论文部分内容阅读
任务型阅读（Taskbased reading）是从2008年起江苏高考所采用的新题型。该题型旨在考查学生的综合语言运用能力；用英语获取信息、处理信息和分析问题和解决问题的能力以及考查学生用英语进行思维和表达的能力。2009年仍然沿用了该题型。
现附上试题：（保留原题号）
第四部分：任务型阅读(共10小题；每小题l分，满分10分)
请认真阅读下列短文,并根据所读内容在文章后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。请将答案写在答题卡上相应题号的横线上。
Communication Principles
How you see yourself can make a great difference in how you communicate. “Every individual exists in a continually changing world of experience of which he (or she) is the center”. Many communication scholars and social scientists believe that people are products of how others treat them and of the messages others send them. But every day we experience the centrality of our selves in communication. A student, for instance, may describe a conflict with a teacher as unfair treatment: “I know my teacher doesn’t like the fact that I don’t agree with his opinions and that’s why he gave me such a poor grade in that class.” The teacher might say the opposite. Each person may believe that he is correct and that the other person’s view is wrong.
The concept of self originates in communication. Through verbal and nonverbal symbols, a child learns to accept roles in response to the expectations of others. You establish selfimage, the sort of person you believe you are, by how others think of you. Positive, negative, and neutral messages that you receive from others all play a role in determining who you are. Communication itself is probably best understood as a dialogue process. Our understanding of communication comes from our interactions with other people. In a more obvious way, communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share. So, the communication begins with the self, as defined largely by others, and involves others, as defined largely by the self.
Communication occurs almost every minute of your life. If you are not communicatingwith yourself (thinking, planning, reacting to the world around you), you are observing others and drawing inferences from their behavior. Even if the other person did not intend a message for you. You gather observations and draw specific conclusions. A person yawns and you believe that person is bored with your message. A second person looks away from you and you conclude that person is not listening to you. A third person smiles (perhaps because of a memory of a joke he heard recently) and you believe that he is attracted to you. We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.
More often than not, you may have hurt someone accidentally and you may have tried to explain that you did not mean that. You may have told the other person that you were sorry for your statement. You may have made a joke out of your rude statement. Nonetheless, your comment remains both in the mind of the other person and in your own mind. You cannot go back in time and erase your messages to others. Communication cannot be reversed (倒退), nor can it be repeated. When you tried to recreate the atmosphere, the conversation, and the setting，nothing seemed right. Your second experience with a similar setting and person made far different results.
答案与解析
71. 答案为self-centred / subjective，其源头句为But every day we experience the centrality of our selves in communication.其中的 the centrality of our selves为self-centred的有效信息，亦可用subjective（主观的）
72. 答案为involves根据该句So，the communication begins with the self，as defined largely by others，and involves others，as defined largely by the self.中的and involves others可知。
73. 答案为determine / define / know / understand 。根据文中Positive，negative，and neutral messages that you receive from others all play a role in determining who you are.可知有效信息为determining，再根据语境help sb do sth得出答案。
74. 答案为expectations / hopes / desires / wishes，根据句子communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share.中的what the other person needs and expects可知使用expect的名词形式或该词的同义词。
75. 答案为occurs / happens / exists / arises，根据第三段的主题句 Communication occurs almost every minute of your life.便知。
76. 答案为reading / understanding / knowing，根据Even if the other person did not intend a message for you. You gather observations and draw specific conclusions.中的you gather observations and draw specific conclusions便可概括。
77. 答案为behaviors / acts / action(s) / activities，该答案源头句为We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.其中的有效信息即为behaviors，亦可使用其同义词。
