The Task-based Approach To English Grammar Teaching In The Senior High School

English grammar teaching in senior high school has long been a core component inEnglish teaching of China. It is also the difficult and key part of both English teachingand learning. With the development of the research in English grammar teachingapproaches, English grammar teaching has seen the process from traditional PPP tocommunicative teaching, and even in some period of time, there are also someindividuals suspect the existence of specialized grammar teaching. As a consequence,at present, there lie two errors in grammar teaching in China: on the one hand,traditional grammar teaching approaches put too much emphasis on the memory ofgrammar knowledge and repeating drill, which ignore the use of knowledge in reallife. That is, only take accuracy into account at the expense of fluency; on the otherhand, some teachings only attach importance to communicative competence andignore grammar completely. On this condition, as an English teacher in senior highschool, it is necessary to rethink the status of grammar teaching in English teachingand have a discussion on which effective teaching approach should be adopted. Inview of this, by means of making a conclusion on the teaching approaches in Englishgrammar teaching in recent years, analyzing both of the advantages and disadvantagesrespectively, the author put forward that task-based teaching is an effective method toimprove students’ English language ability, which shows its unique merits in seniorhigh school English teaching. At last, the author come up with the idea that task-basedmethod deserves further promotion in English grammar teaching.In order to verify the effectiveness of Task-based teaching, the author makes a listof the theory bases on which it came into being, at the same time, makes a comparison between this method and other teaching approaches, and finally, in the way ofexperiment together with investigation, questionnaire, class-room observation and soon to see the differences between the students of two classes (EC and CC). The authorcarried out both of the Pre-test and Post-test so as to make sure of the validity of theexperiment. I designed the experiment according to the following method: I set oneclass as the experimental class which received the task-based approach while the otherone as the controlled class which received the traditional3ps in grammar teaching.The data collected revealed that Task-based language teaching applied to Englishgrammar teaching in senior high school, and can better meet the requirement of NewEnglish Curriculum for the Senior Middle School (2003) which obviously has moreadvantages than other teaching approaches.