Task –Based Teaching Approach in English Reading Teaching of Junior High School

Task-based Teaching Approach

in English Reading Teaching of Junior High School

Abstract:English reading teaching of Junior high school is a very important part in English teaching. To develop students’ ability of reading comprehension is the main object of the English teaching for junior high school in our country. But the traditional English reading teaching approach really setback the improving of students’reading ability, and make the reading a weak part for most of the students. Task–based teaching approach has become one of the focuses of English reading teaching in recent years. Task–based approach is a kind of classroom activity regarding learning goals as guiding, viewing the learners as the center of studying. In addition, task –based teaching approach plays an important role in improving the students ’learning ability, cultivating the students ’interes t in learning and cultivating the students’ comprehensive quality.

It is divided into three chapters in this paper. The first part is the theory of Task–based language teaching which mainly introduces the definition of Task-based teaching approach, the basic elements and Principles of task –based language teaching. Chapter two introduces the theory of reading. It mainly introduces the definition of reading and reading model. The third part is the focus point of the article. It discusses the concrete implementation of task-based approach in the English reading teaching, including ways of teaching designing and reading activities.

Key words:Junior high school English; teaching task-based language teaching; English reading

任务型教学法在初中英语阅读教学中的运用

提要:初中英语阅读教学是英语教学中一个非常重要的组成部分，培养学生的阅读理解能力是我国初中阶段英语教学的重要目标，也是测试的重点。而传统的英语阅读的教学方法却阻碍了学生阅读能力的提高，使得阅读成为多数学生的弱项。近年来，任务型教学法已经成为我国英语阅读的焦点之一，任务型教学是以“目标为导向，学习者为中心”的一种课堂活动。此外，任务型教学在提高学生的学习能力，培养学生的学习兴趣，以及培养学生的综合素质等方面起到了重要作用。

本篇论文共分为三章。第一章主要是任务型教学法理论，主要介绍了任务型教学法的定义，基本要素和原则。第二章是阅读理论，主要介绍了阅读的定义以及模式。第三部分是本论文的重点，讨论了任务型英语阅读教学的具体实施，包括教学设计方式和实施活动。

关键词:初中英语；任务型教学；英语阅读

Contents

Abstract (i)

提要...................................................................................................................................................... i i Introduction (1)

1 The theory of Task –Based Language Teaching (1)

1.1 The definition of task (1)

1.2 The definition of Task –Based Language Teaching (2)

1.3 The basic elements of Task –Based Language Teaching (2)

1.4 Principles of the Task –Based Language Teaching (3)

1.5 The Classification of tasks (4)

2 The theory of reading (6)

2.1 The definition of reading (6)

2.2 Reading model (7)

3 The application of task-based teaching approach in English reading teaching (8)

3.1 Pre –reading stage (8)

3.2 While- reading (10)

3.3 Post- reading stage (11)

3.4 A case of task-based reading lesson (12)

Conclusion (14)

Bibliography (16)

Introduction

Task-based teaching approach is a teaching model occurring in about 1980s. Task-based teaching approach is kind of classroom activities with goal-oriented and learner-centered. More and more English education workers use and practice task-based teaching approach now. Compared with the traditional reading teaching approach, task-based teaching approach has many unique a dvantages. Cultivating the students’ reading ability and English reading habits plays an important role. At the same time; it is helpful to improve students' autonomous learning ability and comprehensive quality. This paper introduces the theories of the English reading teaching which includes reading model, the basic theory of task-based teaching; In addition, this paper also introduces the application of task-based teaching approach in English reading teaching.

1 The theory of Task –Based Language Teaching

Task–based approach has become one of the focuses of reading teaching in recent years. Task –based approach is a kind of classroom activity regarding learning goals as guiding, viewing the learners as the center of studying. As a result, in this chapter，I will introduce the theories of Task-based approach.

1.1 The definition of task

Before any effort, Understanding task is the key point for task-based teaching. First of all, the task is simply assigned tasks. Based on many studies from various countries, scholars made some different definition of task. Long thought that a task is a piece of work undertaken for oneself or for others, freely or for some reward.1It has relation with many aspects of daily life. For example, booking air tickets, reservation, filling in the form and buying thing etc. These can be referred to a task. Thus, Long thought that task material originates from life and design of the task should be authentic and meaningful. However, in English teaching activities, especially for task-based teaching, task is that English learners carry out activities to achieve a certain purpose. In other words, task is an activity at first, but not all activities are tasks. According to Prabhu, task is an activity requiring learners to arrive at an outcome from given information through some process of

1Long,M.Role for Instruction in Second Language Acquisition .Modeling and Assessing Second Language Acquisition

[M]Clevedon :multilingual matters,1985:89.

thought. In his opinion, the tasks should be problem-solving oriented activities through students' thinking, not just language practice activities. Breen(1987)thought task is therefore assumed to refer to a range of work plans which have the overall purpose of facilitating language learning.It involves a particular objective and appropriate content, a specified working procedure and a range of results for those who undertake the task.2Nunan(1989) thought a piece of classroom work which involves learners in comprehending ,manipulating ,producing or interacting in the target while their attention is principally focused on meaning rather than form.3Willis (1996) thought tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.4

1.2 The definition of Task –Based Language Teaching

Task- based teaching approach is a form of the communicative approach, which also called Task- based teaching language. It was proposed by a British Indian linguist Prabhu. In our country, Task- based teaching approach was researched in 1980s and got rapid development in foreign language teaching. At present, what is the task? There is a unified view in the domestic and foreign countries. It takes specific task as motivation to learn and completing practical aspects of the task as a learning process, rather than just using test scores as the final evaluation. Students acquire knowledge through the contact, thinking, and cooperation under the guidance of teachers and feel initiative to apply the language. In this process, students naturally acquired language ability, so as to reach the success in reading.

1.3 The basic elements of Task –Based Language Teaching

Tasks are performed by five basic elements, goals, inputs, activities, teacher / student roles and settings.

