analysis of task-based teaching model in the teaching of english grammar（分析任务型教学模式在英语语法教学） 11页

Analysisoftask-basedteachingmodelintheTeachingofEnglishGrammarPaperKeywords:task-basedteachingstrategiesteachinggrammarteachingtaskdesignAbstract:Thisarticlediscusseshowtousetask-basedteachingmodeltostudygrammar,syntaxdescribedintheimplementationofclassroomteachingstrategiesandtask-basedapproachthetaskofgrammarteachingdesignpatterns,sothatthegrammarlessonsmoreinteresting,morestudentslearninggrammarrelaxedandhappy.Currently,theteachingofEnglishgrammar,therearestillsomeproblemsintheclasswhentheteachertaughtgrammarorimplementationofthe‘spoon-fed’teaching,mostofthetimetheteachersthemselvesinthetalks,thestudentslearnedgrammarcannotbeappliedtospecificproblemsin.thismonotonousteachingofgrammar,wecannotfullyarousedtheattentionofstudents,ortoallowstudentsamoresolidgraspofgrammar,therefore,teachersmustchangethepast,theideaof??grammarteachinginthegrammarclassroom11 usetask-basedapproach,maketheclassroommoreinteresting.inordertostimulatestudentinterestinlearning.1,task-basedapproachTask-basedteachinginthe1980s,theriseanditisateacheraroundatopic,thereissomeformoflanguageselection,designlearningtasksforstudentstocompletethetaskintheprocessofexperiencetounderstandlanguage.Ithasthefollowingcharacteristics:(1)thetaskofteachingemphasizesreal-lifetaskofthecenterforteachingactivities,andnotenoughpractice-basedlanguageteaching(2)thetaskofteachingemphasizestheteachingprocess,tryingtogetstudentsthroughthecompletionofreal-lifetasksinthelearningprocess,sostudentsdeveloptheabilitytouseEnglish(3)thetaskofteachingshouldbeconducivetoteachingandlearningactivitiesrequiredstudentstolearnlanguageknowledge,thedevelopmentoflanguageskills,therebyenhancingtheabilitytouselanguage,itismoreemphasison11 studentsabilitytouselanguage.Task-basedapproachtoteachingthefocusofthetaskplacedinit’smostnotablefeatureisthe‘learningwallswith.’Taskintheprocess,thestudentsmakemeaningthroughinteractiveconsultationtoresolveproblemsintheclassroomteachersfocusonspecifictargetdesignlanguageclearandspecifictasks.Studentsbyasking,exchangesandotherlanguages??theformtocompletethetask,inordertocultivatestudents’comprehensiveabilitytouseEnglish.2,theimportanceofteachinggrammarLearningEnglishgrammarintoday’splayanirreplaceablerole,withsomegrammarmorequicklytoimproveEnglishlanguageability,andtoimproveverbalskills.ToimprovetheabilitytocommunicateinEnglish,itisnecessarytoexpandtheknowledgebaseofstudentsThesyntaxknowledgeisanintegralpartofcommunicativecompetence,onlytomasterEnglishgrammar,inordertoimprovetheirEnglishcommunicationskills.Therefore,theteachingof11 grammarisveryimportant.Previousgrammarteachingfocusonimpartingknowledge,repeatedpractice,whileignoringthesyntaxoftheapplicationinpractice.NewCurriculumadvocates:theabilitytofocusongrammarteachingintheuseofgrammarineverydaycommunication,improvecommunicationskillsofstudents.Task-basedteachingisthatteachersdesignarichscenetoenablestudentstoparticipatebycompletingthetaskintheteachingprocess,andthusimprovetheiroveralllanguageproficiency.3,inthegrammarclassroomteachingstrategiestoimplementtask-basedapproach3.1Theuseofsituationalapproach,setthetaskofteachingLanguageteacherstodesignavirtualenvironment,youcanuseteachingaidspictures,toys,ortheuseofcomputertechnologytodesignmulti-screenanimation,tomakeEnglishgrammarlessonsmorevividandinterestingforstudentsinmoreauthenticlanguageenvironmenttolearngrammar.Sothattheymore11 interestinlearningEnglish.Forexample:‘interrogative+infinitive‘usage.Groupofstudentsintoanevennumber,thegroupdividedintotwoparts,oneforpassengers,partoftheindigenouspeoples.Passengerswilltravelonasmallisland,buttheislandisverystrange,sotheyknowtheywanttolistalotofproblems,suchas:Wewouldneedtofindout............Howtogettothecapital.......Wheretostay.Aboriginalstudentstoimaginethegrouptouristsmayencounterproblems,howtoprepareinadvancefortouriststohelp.PassengerGrouponIndigenousPopulationsandtheVisitorInformationcombinations.Thiscanstimulateenthusiasmforlearning.3.2Theuseofpicturestories,setthetaskPicture11 storyforteachingsimplepastcanbeastorybasedonpictureprompts.