【正文】 the rate of speech, voice, expression of speakers。4．任務(wù)實(shí)施前的準(zhǔn)備是課上還是課下做，需要多長(zhǎng)時(shí)間，生詞和語(yǔ)言現(xiàn)象如何處理，怎樣在語(yǔ)法和詞匯中體現(xiàn)任務(wù)型教學(xué)的理念，初中生能力有限，學(xué)生之間有一定的個(gè)體差異，教師如何為他們完成任務(wù)提供適當(dāng)且必要的幫助，以及如何把握任務(wù)的難度等都有待進(jìn)一步探討和研究。任務(wù)型語(yǔ)言教學(xué)的核心思想是:學(xué)生在完成真實(shí)、有意義的任務(wù)中學(xué)習(xí)和使用語(yǔ)言。課后反思在明確了教學(xué)目標(biāo)后，我精心設(shè)計(jì)了有效的活動(dòng)，積極創(chuàng)設(shè)能讓學(xué)生主動(dòng)交流的語(yǔ)言環(huán)境，把課堂還給學(xué)生，讓學(xué)生們積極主動(dòng)起來(lái)，讓他們用英語(yǔ)積極交流。完成聽(tīng)力后，教師應(yīng)該要求學(xué)生圍繞著聽(tīng)力材料從各個(gè)方面對(duì)材料進(jìn)行分析，請(qǐng)幾位做的比較好的學(xué)生分享自己的聽(tīng)力技巧，對(duì)聽(tīng)力材料的層次、結(jié)構(gòu)進(jìn)行討論分析。根據(jù)Wills的理論，任務(wù)型教學(xué)法可分為三個(gè)階段：前期任務(wù)、任務(wù)環(huán)和語(yǔ)言點(diǎn)。如果學(xué)生做不出課本上的聽(tīng)力練習(xí)題，教師就只是重復(fù)地播放聽(tīng)力材料。換言之，“任務(wù)”就是人們?cè)谌粘Ｉ睿ぷ?，娛?lè)中所做的事情。在大學(xué)英語(yǔ)聽(tīng)力教學(xué)中運(yùn)用任務(wù)型教學(xué)法，通過(guò)前期任務(wù)，任務(wù)環(huán)和語(yǔ)言點(diǎn)的學(xué)習(xí)提高聽(tīng)力能力。3聽(tīng)力教學(xué)中的問(wèn)題首先，教師對(duì)聽(tīng)力教學(xué)的觀點(diǎn)也會(huì)影響教學(xué)效果。聽(tīng)力教師只能教授書(shū)本上的材料。教師根據(jù)聽(tīng)力材料，學(xué)生聽(tīng)力能力，設(shè)計(jì)一些問(wèn)題，讓學(xué)生聽(tīng)前思考，激發(fā)學(xué)生的興趣和大膽預(yù)測(cè)的能力。任務(wù)型教學(xué)法的優(yōu)勢(shì)在于能夠在學(xué)習(xí)之前調(diào)動(dòng)起學(xué)生的積極性，能夠更加有效率的學(xué)習(xí)，能夠讓學(xué)生享受到學(xué)習(xí)的成果和快樂(lè)。對(duì)話(huà)如下： S: Do you think ants and tortoises are amazing animals? T: Yes, I think so S: Why do you think that? T: Because ants can carry things much heavier than themselves and tortoises can live up to 150 years : Do you want to learn more about amazing things? T: Yes, we : Ok, now let’s take a look at our English ，而且生詞也很多，但是為了留更多的時(shí)間給寫(xiě)作，這就需要將課文中的知識(shí)提前處理好，所以課前就安排了學(xué)生認(rèn)真預(yù)習(xí)，早讀課上教師就文中的知識(shí)提了幾個(gè)簡(jiǎn)單的問(wèn)題。任務(wù)型學(xué)習(xí)活動(dòng)需要學(xué)生在完成任務(wù)的過(guò)程 中積極思考、決策、應(yīng)變,因此有利于培養(yǎng)學(xué)生的分析問(wèn)題和 解決問(wèn)題的能力及思維能力。任務(wù)型教學(xué)是以具體的任務(wù)為學(xué)習(xí)動(dòng)機(jī)或動(dòng)力，以完成任務(wù)的過(guò)程為學(xué)習(xí)的過(guò)程，以展示任務(wù)成果的方式來(lái)體現(xiàn)教學(xué)成就的一種教學(xué)方法。 positive emotional factors, and cultivate students’ awareness and cognitive the same time, TaskBased approach also inspires the students to share their individual experience since they have to plete their task in groups, and then train them to understand, operate and use , indepth, and plex language using has been fully reflected through the process of pleting a , the TaskBased Approach has its own unique merits from its teaching aims or from its teaching model, because the TaskBased Approach not only has the advantages of traditional teaching methods but also has the advantages of the municative teaching are three stages of the TaskBased Approach, which are pretask, taskcycle and posttask(Willis, 1996).The pretask is the preparation stage。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。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。可見(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。我在設(shè)計(jì)教學(xué)任務(wù)時(shí)，對(duì)本單元知識(shí)進(jìn)行了整合。轉(zhuǎn)折詞是一類(lèi)信號(hào)詞。因此，教師要精心的挑選聽(tīng)力材料。一方面，教師們沒(méi)有時(shí)間為學(xué)生選擇一些相關(guān)的聽(tīng)力材料。久而久之，學(xué)生對(duì)聽(tīng)力學(xué)習(xí)就失去了興趣。這種單一的教學(xué)方式既不能有效的教學(xué)，又不能調(diào)動(dòng)學(xué)生的積極性。那些沒(méi)有使用聽(tīng)力原則的聽(tīng)力材料會(huì)使教學(xué)變得枯燥。在21世紀(jì)，新聞聽(tīng)力在日常生活中扮演了十分重要的角色。在出現(xiàn)轉(zhuǎn)折詞時(shí)，要注意其后的內(nèi)容。任務(wù)型語(yǔ)言教學(xué)是指以意義為中心,以完成交際任務(wù)為教學(xué)目標(biāo)的外語(yǔ)教學(xué)方法。也就是： ，教師點(diǎn)評(píng)，動(dòng)手寫(xiě) ，表?yè)P(yáng)和改正 ，拓寬知識(shí)面 ，重寫(xiě)一遍在后來(lái)的作文批改中，學(xué)生基本上掌握了寫(xiě)作的思路，能夠很好的將任務(wù)完成，而且作文中錯(cuò)誤率也比較少，語(yǔ)言表達(dá)也更加精密，準(zhǔn)確，有邏輯性。漸進(jìn)性、發(fā)展性的任務(wù)設(shè)計(jì)能使整節(jié)課教學(xué)任務(wù)的完成一氣呵成，水到渠成。