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1、-新课标下初中英语“任务型”阅读教学设计及其案例-第 6 页新课标下初中英语“任务型”阅读教学设计及其案例新颁发的英语课程标准指出教师应该避免单纯传授语言知识的教学方法，尽量采用“任务型”语言教学（task-based language teaching）途径。“任务型”语言教学是指教师根据课程的总体目标并结合教学内容，创造性地设计贴近学生思想、学习和生活实际的教学活动，吸引和组织他们积极参与。在执行任务的过程中，学生通过思考、调查、讨论、交流和合作等方式，运用所学的英语基础知识和已经具有的基本技能，完成所设定的任务目标。开展“任务型”的教学活动有利于学生在发展语言能力，强化学习动机，提高学习
2、兴趣，形成有效的学习策略，培养合作精神，增进对中西方文化的理解；同时也有利于学生思维和想像能力、审美情趣和艺术感受、协作和创新精神等综合素质的发展，促进英语学科与其他学科的相互渗透和联系。“任务型”教学活动强调让学生体验学习的过程，充分体现英语学习的交际性、主体性和创造性。在设计“任务型”教学活动时，教师应注意以下几点：（1） 活动要有明确的目的并具有可操作性；（2） 活动要以学生的生活经验和兴趣为出发点，内容和形式要尽量真实；（3） 活动要有利于学生学习英语知识、发展语言技能，从而提高实际语言运用能力；（4） 活动应积极促进英语学科和其他学科的相互渗透和联系，使学生的思维和想像能力、审美情趣
3、和艺术感受、协作和创新精神等综合素质得到发展；（5） 活动要能够促使学生获取、处理和使用信息，用英语与他人交流，发展用英语解决实际问题的能力；（6） 活动不应仅限于课堂教学，而应延伸到课堂之外的学习和生活之中；（7） 任务设计要有一定的系统性和连续性；（8） 任务设计要有层次性，做到由浅入深、层层深入；（9） 任务设计要有启发性创新性。下面是运用“任务型”教学方法设计的人教版初三英语第13单元第50课“Standing Room Only”的教学案例。任务分析本课为人民教育出版社出版的九年义务教育三年制初级中学教科书（英语）第三册第十三单元第50课。本课要求学生能根据上下文和构词法推断、理解生
4、词multiplyby, hour after hour, at the beginning of的含义，读懂文章，找出文章的主题，并能根据不同的阅读目的运用阅读策略获取信息。本课没有新的语法，但要求学生在学习了十亿、百万、千、百等数字的英语表达基础上能对这些数字及时做出应答。初三学生业已掌握了简单阅读策略和技巧，有了一定的合作意识，但探究能力、解决问题的能力、运用已学知识阐述自己观点的表达能力尚有待提高。因此本课重在提高探究能力、解决问题的能力和综合运用语言知识的能力，并巩固和熟练掌握万位以上数字的表达。教学过程课前准备：1、 让学生调查世界人口过多所带来的危害。2、 让学生合作拟订解决世界
5、人口过多的办法。一、Lead-in（引入）用椅子围成一个边长约一米的正方形。T: Would you like to play a game, first? Look, I have used chairs to make a square. This side is one metre long. That side is one metre long, too. So how much is the area?Ss: Its one square metre.（引出生词，板书并让学生跟读生词square）T: （让学生进入到正方形中）Can you move? Can you turn r
6、ound?S1: Yes, I can.T: （接着让更多学生挤进这一平方米的空间，向同一学生发问）Can you move? Can you turn round?S1: No, I cantT:（同时帮学生回答）I almost cant move, I can hardly move.（板书almost not=hardly并跟读hardly）T: How are you feeling?S: Im not feeling well.T: Id like one more student to go into the square. Do you think its an easy jo
7、b or a challenge?Ss: Its a challenge.（板书并让学生跟读生词challenge）T: Can you get one more student to go into the square?Ss: No, we cantT: We can（指着黑板上的生词hardly）Ss:（接）hardly get one more student to come into the square.T: Yes, you can hardly get one more student to go into the square.You can hardly move. You
8、 can stand only in such a small space. You can have standing room only.（引出本课题目）二、Debate（辩论）T: Do you think its good to have a small population or a large population in the world? Would you like to have a debate? Ill give you two or three minutes to prepare for the debate. Please discuss in groups.学生
9、分为正反两方进行辩论准备。Sa为正方(Its good to have a small population in the world.)Sb为反方(Its good to have a big population in the world.)T: Well, lets begin to debate freely.Sa: The fewer people, the less pollution.Sb: The more people, the more power.Sa: Well have more opportunities to find jobs if there are fewe
10、r people.Sb: Have you ever heard of this saying? Two heads are better than one.Sa: If there are fewer people in the world, no one will get hungry.Sb: We can have more scientists from more people. The more scientists will find out more ways to grow more food and not to let us get hungry.Sa: But the n
