Let’s Celebrate! Task課堂實(shí)錄

■易慧君

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Let’s Celebrate! Task課堂實(shí)錄

■易慧君

一、課題概述（略）二、課堂實(shí)錄

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

Step 2 Millie’s favourite festival

(1) Writing plan

（設(shè)計(jì)意圖:學(xué)習(xí)制定寫(xiě)作計(jì)劃，養(yǎng)成良好的寫(xiě)作習(xí)慣，寫(xiě)作前明確寫(xiě)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(jì)意圖:根據(jù)寫(xiě)作計(jì)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(jì)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(xué)生寫(xiě)作時(shí)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(jì)意圖: 1.引導(dǎo)學(xué)生用好詞、好短語(yǔ)表現(xiàn)對(duì)節(jié)日的喜愛(ài)；2.用多樣的句式進(jìn)行表達(dá)，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(yǔ)）

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.

此前對(duì)于防震器好壞的標(biāo)準(zhǔn)是在受到多少個(gè)G (重力加速度)的撞擊下，擺輪軸榫不會(huì)損壞。而KIF重新定義了這一標(biāo)準(zhǔn)，以鐘表受到撞擊后歸回原位的能力來(lái)做評(píng)判，這是確保機(jī)械表走時(shí)精準(zhǔn)的重要指標(biāo)。KIF為此在2011年6月8日申請(qǐng)了瑞士專(zhuān)利CH705075。KIF與Incabloc防震器相比，兩者的主要結(jié)構(gòu)差異不大，僅能由最外層不同形狀的彈簧片來(lái)加以區(qū)別。

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(jìn)行表達(dá)）

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 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(jì)意圖: 1.復(fù)習(xí)所學(xué)過(guò)的節(jié)日，為寫(xiě)作準(zhǔn)備好素材；2.小組合作，豐富寫(xiě)作資源；3.展示分享信息，并形成簡(jiǎn)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(xué)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(guò)展臺(tái)展示，每個(gè)組一個(gè)學(xué)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(diǎn)評(píng)作文）（略）

三、教學(xué)感言

在設(shè)計(jì)這節(jié)課時(shí)，我圍繞“寫(xiě)”這一目標(biāo)設(shè)計(jì)教學(xué)環(huán)節(jié)和任務(wù)，以學(xué)生為主體，抓住學(xué)生的興趣，讓學(xué)生主動(dòng)探究，合作互動(dòng)，充分發(fā)展。

首先以學(xué)校的節(jié)日?qǐng)D片導(dǎo)入，生動(dòng)有趣，貼近學(xué)生生活，并借此進(jìn)入節(jié)日話(huà)題并自由交流節(jié)日的慶祝方式、慶祝的人、慶祝時(shí)間。這一環(huán)節(jié)迎合了學(xué)生的興趣并激活了他們的生活經(jīng)驗(yàn)，同時(shí)也是為“寫(xiě)”這一目標(biāo)服務(wù)的——寫(xiě)作前我們要準(zhǔn)備好寫(xiě)作素材。有了這樣的鋪墊,下一步學(xué)習(xí)制定寫(xiě)作計(jì)劃也就水到渠成了。

在處理范文的寫(xiě)作提綱及文本時(shí)，筆者考慮到對(duì)于春節(jié)這一節(jié)日學(xué)生有大量的生活經(jīng)驗(yàn)和感知，應(yīng)該尊重學(xué)生的已知。但是文章里面也有一些生詞是學(xué)生的未知，所以我讓學(xué)生先說(shuō)說(shuō)自己知道的，再來(lái)處理學(xué)生不知道的內(nèi)容。這一過(guò)程進(jìn)行得非常順利，所以對(duì)于Millie的寫(xiě)作提綱我沒(méi)有過(guò)多強(qiáng)調(diào)內(nèi)容，而是重點(diǎn)指出寫(xiě)作前我們要準(zhǔn)備好素材，明確我們要寫(xiě)的內(nèi)容。這樣的處理也突出了對(duì)學(xué)生寫(xiě)作的指導(dǎo)。

對(duì)于范文，我希望能在有限的時(shí)間內(nèi)利用好它，對(duì)學(xué)生進(jìn)行清晰、有效的寫(xiě)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(yǔ)言?xún)?yōu)美、句式多樣而連貫。基于這樣的考慮，結(jié)合本單元的特點(diǎn)，我從結(jié)構(gòu)、字詞、句、句與句之間的連接這四個(gè)方面著手，結(jié)合題目中favourite一詞，設(shè)計(jì)任務(wù)，層次清晰，步步推進(jìn)，讓學(xué)生主動(dòng)探究。扎實(shí)而又有效的寫(xiě)作指導(dǎo)成了本節(jié)課的亮點(diǎn)。

（作者單位：江蘇省淮安市開(kāi)明中學(xué)）

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