The goals of Task –Based Language Teaching are that students complete the learning tasks, which includes not only the cultivation of students' communicative competence, but also the culture of emotions and attitudes.

Inputs mean materials used in the process of completing the task. The input material can be verbal. Like news reports, drama, radio, etc. It may also be non-verbal. Like, a photo, magazine articles, diaries and letters. It is important to note that input material should be close to the students 2Breen, M.Learner Contributions to Task Design.in language learning tasks[M]. London:Prentice Hall,1987:23.

3Nunan,D.Designing Tasks for the Communicative Classroom [M].Cambridge :Cambridge University Press ,1989:8.

4Willis,J.A Framework for Task –based Learning[M].London:Longman ,1996:23.

and they should has many characteristic properties, such as, authenticity and meaning and operability.

Activity is the process of students using input material to complete the activity. In the activities, teachers should insist the principle of participation; operability and cooperativeness .At the same time, English teachers should be concerned about the process of activities and every step of guidance.

Teacher / student roles: In the task-based teaching process, the teacher is no longer the protagonist of the classroom. Teachers' roles have undergone great changes. Teacher is positive participant, organizer, and adviser. Teacher can also be controller, assessor, prompters and member of classroom activities. Students are leading roles of the classroom. Students are participants and executives of the task.

Environment means the organization form of class teaching. It includes the distribution and completion of a task. The way of distribution of the task includes individual completion or two people and team collaboration. Activities can happen in class or outside.

1.4 Principles of the Task –Based Language Teaching

TBLT implementation of the principles was summarized by many international scholars. Principles proposed by Nanun in which are widely accepted.

1.4.1 The authenticity principle

The principle includes two aspects: one is that the language materials from the real life; the second is the content of the design should follow the reality. Students understand and apply the language in real and natural language situations. At this point, the authenticity of the task is relative. In the process of completing the tasks, the tasks can promote students' comprehensive ability and operating ability, emotional and so on. This task is recommendable.

1.4.2 The form –function principle

Language form and language function are indispensable. Teacher in the process of doing the task should pay attention to the combination of both. The students should not only stress the significance of language expression in language learning, but also pay attention to the form of language to achieve language fluency and accuracy.

1.4.3 The task dependency and the task chain principle

This principle requires teachers understand the level of students in the process of teaching

tasks according to the different levels of students and difficult to design appropriate tasks. So that each student can find their own task to gain honor in the process to complete the task, so as to challenge more difficult tasks and interested in learning. The activities of task should be simple to complex, hierarchical, step by step. For example, in terms of language skills training, it should follow the principle which is ''first input second output'', thus it can improve students' comprehensive ability in the completion of the task.

1.4.4 Learning by doing

Students complete specific tasks under the guidance of teachers. In the process of completing the task, students not only listen to the teacher's explanation. More important, students access to and consolidate knowledge in the repetitive practice by their own understanding.

1.5 The Classification of tasks

1.5.1 Listing tasks

Teachers ask the students to list or give the relevant information based on a certain order or relationship after the students completed some materials. Such as listening to a message or reading the article. That is listing task. For example, teachers require students to list the film types; common color; China's traditional festivals, etc. It can prove familiarity with the learned material. There are many forms. So students will not feel dull, but it feels lively and interesting. For example “Go for it" Grade 8 Book1 unit4, what’s the best movie theater .In this uni t, teachers will ask the students which movie theater do you want to go and write the factors about “Important”or “Not important”. This information involves main content of this article, as the following chart showing.

In this session, it makes the class atmosphere more active and interesting. After reading this article, students may be asked to use the form of brainstorming to find the answer according to their knowledge or experience or ask each other through the fact - finding. Listing tasks are helpful for students to explain individual point of view, and promote the students' ability of expression and observation, improve the interest of learning English at last.

1.5.2 Ordering and sorting tasks

Ordering and sorting tasks are also known as the finishing type tasks. This task requires students to sort or classify things, for example, each paragraph of the article requires to be sorted out carefully according to the order of the time of the article or the type of picture. This kind of task is more complex and difficult compared with simple listing tasks. Because it asks students to grasp and understand the full text, be familiar with the content, but also concerned about the consistency of the article. For example, "Go for it" in Grade 9 Book 1unit2. There is a reading material named Full Moon and Full Feelings. Teacher asks students to put the events in the correct order after reading the passage. Only after reading the article, the order can be sorted correctly.

1.5.3 Comparing task

Comparing tasks mean that the teacher requires students to compare and analyze the different articles and materials, to seek out the similarities and differences and to express them in appropriate language at the same time. For example, "Go for it" in Grade 9 Book 1, unit2. There is a reading material about Christmas. The teacher asks the students to discuss its differences and similarities between Western Christmas and Spring Year. There is another article about Chinese and western table manners. The teacher assigns a task that comparing the table manners between France and China in your group. This task will help students to understand the western culture and customs, cultivate the students' insight on things, but also raise the ability of independence analysis, solve problem and induction.

1.5.4 Opinion exchange tasks

These tasks require students to communicate and share information with each other. This information can be their life experience, travel, music, hobbies, attitude, disgust, and so on. They don't need to have a standard answer after discussion. For example, "Go for it" in Grade 8 Book 1,unit7, will people have robots？Teacher asks the students discuss the topic in the form of group or the whole classes. Do you think you will have your own robots. This belongs to Opinion exchange tasks, which requires students to express their own ideas based on their opinion. This kind of task can train student’s quick thinking, promote students to think, solve problems and develop their imagination and oral communication skills.

1.5.5 Solving –problem tasks

The students analyze the problems of true life and get solutions about the problem according to their own life experiences and knowledge. These are Solving- Problem tasks .For example, "Go for

it" in Grade 7 Book 1, unit3. The teachers can set the following tasks, if you lost a MP3 in library now; you should write Lost and Found with your name and phone number to get back the mp3.

