【正文】  Abstract：This article is mainly concerned with learning motivation theories applied to junior school students' learning, analyzing the essence of "task” and the mode of principle of task-based teaching. Furthermore, this article discusses the task-based teaching in junior school English teaching, with special regard to motivation theories.
  Key words: task-based teaching, Junior school students, English learning,  English learning motivation Introduction:
  English is the most important language in the world. Middle school English teaching not only helps students learn knowledge, but also lays the foundation to promote each country in economy, culture and other aspects of communication. It plays an important part in our education system. 
　 From the subject character speaking, English teaching is the second language to the middle school students. Students should study English hard. To have the basic ability to practice English is the needs of the development of modern society 
  In fact, English teaching mode generally adopts the mainstream 3P teaching model, which can be understood as Presentation, Practice, and Production.
  Specifically speaking, in the discourse of foreign language acquisition, students learn a language in its superficial forms, such as vocabulary and grammar at the beginning of the process. And then, they have access to mechanical practice under the teacher’s control. Finally, they are involved in communicative activities. Although this mode has accumulated massive experience in English teaching, it has ignored students' needs and initiation. It is not ideal for a better teaching result. Li Shaoping (2009) says that: “students are not able to look for learning materials consciously. And they can’t choose suitable materials for their own cognitive level, ability and the ways of learning strategies. Most students won’t make study plans.” 
  This article mainly analyses the task-based teaching from the angle of learning motivation theories combined with the needs and motivations of middle school students. It discusses the principle of task-based teaching applied in English teaching. 
  Ⅰ Learning needs and motivations 
  English teaching should be student oriented. To master their learning motivation, try one’s best to satisfy their needs, and realize the goals of English teaching.
  American psychologist Maslow said that: “Man's needs to depend on what he still lack. Only dissatisfying demands can affect his behaviors.” If one doesn’t have enough ability to communicate with others, he is "an English learner". 
   Judging from the needs of students, the main purpose of learning English is not to learn English knowledge, but to master linguistic skills. Only when students are actively involved in language practice activities, this goal might be achieved. 
  To mobilize students' initiation, the teacher must activate their learning motivation. Language practice activities should meet students’ demand, complied with the changing curve of their learning motivation, promoting them to become active learners, thus helping them developing their own linguistic ability. 
  ⅡT he principle of task-based teaching mode 
  ⅰ Language practice form -----“task”
  Students do not only acquire basic language knowledge and skills, but also eager to learn so called "to do things" ability with the purpose of using the language itself. Learning English does not only deal with listening, speaking, reading and writing, but also involves practical communication behaviors and strategies. In terms of task-based teaching, it firstly identifies student demands. Then, according to the identified demands, teachers should prepare suitable tasks for students, in order to drill their practical communication competence in everyday situations. In this process of drilling and practice, learning difficulties will be identified as well.
   To illustrate this process, I will present a classroom task titled "To Hong Shan Park tourism", which contains three components:
　 （ⅰ）The students should be divided into four groups, each group visits Hong Shan Park respectively in spring, summer, autumn, winter . Before the journey, probe students with discussions on what clothes and supplies are suitable for the journey and what kind of transportation is best for the journey. 
　 （ⅱ）Four students make one a group, discuss (or even debate) which is the best season to visit Hong Shan Park.
　 （ⅲ）Select the best travel time and the most suitable transportation, the cheapest travel season, etc, and award the outstanding student "traveler" title
　　The above task makes a clear situation involving an achievement. Before traveling, one has to determine the time, transportation and discuss issues such as clothing and supplies. Students are presented with a real-life practical situation. This task can help students to review and consolidate the relevant vocabulary and sentence patterns. It can help students to solve practical problems. In the process of problem-solving, students gain competence in applied communication skills as well.
  ⅱ. the mode of Task-based teaching 
  “Task” is determined by analysis, or the demands. It resembles real communicative situations. 
  It can stimulate students’ communicative intentions. Although students always pay more attention on the superficial contents of the task, they are not able to summarize the use of language forms. Their needs are not satisfied. 
  In order to activate the demands of language learning motivation, the task-based teaching method is: taking "implement tasks" as “purpose language behavior”. Therefore, we have gained the "three phases" in task-based teaching. 
　 （ⅰ）Before the task 
   " before behavior " stage，It means to introduce the task. It is also to establish targets, and form the behavior intention. It changes the learners’ need into specific targets . Make students participate actively in their tasks.
　（ⅱ）in the task：This period is the heart of task-based teaching stage. At this stage, students have to cooperate with each other to overcome challenges and problems. This process plays the decisive role in language learning. It is helpful for them to improve their language abilities. What’s more. This process also train them to use a high level on thinking skills, such as analysis.
　 （ⅲ）after the task: It is the stage of reflecting their behaviors and review what they have learnt. Brophy（1998）pointed that “at the end of this activity, students should connect the current situation with the original target. To provide students with performance, correcting mistakes and experience of learn from mistakes.” The task-based teaching is from the requirement of students. It is around the language communication on specific teaching behavior. So it is much better than traditional teaching method.
  ⅢThe inspiration of task-based teaching 
  The ultimate objective of English teaching is to improve students' ability of using English. The task-based teaching’s purpose is to develop applied language communicative competence. This language teaching model is suitable for middle English teaching.
   Using the task-based teaching method, we should pay attention to the following three points: 
 　（ⅰ）Analysis students’ learning requirements. The first step of teaching is analyzing the requirement. It can help us to understand the needs of students. Analyzing what they need to perform those tasks, such as daily living, working exchange, introducing our culture and so on.
  (ⅱ) The "task" must be close to the target situation. Learning English is different from their mother language: Chinese is used in daily life; but English is not widely used in our daily life. Although they can contact with English through newspapers, televisions. Internet and other media. Close to real communicative activities (such as the challenging decision travel preparations), can arouse English needs and motivation. 
　 (ⅲ) Teachers Should provide students with strategy of using English. Let students consciously develop their English ability and raise their English communicate ability. 
  The task-based teaching changes learning methods and learning environment. It establishes harmonious relationship between teachers and students. 
  All in all, middle school english teaching should be targeted at students demands, understanding their psychological needs for practical communication competence. The task-oriented teaching method may identify students needs and promote their motivations in learning the English language.
  Reference
  范开泰，2007，《怎样教语法》序，《怎样教语法》（吴中伟著），华东师范大学出版社
  Brophy,J，2004，Motivating students to learn，华东师范大学出版社
  D.rnyei, Z，2006，Teaching and Researching Motivation，外语教学与研究出版社
  Ellis, R，2003，Task-based language teaching，Oxford University Press