【正文】 ，確定時(shí)態(tài)、人稱和分段?？梢?jiàn)在任務(wù)型教學(xué)中，五步教學(xué)法有著“可靠”與“安全”的作用。英語(yǔ)任務(wù)型語(yǔ)言教學(xué)強(qiáng)調(diào)以各種各樣的英語(yǔ)學(xué)習(xí)任務(wù)為基礎(chǔ),學(xué)生在完成任務(wù)過(guò)程中必須有思考的過(guò)程,即學(xué)生首先 要考慮如何完成學(xué)習(xí)任務(wù),而不是如何學(xué)會(huì)英語(yǔ)語(yǔ)言形式，它把英語(yǔ)語(yǔ)言應(yīng)用的基本理念轉(zhuǎn)化為具有實(shí)踐意義的課堂教學(xué)方式。任務(wù)型學(xué)習(xí)活動(dòng)有較明確的目的,因而有利于激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。任務(wù) 型學(xué)習(xí)活動(dòng)與生活和工作中的活動(dòng)相似,因此有利于學(xué)生為 真實(shí)交際作準(zhǔn)備。幾點(diǎn)思考：1．如何處理班額大、學(xué)生多，教師指導(dǎo)有困難的問(wèn)題；如何提高學(xué)習(xí)有困難的學(xué)生對(duì)活動(dòng)的興趣和參與率。但如何解決討論內(nèi)容及表達(dá)方式單一及學(xué)生思維狹窄的問(wèn)題；如何能不設(shè)框架，盡量讓學(xué)生按自己的思路去完成任務(wù)，應(yīng)是我們今后值得嘗試和思考的課題。Rost認(rèn)為，語(yǔ)言習(xí)得主要通過(guò)獲得大量的可理解輸入來(lái)實(shí)現(xiàn)，而聽(tīng)是獲得可理解語(yǔ)言輸入的最重要的渠道。基于Willis的任務(wù)型教學(xué)模式和Underwood的聽(tīng)力教學(xué)模式理論，筆者將兩者結(jié)合并應(yīng)用于初中聽(tīng)力教學(xué)中，建立了任務(wù)型聽(tīng)力教學(xué)模式，將任務(wù)型教學(xué)法應(yīng)用于聽(tīng)力教學(xué)中。本研究將任務(wù)劃分為聽(tīng)前，聽(tīng)中，以及聽(tīng)后三個(gè)部分。interest, but can also help students to improve their English listening ability in the process of learning then by this approach the students’ learning efficiency and English application ability can be improved through cooperative learning and review studies of listening prehension Listening is a cognitive activity and language skills, and plays an important role in our daily life and language learning, and at the same time, listening prehension has increasingly bee an important criterion to measure the level of learners’ language study(Long, 1993).But according to our longtime observation and study on the teaching practice, the traditional English listening teaching methods used in china inhibit the students’ listening ability to prehension research includes five aspects, they are listening materials, speakers, tasks, learners and listening processes(Richards and Platt, 1992).The degree of difficulty about the listening material and listeners’ familiarity。the processes of listening prehension also can affect learners to understand the listening them, there are some important aspects to affect listening, such as the level of language, memory, emotional factors, and background knowledge of most important thing is the study of the process of listening prehension, which is an internal mental process, and the way learners to deal with language inputting and understanding researchers of domestic and abroad reached a consensus in this area and hold that the process of language understanding is a process of language producing, and this process includes three stages, which are perception, resolution and the perception stage, the input language is analysised and synthesised preliminary by the the resolving stage, the brain produces a series of proposition which is the foundation of listening the application stage, the new semantics proposition activates the existing propositions and knowledge in the brain which can form the updated discourse meaning and knowledge psychological factors are very important for students to understand the listening materials, and these factors are showed through the attitude of learners, such as their interest, selfconfidence, the level of effort and ’ mental states will affect their learning behavior and learning result mental states, such as anxiety, tension, slack, disgust, fear, and so on, will hinder their learning potential to perform order to help students overe the negative 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appreciate his unreserved help and will keep it in mind thanks also go to the others teachers who taught me during my f