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Abstract：Through the study of the application of task-based teaching method in middle school oral English， this paper focuses on the importance of oral English teaching and exploring new teaching methods， to promote the oral English ability of middle school students， and enhance cultural communication between China and global countries. Teachers and students are no longer the traditional rigid relationships， teachers are both planners and participants in teaching activities. Students in the spoken language environment created by the teachers from the bystanders to the participants， gradually improve the ability to communicate in spoken English.
Key words：Task-based teaching; oral communication; stimulus training task
I. Introduction
Task-based pedagogy is the development of the communicative teaching method. It has aroused people’s extensive attention in the world language education world. With the advancement of the new curriculum reform， the task-based teaching method has become more and more widely used in teaching. It plays an especially important role in the teaching of spoken English， and it can guide students to actively use what they have learned in oral English teaching activities and achieve mastery， thus becoming the master of learning.
II. The Theoretical Basis of Task-Based Teaching Method
Nunan argues that task-based pedagogy has the following characteristics： Task-based pedagogy requires teachers to introduce real language materials into their teaching. Students should not only pay attention to language projects， but also attach importance to the learning process itself. The task-based pedagogy emphasizes the personal experience of students and requires students to study by themselves.
The task-based approach emphasizes the learning process and introduces the real language materials into the learning environment so as to enable students to participate in the learning process by accomplishing real life tasks， so as enable students to develop their ability to use English. As psychologist Rogers pointed out， “Creating a good teaching atmosphere is the main condition for guaranteeing effective teaching， and the establishment of such a good teaching atmosphere is based on good human relationships.” （J，2003：11）
III. Problems and The Causes of Oral English Teaching in High School
Dumb English is the true portrayal of most Chinese students’ oral English ability. “Dumb” here does not mean that Chinese students can not speak an English fluently， and they can not conduct theirs’ daily conversation in English and have low oral communication skills. They may be able to read foreign masterpieces and esoteric academic documents well， perhaps able to write eloquent English essays， even perform well in the written tests of various international exams， such as GRE， IELTS， TOFEL and other examinations. These examinations cannot be used as the basis for foreigners to judge if his or her spoken English is good enough. In addition to the poor performance of phonetic fluency， more worrying is that many students are reluctant to speak English， even in the classroom， in the face of teacher supervision， students barely answer individual words. After back home， no one to urge them， it is hard for them to open the mouth. Under the influence of the college entrance examination baton， almost all the thoughts of teachers are focused on the type of practice and examination skills training， no time to take into account the thinking ability of students， the cultivation of innovative spirit for oral English. Therefore， students can not form a good learning habits and effective oral English learning strategies. Second， there has been a tendency to emphasize knowledge and improve students’ oral English abilities. The main reason that leads to the low level of English in our Chinese students is that professors pay too much attention to English grammar rules in teaching， while neglect the cultivation of practical ability of students. Exam-oriented education caused another drawback is do not teach something which not be taken seriously by paper grade.
IV. Conclusion
As a new teaching mode， task-based language teaching pays more attention to the adjustment of students’ learning strategies and the improvement of emotional goals. During the whole teaching process of Oral English in senior high school， task-based language teaching should fully develop students’ ability of divergent thinking and innovative thinking， greatly improve their language communication skills， and reflect the students’ subjectivity and autonomy.
Bibliography：
[1] Hossein， Shams & Hosseini， Mohammad. A New Trend in Education： Task-based Methodology for Teachers/Learners [J]. 2012：3-23.
[2]栢嘉瑜.基于任務型教学法的高中英语教学实践与反思 [J]. 学周刊，2016：6-8.
[3]陈文伯. 任务型教学法在大学口语中遇到的困难及对策 [J]. 海外英语，2013：5-15.
[4]方文礼. 外语任务型教学法纵横谈 [J]. 扬州：外语与外语教学，2003：7-9.
[6]王虹高. 外语任务型教学法研究综述 [J]. 科学之友B版，2009：3-6.
Key words：Task-based teaching; oral communication; stimulus training task
I. Introduction
Task-based pedagogy is the development of the communicative teaching method. It has aroused people’s extensive attention in the world language education world. With the advancement of the new curriculum reform， the task-based teaching method has become more and more widely used in teaching. It plays an especially important role in the teaching of spoken English， and it can guide students to actively use what they have learned in oral English teaching activities and achieve mastery， thus becoming the master of learning.
II. The Theoretical Basis of Task-Based Teaching Method
Nunan argues that task-based pedagogy has the following characteristics： Task-based pedagogy requires teachers to introduce real language materials into their teaching. Students should not only pay attention to language projects， but also attach importance to the learning process itself. The task-based pedagogy emphasizes the personal experience of students and requires students to study by themselves.
The task-based approach emphasizes the learning process and introduces the real language materials into the learning environment so as to enable students to participate in the learning process by accomplishing real life tasks， so as enable students to develop their ability to use English. As psychologist Rogers pointed out， “Creating a good teaching atmosphere is the main condition for guaranteeing effective teaching， and the establishment of such a good teaching atmosphere is based on good human relationships.” （J，2003：11）
III. Problems and The Causes of Oral English Teaching in High School
Dumb English is the true portrayal of most Chinese students’ oral English ability. “Dumb” here does not mean that Chinese students can not speak an English fluently， and they can not conduct theirs’ daily conversation in English and have low oral communication skills. They may be able to read foreign masterpieces and esoteric academic documents well， perhaps able to write eloquent English essays， even perform well in the written tests of various international exams， such as GRE， IELTS， TOFEL and other examinations. These examinations cannot be used as the basis for foreigners to judge if his or her spoken English is good enough. In addition to the poor performance of phonetic fluency， more worrying is that many students are reluctant to speak English， even in the classroom， in the face of teacher supervision， students barely answer individual words. After back home， no one to urge them， it is hard for them to open the mouth. Under the influence of the college entrance examination baton， almost all the thoughts of teachers are focused on the type of practice and examination skills training， no time to take into account the thinking ability of students， the cultivation of innovative spirit for oral English. Therefore， students can not form a good learning habits and effective oral English learning strategies. Second， there has been a tendency to emphasize knowledge and improve students’ oral English abilities. The main reason that leads to the low level of English in our Chinese students is that professors pay too much attention to English grammar rules in teaching， while neglect the cultivation of practical ability of students. Exam-oriented education caused another drawback is do not teach something which not be taken seriously by paper grade.
IV. Conclusion
As a new teaching mode， task-based language teaching pays more attention to the adjustment of students’ learning strategies and the improvement of emotional goals. During the whole teaching process of Oral English in senior high school， task-based language teaching should fully develop students’ ability of divergent thinking and innovative thinking， greatly improve their language communication skills， and reflect the students’ subjectivity and autonomy.
Bibliography：
[1] Hossein， Shams & Hosseini， Mohammad. A New Trend in Education： Task-based Methodology for Teachers/Learners [J]. 2012：3-23.
[2]栢嘉瑜.基于任務型教学法的高中英语教学实践与反思 [J]. 学周刊，2016：6-8.
[3]陈文伯. 任务型教学法在大学口语中遇到的困难及对策 [J]. 海外英语，2013：5-15.
[4]方文礼. 外语任务型教学法纵横谈 [J]. 扬州：外语与外语教学，2003：7-9.
[6]王虹高. 外语任务型教学法研究综述 [J]. 科学之友B版，2009：3-6.