■郜鵬

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利用思維導(dǎo)圖有效促進(jìn)學(xué)生寫作發(fā)展——“Let's celebrate! Task”課堂教學(xué)實(shí)錄

■郜鵬

一、課題概述

本節(jié)課是牛津譯林版英語教材7A Unit5 Let’s celebrate!第八課時(shí)Task的內(nèi)容。這節(jié)課，教材中首次出現(xiàn)了writing plan這樣的思維導(dǎo)圖，因此對于初一的學(xué)生來說，顯得尤為重要。教師要引導(dǎo)學(xué)生正確地制作和利用writing plan 來organize ideas和develop writing skills。

教學(xué)目標(biāo)：1. To complete an article about Spring Festival. 2. To organize ideas and develop writing skills by using a writing plan. 3. To write letters about favourite festivals.教學(xué)重難點(diǎn)：1. To organize ideas and develop writing skills by using a writing plan. 2. To write letters about favourite festivals.

課堂上采取學(xué)生自主學(xué)習(xí)和小組合作學(xué)習(xí)相結(jié)合的方式，讓學(xué)生在自主與合作過程中不斷提升自己的能力，學(xué)會(huì)學(xué)習(xí)。

二、課堂實(shí)錄

Step 1 Lead in

Show the students a picture of Beijing Sunshine Middle School.

T: It isa special week called‘Festival Week’in Beijing Sunshine Middle School. Each class should have an activity to talk about festivals. Let’s go to two of the classes to see what activities they have.

Step 2 Activity One

T: First, let’s go to Class Two, Grade Seven. Oh, they are watching a video about the Spring Festival. Do you want to watch it together?

Ss: Yes!

T: OK, but after watching it, you should tick out what people do to celebrate the Spring Festival in the video. Now, let’senjoy it together.

（Watch the video）

T: Now, please tick out the right answers and try to tell me when people do the other things.

S:…

get together(√)

have a big dinner(√)

eat turkey( )

have a dragon boat race ( )

eat rice dumplings( )

light firecrackers(√)

watch fireworks(√)

make pumpkin lanterns ( )

dressup asa ghost( )

wear masks( )

paint our faces( )

play a trick on others( )

visit relativesfrom door to door (√)

get red packets(√)

enjoy the full moon( )

eat moon cakes( )

T: Look at the phrases, they are about different festivals. When we write about a festival, we should try to think of phrases like these as many as possible because they are all good ideas! So, that iswhat we can learn from Class Two.

Step 3 Activity Two

T: Now, let’s go to Class One, Grade Seven. Mr Wu asks his students to write about his or her favourite festivals. It’s time for Millie to show her writing plan. Let’slook at it together.

（1）Look at Millie’s writing plan and answer the questions.

Qs: What is Spring Festival？

Who celebratesit？

When isit？

How do people celebrate it？

T: I think Millie’s writing plan is very good. Why? Because she thinks of so many phrases, they are all good ideas. And they tell us about“what, who, when and how”clearly. So, tell me, what is important in our writing？

Ss: Good ideas！

（2）Complete Millie’sarticle.

Discusswhat each paragraph tellsus.

T: Millie isalso good at writing. Do you think so？Yeah, because she givesusa clear structure. So, tell me, what isimportant in our writing？

Ss: Clear structure!

（3）Find out some useful expressions and transitions.

What else can we add to？

T: Millie does well in using useful expressions too. They make her article lively. So, tell me, what isimportant in our writing？

Ss: Useful expressions！

Step 4 Conclusion

T: Now, let’s have a conclusion. What makes a good article？

Ss：Good ideas！Clear structure! Useful expressions!

T: Yes, very good! So that is what we can learn from Millie. Thank her very much!

Step 5 Writing

T: Our class also has to write about our favourite festivals. Let’sdo it!

Pre- writing:

（1）Show the students four different festivals (Dragon Boat Festival, Mid- Autumn Festival, Thanksgiving Day and Christmas).

（2）Group work:（The students are divided into 8 groups).

Each group picksa red packet (a festival).

Talk about the festival and then write down some phrases on the paper. Stick it on the blackboard.

Add something to help the students. (PPT)

Make a writing plan to organize your ideas.

While- writing:

Write a letter to Millie to tell her about the festival.

Post- writing:

Evaluate the writing according to the table:

Step 6 Homework

Improve your letter.

Try to evaluate others’letters.

三、教學(xué)反思

Task是每個(gè)單元的最后一個(gè)課時(shí)，也是每個(gè)單元的高潮部分，體現(xiàn)了單元的最終輸出成果。而在實(shí)際教學(xué)中，教師常常不經(jīng)意間將Task板塊上成閱讀或語言知識講解課，重語言知識的掌握，輕文章結(jié)構(gòu)、素材整理和語言賞析。課堂流程看似以學(xué)生為中心，但學(xué)生的主動(dòng)性沒有很好地被激發(fā)。因此，筆者在這節(jié)Task課型中，強(qiáng)調(diào)以學(xué)生為主體，利用小組合作，層層遞進(jìn)，逐漸引導(dǎo)學(xué)生利用writing plan來理清思路和培養(yǎng)寫作技能，有效促進(jìn)學(xué)生的寫作發(fā)展。

這節(jié)課的主要亮點(diǎn)在于，注意到了“三個(gè)度”：學(xué)生的參與度、設(shè)計(jì)環(huán)節(jié)的關(guān)聯(lián)與遞進(jìn)度、目標(biāo)的達(dá)成度。具體來說，就是能夠依托課本提供的情境——學(xué)校的festival week，假設(shè)帶領(lǐng)學(xué)生去兩個(gè)班級觀摩，從而尋找到一條主線，引導(dǎo)學(xué)生一步一步發(fā)現(xiàn)構(gòu)成一篇好文章的三大要素：good ideas，clear structure和useful expressions，然后再學(xué)習(xí)如何制定和利用writing plan來寫一篇文章，這樣就很好地體現(xiàn)了設(shè)計(jì)環(huán)節(jié)的關(guān)聯(lián)與遞進(jìn)度。同時(shí)以小組合作為主要學(xué)習(xí)方式，通過小組討論、黑板張貼、展臺(tái)展示等形式，匯報(bào)和交流各小組的學(xué)習(xí)成果，有效地激發(fā)了學(xué)生的學(xué)習(xí)興趣，提高了課堂參與度，保證了學(xué)習(xí)的有效性，從而促進(jìn)學(xué)習(xí)目標(biāo)的達(dá)成。

當(dāng)然，這節(jié)課也有值得反思的地方，比如，小組合作學(xué)習(xí)還應(yīng)更加注重成員分工的有效性，以及設(shè)置一些能夠?qū)崿F(xiàn)信息交換的任務(wù)。筆者在今后的教學(xué)中，將繼續(xù)探索，不斷完善。

（作者單位：揚(yáng)州教育學(xué)院附屬中學(xué)）

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