78. 答案为conveying / expressing ，根据and we are constantly providing behaviors that have communicative value for them.可概括出我们为别人提供有价值的交流行为即为“传递、表达”我们的意思。
79. 答案为erase / remove / delete/change，该句 You cannot go back in time and erase your messages to others.可直接提供答案，亦可使用其同义词。
80. 答案为can’t / cannot，根据同一栏中的上一个句子以及对最后一句话的理解便知。
从试题可以看出今年的任务型阅读有以下几个特点：
第一，新题型完全符合《英语课程标准》所提出的要求。高中英语教学应该着重培养用英语获取和处理信息的能力（例如第72，75，77，79题）；用英语分析问题和解决问题的能力以及批判性思维能力（例如第76，78，80题）。传统的阅读理解试题侧重的是对考生语言输入能力的考查，没有机会进行主观表述，考生在读完文章之后语言输出能力的考查并没有体现出来，忽略了考生阅读过程中的主观性，限制了考生对文章信息的主观理解和分析，而任务型阅读彻底改变了这一弊端，注重考查了学生语言输出能力。
第二，任务型阅读符合教学大纲的要求。大纲要求英语教材的内容要贴近学生的生活和现代社会生活，渗透思想情感教育（即“寓思想教育于语言教学中”或“树立符合素质教育精神的英语教育观）。新题型是一篇说明文，说明了交流的原则。该话题对学生的人生观的形成以及走向社会后如何与人交流大有益处。所选材料适合中学生阅读，符合时代精神。
第三，新题型体现了新教材的内容，尤其是在词汇方面。但词汇量较大，对学生的阅读会有一些障碍。
第四，新题型的信息量较大，但题目设计合理。该文章词数为553个，比去年多了一百多词。整篇文章层次清晰。整个表格的内容是完全按照文章的脉络来设计的，学生好找。所填单词包括名词，动词，分词等。
针对任务型阅读的特点和对2009年题目的分析，学生将如何做该题？现提出以下几点建议：
首先，在做题之前先快速阅读完全文，掌握其大意。特别注意文章首句，把握好文章的主题。然后浏览一下图表，弄清文章的脉络，分析文章的段落。因为一般情况下表格的结构基本上就是文章的脉络。
其次，在答题时要注意一些技巧。一般情况下所填的词可以通过四种方法得出：文章中的原词（如高考题的72，75，77，79题，可以直接在文章中找到）；根据词性转换而来（如高考题的71，73，74，80题）；用替换词；(如高考题的76)；对文章、段落或句子的归纳和理解（如高考题的71，78题）。同时在做题时，要注意做题的顺序。例如今年高考题中，做题时先做76，77，78题，然后推断出75题。
最后，在做完题之后，还要把文章读一遍，检查所填的词是否符合文章的内容。同时还要检查每个词的词性，拼写，大小写，名词的单复数等。
当然，要做好新题型，还在于平时词汇的积累，语法的理解，段落大意和单句的理解等。
现附上试题：（保留原题号）
第四部分：任务型阅读(共10小题；每小题l分，满分10分)
请认真阅读下列短文,并根据所读内容在文章后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。请将答案写在答题卡上相应题号的横线上。
Communication Principles
How you see yourself can make a great difference in how you communicate. “Every individual exists in a continually changing world of experience of which he (or she) is the center”. Many communication scholars and social scientists believe that people are products of how others treat them and of the messages others send them. But every day we experience the centrality of our selves in communication. A student, for instance, may describe a conflict with a teacher as unfair treatment: “I know my teacher doesn’t like the fact that I don’t agree with his opinions and that’s why he gave me such a poor grade in that class.” The teacher might say the opposite. Each person may believe that he is correct and that the other person’s view is wrong.
The concept of self originates in communication. Through verbal and nonverbal symbols, a child learns to accept roles in response to the expectations of others. You establish selfimage, the sort of person you believe you are, by how others think of you. Positive, negative, and neutral messages that you receive from others all play a role in determining who you are. Communication itself is probably best understood as a dialogue process. Our understanding of communication comes from our interactions with other people. In a more obvious way, communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share. So, the communication begins with the self, as defined largely by others, and involves others, as defined largely by the self.
Communication occurs almost every minute of your life. If you are not communicatingwith yourself (thinking, planning, reacting to the world around you), you are observing others and drawing inferences from their behavior. Even if the other person did not intend a message for you. You gather observations and draw specific conclusions. A person yawns and you believe that person is bored with your message. A second person looks away from you and you conclude that person is not listening to you. A third person smiles (perhaps because of a memory of a joke he heard recently) and you believe that he is attracted to you. We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.
More often than not, you may have hurt someone accidentally and you may have tried to explain that you did not mean that. You may have told the other person that you were sorry for your statement. You may have made a joke out of your rude statement. Nonetheless, your comment remains both in the mind of the other person and in your own mind. You cannot go back in time and erase your messages to others. Communication cannot be reversed (倒退), nor can it be repeated. When you tried to recreate the atmosphere, the conversation, and the setting，nothing seemed right. Your second experience with a similar setting and person made far different results.
