利用思維導圖有效促進學生寫作發展——“Let's celebrate! Task”課堂教學實錄

■郜鵬

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利用思維導圖有效促進學生寫作發展——“Let's celebrate! Task”課堂教學實錄

■郜鵬

一、課題概述

本節課是牛津譯林版英語教材7A Unit5 Let’s celebrate!第八課時Task的內容。這節課，教材中首次出現了writing plan這樣的思維導圖，因此對于初一的學生來說，顯得尤為重要。教師要引導學生正確地制作和利用writing plan 來organize ideas和develop writing skills。

教學目標：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.教學重難點：1. To organize ideas and develop writing skills by using a writing plan. 2. To write letters about favourite festivals.

課堂上采取學生自主學習和小組合作學習相結合的方式，讓學生在自主與合作過程中不斷提升自己的能力，學會學習。

二、課堂實錄

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、教學反思

Task是每個單元的最后一個課時，也是每個單元的高潮部分，體現了單元的最終輸出成果。而在實際教學中，教師常常不經意間將Task板塊上成閱讀或語言知識講解課，重語言知識的掌握，輕文章結構、素材整理和語言賞析。課堂流程看似以學生為中心，但學生的主動性沒有很好地被激發。因此，筆者在這節Task課型中，強調以學生為主體，利用小組合作，層層遞進，逐漸引導學生利用writing plan來理清思路和培養寫作技能，有效促進學生的寫作發展。

這節課的主要亮點在于，注意到了“三個度”：學生的參與度、設計環節的關聯與遞進度、目標的達成度。具體來說，就是能夠依托課本提供的情境——學校的festival week，假設帶領學生去兩個班級觀摩，從而尋找到一條主線，引導學生一步一步發現構成一篇好文章的三大要素：good ideas，clear structure和useful expressions，然后再學習如何制定和利用writing plan來寫一篇文章，這樣就很好地體現了設計環節的關聯與遞進度。同時以小組合作為主要學習方式，通過小組討論、黑板張貼、展臺展示等形式，匯報和交流各小組的學習成果，有效地激發了學生的學習興趣，提高了課堂參與度，保證了學習的有效性，從而促進學習目標的達成。

當然，這節課也有值得反思的地方，比如，小組合作學習還應更加注重成員分工的有效性，以及設置一些能夠實現信息交換的任務。筆者在今后的教學中，將繼續探索，不斷完善。

（作者單位：揚州教育學院附屬中學）

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