Korean Hight School Students Volitive Auxiliary "Can" Task-based Teaching Design

With the continuous development of our country’s economy, the continuousimprovement of international status, more and more people learning Chinese around theworld. South Korea, in particular, there are more than200large and middle courses inChinese language. Visible, south koreans and pay attention to more and more highdemand for Chinese. So very bullish on Chinese language promotion prospects forKorea.South Korea’s high school students in the use of verb often appear some errors,especially the "to" more mistakes.Chinese grammar class, traditional teaching methods tomake classroom lack of energy, the students’ interest in study is greatly reduced.In orderto improve the initiative and enthusiasm of students learning Chinese, the author tries tointroduce the task-based teaching model to let the grammar of the verb "to be" classroomteaching, through a variety of tasks designed to attract the attention of students, makestudents master what they have learned in the process of complete the task of languageknowledge, and in the actual communication.First of all, the author summarized predecessors’ research results, on this basis,according to south Korean students acquisition can verb "can" investigate the errorsgenerated by the analysis and research, find out the causes of errors and thecountermeasure.Secondly, in this paper, the task-based teaching theory and principles are analyzed,and the task-based teaching model of "to be" are studied, and then summed up the "to"the advantages of task-based teaching design.Finally, combining the theory of task-based teaching, the author aimed at SouthKorea’s high school students can verb "can" classroom teaching and practice of thedesign of the task.This design is simple and practical, can help improve learners to theacquisition of verb "can" be with use, thus improve the effect of South Korea’s highschool classroom teaching and practice.