1.5.6 Information gap tasks

Information gap task is a kind of simple communicative activities, which is usually composing of two people. They have different information for exchanging, and fill the gap by means of communication, so as to complete the communication task. If there is no information gap, communication is the lack of motivation and significance. Teachers should make full use of the information difference to design tasks. It can inspire students to connect the information with correct and decent language, so that they achieve the purpose of reading .For example, "Go for it" in Grade 7 Book 1, unit3. The teachers assign a task that a group of two people ask each other belonging. Student A has a part of the information, while student B masters the other part of the information. So they have to ask each other questions in order to fully grasp the information. Such as, is that your school bag? This is the information gap. The person who asks the question wants to know the answer to the question. It will generate the demand of the real motives, which is what we want to be able to provide with a real language exchange and interaction platform.

1.5.7 Creative learning tasks

Creative learning tasks give students the task with originality, openness and practice. Generally speaking, a creative task is relatively difficult and complex Students should have teamwork and organizational skills to complete the tasks. For example, "Go for it" in Grade 9 Book 1, unit2. The unit is about the topic of festival. Teacher asked students to design a favorite holiday brochures in English. Students form several groups to complete cooperation. Finally teacher selects the outstanding works. In this way, students can improve their enthusiasm with initiative ability.

2 The theory of reading

It is very important for English learns to learn the reading in English learning. The students must study hard if students want to learn reading better. As a result, understanding the related theory of reading is necessary for students.

2.1 The definition of reading

Reading is an important activity that the human communicates with the outside world. Reading is the psychological process of processing and understanding of the meaning of information through visual sense. The main goal is to read and understand the ideas and thoughts expressed by the author.

Reading is a process of summing up information from the written material. Note that reading just is considered getting information from written materials, which is a one-sided view. It ignores the fact that reading is not only a cognitive process, but also a complex psychological process. Therefore, reading is a thinking process and accompanied by emotional activities. Reading is a visual system-depending activity for the students, and reading activity is the factor which influences people's reading mood as well as reading interests. So reading is the physiological activity of visual perception and thinking, which must be carried out simultaneously in the reading.

2.2 Reading model

After 1960s, with the rapid development of reading research, there are several more influential reading model one after another. They are bottom –up model, top –down model, interactive model.

2.2.1 Bottom –up model

Mercian psychologist Gough (1972) proposed the bottom-up model. It is actually a kind of reading model on the basis of the reading text. In his opinion, the process of reading is that the readers understand article from alphabetical words to new words, sentences, paragraphs, and the whole article at last. This model is used in English teaching. For example, teachers introduce new words and phrases at first, and then going over the text sentences by sentences and paragraph with the students when teaching. This is always followed by questions and answers to check comprehension .This model is good for students to expand the vocabulary and consolidate the sentence patterns, which is better for beginners. However, this pattern not fully arouses the interesting of students, and is not conducive to learn for a long time.

2.2.2 Top –down model

Goodman in 1967 proposed a top-down model, also known as a psycholinguistic guessing game. It is actually a knowledge-based reading model. He believes that the people use their existing language knowledge and relevant experience to understand the article in the reading process. it stress that reading is a selection process that readers judge and predict the article from all possible clues in the language. In foreign language teaching activities, teachers should talk more background of the topic rather than just new words and sentences structure. In this way, students can read well by usage of background knowledge to understand the whole article and guess the author's views and ideas, even if they don't understand the new words or phrases of the article. But it also comes with disadvantages, to some extent，it is bad for a learner in the first stage to learn. It ignores the basic

knowledge and emphasizes the experience too much.

2.3.3 Interactive theory model

This model is based on the recognition or acceptance of reasonableness and weaknesses of the two models.Rumelhart,D.E. proposed the theory in 1977. He mainly emphasizes reading both Printed page and background knowledge. He believes that reading is not merely unilateral process but both interaction and mutual influence. This model had the greatest influence in English teaching. The students first put forward the hypothesis through the use of the original background knowledge and language knowledge. Then students analyze the semantic knowledge and phonetic knowledge in the article, so as to understand it. This reading model is used in English language teaching, which is beneficial to students on cultivating the autonomous learning motivation and reading ability, arousing the enthusiasm of the reading to the greatest extent and develop students' learning potential.

3 The application of task-based teaching approach in English reading teaching

The effectiveness of the reading often depends on the purpose of the students and their existing knowledge, task –based reading approach provides students with a clear purpose and scene. It will be conducive to the completion of reading process. According to the students’ understanding, the teacher can plan or chose the activities with schedule purpose and bring the students into reading. As a result, students can learn and practice some of specific skills in these activities.

3.1 Pre –reading stage

Pre-reading stage is the first stage of reading, in general, also the shortest stages in the task-based language teaching. In this stage, teachers need to take the following points according to the requirements of the pre-reading, to make students complete the task better.

3.1.1 The requirements of the pre-reading

Teachers should stimulate students' interest on learning and forming a reading expectation. As the famous motto saying, interest is the best teacher; teachers can prepare students for some interesting or meaningful articles if they are not very interesting. Then teachers should also make full use of other ways to get students interested in this article.

Teachers should make students understand the study purpose of this lesson. To finish the task

better, the teacher in the classroom should use a number of ways, so that students understand how to complete this task. Only when students have a clear comprehension of the reading task, can they better choose reading strategies and ways.

Teachers should guide students to acquire and review the knowledge points students might encounter in the task, which may include the words, phrases, grammar, etc. This will help students to understand and study the article better.

3.1.2 Task design

In the pre-reading stage, leading-in is the focus of this class. A good leading- in is conducive to better stimulate students' reading desire and reading interest, so as to better complete the learning task. Teachers can set corresponding forms or activities according to different learning objectives, such as games, storytelling, songs, etc. This is very important and critical in the pre -reading stage.

