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一、课题概述
本节课是牛津译林版英语教材7A Unit5 Let’s celebrate！第八课时Task的内容。这节课，教材中首次出现了writing plan这样的思维导图，因此对于初一的学生来说，显得尤为重要。教师要引导学生正确地制作和利用writing plan来organize ideas和develop writing skills。
教学目标：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.教学重难点：1. To organize ideas and develop writing skills by using a writing plan. 2. To write letters about favourite festivals.
课堂上采取学生自主学习和小组合作学习相结合的方式，让学生在自主与合作过程中不断提升自己的能力，学会学习。
二、课堂实录
Step 1 Lead in
Show the students a picture of Beijing Sunshine Middle School.
T： It is a 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’s enjoy 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 （ ）
dress up as a ghost （ ）
wear masks （ ）
paint our faces （ ）
play a trick on others （ ）
visit relatives from 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 is what 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’s look at it together.
（1）Look at Millie’s writing plan and answer the questions.
Qs： What is Spring Festival？
Who celebrates it？
When is it？
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’s article.
Discuss what each paragraph tells us.
T： Millie is also good at writing. Do you think so？Yeah， because she gives us a clear structure. So， tell me， what is important 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 is important 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’s do 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 picks a 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、教学反思
Task是每个单元的最后一个课时，也是每个单元的高潮部分，体现了单元的最终输出成果。而在实际教学中，教师常常不经意间将Task板块上成阅读或语言知识讲解课，重语言知识的掌握，轻文章结构、素材整理和语言赏析。课堂流程看似以学生为中心，但学生的主动性没有很好地被激发。因此，笔者在这节Task课型中，强调以学生为主体，利用小组合作，层层递进，逐渐引导学生利用writing plan来理清思路和培养写作技能，有效促进学生的写作发展。
这节课的主要亮点在于，注意到了“三个度”：学生的参与度、设计环节的关联与递进度、目标的达成度。具体来说，就是能够依托课本提供的情境——学校的festival week，假设带领学生去两个班级观摩，从而寻找到一条主线，引导学生一步一步发现构成一篇好文章的三大要素：good ideas，clear structure和useful expressions，然后再学习如何制定和利用writing plan来写一篇文章，这样就很好地体现了设计环节的关联与递进度。同时以小组合作为主要学习方式，通过小组讨论、黑板张贴、展台展示等形式，汇报和交流各小组的学习成果，有效地激发了学生的学习兴趣，提高了课堂参与度，保证了学习的有效性，从而促进学习目标的达成。
当然，这节课也有值得反思的地方，比如，小组合作学习还应更加注重成员分工的有效性，以及设置一些能够实现信息交换的任务。笔者在今后的教学中，将继续探索，不断完善。■
（作者单位：扬州教育学院附属中学）
本节课是牛津译林版英语教材7A Unit5 Let’s celebrate！第八课时Task的内容。这节课，教材中首次出现了writing plan这样的思维导图，因此对于初一的学生来说，显得尤为重要。教师要引导学生正确地制作和利用writing plan来organize ideas和develop writing skills。
教学目标：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.教学重难点：1. To organize ideas and develop writing skills by using a writing plan. 2. To write letters about favourite festivals.
课堂上采取学生自主学习和小组合作学习相结合的方式，让学生在自主与合作过程中不断提升自己的能力，学会学习。
二、课堂实录
Step 1 Lead in
Show the students a picture of Beijing Sunshine Middle School.
T： It is a 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’s enjoy 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 （ ）
dress up as a ghost （ ）
wear masks （ ）
paint our faces （ ）
play a trick on others （ ）
visit relatives from 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 is what 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’s look at it together.
（1）Look at Millie’s writing plan and answer the questions.
Qs： What is Spring Festival？
Who celebrates it？
When is it？
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’s article.
Discuss what each paragraph tells us.
T： Millie is also good at writing. Do you think so？Yeah， because she gives us a clear structure. So， tell me， what is important 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 is important 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’s do 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 picks a 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、教学反思
Task是每个单元的最后一个课时，也是每个单元的高潮部分，体现了单元的最终输出成果。而在实际教学中，教师常常不经意间将Task板块上成阅读或语言知识讲解课，重语言知识的掌握，轻文章结构、素材整理和语言赏析。课堂流程看似以学生为中心，但学生的主动性没有很好地被激发。因此，笔者在这节Task课型中，强调以学生为主体，利用小组合作，层层递进，逐渐引导学生利用writing plan来理清思路和培养写作技能，有效促进学生的写作发展。
这节课的主要亮点在于，注意到了“三个度”：学生的参与度、设计环节的关联与递进度、目标的达成度。具体来说，就是能够依托课本提供的情境——学校的festival week，假设带领学生去两个班级观摩，从而寻找到一条主线，引导学生一步一步发现构成一篇好文章的三大要素：good ideas，clear structure和useful expressions，然后再学习如何制定和利用writing plan来写一篇文章，这样就很好地体现了设计环节的关联与递进度。同时以小组合作为主要学习方式，通过小组讨论、黑板张贴、展台展示等形式，汇报和交流各小组的学习成果，有效地激发了学生的学习兴趣，提高了课堂参与度，保证了学习的有效性，从而促进学习目标的达成。
当然，这节课也有值得反思的地方，比如，小组合作学习还应更加注重成员分工的有效性，以及设置一些能够实现信息交换的任务。笔者在今后的教学中，将继续探索，不断完善。■
（作者单位：扬州教育学院附属中学）