Task-based teaching emphasizes real-life tasks as the central activity of teaching, which is not enough for practice-based language teaching activities. (2) Task-based teaching emphasizes the teaching process, trying to make students participate in the learning process by completing tasks in real life, so that students can form the ability to use English. (3) Task-based teaching requires that teaching activities should help students learn language knowledge and develop language skills, so as to improve their language application ability, and it puts more emphasis on cultivating students' language application ability.

Task-based teaching method is a task-centered teaching method. What is its most striking feature? Apply what you have learned? . In the process of completing the task, students solve problems through interactive negotiation of meaning. In classroom teaching, teachers design specific tasks around specific language goals. Students complete tasks through various forms of language activities such as inquiry and communication, and cultivate students' comprehensive ability to apply English.

2. The significance of grammar teaching

Grammar plays an irreplaceable role in English learning today. Having a certain grammatical ability can improve the ability to use English more quickly, and then improve the ability of oral expression. In order to improve the ability to communicate in English, it is necessary to expand students' basic knowledge. Grammar knowledge is an integral part of communicative competence. Only by mastering English grammar knowledge can we improve our English communicative competence. Therefore, grammar teaching is very important.

In the past, grammar teaching focused on imparting knowledge and repeated practice, but ignored the application of grammar in practice. The new curriculum standard advocates that grammar teaching should focus on ability and use grammar in daily communication. Improve students' communicative competence. Task-based teaching method is a rich scene designed by teachers. Let students participate in the teaching process by completing tasks, so as to improve students' comprehensive language use ability.

3. The strategy of implementing task-based teaching method in grammar classroom teaching.

3. 1 Setting teaching tasks with situational teaching method

Teachers can use multi-computer technology to design some virtual language environments, such as teaching AIDS, pictures, toys or cartoon pictures, to make English grammar lessons more lively and interesting, and students can learn grammar in a more real language environment. Make them more interested in English learning.

For example:? Question+infinitive? The usage of.

Divide the students into even groups and divide the groups into two parts, one for tourists and the other for indigenous people.

Passengers are going to travel to an island, but they are unfamiliar with the island, so they list many questions they want to know, such as:

We need to find out

How to get to the capital?

Where to live.

Students of indigenous groups should imagine the problems that tourists may encounter and prepare in advance how to help tourists.

Tour groups and aborigines combine to conduct passenger consultation.

This can stimulate students' enthusiasm for learning.

3.2 Use the picture story to set the task.

Picture stories can be used in the teaching of simple past tense. You can tell a story according to the picture.

(1) Organize students to write one or two sentences according to the pictures and introduce what happened in the pictures;

(2) arrange the pictures in chronological order;

(3) According to the arranged pictures, adjust the use of language to make it a coherent story.

Learn simple past tense by showing pictures, so that students can remember it more deeply.

3.3 Complete the teaching tasks with project assignments.

Task-based teaching attracts projects to homework and transforms repetitive copying tools into group cooperation to complete creative activities. This is conducive to the development of students' multiple intelligences, and electricity is conducive to the cultivation of students' practical ability and innovative consciousness. The implementation of the project can be divided into three stages. The first is the planning stage. The whole class plans the content and results of the project together. Teachers can make suggestions on the language requirements in the project, and students can agree on the project strategy, such as the division of tasks among team members. Secondly, in the implementation stage, students collect and exchange necessary information and use skills to complete tasks. Finally, students show their learning achievements to the whole class and get feedback or opinions from students and teachers. In this way, students can not only review and consolidate what they have learned in a meaningful way, but also stimulate their enthusiasm for learning and provide a stage for students to show their abilities.

3.4 Use the game method to complete the teaching task.

Setting up games in class can stimulate students' enthusiasm. For example, when learning nominal possessive pronouns and adjective possessive pronouns, set up a game to find the owner.

(1) Put away the things in the students' hands and put them on the platform;

(2) Invite students to send articles in front, and the teacher will explain the rules of activities;

T: Now, please have a look. What is this?

Student: A pencil.

Yes, this is a pencil. But whose is this? Tom, is this yours?

Tom: No, it isn't mine. I think it is Jim's.

Jim, is this yours?

Jim: Yes, it's mine.

T: here you are.

Jim: Thank you, Ms. Chen.

(3) Students take turns to come to the front to get things for the host, only one thing at a time, so as to ensure that other students have the opportunity to participate. Grammatical rules can be activated through games. Well-designed and moderately difficult game activities will have unexpected teaching effects.

4. Task design of grammar teaching.

Task-based teaching is divided into three steps: putting forward tasks, carrying out tasks and summarizing tasks.

4. 1 Put forward the task

At this stage, teachers introduce new language knowledge, set a topic, and conduct comprehensive training on listening, speaking, reading and writing around this topic. And present different grammatical tasks. After introducing the topic, the teacher should briefly explain the tasks to be completed later.

After completing the task of grammar learning, teachers can provide students with necessary grammar materials and guide them to consult relevant grammar materials.

4.2 Perform tasks

At this stage. Ingeniously design the grammar structure as a task based on daily life, requiring students to complete communication tasks with the knowledge and skills they have learned, and realize accurate and smooth application of new grammar knowledge through cooperative communication between teachers, students and students.

4.3 Overview of tasks

At this stage, teachers should summarize the grammatical structure and ask students to do homework related to the grammatical content. It can be a special grammar exercise to consolidate the knowledge learned, or a written expression exercise with a certain grammar as the leading grammar.

5. Conclusion

The application of task-based teaching method in grammar teaching is closer to real life, which can effectively mobilize students' enthusiasm for learning English, make them never tire of learning grammar, use grammar more boldly and develop students' abilities in all aspects. It promotes students' ability to be good at active exploration. However, how to effectively use the task-based teaching model in more innovations needs English teachers to explore in future teaching.

References:

[1] Cheng, Task-based Language Teaching [M], Beijing: Higher Education Press, 2006.

[2] Lao Xiaojing, Research on the Innovation and Application of the New Teaching Model of Junior High School English Grammar under the New Curriculum [EB/OL], Guangzhou Baiyun District Junior High School English Teaching and Research Network, 2009( 1 1).

[3] Wang Duqin, English Teaching Strategies [M], Beijing: Foreign Language Teaching and Research Press, 2002.

[4] Yang, on the application of task-based teaching method in senior high school English grammar teaching [J], Journal of Hubei University of Economics, 20 10(6).

[5] Zhou Shuqing, Junior Middle School English Teaching Model [M], Beijing: Beijing Language and Culture University Press, 200 1.

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