第二個(gè)問(wèn)題的解決也就是任務(wù)型教學(xué)法的應(yīng)用。the taskcycle is the implementation stage, and posttask is the acceptance and improvement these three stages influence with each other.Ⅲ.The current problems in English listening teaching For the current application of TaskBased Approach, the first task is to find theproblems of the listening teaching, which are two major problems in the teaching of learning is in the materials, the other is in the teaching The problems in teaching materials In the listening teaching of English in junior high school, the most important problem that troubles teachers lies in the listening there are two main problems in the listening , the listening materials usually used by teachers are written language rather than spoken English, so it is difficult for English learners to , one can not deny that there is a lot of spontaneous teachertalk during class, but it is not enough to improve learners’ English listening , the contents of the materials often do not match the real listening prehension books usually include many long passages rather than dialogue and most of them beyond the learners’ listening, they have to do some prehension exercises, usually teaching approach provides a certain type of practice, but it is not related to our real the course of the listening prehension is so boring to is no doubt that the English leaner can not improve their listening The Problems of Classroom Teaching Model In junior high school, most teachers usually prepare listening materials before starting listening usually use a similar way to teach, they often play the tape several times, if students can not understand or memory the main idea of the listening materials, teachers often repeat the materials again and teachers help students by explaining the difficult , teachers usually check and correct the answers students have done, this is not a class of listening but a class of testing students’ memory, so most of the students are very tired after methods of teaching not only fail to improve students’ listening ability but also make them lose confidence and interest of kind of class ignores students’ motivation to learn, and never be able to arouse students’ interest, also depresses the atmosphere and the fillings of most important problem is that students do not have any chance to municate in natural languages, let alone knowing aboutthe characteristics about reallife the method of teaching their teacher using, students don’t get any ments from their teacher, as a result this teaching method is not satisfied by many English learners.Ⅳ.The Application of the TaskBased Approach to the English Listening Class There are many problems about English listening teaching, especially in rural solve these problems the TaskBased Approach should be applied to the English listening teaching approach is very important and useful to arouse English teachers’ awareness in order to change these old methods and improve the level of Approach claims that effective learning is not in instruction, but Language Teaching is characterized as collaboration, authenticity, focusing on process and students’ participation, and learning by using it, which is just a sign of modern education(Wang Yanghong, 2004:3350). The principles for designing tasks in listening If the teachers want to use the TaskBased Approach in English teaching, they must solve the problem about the teaching materials, and this thesis will introduce three principles for designing of listening The task should be fun One of the advantages of TaskBased Approach is us