Let’s Celebrate！ Task课堂实录

一、课题概述（略）

二、课堂实录

Step 1 Festivals （Warm up and lead in） （略）

Step 2 Millie’s favourite festival

（1） Writing plan

（设计意图： 学习制定写作计划，养成良好的写作习惯，写作前明确写什么）

T： It’s “Festival Week”. She wants to write about her favourite festival， the Spring Festival. Before writing， she makes a writing plan. Open your books and turn to Page 66. Read her writing plan and tell me what she wants to write.

T： Millie thinks the Spring Festival is...

Ss： An important holiday in China.

T： Who celebrates it？

Ss： Most Chinese families.

T： When is it？

Ss： It is always in January or February.

T： These are about...

Ss： What is ...？

T： And these are about...

Ss： How do people...？

T： How... ？

Ss： ...

（2）Millie’s article

（设计意图： 根据写作计划完成Millie的文章）

T： Can you complete Millie’s article according to her writing plan？

Ss： ...

T： Let’s check.

Ss： ...

（3）Meanings of each paragraph and the structure of the article

（设计意图： 1.提纲挈领，了解每段大意，分析文章结构；2.引导学生写作时注意结构清晰）

T： How many paragraphs are there？

S： 3.

T： What is each paragraph about？ Read and match.

S： ...

T： Paragraph 1 is about what .... Paragraph 2 and 3 are about how....

So we can divide the article into two parts.

A good article should have a clear structure.

Step3 Talk about the writing skills in the sample writing

（设计意图： 1.引导学生用好词、好短语表现对节日的喜爱；2.用多样的句式进行表达，避免句式单一；3.正确使用连接词，注意句与句之间的逻辑和连接）

（1）Use good words and phrases to show our feelings （好词、好短语）

T： From Millie’s article we know the Spring Festival is her favourite festival. How does she show her love for this festival？ Look at these phrases.

have a ______ dinner

a ______Spring Festival Gala

get ______ clothes

Millie likes the Spring Festival because she can have a ... dinner.

Ss： Big.

T： And the Spring Festival Gala is...

Ss： Great.

T： She can get ... clothes.

Ss： New.

T： And how do people feel？

People are ______.

Children have _______.

People ______ watch TV.

We _____ let off fireworks.

Ss： happy， lots of fun， like to...

T： ...have lots of fun means ... feel very happy...

We can use words like these to show our feelings. We should use good words when we write.

（2）Use different words and expressions（用多样化句式进行表达）

T： And we should also use good sentences. Please read these sentences.

People like to watch TV.

People like to watch the Spring Festival Gala.

Children get presents.

Children get new clothes.

Children get red packets.

T： Is it to use the same expression many times？

S： No.

T： Can you read Millie’s words？

S： ...

T： Which sentences do you like better？

S： Millie’s.

T： When we write， we should use _______ words and expressions.

S： Different.

（3）Good connection between sentences（句与句之间的连接）

T： Look at these sentences. Some words are missing here. Can you find them？

S： Family members... and then ...

S： After dinner，...

T： Correct！

Is it good to use these words between sentences？

S： Yes.

T： We can use some words to show the connection between sentences.

Can you find any other words like this？

S： ...and...

S： ...but...

T： Good job！ And we can also use “before， after， because...”.

Step 4 Group work （Useful information for writing）

（设计意图： 1.复习所学过的节日，为写作准备好素材；2.小组合作，丰富写作资源；3.展示分享信息，并形成简单的口头作文）

What festivals do we learn in this unit？

T： Just now， we talked about the Spring Festival. What other festivals do we learn in this unit？

S： The Dragon Boat Festival.

The Mid-Autumn Festival.

Christmas.

Halloween.

Thanksgiving Day.

T： I think you know much about them. Now I give you a task. Work in groups of six. Choose one card in my hand， and complete the information sheet about the festival. Choose one student to show your work.

（学生小组讨论，完成节日信息卡）

T： Finished？ Can you show me your card？

（找三组卡片通过展台展示，每个组一个学生展示）

S： ... is...

It is on/in...

We like...

There is...

Usually we get...

T： Great！ You know much about these festivals and show us many interesting activities.

Step 5 Your favourite festival （Writing）（略）

Step 6 How to appraise a good writing. （点评作文）（略）

三、教学感言

在设计这节课时，我围绕“写”这一目标设计教学环节和任务，以学生为主体，抓住学生的兴趣，让学生主动探究，合作互动，充分发展。

首先以学校的节日图片导入，生动有趣，贴近学生生活，并借此进入节日话题并自由交流节日的庆祝方式、庆祝的人、庆祝时间。这一环节迎合了学生的兴趣并激活了他们的生活经验，同时也是为“写”这一目标服务的——写作前我们要准备好写作素材。有了这样的铺垫，下一步学习制定写作计划也就水到渠成了。

在处理范文的写作提纲及文本时，笔者考虑到对于春节这一节日学生有大量的生活经验和感知，应该尊重学生的已知。但是文章里面也有一些生词是学生的未知，所以我让学生先说说自己知道的，再来处理学生不知道的内容。这一过程进行得非常顺利，所以对于Millie的写作提纲我没有过多强调内容，而是重点指出写作前我们要准备好素材，明确我们要写的内容。这样的处理也突出了对学生写作的指导。

对于范文，我希望能在有限的时间内利用好它，对学生进行清晰、有效的写作指导。一篇好文章应该内容全面、结构清晰、紧扣主题、语言优美、句式多样而连贯。基于这样的考虑，结合本单元的特点，我从结构、字词、句、句与句之间的连接这四个方面着手，结合题目中favourite一词，设计任务，层次清晰，步步推进，让学生主动探究。扎实而又有效的写作指导成了本节课的亮点。

（作者单位：江苏省淮安市开明中学）