Part I: Analysis of Task-based Teaching in Junior High School English Part I: The role of Task-based Teaching in Junior High School English.

The traditional teaching mode can't provide enough communication opportunities for students, which is not conducive to oral English teaching in junior middle schools. The application of task-based teaching mode in junior high school English teaching highlights the importance of language practical application, provides a good language learning environment for students, and is conducive to cultivating students' interpersonal communication ability, thinking ability, decision-making ability and adaptability. Task-based teaching method pays attention to practical application. In the process of task implementation, through participation, experience, interaction, communication and cooperation, language is perceived, recognized and used in concrete communication practice, which fully realizes the combination of language knowledge and language application and plays an important role in cultivating students' comprehensive language application ability.

Second, the specific process of task-based English teaching in junior high schools

1. Design tasks and guide learning.

Task design is the central link of this teaching mode. First of all, teachers should know the students' situation and teaching content in detail, including the overall psychological characteristics of junior high school students, students' English foundation and teaching requirements, so as to design tasks reasonably and scientifically and guide students to actively participate in teaching activities. For example, Yilin edition, the second volume of the eighth grade, Unit4Agoodread. Teachers can ask students related tasks, such as introducing their favorite extracurricular book, explaining why they like it and what inspiration they get from it. Driven by clear tasks, students' learning goals will be more clear and their learning efficiency will be greatly improved. In the process of learning, stimulate students' interest in learning, guide students to learn actively, and at the same time achieve the purpose of strengthening students' organizational expression ability.

2. Organize exercises to consolidate knowledge.

After students have learned knowledge, teachers should organize students to practice constantly and apply the vocabulary they have learned flexibly to life practice and daily expression, so as to deepen and transfer English knowledge. For example, after the Uint5Goodmanners course of Yilin Edition, the teacher can let students design and perform sitcoms related to etiquette or conduct interviews around related topics. For example, let students combine the learned etiquette knowledge and English vocabulary to simulate the scene of polite ordering and dining in a restaurant, so that students can practice knowledge points in a specific context, understand and master knowledge points more thoroughly, and achieve the effect of flexible application in life practice.

Exchange ideas

After completing the task, students should be organized to actively carry out experience exchange activities, which can be in the form of group discussion, situational interview or representative speech. On the one hand, students can share their experiences and experiences with others, and get a certain sense of accomplishment from them; On the other hand, learning through diverse teaching experiences can also improve the freshness of the classroom and stimulate students' interest and initiative in learning. Teachers should record the completion of students' learning tasks in detail, and make different evaluations, encouragement or guidance according to different completion situations, so as to adjust the teaching plan in time and improve the quality of junior high school English teaching. Junior high school English education is the basic stage of English learning, which has an extremely important influence on the whole stage of English learning. Therefore, teachers should flexibly and skillfully use the task-based teaching mode to optimize the teaching effect and improve students' English level in an all-round way.

Part II: Analysis of the problems existing in task-based English teaching in junior middle schools. Problems of Task-based Teaching in Junior Middle School English Teaching in China

With the comprehensive promotion of quality education, task-based teaching method has shown its unique advantages in junior high school English teaching in China, but it still faces some problems in different degrees in specific teaching practice. For example, due to the defects of teachers' task design, task-based teaching often takes a long time compared with other teaching methods, and it is difficult to cover all the required knowledge points, which leads to low classroom efficiency and is not conducive to the smooth completion of teaching objectives; Although some students seem keen to participate in the task of classroom design, they just take a fun attitude and "watch the fun" instead of "watching the doorway". When the task is not completed well, they don't take the initiative to check and fill the gaps or strengthen exercises after class, but adopt a "indifferent" attitude, which can't achieve the expected results; More importantly, in the current English examination system, many areas still follow the written test mode, which can not comprehensively examine students' comprehensive English application ability and is incompatible with task-based teaching. The existence of these problems leads some teachers to be not active in adopting task-based teaching methods, and some even return to the old road of traditional "cramming" teaching.