1) Playing game

The game teaching method can arouse the learning motivation and desire of students, and thus obtain a good teaching effect. The kinds and content of a game are very abundant, the teacher should be reasonable to choose the game related to the teaching content, so as to receive a good teaching effect. There are many types of games: riddles, rhymes, hiding and seeking, little pantomime, looking for friends, hiding things, and so on. A game design must be novel, scientific and educational, so that students can think about some problems in the process of the game. For example "Go for it" in Grade 9 Book 1, unit3 section 2b. There is a reading article named Could You please...? I designed a guessing game before reading. Firstly I Showed pictures to a student, and the others can’t see the pictures. Then I asked him to explain the places in English, and ask one of the rests to guess what place it is. For example, one student says: It’s a place where we can do saving and exchanging, Could you please guess where it is? Somebody may guess it is a bank. Get students to guess some others famous places like shopping mall, airport, library, farmland, tea restaurant, and so on. In the game session, students can review what they have learned in the article, reduce the obstacles when reading, and learn the complex phrases. Then the students read and understand the article easily. During the game, this will be very good to mobilize the students’ enthusiasm and interest.

2) Asking the questions

In stage of pre-reading, the teacher gives the students a batch of problems, and students answer

the question according to their own experience and knowledge. Teachers guide students step by step into the theme. One thing to be noted is that these problems should be around the theme of this text. For example "Go for it" in Grade 9 Book 1, unit3 sectionA3b. Here is an article talking about English study named how did I learn English. Teachers can talk freely with students before reading. Dialogue content may include the following questions:

1 Do you like learning this language? How about your recent progress?

2. Can you share with others the difficult place when you learn English?

3. What’s your way to learn English or other language？

I introduced the text after the students actively answered the question. In this way, the students can share their individual point of view, this progress trains the students' expression and spoken ability, improves the interest of learning English at last. Students can understand the discourse appropriately and appreciate the writer’s attitudes so as to enhance their reading level. 3) English song

The English songs should be introduced into English class, which not only can provide rich and colorful language materials for teachers, but also can promote the enthusiasm of learning, drive the learning motivation. A noticeable characteristic of junior high school students are that they love to say and sing. English songs learning can promote their enthusiasm in English learning; stimulate the motivation of students to join the tasks and enliven the classroom atmosphere.

3.2 While- reading

This is the core stage of task-based reading. The main goal at this stage is to develop students' reading ability, which includes reading comprehension speed capability.

3.2.1 Task design

In this stage, teachers designed a number of tasks to help students understand the article, seize the crucial points, achieve the training of reading ability through different forms of reading activities and tasks, In the design of this phase of the task, the following aspects can be paid attention on.

1) The ability of guessing the meaning of words

By guessing the meaning of words, students can reduce or eliminate the barriers in reading. Students will encounter new words or difficult words to understand in the process of reading. If you get confused about the words, it will affect the speed of reading and understanding of the article. In

general, there exist some tips to guess the meaning. For example, contacting the context, the usage of synonyms, and word formation, all will be conducive for solving this problem. If a new word or rare word comes out, consulting the dictionary or relevant information will help them understand the details of the article and promote understanding of the article.

2) The ability of converting information

Students convert information by using mind map, which can make students more intuitive to understand and grasp the article. When students are reading, teachers may use mind mapping reasonably which can greatly help students to clarify ideas, organize information, strengthen memory, improve learning enthusiasm and arouse the motivation to think, etc.

3) The ability of summing up the key points

Teachers ask the students read the article and find out the topic sentences and key words. The topic sentence of the article can also was called center or clues. It is the key sentences in the paragraph or the whole article and the center of the full text around. Finding the topic sentence is conducive to help the students understand the main content of the article and the author's thoughts and feelings. At the same time, analysis of key words can help to understand the topic of the article, teachers can guide students some skills to determine the article theme through analysis of key words. For example, the beginning / end of sentences or paragraph, repeated words throughout the text, the argumentative or lyric sentences in the article and so on .these can be found or summarized in the key sentences.

3.3 Post- reading stage

Post reading stage is a stage of the supplement and extension. The knowledge points shall be consolidated and used after reading the article. Teachers should guide students to summarize knowledge, apply knowledge and master the knowledge. This stage is helpful for the students to expand their knowledge, promote the students' language communicative ability and comprehensive output capacity, raise students to have a good self-learning ability and reading ability. Teachers can set up proper reading task according to different materials. The designing of tasks should be objective and simple to difficult. It should fit the actual level of the students.

3.3.1 Task design

1) Retelling the text content

The text is systematically described mainly used in their own words and words learned in the

text. Retelling the text is a process from simple to complex, and from concrete to create. Students carry out training of retelling the text in reading, which can not only help students deepen understanding content of the text, but also develop the ability of Logical reasoning, and form good presentation skills. It is a comprehensive training which combines memory, thinking and expression. In carrying out this task, the students should use Mandarin; the sound is loud, clear, and precise. The form of retelling can be a lot of, such as key word tips method, cloze type, chart generalization method.

2) Performance

It is natural that most of the students love the performance. In this part, the teacher asked the students to put down their textbooks and into the role. Students not only can master key points of the article in the performance, but also can transfer their feelings through body language. In performance, it can also produce the interaction between teachers and students, so that forming a harmonious, warm and equal learning environment.

3) Group discussions

In the group discussions, students raised their hands to state their opinion, even some students with shy are also very positive. Some students capture the focus of this lesson though simple words, which not only grasp the key points of knowledge, but also develop the language skills and learning ability.

4) Writing

Writing can help students understanding knowledge better, develop their ability of output. Teachers arrange different writing tasks based on the content and type of the article. The types of writing task are colorful, for example, expanding writing, abbreviations, rewriting, and so on, this is beneficial for students to consolidate the knowledge. For example “Go for it”Grade 9 Book 1, unit10, section A. There is a letter talking the table manners. Teachers can arrange similar tasks after reading. Namely, imitation. Teacher asks students to write a letter to give his/her opinion on the manners for different situations. The teacher can choose several outstanding works after the students finished.

