[摘要] 新課程標準倡導在英語教學中采用任務型教學途徑，讓學生學會用英語做事，培養學生的交際能力。但教學中具體的可操作模式仍在探索、實踐中。本文擬就自己的教學實踐談談對高中英語任務型閱讀教學課的設計與反思。
[關鍵詞] 任務；設計
一、引言
教育部頒布的《全日制義務教育普通高級中學英語課程標準（實驗稿）》把基礎教育階段英語課程的目標設定為以學生語言知識、語言技能、情感態度、學習策略和文化意識的發展為基礎，培養學生英語綜合語言運用能力。為了更好地實現上述目標，新課程標準倡導任務型的教學模式，讓學生在教師的指導下，通過感知、體驗、實踐，參與和合作等方式，實現任務的目標，感受成功：在學習過程中進行情感和策略調整，以形成積極的學習態度，促進語言實際運用能力的提高。這就要求教師依據課程的總體目標并結合教學內容，靈活地和有創造性地使用教材，設計貼近學生實際的教學活動，吸引和組織他們積極參與，并在此過程中培養發展學生用英語解決實際問題的能力和培養學生的創新精神。
下面筆者結合SEFC BOOK 2B Unit 23 Lesson 90的教學實踐談談任務型教學如有在高中英語閱讀教學中實施。
二、教學設計與反思
教學任務設計：
1、貼卡片，展示新舊電話的工作原理。
2、填表格，比較發現新式電話的優越性。
3、選功能，了解新式電話的新功能。
4、設計國產品牌的新款電話。
教學目標設計：
1、了解、掌握與電話及其功能有關的詞匯。
2、了解電話的歷史，理解課文內容，能流利、準確地談論電話的工作原理及功能，發展學生的交際能力。
3、培養學生參加小組活動的能力和合作意識。
4、設計新款電話，發展學生的想象力，培養學生的創新精神和實踐能力。
5、激發和培養學生的民族自尊心、自信心。
教學輔助手段：CAI多媒體課件、自制卡片、Worksheet、實物投影儀
課堂活動方式：Teacher-class, individuals, pairs, groups
教學課時：一課時
教學程序：
Step1. Leading-in
1、A free talk
Have a free talk with the students. Ask them this question: How do you keep in touch with your friends or families when they are not here? Write down their answers on the blackboard.
2、 A quiz
Do a quiz to test how much the students know about telephones. Show them some pictures and ask them to do a matching.
3、Picture show
Show the students some beautiful pictures of telephones. Let them imagine what future telephones will look like.
采用談話方式導入自然親切，拉近了師生之間的情感距離，營造出寬松的學習氣氛，同時讓學生了解有關電話的詞匯。利民用多媒體對學生進行有關電話發展的小測試易于激發學生的興趣和好奇心，調動學生參與課堂活動的積極性。向學生展示現代化的電話圖片并讓他們猜想未來電話的樣子能激發學生的想象力，為后面的任務作鋪墊，打下基礎。
Step2. Reading
Get the students to read the text quickly ,trying to answer the following questions:
1、Were the earliest telephones popular? Why or why not?
2、When and where was the first telephone directory printed?
設計問題并讓學生帶著問題進行速讀，有利于訓練學生的skimming 能力并使學生對電話的歷史有初步了解。
Step3. Play a game
Divide the students into 2 groups. Give each group eight cards with phrases on them. Play the tape for the students. They should listen to the tape carefully. After listening, they work in their own groups. When the set time is due, each group sends their delegates to go to the blackboard and stick their cards on the blackboard，showing how a telephone worked in the past and how a telephone works now. The group which uses the shortest time will be the winner.
1
(in the past)
2
(now)
這一環節采用游戲及小組活動的方式有利于調動學生參加活動的熱情，使其在激烈的競爭中不知不覺地了解了新舊電話的工作原理，并能使學生在活動中互相學習、互相幫助，互相鼓勵，體驗集體榮譽感和成就感，發展合作精神。
Step4. Fill in a form
Let the students read the text again and then fill in the form shown on the screen. Compare the earliest telephone and the new telephones. Try to see which are better.
TypesItems The earliest telephones Telephones of today
The quality(質量) of sound
The price of atelephone
How to make atelephone call
The way to send signals
素質教育要面向全體學生。填表格比較新舊電話質量性能、價格、撥打方式等的任務相對比較容易，可以讓中、下層次的學生回答問題，給他們創造語言實踐和自我表現的機會，使其體驗成功并樹立起學習的自信心。
Step5. A guess game
Invite the students to do a guess game. Let them read an advertisement and guess what new functions of telephones the two persons will choose. They should work in pairs.
Two men are now in a service hall(服務廳)of China Telecom. One of them is a doctor, the other is a manager. They are reading an advertisement that introduces new functions (功能)of telephones. Guess and discuss what new functions they may use.
Advertisement
1.Conference calling. It is possible to connect several telephone numbers together so that you can all speak. Even though you may be in different towns, you can still have your conference.
2.Dialling. With some models, you can record the telephone numbers of people who you call frequently. So, instead of dialling 12 numbers in order to speak to someone, you only have to dial a single number.
3.Redirection. If you are out of the office, you can have all calls redirected to another number. This is useful, especially for doctors.
4.Call waiting. With some models, if you are speaking on the phone, a signal shows you that somebody else is trying to call you. It also shows you the caller’s telephone number in order that you recognize who it is.
采用Pair-work方式進行討論和猜測，預測上面任務中doctor 和manager可能選用的電話功能有利于發展學生的交際能力和邏輯思維能力。
Step6. Discussion
Work in groups of 4. Let the students discuss what other functions they can think of besides the new functions mentioned in the advertisement they read just now. Give them some examples to make sure they know clearly what to do.
通過討論來拓展學習內容，創造條件讓學生探究自己感興趣的問題并自主解決問題，不僅有利于學生鞏固前邊所學知識，還有利于學生思維和想象力的發展，更為學生向最后的高級任務發起沖刺奠定了扎實基礎。
Step7. Design new telephones
The competition between telephone companies is very fierce nowadays. Many foreign telephone companies are making new types of telephones and put them into market. Suppose you work for a Chinese telephone company in Wenzhou. Try to design a new type of telephone for your company.
設計電話這一環節有利于培養學生的創新精神和實踐能力，使學生理論聯系實際，學以致用。同時讓學生設計民族品牌的新電話有利于激發學生的民族的自尊心與自信心。
三、結束語
高中英語閱讀課實施任務型教學需要執教教師首先認真學習“任務型”教學的有關理論，并在教學中大膽實踐、創新，在認真分析教材及學生實際情況的基礎上設計任務，合理安排教學環節，從而使學生學會用英語做事，在完成任務過程中體驗成功，最大限度地向“最近發展區”發展。
主要參考文獻：
教育部：《全日制義務教育普通高級中學英語課程標準（實驗稿）》，北京師范大學出版社，2001年。
丁筱燕：“新標準 新理念 新課堂--Britain and Ireland 一課教學設計與教學反思”，《中小學外語教學》，2002年第9期。