任务型语言教学视域下初中英语寓言听说课设计与实践

Design and Practice of Junior High English Fable Listening & Speaking Class from the Perspective of Task-Based Language Teaching

摘要: 本文以任务型语言教学理论为指导，针对初中英语一般过去时听说教学存在的时态割裂讲解、听说输出脱节、文化渗透不足等问题，以人教版七年级下册Unit 8 1a~1e寓言听说板块《狮子与老鼠》《塞翁失马》两则寓言故事为教学载体，构建“听前铺垫–听中分层任务–听后口语输出”三段式听说教学路径。通过词汇感知任务、分层听力任务、结对复述任务层层递进，整合生词、不规则动词过去式、叙事句型训练，兼顾语言能力与跨文化意识培养。课堂实践表明，阶梯式任务设计能够降低学生时态口头运用难度，实现听力输入与口语输出协同发展，为初中故事类听说课提供可复制的教学设计范例。

Abstract: Guided by Task-based Language Teaching theory, this paper aims to solve common problems in junior high English listening and speaking teaching of simple past tense, including isolated grammar teaching, separation of listening input and oral output, and insufficient cultural infiltration. Taking two fables The Lion and the Mouse and The Chinese Farmer Who Lost His Horse in Unit 8 (1a~1e) of Grade Seven Volume Two PEP textbook as the carrier, this paper constructs a three-stage teaching path: pre-listening preparation, layered listening tasks, and post-listening oral output. Step-by-step tasks integrate new words, irregular past tense verbs and narrative sentence patterns, simultaneously developing students’ linguistic competence and cross-cultural awareness. Classroom practice proves that graded tasks can reduce students’ difficulty in using past tense orally and realize the integration of listening input and speaking output, offering operable design references for story-based listening and speaking classes in junior high school.