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任务型教学在初中英语写作中的实践与思考
作者：陈喜巧
Picture 3: A taxi stopped behind her. A driver got out and came up to her.
Picture 4: He asked Grandma Wang, “How are you feeling? Don’t worry. Let me take you to the hospital”.
Picture 5: He quickly helped Grandma Wang to get into his car and drove to the hospital.
Picture 6: Grandma Wang wanted to say “Thank you” to the driver. But the driver had already left.
然后要求学生分组讨论用连词及承上启下的过渡句子将这些句子组织起来, 最终形成一个完整的故事： Last Friday morning, Grandma Wang went to the park for some exercise. While she was crossing the road, she tripped on something and fell. At that moment, a taxi stopped behind her. A driver got out and came up to her. He asked Grandma Wang, “How are you feeling? Don’t worry. Let me take you to the hospital”. He quickly helped Grandma Wang to get into his car and drove to the hospital. Before Grandma Wang wanted to say “Thank you” to the driver，he had already left. What a kind man he was!
任务二：完成表格。
学生讨论：你们想要帮助王奶奶找到那个司机。你们要到医院去问王奶奶一些问题，然后填表。
任务三：写一封信向出租汽车公司反映情况并请求帮助。
要求同学们利用上面这张表格来描述司机的外貌和出租车的情况。向学生布置任务：①书信的格式；②在信中说明这一事件；③描述司机的外貌和出租车的情况；④要求得到什么帮助。接着再一次分组讨论并要求学生完成任务。例文如下：
Dear Sir or Madam:
Last Friday, Grandma Wang fell and hurt her leg. A kind taxi driver helped her and took her to the hospital. She wanted to thank him but he had already left. Could you please help me to find the driver for her? He was about 45 years old and had short black hair. He was fat and tall. He was wearing a white shirt, dark blue pants and black shoes. The taxi was from Da Zhong Taxi Company. It was a blue car with the number A 8810. If you know who the driver is, please write to me. Thank you for your help.
Best wishes,
Li Ming
在上例写作课中，对同一个写作任务，笔者根据不同阶段分成几个小任务，有梯度地让学生去完成。在第一个任务中，采用小组互相讨论的形式，集思广益，最终形成一个完整的故事；在第二个任务中，需要同学们根据情景来编对话，不仅练习了口语，而且为下面一个写作任务做准备；在第三个任务中，同学们分组讨论，写这一封信时，由于有了前面两个任务的铺垫，因而写起来不会觉得很困难，比较容易完成。因此，教师所设计的每一项任务都必须有明确的目标，这样学生才能有目的地运用英语进行交流，完成任务。在这些活动中，教师应是参与者、帮助者，学生应是活动的主体。
（四）运用任务型写作教学应注意的几个方面
1.扎实的语言基本功是写作首先要具备的条件，这包括对句法、词法及基本词汇的掌握。要多读，多看，要会观察分析；要注意写作手法、表达方式、内容的选择和分析。任务教学运用于写作时，也要注意这些方面对学生的培养。
2.教师所设计的每一项活动必须有明确的目标，这样学生才能有目的地运用英语进行交流，完成任务。写作教学的任务设计要符合人类的认知规律，要符合英语写作的学习策略。
3.在完成一个写作任务时，可以根据不同阶段分成若个子任务，有梯度让学生来完成。同时重视评价，使学生有成就感。教师设计的每一项活动必须有一个结果，可以是墙报、口头报告、书面报告等各种形式，使完成任务的学生产生成就感。
4.在任务型写作教学中，学生的活动则较难把握。许多教师在学生活动时，显得茫然和空虚。其实只要明确活动的每个大阶段和小阶段的活动目的，勤于观察思考，勇于实践，善于总结，就会感到有许多事要做。因此，教师应不断吸收新的教学理念，提高业务水平。
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