（推薦）初中英語(yǔ)“Task”板塊教學(xué)新思考

1、2011年的英語(yǔ)新課程標(biāo)準(zhǔn)的總目標(biāo)是：培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力，突出語(yǔ)言的工具性和人文性。牛津初中英語(yǔ)Task版塊是要引導(dǎo)學(xué)生圍繞整個(gè)單元的話題整理思路、組織語(yǔ)言，最終落筆成文。在這一環(huán)節(jié)，教師要以提高學(xué)生的英語(yǔ)思維和表達(dá)能力為主，加強(qiáng)聽、說(shuō)、讀、寫技能的培養(yǎng)。關(guān)于Task版塊教學(xué)，我經(jīng)常會(huì)聽到同事有這樣的討論：“在整個(gè)單元里，我覺得Reading和Grammar的教學(xué)最重要，里面的語(yǔ)言點(diǎn)最多，只要把這兩部分掌握好了，考試問(wèn)題就不大。Task部分，只要學(xué)生懂得中文意思，把短語(yǔ)默一默，最多把范文背熟再讓學(xué)生聽寫下來(lái)對(duì)照。”“在Task版塊的教學(xué)課堂上，我們應(yīng)盡可能地留出一些時(shí)間讓學(xué)生進(jìn)行當(dāng)堂寫作

2、，但大多時(shí)候，時(shí)間都來(lái)不及，我們會(huì)花很多精力去批改學(xué)生的作文，而學(xué)生幾乎不會(huì)主動(dòng)去二次修改作文，即便改了也等于沒(méi)改?！币陨险f(shuō)法引起了我的思考：Task版塊教學(xué)如何做才能達(dá)到既不忽視其中出現(xiàn)的語(yǔ)言知識(shí)，又能提高學(xué)生的語(yǔ)言輸出能力，達(dá)到“雙基”的基本實(shí)現(xiàn)呢？一、靈活使用教材，為“Task”版塊奠定基礎(chǔ)英語(yǔ)寫作一直是平時(shí)考試乃至中考時(shí)失分最多的地方，很多學(xué)生面對(duì)英語(yǔ)寫作都不知所措，無(wú)從下手。通過(guò)平時(shí)的觀察，我發(fā)現(xiàn)，目前學(xué)生作文中普遍存在以下幾點(diǎn)不足：不能把平時(shí)記憶的單詞和短語(yǔ)恰當(dāng)?shù)剡\(yùn)用到文章中來(lái)；詞不成句、句不成段、段不成章，所寫句子單調(diào)枯燥，并存在大量的“Chinese English”；文章結(jié)構(gòu)

3、欠完整，缺少銜接詞，鮮有亮點(diǎn)或復(fù)合句，其表述也不連貫，語(yǔ)法錯(cuò)誤頻出。對(duì)于學(xué)生而言，漢語(yǔ)對(duì)他們的英語(yǔ)學(xué)習(xí)有很大牽制，平時(shí)英語(yǔ)聽得少，見得少，他們最直接的學(xué)習(xí)資源就是英語(yǔ)教材，教材中的語(yǔ)言材料是學(xué)生英語(yǔ)寫作的寶貴資源，它題材廣泛、體裁多樣、難易適中，可以說(shuō)，英語(yǔ)教材本身就是培養(yǎng)學(xué)生寫作技能的一個(gè)重要途徑。1 / 111.結(jié)合教材的Comic Strip 和Welcome to the unit版塊，說(shuō)中導(dǎo)寫Comic Strip和Welcome to the unit是牛津初中英語(yǔ)教材最前端也最有趣味性的兩個(gè)版塊。主要通過(guò)Eddie和Hobo的情景對(duì)話、看圖討論、趣味調(diào)查等多種形式，幫助學(xué)生初步了