Second, further promote the reasonable combination of junior high school English and task-based teaching

In the current junior high school English teaching practice, although task-based teaching has encountered some developing problems, we should strengthen the research on task-based teaching, fully understand the nature and advantages of task-based teaching, strive to grasp the basic principles of task-based teaching, combine our own teaching practice, constantly sum up experience, explore laws, and further promote the reasonable combination of junior high school English and task-based teaching. I think we should pay attention to the following points:

1. Task-based teaching should be student-centered.

In task-based teaching, the teacher is only the subordinate role of the instructor or the referee. We should resolutely abandon the practice of "one-word-for-all" and let students truly become the main body of teaching. For example, in task-based teaching, the author often asks students to go to the podium to complete related tasks, and as an "audience", he walks off the podium and only gives appropriate guidance in necessary links, thus ensuring the space for students to think independently and play independently.

2. Task-based teaching should obey and serve the teaching purpose and teaching content.

Task-based teaching, as a teaching method, not only pursues "gorgeous form" and "lively scene", but also ignores or weakens the teaching content, so that the corresponding teaching purpose can not be achieved.

3. Teachers should design tasks carefully.

When designing tasks, we should aim at the age of junior high school students and conform to their physiological and psychological characteristics. Design tasks should be closely related to students' daily life, and pay attention to adopting rich and diverse forms to make the tasks interesting and practical. Praise and encourage those who finish the task in time, use as little or no criticism as possible for those who fail to finish it well, but pay attention to guidance and individual heart-to-heart, fully mobilize students' enthusiasm and participation, and create a lively, open and upward teaching atmosphere. In addition, the task design should try to face all students, not some or individual students. According to the different characteristics of students, different levels of tasks are designed to meet the different wishes and needs of students, so that every student can participate in the tasks as much as possible.

4. According to the requirements of quality education, further promote the reform of English exam-oriented mode.

We should explore ways to change the current written English test mode in junior middle schools, and appropriately increase listening test, oral test and scenario simulation test, which are closely linked with task-based teaching.

Third, the conclusion

Task-based teaching method fully embodies the modern educational concept of people-oriented and student-centered, effectively implements the teaching principle of "entertaining", and conforms to the basic laws and development trends of English teaching. In the practice of junior high school English teaching in China, we should actively explore and innovate according to the requirements of quality education, give full play to the advantages of task-based teaching, and realize the reasonable combination of junior high school English and task-based teaching, so as to better realize the teaching objectives and lay a good foundation for the healthy growth and all-round development of students.

Part III: Research on Task-based Teaching Method in Junior Middle School English 1. The present situation of junior high school English teaching

Influenced by the traditional exam-oriented education, teachers often directly instill knowledge into students in order to achieve teaching objectives, thus ignoring the applied characteristics of English and not paying attention to the cultivation of students' English application ability in teaching. At the same time, in the traditional English teaching class, junior high school English teachers often focus on the explanation of words, grammar and sentence patterns, and the teaching mode is relatively simple, which can not arouse students' interest, thus causing the inefficiency of English classroom teaching. At the same time, the differences between different students are not considered in the teaching design, and only the same task specification requirements are put forward for students. In this way, to a certain extent, some students with poor learning foundation can't complete the task, thus hitting students' enthusiasm for learning and losing their confidence in learning. For students with good grades, reviewing old knowledge repeatedly prevents them from learning new knowledge earlier and affects their learning progress. However, the traditional method of checking students' learning through exams leads teachers to ignore students' interest in learning, their activity in class, and their ability to judge social values, social morality, innovative thinking, practical application and communication with classmates. Such an evaluation method of junior high school English teaching will arouse students' disgust to a certain extent, and overemphasizing the written test results will affect the development of students' other abilities.