3.4 A case of task-based reading lesson

In order to confirm whether the approach of task –based approach to the reading is effective, an effective experiment is been employed. Compared with the traditional teaching, the task –based

approach is advantageous to improve students ’reading ability.

3.4.1 Research subjects

In order to make the theory truly reflects the task-based teaching in junior high school. The author designed a task-based reading training course; the lesson was carried out among both teachers and students who came from a junior high school in Qing shanhu District, Nan Chang city.

5 English teachers and 50 students are involved in this survey.

3.4.2 Research materials

The content is go for it grade9 Unit13, this is the beginner part of the unit 13，which talks about living environment and environmental protection. So that students understand the pollution problem of the earth and discusses how to protect the earth, to reduce pollution.

3.4.3 Research instruments

To achieve the aims, I mainly use following way during the research. That is classroom observation. During the stage of classroom observation, I split it into three parts. Pre-reading stage, while-reading stages and post- reading stages. In the pre-reading stages, Teachers played video about pollution and asked students to discuss. It stimulates students’ learning interest. In the while-reading stage, these activities mainly centered on the reading material in the teaching activities. After these stages, asking questions, discussion and other forms will help the students grasping the key points of the article. At the same time, through the reading course of study, it helps students develop proper perception of values.

3.4.4 Teaching Case

Teaching goals

Knowledge aims: 1. Students learn the following words and expressions .bottom, coal…

2. Students can comprehend the passage on Page 99.

3. Students get a general knowledge of pollution by reading .

Ability aims: It will promote the students' reading ability and reading approach.

Emotional aims: Students became aware of the serious situation of pollution and determine to take action to protect our earth.

Teaching procedure

(1)Pre-reading stage

Teachers play video about pollution firstly, and student was asked to discuss what’s the danger

of the all kinds of pollution, this logically leads to the topic of environmental pollution. The teacher asks simple questions based on the video content after students watched the video. At the same time, teachers want to be able to help the students review the learned words and stimulate students ’learni ng interest. Next; the students will be split into several groups. Students play a guessing game to consolidate the word that will appear in the text. Finally, teachers let students predict the content of this article through notice the topic.

(2)While –reading stage

Firstly, Teacher asks a series of problems through multimedia. Students were asked to come up with the answer quickly. For example, where shark’s fin soup is popular? Through this activity, students can cultivate the ability of fast reading. The problem from simple to difficult, it is suitable for the students of different levels. Then, Teachers ask students in pairs to find out the segmentation of the text and the key sentence of each paragraph. Through the study of the cooperation of two people, it cultivated the sense of cooperation and make up for the lack of both Sides. Finally, Students read again and fill in blanks. After the completion of the tasks, the students read the sentences one by one so as to check the answers. This activity helps students solve detail problems, train students' reading ability, examine whether students really understand this article.

(3)Post–reading stage

Firstly, Students in pairs retell the text content, it will help students consolidate the contents and strengthen the understanding of article. Then, Teachers ask students make a conversation with your partner about what you can do to reduce pollution. It let students understand how to reduce pollution by discussio n and inspire students’ innovative thinking.

3.4.5 Analysis of experimental results

The above teaching procedure lesson plan is one of the author’s teaching experience in the internship stage. This lesson has a high praise from the teachers and students. In the lesson; students in the process of doing the reading task improve the effect of reading. Students find the problem on his own initiative and feel the joy of the study finally. Teachers realize the importance of the Task –based teaching approach. Because of the limited time and subjects covered only a small part of people. But on the whole, we infer that the task- based teaching approach is applicable to the current teaching situation of junior high school.

Conclusion

Task-based approach is a new teaching approach that no longer providers students with knowledge in a spoon-feeding way. The new teaching approach makes the atmosphere of class more open and active. For students, it can drive their learning motivation. And then, it is student-centered, which is helpful in developing the logical thinking and creative ability, sense of cooperation and teamwork. Of course. Teachers should pay attention to try to design suitable task for different level students when adopting the task based teaching approach in class. In addition to indoor teaching, teachers should also make task based teaching approach extends to outside. However, it is still abandoned by many teachers.

In China, Task-based teaching approach needs further research and exploration in English reading teaching mode. The experts and education workers should work together to explore the model, to make it suitable for national conditions of our country, so as to receive good effect on English teaching in China, and bring the students a better future.

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人教版小学语文一年级上册复韵母ai ei ui 详细教案

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小学一年级复韵母单元测试题 班级：姓名：成绩： 一、写出由下列单韵母可以组的复韵母。 ɑ o e i u ü 二、你能给拼音宝宝找到家吗？ un enɡ zhi c si p u ei wu yi q r iu onɡ ye yuan yun 声母： 韵母： 整体 认读 音节： 三、按顺序填空。 b ( ) m ( ) ( ) t ( ) l ( ) k ( ) ( ) ( ) x zh ( ) ( ) r ( ) c ( ) ( ) ( )

四、把下列韵母表补充完整。 ɑ ( ) e i u ( )( ) ei ( ) ɑo ( ) ( )( ) üe er ɑn en ( ) ( ) ( )( ) enɡ ( ) ( ) 五、写出下面音节的韵母。 kāi ( ) xuě ( ) jú ( ) mǐn ( ) què ( ) jīnɡ ( ) hǔ ( ) jùn ( ) kǒu ( ) zhēnɡ( ) qǔ ( ) lǜ ( ) 六、把下面音节的声母写在（）里。 cǎo（ ) hiú ( ) zhuō ( ) ruì( ) xiónɡ( ) yǎnɡ ( ) 七、连线，挑选两种你喜欢的动物，把拼音抄在四线格上 fánɡ zi hú dié xiǎo niǎo qīnɡ wā

