高中英語任務型閱讀教學特點與實例

任務型教學強調(diào)以學生為主體,提倡“意義至上,使用至上”的教學原則,倡導體驗、實踐、參與、交流和合作的學習方式。學生在參與教師或教材精心設計的任務型學習活動中認識語言、運用語言、發(fā)現(xiàn)問題、找出規(guī)律、歸納知識和感受成功。對學生的“自主、合作、探究”能力的培養(yǎng)有著積極意義。

一、任務型課堂教學的特點

多年來對外語教學中交際學習任務的討論和研究并沒有對交際學習任務有一致的定義,但是龐繼賢教授在為David Nunan 《交際課堂的任務設計》一書寫的導讀中表明:任務作為課堂教學的一種活動至少應具備以下特點:

1.以意義為中心,而不是以操練某種意義不大、甚至是無意義的語言形式為目的。

2.任務的焦點是解決某一交際問題,這一交際問題必須與現(xiàn)實世界有著某種聯(lián)系。這種聯(lián)系不應是籠統(tǒng)的或是現(xiàn)實世界中某種活動的翻版,而應是具體的,貼近學生生活、學習經(jīng)歷和社會實際,能引起學生的共鳴和興趣,激發(fā)學生積極參與的欲望。

3.任務的設計和執(zhí)行應注意任務的完成,即交際問題的解決。任務完成的結果是評估任務是否成功的標志。

二、實例

Step 1:Warming up

Task1 Show some pictures and talk about four Chinese ancient inventions.

Task2:Work in pairs and talk about the famous inventors and their inventions.

Task3: Show some recent inventions.

Task4:Try to give a definition to an inventions .Andrefer to the pictures on page19 and tell apart the difference between inventions and discovery.

An Invention is something that is created by a human being.

A discovery merely makes knownsomething that already existed in nature.

Step 2:Pre-reading

Task:Present the stages for an invention and work out the suitable order.

1.Applying for a patent;2.Finding a problem;3.Doing research;4.Testing the solution;5.Thinking of a creative solution;6.Deciding on the invention

Step 3:Skimming

Task1: Skim the whole passage and get the main idea:

The text narrates the problem of the snakes and presents the procedures of catching them and applying for a patent.

Task2:Get the students to comprehend the passage carefully and accurately,and then divide the text into several parts and work out the main idea for each paragraph.

Part I (Para.1) the discovery of the problem of the snakes.

Part II (Paras.2-3) the research on the approaches to solve the problem.

Part III (Para. 4-6) the attempts to catch the snakes.

Part IV (Para.7-8) the requirement of getting a patent.

Step4: Listening and scanning

Task: Find out which paragraph or paragraphs deal with each inventing process in the passage and find the examples:

Step5:Detailed reading

Task:choose the right answer according to the text.

1.Why didthe writer do so much to trap thesnakes but not hurt them?

A.Because she wanted to eat the snakes.

B.Because she planned to apply for apatent.

C.Because she obeyed her parents andwantedto test her new idea.

D.Because they were poisonous snakes.

2.The writer placed a frozen bowl over the snakes habitat because.

A.the snakes weresmall

B.she knew the snakes were cold-blooded animals

C.she didnt want to be bitten

D.she wanted to make the snakes passive and caught them easily

3.Which statement is true according tothe text?

A.The writer decided to send her invention to the patentoffice the moment she succeeded catching the snakes.

B.Your product must be different from everybody elses if you want to receive a patent.

C.If an application for your product proves to be valid,you can get a patent immediately.

D.The snakes were so sleepy in the second attempt that they couldnt bite the writer at all.

4.According to the text,which subject do you think can be given a patent?

A.A new way to make dirty water clean.

B.A new novel written by Mr. Wang.

C.A new kind of glass found in the mountain which can be used as a medicine.

D.A new star discovered by a scientist.

Step6: After- reading

Task:Group work look at the following problems. Choose one and use the scientific stages to design a new invention to solve it. Remember to include one change to your invention in case it doesnt work the first time.

Problem 1: the apples growing on your apple tree are too high for you to reach them. What can you invent to pick your apples in comfort?

Problem 2: You want to catch fish but not hurt them when you do so. Design a fishing rod that will solve this problem.

Problem3: You need to make a house but you only have fishing nets and many plastic bottles. How can you solve it?

以上是新教材模塊7 unit3 inventors and inventions教學實例,教者為了優(yōu)化教學手段,必須充分利用和創(chuàng)設情景,無論是語言情景、實物情景,還是聲像情景,都可以激發(fā)學生的學習興趣。如聽錄音、看投影、角色對話等,讓學生入情入景,努力使書本語言和實際運用統(tǒng)一起來,使課堂教學在全方位多層次的活動中輕松愉快地進行。在本次教學過程中,教師運用了一個漸變的過程,使學生從在教師的輔助下完成練習向完全獨立完成閱讀作業(yè)過渡。教師首先把材料根據(jù)不同的任務要求分成“主旨題”、“推斷題”、“事實題”,通過提問—回答,或小組討論等形式在互動中使學生自己找到正確的選項。最后,討論部分學生在完全獨立的過程中完成,呈現(xiàn)自己的發(fā)明。整個教學過程完整,充分利用了任務型教學的優(yōu)勢。當然,在任務型閱讀教學過程中,要適時地發(fā)揮教師的示范引導作用。教師不能只是簡單地布置任務就行了,而要進行卓有成效的組織工作,并進行必要的示范,使學生真切地看到、聽到、感受到自己參與的任務、所追求的目標、使用方法和整個操作過程,使之盡快地進入角色。

三、以任務為基礎的教學分析的延伸

以任務為基礎的教學,教師對于第二語言的教與學并不陌生,但通常這些任務都是聚焦于意義而不是形式。Nunan (1989)給交際下的定義是“課堂中的一項工作,主要是讓學習者用目的語言理解、控制、產(chǎn)出和交流,但他們的注意力主要是集中于意義而不是形式”。 目前,閱讀教學也提出以任務為基礎的教學模式,其目的在于提高學習者對形式的意識程度。同時,這些任務又是交際性的,應為學習者提供以意義為主的交流。

Ellis(2003)提出有三種類型的任務:以結構為基礎的產(chǎn)出型任務、理解任務、增強意識的任務。產(chǎn)出型任務需要使用目的語的形式來完成純粹的交際活動,任務的材料從性質(zhì)上來講不僅僅局限于語法形式,但學習者必須借助目的語結構來完成任務。理解型任務是為了讓學習者注意和理解經(jīng)過精心設計的輸入材料,通常情況下這些輸入材料含有一定的刺激信號,要求學習者作出適當?shù)姆磻?。如果說前面的兩項任務是以隱性的形式在交際情景中介紹目的語的語言形式,那么增強學習者閱讀意識的任務則以完全顯性的方式要求學習者用目的語結構完成任務。語言內(nèi)容就是任務的內(nèi)容。這樣的任務首先向學習者提供目的語語言的例子,然后要求學習者把握這些內(nèi)容,并從中推斷出一定的規(guī)則。

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?笠編輯/李莉