任务型教学模式在英语阅读课中的实践

JEFC Book 3 Lesson 10

洪合镇中学  杨芳敏

一、教材分析

本课是第三册第三单元的第二课，属阅读课型。文章围绕“Make our world more beautiful” 以及环境保护有关的话题来展开各项活动，增强学生的环境保护意识，懂得如何在日常生活中保护环境。本单元侧重学习现在完成时态表示过去已经开始并持续到现在的动作和状态，可以与表示从过去某一时刻延续到现在的一段时间的状语连用的内容。

二、教学目标

1. Get the students to master some useful expressions.

2. Get the students to understand the reading.

3. To think about how to protect the environment.

三、设计思路

1. 设置情景，营造氛围，激发兴趣

活动，通过“猜字联想”游戏复习与本课内容相关的单词，以便于学生在后面的教学环节中自如运用，然后利用Pre-read的两个问题：1）What things can harm the environment? 2) What do you think we should do to improve our environment? 展开讨论活动，活动以小组为单位，列举污染源，学生更清楚当前环境不尽人意，保护环境刻不容缓，从而使学生增强保护环境的意思。他们动脑筋，想办法，积极讨论保护环境的措施，在不知不觉中提高英语语言运用能力，使学生 进入较好的学习状态。

2. 用任务型教学为主，其他方法为辅的教学模式

任务完成的过程实现了学习者自然而有意义的语言应用,营造了一个有利于学习者将语言运用内化为语言技能的支撑环境。

(1)     任务一: 课前预习并做一些调查与观察。

(2)     任务二: 快速阅读，从整体把握全文，回答问题。

(3)     任务三: 通过调查，完成表格。

3. 充分利用现代教学手段，启发学生积极思考，探究学习，小组合作与自主学习相结合，充分体现学生的主体性。

四、教学过程

Step 1  Play a game

Divide the class into two groups – Boy group and Girl group.

Play a Greeting—word game. Just like

S1: to make a liquid flow into

Sb and Sg: say: Pour (各得一分)

S2: to get things from different places and bring them together.

Sg: say: collect.

S3: …

(评析：利用语境猜测出本课单词，这能培养学生阅读能力，也能培养学生的口头表达

能力，同时可以活跃气氛。)

Step 2   Pre-read

In small groups, get to the students to discuss the questions (利用投影) 1) what things can harm our environment? 2) What do you think we should do to improve our environment? (讨论非常热烈)

T: There is a lot of pollution around us. Can you tell me what it is?

Ss: water pollution, air pollution etc…

T: What cause water pollution, Do you know?

Ss: Dyeing factories, paper factories, pour waste water into river every day, some people throw rubbish into the river and so on.

T: How can we help to solute this problem?

Ss: We can advise the directors of these factories to stop pouring waste water into rivers and lakes.

T: If they don’t accept your advice, what else can we do?

Ss: we can write a letter to Green China about it or ask newspaper reporters and TV station to report these factories….

T: That’s a good idea. Whop can tell me what cause the air pollution?

Ss: The smoke from factories. The smoke given out by buses, cars, motorbikes.

T: Can we think out a way to solute this problem?

Ss: (略)

（评析：这一环节培养了学生探究问题和自主解决问题的能力，而且也培养了学生的参政议政的意识。

同学们想出了许多解决大气污染的办法，如有的说多种树，有的说尽量骑自行车，少坐小车，还有建议政府采取有效措施来保护环境，有的同学无法用英语表达，干脆用汉语）

T: You have told me what cause water pollution and air pollution and how to solute these problems. You’re very clever. Thank you and now let’s learn the text about“Make our world more beautiful”.

Step 3   Listening and Reading

1. Listen to the tape and answer the question “ Does the writer think the environment is good

enough?”

2. Read the text quickly then try to answer the questions.

 a. What does the writer think about the environment?

 b. Have you done anything useful to improve the environment?

学生快速阅读之后

T: who can answer question a?

S1: The writer thinks taking care of the environment is very important.

S2: He also thinks it’s our duty to keep our environment clean and tidy/

T: Have you done anything useful to improve to the environment,ⅹⅹⅹ?
    Ss: Of course.

T: Please give an example.

Ss: I have not spat in a public place since entered school.

T: Very good. I also want to know whether anyone else has done something to improve or harm it?

Ss: Sometimes I draw on the public walls. Sometimes throw letter on the group in and out of our.

T: Will you do that from now on.

Ss: No.

T: …

(评析：这一环节，教师因势利导，深化课文内容，请他们回忆一下，以前有否做过有损于环境的事情，在这么和谐，民主，激动的气氛中，同学们毫无顾忌，畅所欲言，纷纷讲述了自己以前不文明表现，当老师问他们以后还会做这种事情吗？他们很真心地回答“No”,自然恰当的德育渗透起到了思想的作用。另外，自然而然的运用了现在完成时，从而使完成时态的使用在师生对话中更加熟练准确。

3. Now please read the last three paragraphs carefully, refer to the text, talk about how to protect our school / town environment, what we should do and what we shouldn’t do. Then write your ideas and fill the form.

(评析：此项任务教学理论联系实际，话题贴近学生生活并还延伸到课堂之外，交际活动具有真实性，活动的结果具有开放性，边教育学生环保工作人人有责，保护环境得从身边小事做起，力所能及。

Step 4   Homework

Write a passage about how to make our school/ hometown beautiful, using the following verbs.

   throw   spit   cut down   pick up   collect   plant   protect

五、教学反思：

本人认为，任务型教学不但是一种教学思想、教学方法，而且是一种教学模式。任务型教学法与传统教学法之间的差异在于前者注意信息沟通，活动具有真实性而且活动量大。英语课堂教学应具有“变化性互动”的各项活动，即任务，学生在完成任务过程中进行对话互动，进而产生语言习得。

在这一节课完成教学任务时，同学们在讨论中争先恐后，踊跃发言，课堂气氛十分活跃，

他们的听，说，读，写能力都得到了锻炼，在一定程度上培养了学生用英语进行思维和表达能力，较好地完成了任务型教学。总的来说，在整个教学过程中，充分利用教材的信息。根据学生的实际情况和生活经验，创造性地使用教材。从学生熟悉的知识入手，创设一个个与他们生活密切相关的问题情景，让他们带着问题思考，寻找解决问题的办法 。真正体现了《新课标》的精神——“在发展语言的同时，发展思维能力，激发想象力和创造力。也体现了《新课标》又一精神——学中用，用中学，让学生在实现任务的同时，感受成功，以形成积极的学习态度，促进英语语言实际运用能力的提高。