高考英语任务型浏览对策

2010高考英语任务型阅读对策

江苏省姜堰中学英语特级教师夏天林

近几年来，全国自主命题的省份都在进行高考试题命题改革。高考改革显示高考试题稳中求新，高考命题力求体现新课标的五大基本理念。高考试题要“以考查学生对英语基础知识和基本技能的掌握情况为主，但更体现能力立意，考查学生的创新能力和实践能力,检测学生用英语收集、处理信息、分析和解决问题的能力”。人人都知道赢阅读者赢高考，任务型阅读是不同于传统题阅读理解的新的题型。占试卷分值10分，而由近两年高考的平均分来看学生在做这道题时有许多障碍。

一．2010任务型阅读解读

2008年江苏省第一次使用新题型---任务型阅读， 2008年《普通高等学校招生全国统一考试（江苏卷）说明》中对任务型阅读的要求在2008年《考试说明》的基础之上更加明确，更加具体。提供了三种示例：表格式、树状式和蜘蛛式。2009年《考试说明》中，只示例了任务型阅读所要填写的两种表格类型：表格式和树状式。但用了同一个要求：根据所读内容在表格中的空格里填入一个最恰当的单词。注意每个空格只填1个单词。《2010年江苏高考说明》提供了两种示例：表格式和树状式。但要求考生:根据所读的任务型阅读文章,用恰当的词语补全文章提纲（考查文章篇章结构能力）,概括关键内容（概括中心思想、段落大意）或作要词词语转换（考查语言文字运用能力）.由此可见任务型阅读的要求越来越高，这对我们英语教学和高考复习提出了新的极高的要求。

二．任务型阅读的特征

任务型阅读的命题主要体现文章结构与层次、强调捕捉与组织信息的能力、兼顾阅读理解与文字表述的能力。对于表格中所缺的单词，命题者往往重实词（动词、名词、形容词和副词）的考查。题目设置归纳起来可以分为以下三种类型。

1．信息查找题（基础题）

在任务型阅读的三种题型中难度最低，一般可以在文章直接查找到答案，要求学生能快速地在文章中查找相关细节，锁定信息来源，并用文章中的词或其适当形式填空，比较容易得分。

2．信息转换题（活用题）

考查学生在知识重组基础上，运用多种表达方式表意的灵活能力，突显遣词造句能力的考查。比如，用意义相同或相反的词完成句子的能力。同时，在限定一空一词的要求下，更需要考生有逆向思维的能力。这种类型的题目一般不能直接在文章中找到题目给出的句子，需要考生在捕捉到相关信息之后，将捕捉到的信息进行加工转换。主要涉及词汇及句型的转换，考查语言文字运用能力，要求考生要有扎实的词汇和语法功底。该题型难度大，不易得分。通常有词性转换、句型转换、语法转换、词语释义、同义/反义替换等。

e.g. ① My eyes would rest respectfully on the books in dot-raised type which I have read.

→Fix her eyes with__respect__ on the books in raised type she had read.

②In the night of that first day of sight, I should not be able to sleep, so full would be my mind of the memories of the day.

→__Unable__to sleep, so full would be her mind of the memories of the day!

③Children act more like adults than they used to.

→Children today _behave__as if they were adults.

④Huge waves are created and spread outwards from the hole. The wall of water, a kilometer high, rushes towards southern Africa. Cities on the African coast are

totally destroyed and millions of people are drowned.

→The sea boils and a huge hole is made in the seabed. A tsunami (海啸)hits southern Africa, _destroying / ruining_ cities on the African coast, and __drowning / killing_millions of people.

⑤The remaining part hits the South Atlantic at 200 times the speed of sound.

→One piece hits the South Atlantic at a speed 200 times __that__ of sound.

3．信息综合题（综合概括题）

要求考生能够准确无误地概括出文章的主题或行（栏）的标题，考查学生概括与推断的能力，主要通过补全文章提纲，考察学生的篇章结构能力。学生应会运用学习过的阅读策略，理解文章结构、中心思想、段落大意、逻辑关系和作者的深层含义等，归纳抽象并提炼出文章主旨或者重要信息的能力，也就是在语篇结构解读基础上的信息转换能力。这种题目是一种综合性很强的题，也是最具有区分度的题，最能够考查学生的基本功的题目。

例如：

As everyone knows, classroom teaching is one of the most important ways that the students learn English. In English classroom teaching, teachers have to arouse the students′interest so that they may learn better. There are many ways to arouse the students′interest; body language is an effective way in English teaching practice.

Nowadays, with the reform of English teaching methods, more and more English teachers organize their teaching process in English. That means teachers have to instruct and explain basically in English, and the students also should use English in class contemporarily. However, the students can’t speak English very well. Besides, their vocabulary is limited and their expressive ability is not good enough, either. These limitations have made it difficult to realize the communicative English in class. According to the students′present level and practical situation, body language is required. For example, if a teacher gives an instruction “You two, please come to the blackboard”, the students can easily understand it if the teacher looks at or points to some two students. Then, the teacher points to the blackboard. The students will carry out the order withou obstacles even if they don’t hear the key word “blackboard” clearly.

In the actual English teaching, teachers frequently use body language to improve both the teaching effect and the students’characters. In school education, body language plays a positive role in building students’characters. This is because teachers are usually respected and what the teachers say and do will be possibly imitated by the students. In a word, teachers’graceful body language helps to improve students’artistic apreciation and their characters, especially their morality. If students develop wonderful body language, they will surely have a smooth relation with each other. Teachers reflect their affection of body language on the students not only by setting a good example, but also build a bridge between teachers and students. As a matter of fact, teachers’friendly appearance can greatly encourage students to study enthusiastically. Body language not only motivates students’interest but also improves the effect of classroom teaching greatly.

As we know, learning English needs practice. The 45 minutes in class is very precious and should be valued, during which the students should practice as much as possible. To make good use of the limited time, teachers should adopt some effective