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个积极的主动的学习心理状态。参与者之间的交际过程是一个互动的探究过程。任务型语言教学是培养学生运用语言进行交际的有效途径之一。在语法教学中，教师应设计一些任务，使学生带着明确的任务目标，积极主动地进行学习, 让学生通过实践、思考、交流合作等方式完成任务学习、掌握语言形式和语法规则。因此，课堂上，教师可以根据不同的语法内容设计不同的任务，让学生掌握语法知识的同时发展语言能力。 1) 发表观点型任务这类任务让学生发表不同的观点。在学习Getting to know Steven Spielberg之后，教师可以提出下面问题让学生发表自己的观点，要求学生使用非限制性定语从句。 What kind of person do you think Steven Spielberg is? S1: Spielberg is a modest person, who owes much of his success to his wife and children. S2: Spielberg is a born film-maker, who began to make films when still a 12-year-old boy. S3: Spielberg is an ambitious person, whose dream was to go to the Film Academy when young. S4: Spielberg is a peace-loving person, who hates war and makes films about the cruelty of war. S5: Spielberg is a strong-minded and hardworking person, who tries his best to achieve his goals. S6. Spielberg is a creative and imaginative person, who has made a lot of great films. S7. Spielberg is a successful and popular director, who has many fans in China. S8. Spielberg is a good script-writer, who writes the scripts for the films himself. 这样设计的课堂活动可以达到进一步巩固非限制性定语从句的目的。将语法始终与课堂活动联系起来，学生在用中学，一边将所学的语法用法用于实践，学生颇有成就感。 2) 信息差型任务这类任务指当交际一方有新信息同时愿意提供信息，另一方可以获得信息双方所进行的交际活动。在这样的活动中，学生可以通过运用所学的语法知识来获取信息，消除信息缺口，完成交际任务。如在学习直接引语和间接引语时，头一周刚好外籍老师Rachel给学生上了第一节的口语课。于是，教师可以设计这样的信息差活动。教师对学生说：“Last week, our foreign teacher, Rachel, gave us an English Lesson for the first time. You were very curious and asked lots of questions about her. What questions did you ask her?”让学生回忆并转述课堂上问过Rachel的问题，这样，学生在回答时很自然地使用了间接引语。 S1: I asked her where she was from. S2:.I asked her why she came to China. S3: I asked her when she came. S4: I asked her how she had come to China. S5: I asked what she thought of our school. S6: I asked if / whether she liked Chinese food. 教师顺势问学生：What did she say? S1: She told us that she was from Huston, the USA. S2. She told us… / She said… 教师在课堂上尽可能设计有一定信息差的会话练习，以通过会话操练语法结构，调动学生学习的能动性，促使学生处理和使用信息用英语和别人交流。努力做到形为意用，为培养学生的语言交际能力打好基础。 3）解决问题型任务这类任务是分配给学生一个任务和一些相关信息，学生需要经过讨论找出解决问题的答案，答案可以有多种，也可以是唯一的。如在学习祈使句的间接引语时，教师可布置任务，要求学生采访班主任或任课老师了解学校的规章制度，并组织讨论，要求学生采访结果对如何遵守校规作出汇报，要求使用间接引语。 The teacher told us to finish our homework on time every day. The teacher told us to keep our classroom clean and tidy. The teacher told us not to be late for school. …... 这样的任务设计目的明确，有利于学习英语知识，提高实际语言运用能力。 4．在对比归纳中进行语法教学系统论认为, 客观事物都是相互联系、不可分割的, 事物的整体功能大于局部之和。没有对整体的综合感知, 部分的感知必然是片面的、浅层的。现行教材采用循环式编排语法项目, 把同一个语法项目分层次分阶段在教材中呈现, 这对学生在一定的时间内理解、巩固语法知识是有利的, 但又必然割断语法知识之间的内在联系, 不利于学生从整体上把握语法知识、形成整体概念, 甚至会造成旧知识对新知识的干扰。因此, 教师在教学中要重视系统讲解, 并引导学生对教材中分散的语法作适当的归纳, 特别是在学完了某方面的语法后, 更应对这方面的语法规则作全面的综合归纳。如学了定语从句后, 就关系词在从句中的作用教师可以作如下简单明了的归纳，有助于学生透彻掌握和正确使用关系词。主语宾语定语表语指人 who, that who, that, whom whose that 指物 which, that which, that whose that 状语时间 when 原因 why 地点 where 又如，学习了被动语态后, 教师可以让学生运用被动语态就划线部分提问。 1. They are going to put up a notice at the gate. 2. The city officials have made a plan to turn Beijing into a green city. 3. By last month the government had spent 5 million yuan restoring these statues. 4. They hold a class meeting every other week. 5. They will revise the laws to protect the rights of women and children. 6. They built a new school for the disabled in Wenling last year. 7. The doctor is examining a little boy now. 8. The students were busy preparing for the Christmas party. 再如，在学习了名词性从句、定语从句和非谓语动词之后，教师可以通过句子改写来归纳用不同的方式来表达同样的意思。