4、解本單元的話題，激發(fā)學(xué)生的求知欲望。教師可以利用教材上簡(jiǎn)潔的對(duì)話和風(fēng)趣的漫畫來(lái)激活學(xué)生已有的知識(shí)儲(chǔ)備。這樣不僅有利于活躍課堂氣氛，還能培養(yǎng)學(xué)生辨別是非的能力。教師在激發(fā)學(xué)生“說(shuō)”的欲望的同時(shí)，又可以為學(xué)生的“寫”埋下伏筆。學(xué)生在課堂上說(shuō)得越多、越充分，課后寫的內(nèi)容就越多。在學(xué)生說(shuō)的過(guò)程中，我們不必要求太高，要允許他們出錯(cuò)，盡量不要破壞他們的語(yǔ)言情境。比如，牛津英語(yǔ)7B Unit 2 Neighbours的第一課，主要討論了鄰居的職業(yè)和社區(qū)的情況。這一話題緊密聯(lián)系學(xué)生的實(shí)際生活，他們有話可說(shuō)。所以，在這一環(huán)節(jié)，我設(shè)計(jì)了兩個(gè)小對(duì)話，讓學(xué)生聯(lián)系實(shí)際談一談自己的鄰居和社區(qū)，鼓勵(lì)他們發(fā)揮想象力，大膽表達(dá)

5、，為后來(lái)的Task奠定基礎(chǔ)。2.結(jié)合教材的Reading版塊，讀中學(xué)寫Reading版塊是一個(gè)單元語(yǔ)言含量最多也最豐富的版塊。在閱讀中，教師要指導(dǎo)學(xué)生分三個(gè)層次進(jìn)行活動(dòng)，即跟讀朗讀賞析。學(xué)生在熟讀教材的基礎(chǔ)上，要知曉作者的寫作意圖，要找出能反映文章主旨及作者心理活動(dòng)的句子。我們不僅要指導(dǎo)學(xué)生理解和掌握其中的知識(shí)點(diǎn)，還要教會(huì)學(xué)生篇章結(jié)構(gòu)、連詞成句、連句成段、連段成篇的方法，并將其運(yùn)用到寫作中去。在這個(gè)過(guò)程中，學(xué)生在接觸單詞和句子（自下而上）的信息時(shí)，會(huì)基于自身的生活經(jīng)驗(yàn)（自上而下的信息），這樣就有效促使了兩者的一體化，學(xué)習(xí)者已有的知識(shí)被不斷激活，他們的語(yǔ)言輸出也會(huì)源源不斷。3.結(jié)合教材的Gram

6、mar版塊，用中促寫在傳統(tǒng)英語(yǔ)語(yǔ)法教學(xué)中，我們大都就事論事，集中講解某一個(gè)知識(shí)點(diǎn)，歸納其用法，先講后練。課堂也往往以教師的滿堂灌為主，課后再讓學(xué)生多做練習(xí)，這樣的教學(xué)模式在現(xiàn)在的課堂中并不少見。語(yǔ)言的學(xué)習(xí)離不開語(yǔ)境的熏陶，語(yǔ)法教學(xué)的目的就是為了更好地進(jìn)行語(yǔ)言的理解和表達(dá)。然而，我們經(jīng)常會(huì)發(fā)現(xiàn)，學(xué)生在寫作中常常會(huì)出現(xiàn)各種各樣的語(yǔ)法錯(cuò)誤，句意表達(dá)不清。我認(rèn)為，對(duì)語(yǔ)法結(jié)構(gòu)的講解和操練是必不可少的，但語(yǔ)法的講解離不開語(yǔ)言的環(huán)境，也就是要在操練的基礎(chǔ)上加深對(duì)語(yǔ)法的理解，把語(yǔ)法知識(shí)融入恰當(dāng)?shù)恼Z(yǔ)境中，用語(yǔ)言輸出的形式呈現(xiàn)出來(lái)，讓學(xué)生學(xué)以致用。二、改進(jìn)教學(xué)評(píng)價(jià)，實(shí)現(xiàn)Task教學(xué)目標(biāo)在Task版塊教學(xué)過(guò)程中，如

