(1) The Relationship between Text Reading Teaching and Task-based Reading
① Task-based reading teaching method is adopted in text teaching.
Task-based reading teaching absorbs the basic concept of task-based teaching, emphasizing the purpose of reading and the authenticity of reading activities. Let students improve their reading comprehension by completing real reading tasks. Its main steps include before, during and after the task. Different reading teaching activities can be designed before, during and after the task to improve students' reading skills. To improve students' skimming skills, teachers can design such activities as: giving titles after reading; After reading the title; Write a summary after reading it; Topic matching, etc.
② Discourse analysis is emphasized in discourse teaching.
There are various topics in English reading texts in Oxford senior high schools. Teachers should pay attention to cultivating students' discourse analysis ability, and students should also pay attention to how their teachers analyze discourse style. Generally speaking, different styles have their own writing characteristics. For example, narrative stories are written in the order of "beginning-development-climax-end"; Biography in narrative is generally written in the mode of "life-achievement-evaluation" The structure of expository essay is divided into three parts: introduction, text and conclusion, while argumentative essay is developed through argumentation, supporting details and conclusion. Knowing and being familiar with the characteristics of different styles will help students quickly summarize the general idea of the article and the author's writing intention, help students understand the reading materials, and help students solve the topic summary questions in task-based reading questions.
③ Task-based reading is used for text comprehension and text consolidation.
Each module of Oxford Senior High School English has 3~4 units, and each unit has a reading section. The chart type in task-based reading is a common type, which can be used for text comprehension and text consolidation in reading.
(2) The embodiment of vocabulary teaching in new textbooks in task-based reading.
The goal of vocabulary teaching under the new curriculum reform is to teach students how to learn vocabulary, accumulate vocabulary, expand vocabulary and use vocabulary correctly. The standard emphasizes that the requirements for vocabulary learning objectives mainly involve three aspects: vocabulary memory, word meaning understanding and vocabulary application. The standard emphasizes that vocabulary learning should combine expression needs, topic scope and context. Vocabulary teaching should pay attention to situation, context and topic discussion, which is conducive to students' understanding, mastery and application of vocabulary. There are many forms of vocabulary examination in new task reading, such as word definition, word shape transformation, phrase collocation, synonymous transformation and so on. Therefore, teachers should pay full attention to the unity of sound, meaning and form when presenting vocabulary, and can choose different presentation methods according to students' different age groups. In vocabulary teaching, we should pay attention to the following aspects, such as: (1) inviting relatives to ask for words (the practice of changing word forms and parts of speech); Accumulation of synonyms and antonyms; In word collocation, teachers should also be able to introduce corresponding vocabulary strategies according to specific words, such as "context strategy", "root and affix memory strategy", classification, association and so on. Students' rich vocabulary and solid vocabulary skills are undoubtedly of great help in dealing with new task-based reading problems.
(3) The application of new textbook reading strategies in task-based reading.
Reading teaching aims at cultivating students' reading comprehension ability, enabling students to master certain reading skills, so as to obtain the information, knowledge and entertainment they need from reading. At different learning stages, the goals of reading teaching are different, and the reading skills and strategies are also different. Oxford senior high school English attaches importance to cultivating students' reading strategies, such as skipping, searching, browsing, reading the first and last sentences, and predicting. Task-based reading questions are composed of words and charts, and different styles adopt different reading strategies. Sometimes students can find the answer from the article according to the chart type, but sometimes they need to read the article first. The acquisition of various reading strategies is very important for senior high school students to quickly process the information of the materials they read. Students can choose reading methods according to their own reading purposes, adjust reading speed and complete task requirements. Teachers should attach importance to the teaching of reading strategies in the processing of teaching materials, so as to effectively improve students' reading level.
Principles that should be paid attention to in task-based reading
After students master the steps and skills of task-based reading, they should also pay attention to the following points:
① The principle of gradual progress.
Task-based reading tests students' various abilities and requires higher requirements. Therefore, when we do task-based reading questions, we should go from easy to difficult (reading materials are from easy to difficult, and the same reading material topic is not necessarily done according to the topic, but should be from easy to difficult), and from shallow to deep, it should be gradual. Only in this way can we enhance students' confidence, gradually improve their sense of accomplishment, and then cultivate students' interest in task-based reading questions.
② the principle of effective reading
Because students are not as familiar with task-based reading as traditional reading comprehension questions, a high-quality task-based reading question often has a certain gradient, and most of them set several problems that are difficult for students to solve. Our students often spend more time on this problem than the time suggested in the exam instructions, that is, they spend too long. In the long run, they have developed bad habits, so it is necessary to enhance the effectiveness of task-based reading.
"Task-based reading" is a new item in Jiangsu college entrance examination in 2008. We should study and analyze the "exam instructions", give training and guidance to this new item, master the rules and skills of solving problems from daily teaching, cultivate strategies, gradually improve our reading ability, and complete the assigned task requirements quickly and correctly.