2010高考英语任务型阅读对策
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2010高考英语任务型阅读对策
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4 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）
5 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!
6 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
7 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
8 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
9 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
