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作为一个单元的收尾，Task课型旨在让学生在本单元已学的基础上，梳理思路，组织语言，形成篇章。在培养学生写作能力的同时，使学生对本单元已学内容达到灵活运用。

写作是综合性较强的语言运用形式，是用英语表达思想的言语活动。英语写作具有三个特点：1.借助书写符号进行的（在同样的时间内所包含的信息量小于口语，表达速度慢于口语）；2.准备程度较高（深思熟虑，仔细推敲，反复修改）；3.要求标准较高（更加强调语言的正确性、逻辑性和严谨性）。

Task课型的教学方法一般将情景教学和任务型教学相结合，其中更侧重于任务型教学。在教学设计时，教师应该依据本课内容，创设合适的教学情景，结合书本内容和所设情景，形成本节课的一条主线，围绕这条主线设计教学活动，将各个教学环节有机结合在一起。教学环节的设计需要教师关注呈现、操练以及反馈。针对Task课型，教学环节应涵盖:语言输入、文本处理、拓展铺垫和写作评价。

语言输入环节中教师根据教学情景，设计适合的教学活动，导入本课生词和短语。在本环节，教师也可以有意识地去渗透写作思路和篇章结构，同时也可以增加与写作内容相关的语言和信息输入，为学生之后写作做好铺垫。文本处理，教师引导学生阅读学习范文。在这一环节，学生需要从范文中获取写作所需要的语言表达方式，将上一环节习得的单词和短语组织成语句。学生更重要的任务是从范文中梳理写作思路，形成写作框架。拓展铺垫，是在以上教学环节的基础上，设计教学活动，让学生操练所学语言表达和写作框架。在该环节，教师要有意识地根据写作框架设计学生活动，引导学生按照这一框架去表述。此外，教师不能局限于文本，要打开学生思维，设计活动使学生有足够的空间去丰富写作需要的信息和语言表达。写作评价，作为最后一个主要环节，需要孩子动笔书写，形成篇章。在写作之前，教师应让学生知道评价一篇好作文的标准，引导学生按照这一标准去写作，更好地完成写作任务。在评价环节，也应引导学生先自评后互评，促进学生自己发现问题，取长补短，继而再由教师评价，给学生更有指导意义的点评，让学生能更好地完善作文。

以上只是对Task课型基本教学思路的阐释。教师在设计教学流程时，可以对每一个教学环节进行丰富，并设置可以调动学生积极性的活动。例如，增加对写作技巧的指导，增加小组讨论互评作文等环节。Task课型要让学生在愉快的环境下锻炼写作能力，在任务型驱动下对本课以及本单元内容达到灵活运用。

It is fun for students to play sports and keep healthy.

Key words:favourite sport，favourite player

Ⅰ Background information

Playing sports is good for our health and popular all over the world.We all like playing sports and have our favourite sports and players.So students should be happy to introduce their hobbies and learn with fun.

Ⅱ Type of the lesson

Ⅲ Teaching aims and learning objectives

By the end of the lesson，the students will be able to:

1.Memorize the new words and phrases.

2.Write an article according to the writing plan.

3.Organize the article with new words，phrases and sentence patterns learnt in this unit.

4.Introduce their favourite sports to others.

Ⅳ Teaching content

1.New words and phrases

Ⅴ Focus of the lesson and predicted area of difficulty

1.New words and phrases

2.Organization of the article

3.Application of new words，phrases and sentence patterns

4.How to improve students'involvement in class

1.Video　2.Pictures　3.Blackboard　4.Chalk

5.Computer 6.Multimedia 7.Projector

Ⅶ Teaching procedures

Step 1 Warm-up and lead-in

（1）Play a video and enjoy some pictures of some famous sports players.

【设计理念:1.教师播放一段录像展示世界著名运动员的风采，活跃课堂气氛，激发学生积极参与课堂的兴趣。2.师生自由对话，问学生在视频里看到哪些运动员，可以追问学生更多关于运动员的信息。3.师生自由对话，问学生自己喜欢的运动员并做介绍，增进师生间的了解，创造良好的交流环境，鼓励学生勇于表达自己。】

T:Boys and girls，just now we watched a video of some famous sports players.Who do you see in the video？（可以追问What is he／she good at？Do you like him／her？Do you know other famous players？Can you say something about them？）

What is your favourite sport？

Who is your favourite player？

Do you often watch his／her matches on TV？（板书match，on TV并带读）

（2）Teacher shows some pictures of his hero on PPT and has a free talk with students.

【设计理念:让学生猜测老师喜欢的运动员，激发学生的好奇心，并以此导入生词，多带读加深学生印象。】

T:Can you guess my favourite player？

T:This is a picture.Who is he？

T:What is he good at？

S:He is good at playing badminton.

T:Yes.And he is a member of the Chinese badminton team.（板书带读team）

Look！He is playing badminton in a match.

He is many people's hero.（板书带读hero）

Look！They are all our Chinese people's heroes.（板书带读heroes）

Step 2 I love sports

（1）Students read the article—I love sports and fill in the table.

【设计理念:1.通过让学生阅读文章，完成相关表格，初步完成对文本内容的梳理。2.通过问答的方式呈现答案，让学生初步完成对目标话题语言素材的积累。3.通过学生回答导入四会短语talk about／of，watch basketball matches。】

T:Just now，we talked about our favourite sports and our heroes.Now I'd like you to meet David.He is a student at Sunshine Middle School.Do you want to know more about him，his favourite sports and hero？Please read the article and complete the table.