Second, the application strategy of task-based teaching method in junior high school English classroom

1. Implement diversified teaching methods

Due to the practical characteristics of English itself, junior high school English teaching can not only rely on classroom explanations, but also rely on exam-oriented education methods under the background of traditional education. Instead, it is necessary to implement diversified teaching methods and broaden teaching channels. Teachers can strengthen the teaching of English application in many ways, such as teaching students to learn to sing English songs, and letting students practice their oral English skills by imitating a dialogue in English movies, which can not only improve the boring classroom atmosphere, but also play a role in training students' oral English ability. In addition, junior high school English as a language subject, English teachers can hold English reading contests, English speeches, English drama performances and other activities to improve students' language use ability, attract students' interest in learning to the greatest extent, and cultivate students' autonomous learning ability.

2. Reasonable arrangement of teaching tasks

Junior high school English teachers should formulate different task arrangement standards according to the actual situation and fully consider the differences between different students. At the same time, when assigning tasks, we should combine some extracurricular activities to ensure the interest of tasks, fully stimulate students' interest in learning, and effectively improve the effect of junior high school English learning.

3. Implement a diversified evaluation mechanism.

In the evaluation of junior high school English teaching, we should implement a diversified evaluation mechanism, rather than just paying attention to students' academic performance. It is necessary to comprehensively evaluate students' learning attitude, learning methods, classroom participation and thinking ability, and guide students to become all-round talents. Task-based teaching method takes students as the teaching center, which improves students' learning enthusiasm and their learning environment to some extent. Therefore, applying task-based teaching method to junior high school English teaching can effectively improve students' English learning level.

Part IV: Research on the Task-based Teaching Model of Junior Middle School English. Setting of formal task activity scene

Teachers provide a variety of different situational models for students to practice and obtain different learning effects. Secondly, students actively participate in activities and complete tasks. After the teacher has assigned the task, assign the task to each group or let each group choose freely. Once the task is assigned, the team members must divide the work as quickly as possible, make a reasonable practice plan, and modify it to achieve good practice results. This teaching mode can not only improve students' participation, but also cultivate students' initiative in learning, give full play to students' subjective initiative and make good learning works in the competition. In the process of practice, students mark the correct route and set up the dialogue content in advance, and then combine the correct expressions, such as: Istherearestaurant? Where is the restaurant? And so on, and achieved good practical results.

2. Consolidate teaching after the task

First, students review the details of completing the task. According to the analysis of everyone's existing living environment, design an ideal living place. Secondly, teachers and students review the language and culture knowledge of this course together and present the knowledge points to students. The introduction of the last section aims to introduce your ideal living environment, mark the mistakes made by students in the process of performing tasks, write them on the blackboard, analyze the causes of the mistakes, and then guide and correct them. In turn, it warns students that only by realizing the existence of mistakes can they make continuous progress, thus encouraging students to carry out the next stage of study and practice with a positive attitude. But teachers can't pester students because of a mistake. In addition, teachers can also mark key sentence patterns in the books used by students in the practice process and make comments. Finally, after the students finish the task, the teacher will arrange some homework appropriately: the students invite foreign friends to their homes according to the conditions, and introduce the infrastructure, characteristics and ways to get home smoothly to foreign friends in detail. In class, teachers will randomly conduct appropriate spot checks and comments.

3. Concluding remarks

For many years, English teachers have made unremitting efforts for the education in China, achieved very beneficial results and made great contributions to the education in China. However, it is undeniable that there are still many problems in English teaching in China. Nowadays, task-based teaching method has changed the traditional teaching concept and completed the transformation from teacher-centered to student-centered education concept. New teaching methods and ideas have emerged in task-based teaching method. The role between teachers and students has changed, students have become active and the relationship between teachers and students has become more harmonious. Its appearance is in line with the development of human cognitive law. Task-based teaching method plays a significant role. On the one hand, it improves students' learning enthusiasm and motivation; On the other hand, students' self-study ability and comprehensive language use ability have been significantly improved.

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