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四、读读这首古诗，然后，背一背，做一做。 长cháng 歌g y 行xíng 百bǎi 川chuün 东dōng 到dào 海hǎi ，何h ? 时shí复f ù 西x ī 归guī 。 少shào 壮zhuàng 不b ù 努n ǔ 力l ì，老lǎo 大d à 徒t ú 伤shüng 悲byi 。 找出学过的复韵母，用红笔圈出来。 ie ?e er 五、你能根据下面的图画写出复韵母 吗？ 六、请你把下面音节补充完整， 七、连一连？ f yi j ī xu ? xi ào xi ǎo h ? yu a er 月儿 小河 飞机 学校 ?e j q x ( ) ( ) ( ) ie j q x ( ) ( ) ( )

八、把音节补充完整 y m ? h j 要门爷回家 你栽树，他培土， 我去提水。 九、图画音节连一连。 wū guī cì wei xǐ qua bái cài 十、知道这些动物爱吃什么吗？找一找连一连。 cǎo yú luó bo gǔ tou

十一、对号入座，读准音节选一选。 hu ǒ ni ú y óu xu y bi ǎo p ǎo ( ) ( ) ( ) ( ) ( ) ( ) 十二、读一读，想一想，做一做。 看月亮kànyualiàng 初一看chūyīkàn ，一条线yītiáoxiàn ；初二三chūarsün ，眉毛弯m?imáowün ； 初五六chūwǔliù，挂银镰guàyínlián ；初七八c h ūq īb ü，像小船xiàngxiǎochuán ； 初九十chūjiǔshí，切半圆qiybànyuán ；十五六shíwǔliù，像玉盘xiàngyùpán 。 1.照样子，填一填。 弯弯的月亮像小船，圆圆的月亮像 。 2.你喜欢圆圆的月亮还是弯弯的月亮？能给它画张像吗？ 动动脑 筋啊！

一年级语文上册汉语拼音13《anenin》教案苏教版

13 an en in 第一课时 教学目标：1．学会前鼻韵母an、en、in和整体认读音节yin及其四声，读准音，认清形，正确书 写。 2．正确认读由声母和an、en、in组成的音节，会读拼音词和拼音句子。教学重点：学会前鼻韵母an、en、in和整体认读音节yin及其四声，读准音，认清形，正 确书写。 教学准备： mp3朗读 教学过程： 一、看图导入1．教师出示情境图，引导学生观察：图画上的小朋友们正在干什么?屏幕上出现了什么？ 2．学习语境歌。 (1)教师播放歌曲《我爱北京天安门》，同时诵读情境歌。 (2)请学生跟着老师念两遍情境歌，注意让学生读准：天安门、摁、印。 3．教师引导过渡：今天我们就学习an、en、in这几个韵母。 【点评】这样设计的目的是为了激发学生的兴趣，同时通过看图回答问题、学说 语境歌，感受an、en、in的发音。 二、指导发音 1．学习韵母an。 (1)教师板书an，过渡叙述：这是天安门中“安”的拼音，去掉声调符号就是我们今 天要学习的第一个韵母an。 (2)认清形。(教师指着a。)这个单韵母认识吗?在单韵母 a的后面加了个鼻音做尾 巴，这样组成的韵母就叫鼻韵母。 (3)指导读准音。教师告诉学生读这个韵尾要用舌尖抵住上齿龈，不留缝隙，鼻子出 气。教师做口形，让学生体会舌尖顶住上齿龈的感觉。 指导发an音。要求先发a的音，声音响亮，然后向韵尾滑动，一口气读成an。 教师领读，指名读、学生自由练读，齐读，“开火车”读。 (4)指导读好an的四声。出示ān、án、ǎn、àn，请同学自由读，同桌互读，指名读。 2．学习韵母en。 (1)请学生做一做摁遥控器的动作，再请同学说说“摁”这个词。 (2)板书en，指导读好音。“摁”是第几声?去掉声调符号是什么韵母，会读吗? (3)教师让学生试读后范读，再用各种方式请学生读。 (4)指导读好en的四声。 3．学习韵母in和整体认读音节yin。 (1)指导学生自学：你们能运用前面学到的发音方法读这个鼻韵母吗? (2)检查自读情况，纠正问题。 (3)请学生试着给in加上四声声调，再读一读。

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一年级拼音(声母与复韵母)

仅供参考小学教育资料 姓名：__________________ 班级：__________________ 第1 页共6 页

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一年级拼音朗读练习anenin un un

班级姓名 ɑn en in shàn zi jiǎn düo wyi xiǎn zhàn zhíhuǒjiàn zhuün tou chǎn düo zhuàn qián nán ɡu?zhuǎn bōkabtn w?n zi xiün küi jiàn shabtn shìzhyn tàn j?n sajiün kǔzhyn jiün q?n mìqiūyǐn shǎn diàn s?niàn qín cài máo j?n w?n zi zhyn shíw?n yì 1、wǒzài diàn shìli kàn dào le tiün ün m?n。 2、qín cài、juǎn x?n cài h?cài jiüo dōu shìshūcài。 3、shūshu htn xǐhuün kàn x?n w?n lián bō。 鹿柴【作者】王维【朝代】唐 空山不见人，日期已读几遍家长签名

班级姓名 un ?n tūn m?mùɡùn lún chuán jūn ɡuün yuǎn chùbái yún jùn qiào xìjūn yūn chyxún zhǎo xùn liàn qún zi shǒu juàn xuán zhuàn yuán quün dùjuün jūn yún kùn nɑn yìlùn nián lún r?n qún quán shuǐdìzhan xún lu?yuán dàn tuán tǐhún tun yuán shǐcǎo yuán dǎɡǔn y?yuàn 1、lán lán de tiün 上piüo zhe duǒduǒbái yún。 2、mümɑɡti jitjie mǎi le yìtiáo x?n qún zi。 3、hǎi jūn shūshu ɡaɡabúpàkùn nɑn。 蓝天白云草原森林草地不是画家 雪花儿子花草下雪花儿小桥台湾 日期已读几遍家长签名 日期已读几遍家长签名 日期已读几遍家长签名