7、果一直按照傳統(tǒng)的教學(xué)思想來(lái)組織活動(dòng)，那么學(xué)生會(huì)一直處于被動(dòng)地位，學(xué)習(xí)潛力難以發(fā)揮，學(xué)習(xí)興趣難以提升，學(xué)習(xí)效果低下。因此，在教學(xué)過(guò)程中，教師應(yīng)明確評(píng)價(jià)功能：要激發(fā)學(xué)生的寫作興趣，讓學(xué)生堅(jiān)信自己能寫好文章，找到學(xué)習(xí)的自信心，養(yǎng)成自主學(xué)習(xí)的習(xí)慣。我們可以采用不同的評(píng)價(jià)方式，如自評(píng)、小組互評(píng)、教師評(píng)價(jià)等。在實(shí)施自評(píng)、小組互評(píng)前，教師應(yīng)為全班學(xué)生投影展示兩篇作文，一篇為優(yōu)秀作文，另一篇為稍欠缺的作文，依照作文寫作要求及中考評(píng)分標(biāo)準(zhǔn)對(duì)這兩篇作文進(jìn)行點(diǎn)評(píng)、批改。要特別提醒學(xué)生注意作文中的得分點(diǎn)和失分點(diǎn)，以便在互評(píng)中做到規(guī)范、嚴(yán)謹(jǐn)。總之，教師示范點(diǎn)評(píng)的目的是指出亮點(diǎn)并及時(shí)鼓勵(lì)，指出弱點(diǎn)以利于改進(jìn)，使學(xué)生了解如

8、何依據(jù)評(píng)價(jià)標(biāo)準(zhǔn)進(jìn)行寫作，為修改打下基礎(chǔ)，提高互評(píng)的有效性。互評(píng)具體流程為：1.合理分組。按英語(yǔ)水平的高低搭配，56人一組。教師根據(jù)實(shí)際情況，選擇一名組長(zhǎng)和副組長(zhǎng)組織工作。2.確定標(biāo)準(zhǔn)。教師按照中考要求確定具體的評(píng)分標(biāo)準(zhǔn)，主要包括以下幾個(gè)方面：卷面是否整潔；要點(diǎn)是否齊全；有無(wú)語(yǔ)法和拼寫錯(cuò)誤；句法結(jié)構(gòu)是否有錯(cuò)誤；關(guān)聯(lián)詞的使用是否合理；字?jǐn)?shù)、標(biāo)點(diǎn)符號(hào)是否適當(dāng)；有無(wú)好詞好句等亮點(diǎn)。3.進(jìn)行互評(píng)。學(xué)生在中考作文評(píng)分標(biāo)準(zhǔn)的指導(dǎo)下，采取兩兩互評(píng)或集體互評(píng)的方式，以客觀、公正、認(rèn)真負(fù)責(zé)的態(tài)度，分別對(duì)小組成員的作文進(jìn)行批改，總結(jié)其中的不足和亮點(diǎn)，再針對(duì)自己的作文進(jìn)行取長(zhǎng)補(bǔ)短。我相信，這樣的方法一定比教師單獨(dú)一個(gè)

9、個(gè)批改，學(xué)生課后蜻蜓點(diǎn)水式修改的效果要好得多。在這個(gè)基礎(chǔ)上，我們要經(jīng)常布置寫作任務(wù)，提出相關(guān)要求。一是要求學(xué)生在完成每一個(gè)單元的內(nèi)容學(xué)習(xí)后，熟練背誦Reading和Task，通過(guò)統(tǒng)一默寫的方式來(lái)落實(shí)，其目的是幫助學(xué)生增強(qiáng)語(yǔ)感和積累詞匯。二是每堂課前進(jìn)行“每日一句”的訓(xùn)練，寫作內(nèi)容可以選取學(xué)生感興趣的或能緊密聯(lián)系學(xué)生實(shí)際生活的話題，這樣能充分調(diào)動(dòng)學(xué)生的參與熱情，增強(qiáng)學(xué)生的寫作熱情，讓他們有話可說(shuō)，有話可寫。三是以讀促寫。教師可以鼓勵(lì)學(xué)生多閱讀一些經(jīng)典的英語(yǔ)小說(shuō)，看一些適合他們的英語(yǔ)電影。眾所周知，閱讀是寫作的基礎(chǔ)和前提，是作文素材和表達(dá)方式的源泉。閱讀和寫作相輔相成、相互促進(jìn)。閱讀即為寫作的輸入

