初中英语“Task”板块教学新思考

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1、2011年的英语新课程标准的总目标是：培养学生综合语言运用能力，突出语言的工具性和人文性。牛津初中英语Task版块是要引导学生围绕整个单元的话题整理思路、组织语言，最终落笔成文。在这一环节，教师要以提高学生的英语思维和表达能力为主，加强听、说、读、写技能的培养。关于Task版块教学，我经常会听到同事有这样的讨论：“在整个单元里，我觉得Reading和Grammar的教学最重要，里面的语言点最多，只要把这两部分掌握好了，考试问题就不大。Task部分，只要学生懂得中文意思，把短语默一默，最多把范文背熟再让学生听写下来对照。”“在Task版块的教学课堂上，我们应尽可能地留出一些时间让学生进行当堂写作

2、，但大多时候，时间都来不及，我们会花很多精力去批改学生的作文，而学生几乎不会主动去二次修改作文，即便改了也等于没改。”以上说法引起了我的思考：Task版块教学如何做才能达到既不忽视其中出现的语言知识，又能提高学生的语言输出能力，达到“双基”的基本实现呢？一、灵活使用教材，为“Task”版块奠定基础英语写作一直是平时考试乃至中考时失分最多的地方，很多学生面对英语写作都不知所措，无从下手。通过平时的观察，我发现，目前学生作文中普遍存在以下几点不足：不能把平时记忆的单词和短语恰当地运用到文章中来；词不成句、句不成段、段不成章，所写句子单调枯燥，并存在大量的“Chinese English”；文章结构

3、欠完整，缺少衔接词，鲜有亮点或复合句，其表述也不连贯，语法错误频出。对于学生而言，汉语对他们的英语学习有很大牵制，平时英语听得少，见得少，他们最直接的学习资源就是英语教材，教材中的语言材料是学生英语写作的宝贵资源，它题材广泛、体裁多样、难易适中，可以说，英语教材本身就是培养学生写作技能的一个重要途径。1.结合教材的Comic Strip 和Welcome to the unit版块，说中导写Comic Strip和Welcome to the unit是牛津初中英语教材最前端也最有趣味性的两个版块。主要通过Eddie和Hobo的情景对话、看图讨论、趣味调查等多种形式，帮助学生初步了解本单元的话

4、题，激发学生的求知欲望。教师可以利用教材上简洁的对话和风趣的漫画来激活学生已有的知识储备。这样不仅有利于活跃课堂气氛，还能培养学生辨别是非的能力。教师在激发学生“说”的欲望的同时，又可以为学生的“写”埋下伏笔。学生在课堂上说得越多、越充分，课后写的内容就越多。在学生说的过程中，我们不必要求太高，要允许他们出错，尽量不要破坏他们的语言情境。比如，牛津英语7B Unit 2 Neighbours的第一课，主要讨论了邻居的职业和社区的情况。这一话题紧密联系学生的实际生活，他们有话可说。所以，在这一环节，我设计了两个小对话，让学生联系实际谈一谈自己的邻居和社区，鼓励他们发挥想象力，大胆表达，为后来的T

5、ask奠定基础。2.结合教材的Reading版块，读中学写Reading版块是一个单元语言含量最多也最丰富的版块。在阅读中，教师要指导学生分三个层次进行活动，即跟读朗读赏析。学生在熟读教材的基础上，要知晓作者的写作意图，要找出能反映文章主旨及作者心理活动的句子。我们不仅要指导学生理解和掌握其中的知识点，还要教会学生篇章结构、连词成句、连句成段、连段成篇的方法，并将其运用到写作中去。在这个过程中，学生在接触单词和句子（自下而上）的信息时，会基于自身的生活经验（自上而下的信息），这样就有效促使了两者的一体化，学习者已有的知识被不断激活，他们的语言输出也会源源不断。3.结合教材的Grammar版块，

6、用中促写在传统英语语法教学中，我们大都就事论事，集中讲解某一个知识点，归纳其用法，先讲后练。课堂也往往以教师的满堂灌为主，课后再让学生多做练习，这样的教学模式在现在的课堂中并不少见。语言的学习离不开语境的熏陶，语法教学的目的就是为了更好地进行语言的理解和表达。然而，我们经常会发现，学生在写作中常常会出现各种各样的语法错误，句意表达不清。我认为，对语法结构的讲解和操练是必不可少的，但语法的讲解离不开语言的环境，也就是要在操练的基础上加深对语法的理解，把语法知识融入恰当的语境中，用语言输出的形式呈现出来，让学生学以致用。二、改进教学评价，实现Task教学目标在Task版块教学过程中，如果一直按照传