答案与解析
71. 答案为self-centred / subjective，其源头句为But every day we experience the centrality of our selves in communication.其中的 the centrality of our selves为self-centred的有效信息，亦可用subjective（主观的）
72. 答案为involves根据该句So，the communication begins with the self，as defined largely by others，and involves others，as defined largely by the self.中的and involves others可知。
73. 答案为determine / define / know / understand 。根据文中Positive，negative，and neutral messages that you receive from others all play a role in determining who you are.可知有效信息为determining，再根据语境help sb do sth得出答案。
74. 答案为expectations / hopes / desires / wishes，根据句子communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share.中的what the other person needs and expects可知使用expect的名词形式或该词的同义词。
75. 答案为occurs / happens / exists / arises，根据第三段的主题句 Communication occurs almost every minute of your life.便知。
76. 答案为reading / understanding / knowing，根据Even if the other person did not intend a message for you. You gather observations and draw specific conclusions.中的you gather observations and draw specific conclusions便可概括。
77. 答案为behaviors / acts / action(s) / activities，该答案源头句为We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.其中的有效信息即为behaviors，亦可使用其同义词。
78. 答案为conveying / expressing ，根据and we are constantly providing behaviors that have communicative value for them.可概括出我们为别人提供有价值的交流行为即为“传递、表达”我们的意思。
79. 答案为erase / remove / delete/change，该句 You cannot go back in time and erase your messages to others.可直接提供答案，亦可使用其同义词。
80. 答案为can’t / cannot，根据同一栏中的上一个句子以及对最后一句话的理解便知。
从试题可以看出今年的任务型阅读有以下几个特点：
第一，新题型完全符合《英语课程标准》所提出的要求。高中英语教学应该着重培养用英语获取和处理信息的能力（例如第72，75，77，79题）；用英语分析问题和解决问题的能力以及批判性思维能力（例如第76，78，80题）。传统的阅读理解试题侧重的是对考生语言输入能力的考查，没有机会进行主观表述，考生在读完文章之后语言输出能力的考查并没有体现出来，忽略了考生阅读过程中的主观性，限制了考生对文章信息的主观理解和分析，而任务型阅读彻底改变了这一弊端，注重考查了学生语言输出能力。
第二，任务型阅读符合教学大纲的要求。大纲要求英语教材的内容要贴近学生的生活和现代社会生活，渗透思想情感教育（即“寓思想教育于语言教学中”或“树立符合素质教育精神的英语教育观）。新题型是一篇说明文，说明了交流的原则。该话题对学生的人生观的形成以及走向社会后如何与人交流大有益处。所选材料适合中学生阅读，符合时代精神。
第三，新题型体现了新教材的内容，尤其是在词汇方面。但词汇量较大，对学生的阅读会有一些障碍。
第四，新题型的信息量较大，但题目设计合理。该文章词数为553个，比去年多了一百多词。整篇文章层次清晰。整个表格的内容是完全按照文章的脉络来设计的，学生好找。所填单词包括名词，动词，分词等。
针对任务型阅读的特点和对2009年题目的分析，学生将如何做该题？现提出以下几点建议：
首先，在做题之前先快速阅读完全文，掌握其大意。特别注意文章首句，把握好文章的主题。然后浏览一下图表，弄清文章的脉络，分析文章的段落。因为一般情况下表格的结构基本上就是文章的脉络。
其次，在答题时要注意一些技巧。一般情况下所填的词可以通过四种方法得出：文章中的原词（如高考题的72，75，77，79题，可以直接在文章中找到）；根据词性转换而来（如高考题的71，73，74，80题）；用替换词；(如高考题的76)；对文章、段落或句子的归纳和理解（如高考题的71，78题）。同时在做题时，要注意做题的顺序。例如今年高考题中，做题时先做76，77，78题，然后推断出75题。
最后，在做完题之后，还要把文章读一遍，检查所填的词是否符合文章的内容。同时还要检查每个词的词性，拼写，大小写，名词的单复数等。
当然，要做好新题型，还在于平时词汇的积累，语法的理解，段落大意和单句的理解等。