汉语拼音anenin---认一认5------1234课

红星中心小学“模块导学案”设计 一年级第一单元课题13 an en in 课时第一课时 导学内容学会前鼻韵母an in en和整体认读音节yin及其四声，读准音，认清形 导学目标 学会前鼻韵母an in en和整体认读音节yin及其四声，读准音，认清形，正确书写。导学重点学会三个前鼻韵母，能熟练读出声母与an en in组成的音节。 导学难点正确认读、书写三个前鼻韵母，和有关音节。 可开发利 用的资源 课件挂图拼音卡图片 预习导学每人自做前鼻韵母的字母卡片和三个前鼻韵母书写。 导学过程教师活动学生活动 再设计 互动研讨一、复习导入 1. 小朋友，今天老师带 大家到过园苹果，在摘苹 果是要听清老师的要求。 2 拿出自做前鼻韵母的 字母卡片听老师要求。 二、观察图，学新知 1.出示挂图：图中的小 朋友在干什么？（看电视） 仔细看看，你能发现什 么？ 2.导出韵母板书： An en in 生：“天安门”的“安” 就是要学的an. 生：按遥控器的“摁”， 就是韵母en ..... 3.我们一起学习：遥控 器，摁一摁，荧屏出现天 安门，（跟老师读） 三．学习前鼻韵母 1、说说an en in 有 什么不同点。 指名上黑板摘单韵母苹果， 摘到一个。请小朋友读一读 同桌互相在读两遍 小组比赛读 学生自由说

2、指导发好鼻音n,并做手势。（舌尖要向上） 3、学习三个前韵母。（1）an的发音同天安门 的“安”有点相同；en同摁遥控器的“摁”相似。（2）练习读an en的四声，组词。 （3）出示in，引导学生自己发音。 （4）抽读三个前鼻韵母 四、整体认读音节yin 1.谁来说说yue是怎么形成的？ 2.in 也学着ue的样子请来大y，变成yin,是整体音节。同桌反复练习 读准字音 生练习读四声 练习书写，描红指名读yin的四声 巩固练习1.抽读卡片。 2.听音找朋友，认读整体音节。 3.拼一拼，读一读。 Yan zi hou zi sen lin kan jian Man zhu yin dao lao hu da suan 拓展延伸1读一读，加上四种声调. an( ) ( )( ) ( ) en ( ) ( ) ( )( ) In ( )( )( ) ( ) yin ( )( )( ) ( ) 2拼一拼，写出音节。 b-----an------( ) t---en----( ) m----in----( ) P ------an-----( ) d---en---( ) q----in----( ) m-----an----- ( ) w--en---( ) x----in---( )

幼儿园大班拼音课anenin

活动名称：复韵母an en in 教学目标：1.情感目标：培养幼儿学习拼音的兴趣。 2.态度目标：能够认真的学习拼音。 3.知识目标：学习an en in的认读、四声调及书写格式。 4.能力目标：能掌握声母与an en in拼读。 教学重点：学习an en in的认读、四声调及书写格式。 教学难点：能掌握声母与an en in拼读。 教学准备：课件、拼音卡片。 教学过程： 一、开始部分 1.复习：（课件出示蓝猫形象）小朋友们，你们知道这是谁吗？师：对了，这是小朋友 们最喜欢的蓝猫，蓝猫对小朋友们说：“你们还记得以前学过的拼音吗？它们是谁呢？”出示卡片。 2.小朋友们认得都很棒。今天蓝猫又给你们带来了几位新朋友。请看画面 二、基本部分 （一）认读复韵母an。 （1）出示第一幅图（天安门），“a和n合在一起我们读an，a在前，n在后，我们读，anan an。an在发音时：先发a的音，然后舌尖逐步抬起，顶住上牙床发n的音。 模仿读，个别读，开火车读，齐读。 （2）我们编成了一句识记儿歌便于小朋友记忆“天安门天安门anan an”分组读或请个别幼儿重复读。 （3）an的四声练习。 （4）an的书写格式。（占中格） （二）认读复韵母en 课件出示蓝猫图像：“小朋友们真厉害！认识了一个新朋友，蓝猫送给大家热烈的掌声。现在我们来看看第二个新朋友，出示第二幅图（有关点头的画面）小朋友们看，它们在做什么，仿佛在说什么？ （2）它们仿佛在说：“恩，小朋友们真行！”）那么我们今天所学的新朋友就是复韵母“en” “e和n做朋友时，我们读en，e在前，n在后，en在发音时：先发e的音，然后舌面抬高，气流从鼻腔泄出，发n的音。 我们也编成了一句话识记儿歌“点点头enenen” （3）en的四声练习。 （4）en的书写格式。（占中格） （三）认读复韵母in （1）课件出示蓝猫图像：“小朋友们真厉害！又认识了一个新朋友，蓝猫送给大家热烈的掌声。现在我们来认识最后一个新朋友，出示印章的画面。这个印章里in的发音就是我们今天要学习的。 （2）我们读印章in时，i在前，n在后，我们读in”in在发音时：先发i的音，气流从鼻腔泄出，然后发n的音。 in的前面加一个y就是印章的印的读音完整的样子了，变成了“yin”，它是一个整体认读音节，什么叫整体认读音节呢？添加一个声母后读音仍然和原来的韵母一样的音节（也就是指不用拼读可以直接认读的音节，叫整体认读音节。） 这里我们也有一句识记儿歌是“印章印章in in in” （3）in的四声练习。 （4）in的书写格式。（占中上格） （四）an en in与声母的拼读。

