The content of the textbook is the object of the task and the support of the design task. How to grasp the content of teaching materials is directly related to the quality of task completion. When designing tasks, teachers must truly understand the intention of compiling textbooks, optimize textbooks and activate them, so as to design operable and effective tasks. The author believes that grasping the teaching materials can start from the following three aspects:
First, block language information. As we all know, not all the contents that appear in the text are the focus of this class, and not all the new knowledge in a class should be designed with operational tasks. Teachers should know how to filter valuable information from textbooks and choose objects suitable for design tasks.
Second, grasp the key and difficult points of teaching. How to highlight the key points and difficulties is the key to the success of a class. Task design is to serve the key and difficult points, and the design should closely focus on the key points.
Third, according to the characteristics of language materials, choose the appropriate task form. There are usually two types of tasks: oral tasks and written tasks. Oral communication tasks include messages, broadcasts, poems, short plays, news releases, interviews, surveys, telephone calls, weather forecasts, film and television presentations, travel guides, menus, etc. Written tasks include investigation reports, letters, notes, maps, business cards, notices, etc.
Second, catch students.
Students are the center and subject of classroom activities, and students' language, behavior and thinking reactions in the process of task implementation are important signs to measure whether the task is effective or not. Primary school students' learning motivation is mostly because they like to do something or are interested in something. This requires teachers to design tasks that are conducive to students' completion according to their age and personality characteristics, so that students can learn while playing and acquire knowledge, ability, skill information and cultural information.
First of all, we should consider the difficulty of the language materials selected by students. For more difficult content, students' ability to accept and express should be considered more when designing tasks.
Secondly, we should consider whether the designed task form is interesting, whether it can be accepted by students, whether there are operational obstacles and whether it will help students to use English.
Thirdly, it is necessary to consider whether there will be factors that affect students' concentration and smooth operation, such as exaggerated form, novel materials and unclear pictures.
Finally, we should consider whether the task is beneficial to students' language development and teachers' observation of their language use. It is worth noting that teachers can't cater to students' interests blindly when designing tasks, let alone design activities just to please students and enliven the classroom atmosphere.
Third, grasp the task.
The "task" of language learning refers to the communicative activities with goals or the process of communicative activities to achieve specific goals. The goal here means that students actively use the language they have learned to do things, naturally use the language they have learned in the process of doing things, and develop their language ability in the process of doing things with the language they have learned. Task-based teaching requires teachers to creatively design teaching activities close to students' reality according to the overall goal of the course and the teaching content, so as to attract and organize students to participate. Students learn and use English through thinking, investigation, discussion, communication and cooperation, and develop and improve their language skills in the process of using English.