10、，寫作是閱讀的輸出。長(zhǎng)期的有選擇性的閱讀可為英語(yǔ)寫作做好各方面的鋪墊，如語(yǔ)言、語(yǔ)法、情感、思維等方面，以此推動(dòng)學(xué)生寫作水平的提升。三、結(jié)語(yǔ)綜上所述，Task版塊教學(xué)是牛津英語(yǔ)教學(xué)中不可或缺的一部分。我們應(yīng)明確教學(xué)目標(biāo)，選擇合適的教學(xué)策略，組織有針對(duì)性的學(xué)習(xí)活動(dòng)，真正做到“多反思”“多形式”，破除功利思想，回歸語(yǔ)言學(xué)習(xí)的本真，提高學(xué)生書面表達(dá)的水平和能力。In 2011 the overall goal of the new English curriculum standard is: to cultivate students comprehensive language using abi

11、lity, highlight the instrumental and humanism language. Oxford junior middle school English Task section is to guide students around the topic of the whole unit train of thought, organization, language, finally put pen to paper written. In this part, the teacher wants to give priority to in order to

12、 improve the students English thinking and expression ability, strengthen the cultivation of listening, speaking, reading and writing skills. About the Task section in teaching, I often hear colleagues have this discussion:In the entire unit, I think Reading and Grammar teaching is the most importan

13、t language points in the most, as long as the two parts to master well, exam questions are less. Task, as long as the students know the meaning in Chinese, the phrase is a hammer, and up to memorize again let students play dictation down.In the Task section in teaching class, we should set aside som

14、e time for the student to carry on the classroom writing as much as possible, but most of the time, time is too late, we will spend a lot of energy to revise the composition of the students, and students almost does not take the initiative to modify the composition, even changed is not changed.Above

15、 that started me thinking of: Task section in teaching how to do to achieve neither ignore the language knowledge, and can improve the students ability of language output, to achieve the double-base basic implementation?One, the flexible use of teaching materials, lay a foundation for the Task secti

16、onEnglish writing has been the usual test and examination is the weakest point, many students in the face of English writing are at a loss, do not know how to start.Through casual observation, I found that the current of several shortcomings existing commonly in students composition the following po

17、ints: cant use at ordinary times the memory of words and phrases correctly to articles; Words dont do this, do not sentences, paragraphs are not correctly, written sentence drab and boring, and there are a lot of Chinese English. Structure is incomplete and lack of cohesion, few bright spots or comp

18、lex sentence, its expression also inconsistent, grammatical mistakes mount.On their English learning for students, Chinese has a lot to contain, listen to English at ordinary times is little, seldom seen, they are the most direct learning resources is the English teaching materials, teaching the lan

19、guage material in students English writing is a valuable resource, its theme is extensive, style diversity, moderate difficulty, it can be said that the English teaching materials is an important way to cultivate the students writing skills.1. Combining with the teaching material of Comic Strip and

20、Welcome to the unit section, said guided missilesComic Strip and Welcome to the unit is the most front-end Oxford junior middle school English teaching materials are the most interesting of the two plates. Mainly by Eddie and Hobo look at the picture of situational dialogues, discussions, a variety

21、of forms such as interest survey, to help students understand the topic of this unit, students seeking knowledge desire. Teachers can use concise dialogue on textbooks and funny cartoons to activate students existing knowledge reserves. This is not only beneficial to active classroom atmosphere, sti

22、ll can cultivate students ability to tell right from wrong. Teachers in stimulate students desire to speak at the same time, also can write setting the stage for the students. Students in the class said, the more the more fully, the more you will write the content of the after class. In the process

