The Application Research Of Task-based Teaching In The Third Grade Of Primary School English

China's Ministry of Education issued English Curriculum Standards(Trial Draft)and English Curriculum Standards in the phase of Compulsory Education(2011 edition)in 2001 and 2011 respectively.Both of the two curriculum standards advocate the task-based teaching approach in primary school and emphasize the importance of tasks.Task-based teaching is a teaching approach that tasks as the core unit of planning,organizing,implementing and estimating language teaching.Task-based learning teaching not only emphasize "to learn in practice",but also value "to practice in learn".Students use language to perform activities and experience the charm of language in person which will arouse their potential and enthusiasm widely.In most areas of our country,the third grade is the starting point of English learning and the initial stage of learning English systematically.This article focuses on how to combine the characteristics of the students' English learning with the advantages of Task-based teaching approach,for achieving the goal of cultivating the students' comprehensive language using ability and designing a lesson in task-based teaching.The meaning of this study is to help teachers to integrate theoretical guidance and teaching practice of new curriculum by discussing on the design of task-based teaching for grade three in primary schools.The author conducted teaching experiments using task based language teaching by Jane Willis in Grade Three of L primary school.The experiments proved that task based language teaching is better than traditional teaching methods.It can improve students' comprehensive language proficiency.At the same time,students' interest has been improved,and the cooperative spirit of students has been well cultivated.The experiments also found four questions of task based language teaching:lack of design of teachers' task ability,immobilization of students' groups,inaccuracy of teacher role and the difference between the task and the exercise is not obvious.This text put forward some suggestions about these questions:improving teachers' ability of task designing;arranging students' grouping scientifically and reasonably;positioning the role of teachers accurately and using tasks exercises correctly.