(1)organizestudentsaccordingtothepicturewriteasentenceortwotointroducethepicturewhathappened,(2)picturesinchronologicalorder;(3)Accordingtothearrangementoftheuseofagoodimagetoadjustthelanguagetomakeitintoacoherentstory.PhotoGallerybylaw,tolearnthesimplepasttense,sothatstudentsremembermoreprofound.3.3Project-basedhomeworktocompletethetaskofteachingIntroductionoftask-basedteachingprojectassignments,therepetitivecopyingintoagroupcollaborationtoolforcreativeactivitiesthathelpdevelopstudents’multipleintelligence,electronichelpstudentspractice,innovationawareness.Implementationoftheprojectforthreestages,firstistheplanningstage,theclasscontentandresultsoftheprojecttoplan,teachersmayprojectproposalsinthelanguagerequirements,studentsmayagreeontheprojectstrategy,thedivisionoftasks,suchasmembersofthegroup,followedbytheimplementationofstage,studentscollect,exchangethe11 necessaryinformation,theuseofskillstocompletetaskssuchasthefinalphaseofthestudentshowtheclasstodemonstratetheirlearningoutcomes,andobtainedfromstudentsandfacultyfeedbackorcommentssothatnotonlyallowsstudentsinameaningfulintheformofreviewandconsolidationoftheknowledge,butalsocanstimulatetheenthusiasmofstudents,forstudentstodemonstrateabilitytoprovidethestage.Linkstofreedownloadhttp://eng.hi138.com3.4methodusingthegametocompletethetaskofteachingClassmethodtosetthegametobetterstimulatetheenthusiasmofthestudents,suchaslearningnounpossessivepronounandadjectivepossessivepronoungamesettofindtheowner.(1)thestudentsintothehandsoftheitemsituponthepodium,(2)toinvitethestudentstothefronttosendthegoodstogo,teachersaccountactivityrules,T:Now,look.Whatisthis?Ss:ApencilT:Yes,thisisapencil.Butwhoseisit?Tom,isityours?Tom:No,itisnotmine.IthinkitisJim’s.11 T:Isityours,jim?Jim:Yes,itismine.T:Hereyouare.Jim:Thankyou,Ms.chen(3)turnstothefronttocomeandcollectthingsthatstudentsfindtheowner,youcanonlytakeonething,toensurethatotherstudentshavetheopportunitytoparticipate.Canactivatethegamegrammaticalrulessleekdesignandeaseofappropriateactivitiesandgameswillplayanunexpectedteachingeffectiveness.4,thetaskofdesigningtheteachingofgrammarTask-basedteachingisdividedinto:proposedtasks,performtasksandsummarytasksthreesteps.4.1makethetaskAtthisstage,theteacherintroducednewlanguageknowledge,setupatopicandstartspeakingandwritingaroundthetopicofacomprehensivetrainingandadifferentsyntaxtaskpresented.Introductiontothetopic,theteachersshouldbecompletedafterabriefdescriptionofthetask.11 Aftercompletionofgrammarlearningtask,teacherscanprovidestudentswiththenecessarygrammarmaterials,andguidethemtoaccessrelevantinformationonthesyntax.4.2tasksAtthisstage.Thecleverdesignofthegrammaticalstructureasthematerialofdailylifetothetask,askstudentswhattheyhavelearnedtheknowledgeandskillstocompletecommunicativetasksonebyone,andbyteachersandstudents,cooperationandexchangebetweenstudentsachievenewgrammaraccurateandsmoothapplication.4.3SummarytaskAtthisstage,teachersshouldsummarizegrammaticalstructure,requiringstudentstodojobsrelatedtogrammarcanbeafeaturegrammarexercisestoreinforcetheknowledge,orasyntax-orientedsyntaxofwrittenexpressionexercises.5ConclusionIntheteachingofgrammarinusetask-basedapproach,closertoreallife,youcaneffectivelymobilizetheenthusiasmofstudentstolearnEnglish,sotheyarenottiredoflearninggrammar,sothattheycanbemoreaggressiveuseofgrammar,comprehensivedevelopment11 ofstudents’abilitiesindifferentaspects.promotetheabilityofstudentstoactivelyexplorethegood,buthowcanamoreinnovativeuseoftask-basedteachingmodel,themajorityofEnglishteacherstobeteachingtheminthefuturetoexploretheissue.References:[1]ChengXiaotang,task-basedlanguageteaching[M],Beijing:HigherEducationPress,2006.[2]asmallquietlabor,underthenewcurriculum,newteachingjuniorhighschoolEnglishgrammaranduseofinnovativeteachingmodel[EB/OL],GuangzhouJuniorEnglishteachingandresearchnetwork,2009(11).[3]WangDuQin,Englishteachingstrategies[M],Beijing:ForeignLanguageTeachingandResearchPublishing,2002.[4]YangXiaoxu,Ontask-basedapproachinhighschoolEnglishgrammarteaching[J],JournalofHubeiUniversityofEconomics,2010(6).[5]ZhouShuqing,juniorhighschoolEnglishteachingmode[M],Beijing:BeijingLanguageandCultureUniversityPress,2001.Linkstofreedownload11 http://eng.hi138.com11