23、of students say, we dont have to be asked too much, to allow them to make a mistake, try not to destroy their language situation. Oxford English 7 b, for example, the first lesson of Unit 2 Neighbours, mainly discuss the neighbors professional and community. This topic closely students real life, th

24、ey have something to say. So, in this section, I designed two small talk, lets the student practice to talk about their neighbors and community, encourage their imagination, bold expression, lay a foundation for the subsequent Task.2. According to the Reading section of the textbooks, secondary scho

25、olMost abundant Reading section is a unit of language is one of the most abundant section. In reading, teachers should guide students divided into three levels, namely to read - read - enjoyment. On the basis of the students in the teaching material of perusal, want to know the authors writing inten

26、tion, to find out can reflect the gist and the psychological activity of the authors of the sentence. We should not only guide the students to understand and master the knowledge, but also teach students, conjunctions and chapter structure, connected a sentence into a paragraph, even the passage int

27、o method, and applied it to the writing. In this process, students in the contact information of words and sentences (bottom-up), will be based on ones own life experience (top-down information), thus effectively to promote the integration of the two, learners of the existing knowledge is constantly

28、 activated, their language output will also continuously.3. According to the Grammar section of the textbooks, written in the moneyIn traditional English grammar teaching, most of us, focus on a certain point and its usage, after the first practice. Also often to the teachers classroom cramming educ

29、ation is given priority to, let the students to do more practice after class, the teaching mode is not uncommon in the classroom now. Language learning cannot be separated from the context, the purpose of grammar teaching is to better language understanding and expression. However, we often found th

30、at students in writing often appear all sorts of mistakes in grammar, sentence meaning expression is not clear. I think that the grammar structure explain and practice is essential, but leave the language environment, the interpretation of grammar also is to be on the basis of the practice to deepen

31、 the understanding of grammar, the grammar knowledge into their proper context, in the form of language output, to let the students to practice.Second, improvement of teaching evaluation, accomplish the Task of teachingIn Task section in teaching process, if have been in accordance with the traditio

32、nal teaching ideas to organize activities, so students are always in a passive position, learning potential to play hard, study interest is difficult to improve, the learning effect is low. Therefore, in the teaching process, teachers should be clear evaluation function: to stimulate students intere

33、st in writing, let the student believes he can write a good article, find the learning confidence, get into the habit of autonomous learning. We can use different ways of evaluation, such as self-evaluation, group mutual, teacher evaluation, etc.Before implementing self-evaluation, group mutual, tea

34、chers should be the class projection display two composition, the composition is good, the other for a lack of composition, in accordance with the examination of composition writing requirements and criteria for the two composition for comments and corrections. To special remind students to pay atte

35、ntion to the points and the points of composition, in order to achieve the specification in the mutual, rigorous. In a word, teachers comments on the purpose of the demonstration is pointed out that window and timely encouragement, pointed out that weakness for improvement, on the basis of evaluatio

36、n standards to make the students learn how to write, to modify the groundwork, improve the effectiveness of the mutual. Mutual specific process is:1. Reasonable grouping. According to the level of English collocation, 5 6 people a group. Teachers according to the actual situation, choose a leader an

37、d deputy head of the organization.2. Determine the standards. Teachers in accordance with the requirements for an examination to determine the specific grading standard, mainly includes the following aspects: knowledge is clean and tidy; If the point is complete; Presence of grammar and spelling mis

38、takes; The syntactic structure for errors; The use of clausal structure is reasonable; Words, punctuation is appropriate; We have good word highlights, etc.3. Mutual. Students under the guidance of examination essay scoring standard, adopt two mutual or collective mutual way, with an objective and f

39、air, serious and responsible attitude, to correcting the composition of the team members, respectively, summarizes the deficiency and window, again for your composition to complement each other. I believe that such an approach must be better than the teacher corrects one alone, some students after-s

40、chool touched type modified effect is much better.On this basis, we often should decorate a writing task, put forward relevant requirements. One is are to be done in each unit, after studying the content of the skilled recite the Reading and Task, through the way to implement the unified write, its purpose is to help students to enhance language sense and ac