11、atural resources are limited, the more people will use it up more quickly.T: （辩论结束后总结一下双方观点）Different people have different ideas. What about the writers opinion? Can you guess what the writer is going to tell us from the title “Standing room only”?三、Reading（阅读）要求学生阅读课文，教师设计一些有关这篇课文内容的问题叫学生来回答，以培养他们
12、的阅读理解能力，如：1. How many babies are born in an hour?2. When was the worlds population over six billion?3. How big will the worlds population be in 2010?4. What will happen in about 600 years?在理解课文的基础上，再叫学生进行操练，直到熟练为止。四、Inquiring task（探究任务）T: What will happen in the near future if the worlds population
13、goes on increasing like this?（创设问题情境，小组讨论，培养学生发散思维。）S1: Many people may lose their jobs.S2: Many people will have not enough food or no food to eat. They will be hungry.S3: Some people will have no houses to live in.S4: Some people will become poorer and poorer. And they cant afford to go to school.
14、S5: People on the earth will have less and less water/electricity.（屏显链接好的相关图片：失业人群、饥饿人群、缺水情景、环境污染等，让学生视觉上产生冲击波，使他们感到震撼。）T: Does the writer only want to tell us the seriousness of the worlds population? Why does the author write the article?（创设问题情境，理解文章深层次的含义。）S: No. He thinks the worlds population i
15、s too large. We should do something to solve the problem.T: Do you have any ideas to solve the greatest problem?（小组讨论，选一发言人向全班报告，以培养学生创新思维和解决实际问题的能力。教师此时可提供新词汇family planning, one-child policy,教师视学生讨论情况提示：Why do your parents have only one child? Can we live underground? Have you heard of the ET（外星人）
16、? Can we move to their planet?）S1: People should get married later.S2: People may have babies later.S3: Each couple should have only one child.S4: We can build the underground cities.S5: Maybe we can move to another planet to live on.T: Which is the best way to slow down the worlds population increa
17、sing?（渗透人口教育，引导学生回答计划生育是目前最佳的方法。）五、Speech（演讲）T: As a student, what we can do now is to tell people to do something to help solve the worlds increasing population. Would you like to give a speech about the population explosion? You may talk about it from the following aspects：1. The population is gro
18、wing faster.2. What will the increasing population cause？3. In what ways will you solve the problem?4.Which do you think is the best way now? You may begin the speech like this: Ladies and gentlemen, today Im going to give a speech about the population explosion（分组准备，给予学生一些提示，推选一人演讲。运用已学知识,人口增长迅速所带来
19、的危害及解决的办法，阐述自己的观点，培养综合运用语言的能力。）六、Evaluation（评价）让学生对演讲者作出评价，教师最后总结评价并鼓励学生为减缓世界人口作出自己的贡献。T: I think they will be great speakers. Id like you to go on giving speeches after school in public places. Try to make great contributions to slowing down the increasing population of the world, will you?七、Homework（作业）Write a survey report写一份简单的调查报告，调查我市近十年的人口发展情况及其形成的原因和造成的后果。总之，“任务型”教学是以学生生活、兴趣为出发点，以发展学生综合语言运用能力、解决实际问题为归宿，把语言能力的培养落实在教学的每一环节上，让学生带着任务去学习，激发他们的学习兴趣，通过对话、讨论、辩论、演讲和探究等活动，培养学生团结协作精神与他人交流的能力和运用英语解决实际问题的能力。