Abstract

The Task plate in the Advance with English sets specific tasks in listening, speaking, reading, writing, training the students for the language output after the language input of the relevant knowledge of language in the process of completing tasks. This is a gradual transition from language input to the result of comprehensive ability output. By research, however, it is found that the practical teaching does not achieve the purpose of this plate.
Firstly, the current study conducted an investigation on the skills integration in the task plate in Advance with English, using the classroom observation and teacher interviews and other methods to explore the problems existing in the teaching of this plate. The study shows that because of the promotion of the new curriculum reform, many teachers' teaching ideas and teaching theory have been elevated a lot, but the actual teaching ability and teaching method haven’t been improved significantly. There remains the phenomenon of “wear new shoes to follow the beaten track”--some teachers spend more time on language points; some teachers have a poor control of the ideas, modes and methods of different lesson type, without a view of setting up different teaching modes for different lesson types (some teachers just organize a reading class with the reading materials); some do not know how to cultivate students’ communication ability according to different lesson types so that the teaching steps are not clear.
Based on Krashen’s Comprehensive Input Hypothesis and Swain’s Comprehensive Output Hypothesis, the paper summarizes the teaching research at home and abroad on integrating the four skills and explores the importance of integrated skills. Research is carried out to explore the problems existing in teaching skills integration in Task. Finally, suggestions are made as solutions to the problems, and also the limitations are addressed at the same time.

Key Words: Task, Advance with English, integrating teaching of language skills

摘要

《牛津高中英语》中的Task板块从听、说、读、写几个方面设置具体任务，让学生在完成任务的过程中进行语言的输出训练，目的在于让学生在完成了前面相关语言知识的输入之后进行相关语言技能的训练，是从语言输入逐步过渡到综合能力输出的结果。但笔者发现实际课堂教学并未达到这一板块的编写目的。
本文首先对《牛津高中英语》的Task板块中的技能整合进行了研究，通过课堂观察和教师访谈等方法对这一板块教学中存在的问题进行整理，发现由于新课程改革的倡导，很多教师的教学观念与教学理论有了很大程度的提升，但实际教学能力与教学方法还有一定差距。仍存在“穿新鞋走老路”的现象。部分教师把较多的时间放在语言点的学习；部分教师对新教材各种课型的思路、模式和方法掌握不准，不懂得针对不同的课型建立不同的教学模式（有的教师把Task中的阅读材料直接上成阅读课），不懂得如何根据不同的课型培养学生听、说、读、写的语言交际能力，课堂教学步骤层次不清等问题。
本文以Krashen的输入假说与Swain的输出假说为理论基础，并总结了国内外关于听说读写技能整合的教学研究，探究了听说读写技能整合的重要性，最后针对高中教师在使用牛津高中英语教材的Task板块技能整合教学中存在的问题，从课堂教学实施层面提出具体可行的教学建议，并对本文研究的局限性进行了阐释。

关键词: Task板块，牛津高中英语，听说读写技能整合教学