7、统的教学思想来组织活动，那么学生会一直处于被动地位，学习潜力难以发挥，学习兴趣难以提升，学习效果低下。因此，在教学过程中，教师应明确评价功能：要激发学生的写作兴趣，让学生坚信自己能写好文章，找到学习的自信心，养成自主学习的习惯。我们可以采用不同的评价方式，如自评、小组互评、教师评价等。在实施自评、小组互评前，教师应为全班学生投影展示两篇作文，一篇为优秀作文，另一篇为稍欠缺的作文，依照作文写作要求及中考评分标准对这两篇作文进行点评、批改。要特别提醒学生注意作文中的得分点和失分点，以便在互评中做到规范、严谨。总之，教师示范点评的目的是指出亮点并及时鼓励，指出弱点以利于改进，使学生了解如何依据评价标

8、准进行写作，为修改打下基础，提高互评的有效性。互评具体流程为：1.合理分组。按英语水平的高低搭配，56人一组。教师根据实际情况，选择一名组长和副组长组织工作。2.确定标准。教师按照中考要求确定具体的评分标准，主要包括以下几个方面：卷面是否整洁；要点是否齐全；有无语法和拼写错误；句法结构是否有错误；关联词的使用是否合理；字数、标点符号是否适当；有无好词好句等亮点。3.进行互评。学生在中考作文评分标准的指导下，采取两两互评或集体互评的方式，以客观、公正、认真负责的态度，分别对小组成员的作文进行批改，总结其中的不足和亮点，再针对自己的作文进行取长补短。我相信，这样的方法一定比教师单独一个个批改，学生

9、课后蜻蜓点水式修改的效果要好得多。在这个基础上，我们要经常布置写作任务，提出相关要求。一是要求学生在完成每一个单元的内容学习后，熟练背诵Reading和Task，通过统一默写的方式来落实，其目的是帮助学生增强语感和积累词汇。二是每堂课前进行“每日一句”的训练，写作内容可以选取学生感兴趣的或能紧密联系学生实际生活的话题，这样能充分调动学生的参与热情，增强学生的写作热情，让他们有话可说，有话可写。三是以读促写。教师可以鼓励学生多阅读一些经典的英语小说，看一些适合他们的英语电影。众所周知，阅读是写作的基础和前提，是作文素材和表达方式的源泉。阅读和写作相辅相成、相互促进。阅读即为写作的输入，写作是阅读

10、的输出。长期的有选择性的阅读可为英语写作做好各方面的铺垫，如语言、语法、情感、思维等方面，以此推动学生写作水平的提升。三、结语综上所述，Task版块教学是牛津英语教学中不可或缺的一部分。我们应明确教学目标，选择合适的教学策略，组织有针对性的学习活动，真正做到“多反思”“多形式”，破除功利思想，回归语言学习的本真，提高学生书面表达的水平和能力。In 2011 the overall goal of the new English curriculum standard is: to cultivate students comprehensive language using ability,

11、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 impro

12、ve 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 important lang

13、uage 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 some time

14、 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 that

15、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 sectionEngl

16、ish 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 points:

17、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 complex se

18、ntence, 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 language

19、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 Welcom

20、e 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 of for

21、ms 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, still can

22、 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 of stu

23、dents 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, they hav

24、e 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 schoolMost

25、 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 intention,

26、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 into meth

27、od, 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 activ

28、ated, 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 education

29、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 that stu

30、dents 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 the u

31、nderstanding 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 traditional te

32、aching 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 interest in

33、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, teachers

34、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 attention

35、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 evaluation stan

36、dards 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 and depu

37、ty 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 mistakes;

38、 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 fair, s

39、erious 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-school

40、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 purpos

41、e is to help students to enhance language sense and accumulate vocabulary. Second, each class # daily sentence training, writing content can closely linked to choose those of interest to students or students actual life topic, it can fully arouse the enthusiasm of students, enhance the students writ

42、ing enthusiasm, let them have words to say, have something to write. Three is to read write. Teachers can encourage students to read some classical English novels, watching some suitable for their English movie. It is well known that reading is the basis and premise of writing, is the source of mate

43、rial composition and expression. Reading and writing complement each other, promote each other. Read the input for writing, writing is the output of reading. Long-term selective reading every aspect of a good groundwork for English writing, such as language, grammar, feeling, thinking, etc., in orde

44、r to promote the ascension of the students writing level.Three, endnotesTo sum up, the Task section in teaching is an indispensable part of the Oxford English teaching. We should be clear teaching goal, choose the appropriate teaching strategy, organization targeted learning activities, truly reflection more form, break the utilitarian thought, return to the authenticity of the language learning, to improve students writing level and ability.