一、課題概述（略）

二、課堂實錄

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

Step 2 Millie’s favourite festival

（1） Writing plan

（設(shè)計意圖： 學習制定寫作計劃，養(yǎng)成良好的寫作習慣，寫作前明確寫什么）

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

（設(shè)計意圖： 根據(jù)寫作計劃完成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

（設(shè)計意圖： 1.提綱挈領(lǐng)，了解每段大意，分析文章結(jié)構(gòu)；2.引導(dǎo)學生寫作時注意結(jié)構(gòu)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

（設(shè)計意圖： 1.引導(dǎo)學生用好詞、好短語表現(xiàn)對節(jié)日的喜愛；2.用多樣的句式進行表達，避免句式單一；3.正確使用連接詞，注意句與句之間的邏輯和連接）

（1）Use good words and phrases to show our feelings （好詞、好短語）

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（用多樣化句式進行表達）

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（句與句之間的連接）

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）

（設(shè)計意圖： 1.復(fù)習所學過的節(jié)日，為寫作準備好素材；2.小組合作，豐富寫作資源；3.展示分享信息，并形成簡單的口頭作文）

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.

（學生小組討論，完成節(jié)日信息卡）

T： Finished？ Can you show me your card？

（找三組卡片通過展臺展示，每個組一個學生展示）

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. （點評作文）（略）

三、教學感言

在設(shè)計這節(jié)課時，我圍繞“寫”這一目標設(shè)計教學環(huán)節(jié)和任務(wù)，以學生為主體，抓住學生的興趣，讓學生主動探究，合作互動，充分發(fā)展。

首先以學校的節(jié)日圖片導(dǎo)入，生動有趣，貼近學生生活，并借此進入節(jié)日話題并自由交流節(jié)日的慶祝方式、慶祝的人、慶祝時間。這一環(huán)節(jié)迎合了學生的興趣并激活了他們的生活經(jīng)驗，同時也是為“寫”這一目標服務(wù)的——寫作前我們要準備好寫作素材。有了這樣的鋪墊，下一步學習制定寫作計劃也就水到渠成了。

在處理范文的寫作提綱及文本時，筆者考慮到對于春節(jié)這一節(jié)日學生有大量的生活經(jīng)驗和感知，應(yīng)該尊重學生的已知。但是文章里面也有一些生詞是學生的未知，所以我讓學生先說說自己知道的，再來處理學生不知道的內(nèi)容。這一過程進行得非常順利，所以對于Millie的寫作提綱我沒有過多強調(diào)內(nèi)容，而是重點指出寫作前我們要準備好素材，明確我們要寫的內(nèi)容。這樣的處理也突出了對學生寫作的指導(dǎo)。

對于范文，我希望能在有限的時間內(nèi)利用好它，對學生進行清晰、有效的寫作指導(dǎo)。一篇好文章應(yīng)該內(nèi)容全面、結(jié)構(gòu)清晰、緊扣主題、語言優(yōu)美、句式多樣而連貫?；谶@樣的考慮，結(jié)合本單元的特點，我從結(jié)構(gòu)、字詞、句、句與句之間的連接這四個方面著手，結(jié)合題目中favourite一詞，設(shè)計任務(wù)，層次清晰，步步推進，讓學生主動探究。扎實而又有效的寫作指導(dǎo)成了本節(jié)課的亮點。

（作者單位：江蘇省淮安市開明中學）