Abstract：The task-based language teaching (TBLT) is a new teaching method in recent years. TBLT focuses on that students can learn knowledge easily in the process of finishing the tasks. Therefore, TBLT can easily improve students’ learning interest and then enhance their learning efficiency. From the author’s analysis, the author finds that TBLT plays a very important role in primary English classroom, especially the new classroom teaching mode of it. Therefore, it is necessary to make more primary schools adopt TBLT in English classrooms. Based on this, the author decides to study on this topic. It is hoped that this paper can provide some suggestions and references for the implementation of TBLT in primary English teaching. 

Key words: task-based language teaching; task; primary English; application

摘要：任务型教学法是近年来新兴的一种教学方法。任务型教学法着眼于学生在完成任务的过程中轻松的学到知识，可以激发学生的学习兴趣，提高学生学习效率。而通过研究笔者发现，任务型教学法在小学英语教学课堂中作用突出，尤其是任务设计模式的创新。因此，应该将任务型教学法推广到更多的小学中。基于此，本文作者特进行这一课题的研究。希望本文的研究可以为任务型教学法在小学英语教学的具体实施提供建议和参考。

关键词：任务型教学法; 任务; 小学英语; 应用

　　　Task-based language teaching is a new try of primary English classroom. Compared to the traditional primary English classroom, the proposal of task-based language teaching in primary English classroom reflects English teaching changes from caring more about to teaching material-centered, from teacher-centered to the student-centered. Task-based language teaching in primary school is not mature, especially in village primary school, but it challenges the traditional English teaching method. It encourages students to participate in the English learning initiatively. It is a huge advancement. When a teacher designs tasks, students’ ability and the rationality of tasks must be taken into consideration. Teacher should insist on task-based language teaching and make his or her efforts to develop and explore effective ways of task-based language teaching which can help students improve their English learning ability.  

　　　For this thesis, there are some limitations: Firstly, the main task design principles and task types in primary English classroom have presented, but there must be other principles and task types underlying the practical application of TBLT in primary English classroom. Secondly, the theories or the examples given are based on other scholars, so the creativity of this study is not enough.