汉语拼音 an en in

教学目标： 1．学会前鼻韵母an、en 2个复韵母，读准字音，认清形，能在四线三格中正确书写。 2．学习声母与an、en组成的音节，准确拼读音节，读准三拼音节，复习ü上两点省写规则。 3．学习整体认读音节yuan。 教学重点： 1．学会韵母an、en 2个复韵母，读准音，认清形，能正确书写。 2．学会声母与an、en组成的音节和整体认读音节。 教学难点：学会介母是ü的三拼音节，读准音节juan、quan、xuan。 教学过程： （一）复习检查。 1、你们好，我是喜羊羊。新的一天又开始了，你们还记得昨天学的字母宝宝吗？让我来考考你们！ 看哪个小朋友能读得又准确又响亮。 （卡片认读复韵母：ai ei ui ao ou iu ie üe er .） 教师小结：咱们班的小朋友可真会学习！。 （二）教前鼻韵母an和整体认读音节yuan。 老师呢就奖励你们一幅好看的图画，好不好！？ 【出示天安门图片】 1.小朋友看，这是什么？ 说说你知道的有关天安门的知识。 （天安门在北京，北京是首都，等等） 2、教学an的发音。 真棒，知道了那么多它的知识，小朋友一定能读准它。跟老师读读看，an （1）讲解发音要领：把a和-n合在一起，先发a，口不宜张得太大，马上用舌尖顶住上腭的前部，使气流从鼻孔出来，要念成一个音。 （2）教师范读、领读、指名读、开火车读、齐读。 3、an的四声练习：ān（天安门）ǎn（俺家）àn（黑暗） 4、教学整体认读音节yuan，【出示画了“圆”的图片】，图上画着什么？ 5、教学发音，yuan是整体认读音节，板书yuan。教师范读、领读。 6、yuan的声调标在a上，进行四声练习： yuān（冤家）yuán（原因）yuǎn（遥远）yuàn（庭院）（三）教学前鼻韵母en。 1、读得可真棒，来！把掌声送给自己！好，你们小嘴巴很厉害，那老师考考你们的小眼睛，翻开书，看看第三幅图上画着什么？！在什么情况下摁门铃？ 摁门铃可是文明礼貌的行为，但是不能乱摁，应该怎么做呢！？ 学生发言，表演示范。 教师总结 2、教学en的发音：启发学生用学习an的方法练习en 的发音，提示，先发e，马上用舌尖顶住上腭的前部，使气流从鼻孔中出来。

小学一年级上册复韵母练习题

一年级语文第一册第三单元测试卷 班级姓名成绩 一、读一读，抄一抄。 ao ou iu ing ong 二、请你帮助小兔把音节完整的写下来。 @ ￥ 三、你能根据下面的图画写出复韵母吗 】 四、请你把下面音节补充完整， ~ ao b m zh （） （） （） üe j q ( ) ( ) ie < j q ( ) ^ ( )

五、连一连 fēi jīxúe xiào xiǎo héyuèer [ 月儿小河飞机学校六、把音节补充完整 y m éh j 要门爷回家 ` w q t sh 我去提水。 七、图画音节连一连。 "

wū guīcì wei xǐquèbái cài 八、知道这些动物爱吃什么吗找一找连一连。 ￥ cǎo yúgǔtou luóbo 九、你可以根据拼音画画吗 Píng guǒxiǎo cǎo xiāng jiāo 【 十、对号入座，读准音节选一选。 huǒniúyóu xuēbiǎo pǎo { ( ) ( ) ( )

( ) ( ) ( ) 十一、你能给拼音宝宝找到家吗 : un eng zhi c si p u wu yi q r iu ong ye yuan 声母： 韵母： 整体认读音节： , 十二、按顺序填空。 b ( ) m ( ) ( ) t ( ) l ( ) k ( ) j ( ) x zh ( ) ( ) r( ) c ( ) ( )( ) 十三、把下列韵母表补充完整。 单韵母：ɑ( ) e i u ( ) %

复韵母：( ) ei( ) ɑo ( ) ( )( ) üe er 前鼻韵母：ɑn en ( ) ( ) ( ) 后鼻韵母：( ) enɡ( ) ( ) 十四、拼一拼，写一写

小学一年级语文汉语拼音第13课anenin

汉语拼音第13课anenin 一年级语文教案 教学要求： 1、学会前鼻韵母an en in和整体认读音节y in及其四声，能够读准音认形，并能正确书写。 2、能正确认读由声母和an en in组成的音节，会读拼音词。 教学重难点：指导an en in的发音方法。 教学过程： ●一、引入：①同学们看，电视里放的是什么地方呀？（北京天an门an） ②天an门前有几个小朋友在唱歌，歌声很好听，不过音少了一点。板书in （声音的in） ③于是小明就拿起摇控器摁几下，声音就变大了板书en（摁下去的en） ●二、指导读an en in 教师多做示范，让学生反复练习 ●三、学习整体认读y in及其四声。 ①y in和 in的发音相同， in前鼻韵母，不能自成音节，是独立的音节。y in是整体认读音节。 ②出示投影片y īn音乐yín银色 y ǐn饮料脚印yìn ●四、学习声母与an en in的拼音

依次出示投影片（见第48页中的单音节） 出示投影片（见第48 页中的双音节词） 出示投影片（见第48 页中的拼音句子） 指导学生先看图，再读音节。 ●五、指导书写 ●六、巩固练习 1、抽读 an en in 2、语境歌：遥控器，摁一摁，荧屏映出天an门，色彩鲜艳音乐美。 汉语拼音（14）un ün yun yuan 教学调整 课前准备：投影片4张、卡片12张 教学过程： ●一、引入；学生看情境图；天空有乌云（ün），小气象员（yuan）看看书，再 看看温（un）度表，并作记录。板书：un ünyunyuan 领读un ün 温度的温un （wen）乌云的云ün （yun ） （un 实际上是uen的省略形式） ●二、学习整体认读音节yunyuan及其四声。 1、比较yun与ün（读音相同，所不同的是ün是前鼻韵母，不能自成音节，必须与声母组成音节。yun是整体认读音节，可直接给汉字注音。