《英語課程標準》倡導任務型教學模式，要求教師應避免單純傳授語言知識的教學方法，盡量采用“任務型”教學途徑。采用“任務型”課文教學法，學生從一開始就處于主體地位，在教師的指導下學會思考，學會發現，從而逐漸培養自主學習、自我發現的能力和大膽嘗試、勇于探索的精神。

下面筆者以必修I Unit 3為例，對任務型教學模式的運用作簡單的探討和分析。

Step 1 Leading in and warming up

開展生動活潑的讀前活動，其目的是激發學生閱讀前的興趣和求知欲，并使其初步感知課文內容，為正式閱讀作準備。行之有效的方法之一是利用插圖，通過問問題、討論的形式和言簡意賅、提綱挈領的導語，逐步引入本課的話題。也可根據課文的類型特點，向學生介紹與課文話題相關的背景知識和內容，讓學生對將要閱讀的內容有一個總體印象，激發學生的閱讀欲望，為下一步帶著問題快讀和掌握閱讀技巧鋪路。

Task 1: With the development of modern society and economy， travelling is getting more and more popular with people. As we all know， travelling is a fun way to gain life experience， especially in summer holidays. Where have you ever been before? How did you get there? If you are given a chance to travel around the world， what kind of transportations will you choose and why? What will you take along? Now look at the following pictures and discuss them in pairs. The following may help you: enjoy beautiful scenery， enrich our knowledge and broaden our horizons， make friends， be good to health. (give students time to talk freely)

Step 2 pre-reading

通過Pre-reading，讓學生了解有關湄公河的知識，為學習課文打下基礎。

T: Have you visited the Mekong River? If not. Let’s learn something about it.

Show a picture of the Mekong River and the brief introduction of it. Ask them to point out the countries it flows through. At the same time， let them enjoy the beautiful sights along the Mekong River to arouse their interest in it.

Step 3 Fast-reading

學生快速閱讀全文，理清文章脈絡，了解課文大意，明確文章的主題思想。這一過程旨在培養學生快速閱讀技巧和獲取文章整體信息的能力。閱讀前教師要先向學生提出問題，讓學生帶著問題閱讀。 Task 2: Now read the text and then work together with your partners to find out the topic sentence of each paragraph and sum up the main idea of the text.

Step 4 Detail-reading

這一步主要是引導學生逐段仔細閱讀課文，了解課文的主要情節和信息，培養學生把握文章事實細節的能力以及對文章的深層理解。

Task 3: Read the text again carefully and get the answers to Ex. One on page 19.

Task4: We have got the general meaning of the passage and we know Wang Wei and Wang Kun have some similar and different attitudes about the trip. You may have a short discussion with your partners and finish Ex 3 on page 19.

Step 5 Language focus

該階段幫助學生疏通疑難，對一些新詞、詞組、句型結構、慣用法、語法現象等語言障礙進行排除，旨在鞏固所學語言的難點和重點，發展學生用英語解決問題的能力。

任務型教學模式是語言教學的有效途徑，因此，需要教師在教學中積極探索，大膽實踐。更重要的是，教師要根據閱讀教學的目的和需求，針對學生的整體水平，精心設計一系列由淺入深、由易到難且形式多樣的閱讀任務，也可充分利用課本上的習題，使不同程度的學生都能在教師的引導下自讀自練，并從中體驗成功的樂趣。