T:Now let's check the answers.What is his favourite sport？

S:His favourite sports is basketball.

T:Which team is he in？

S:He is in his school basketball team.

T:Who does he often play with？And when？

S:He often plays basketball with his friends after school.

T:What do they often do？

S:They often talk about basketball and watch basketball matches on TV.（板书带读talk about，watch basketball matches）

T:Who is his favourite player？

（2）Classify the information

【设计理念:1.通过再次朗读文章，将文章信息进行归纳，学生能掌握每段大意并形成分段意识。2.老师板书每段大意，为总结常用表达做铺垫。3.通过听磁带并跟读，学生模仿语音语调，培养语感。】

T:Please read David's article again.Try to classify the information.Put the letters into the brackets.

Paragraph One （　）

Paragraph Two （　）

Paragraph Three （　）

A.What is David's favourite sport？

B.What team is David in？

C.When does David often play basketball？

D.Who does David often play basketball with？

E.What else do David and his friends often do？

F.What do they watch on TV？

G.Who is David's hero？

H.Why does David like Yao Ming？

（核对答案并板书每段大意）

Listen to the tape and read the article.

（3）Discuss useful expressions

【设计理念:学生组内讨论每段能使用的常用表达，写在白板上，然后全班交流展示。老师根据小组展示，提炼每组总结的常用表达，将板书补充完整，来帮助学生对目标话题的常用表达形成知识体系，完成写作前的语言积累。】

T:Now I'd like you to work in groups and discuss useful expressions of each paragraph and write them down on your white board.

（教师根据学生总结得好的表达完善板书）

【设计理念:通过使用常用表达谈论自己喜欢的运动和运动员，学生熟练使用目标语言，为接下来的写作奠定基础。】

Students work in pairs and answer questions with useful expressions.

1.What sport do you love／like／enjoy？

2.What is your favourite sport／player？

3.Who do you often play…with？

4.Where do you often play…？

5.When do you often play…？

6.Why do you like…？

【设计理念:1.通过完成书本表格，来完成写作素材的积累。2.学生根据表格信息和黑板上总结的常用表达和分段写文章。3.通过让学生互相批改作文，并根据表格里的评分标准打分，让学生相互学习同伴作文中的亮点和好的表达来拓宽思路，并提高自批作文的能力。4.学生组内讨论推荐一篇文章，老师全班点评。】

（1）Fill in the table in Part B.

T:We have read David's article.Now，can you introduce your favourite sport in the same way？Do you want to try？Please fill in the table in Part B with your own information.

Students write an article with the information in the table and useful expressions.

Students revise their partners'articles with the help of the table.Then work in groups and choose the best one.

（4）Presentation.

Teacher shows the best article of each group and makes comments.

【设计理念:1.通过背诵单词和短语，巩固课堂所学。2.通过修改作文，学生运用通过交流展示学习到的好的表达和想法，丰富作文内容。】

（1）Remember the new words and phrases.

（2）Revise the article.

Ⅷ Blackboard design

（1）New words and phrases

team　　　　talk about／of sth.

match　　　　watch basketball matches

heroes　　　make me happy／feel great

Para.1:favourite sports

Para.2:what team；when；who

Para.3:favourite player

（3）Useful expressions

I like／love／enjoy…

my favourite sport／…

Ⅸ Teaching reflection

本课的主题是写一篇文章介绍自己喜欢的运动和运动员。老师首先播放一段录像展示世界著名运动员的风采，以此来活跃课堂气氛，激发学生的兴趣，让他们能积极参与到课堂中来。然后师生自由对话，谈论在视频里看到的运动员，并追问学生更多关于他们的信息。接下来让学生谈论自己喜欢的运动员并做介绍，来增进师生间的相互了解，创造良好的交流环境，鼓励学生勇于表达自己，为接下来的活动奠定基础。

在处理文本内容时，学生先阅读文章，完成相关表格，然后通过问答的方式呈现答案，导入四会短语。再次朗读文章时，学生将文章信息归纳，掌握每段大意并形成分段意识。以此让学生在整体上对文章的谋篇布局做到心中有数。而语言素材的积累是通过让学生先在组内讨论每段能使用的常用表达，写在白板上交流展示，然后由老师提炼每组总结的常用表达，将板书补充完整，帮助学生形成知识体系。

在学生进行正式写作时，根据自己填写的表格信息和黑板上总结的常用表达写作。写完以后学生互相批改作文，并根据表格里的评分标准打分。这样可以让学生在学习好作文的亮点和表达以及拓宽思路的同时，发现自己在写作方面存在的不足，提高自批自改的能力。

在2011版的英语课程标准中，对于初中英语写作课的教学目标做出了以下要求:在初中英语写作课中，学生要乐于用书面英语表达意思，能够基本连贯地表述与表达事实、观点、情感，形成基本的写作能力。本节课的设计思路基本达到了以上要求:

写前通过播放相关视频，激发了学生兴趣，并导入了本节课中的重点单词、短语和句型，激活了相关信息。让学生猜测教师所喜爱的运动员及此运动员的相关信息，更将课堂推入了一个小高潮，再次激发学生的兴趣，并对本节课中的重要表达有了初步的接触。写中通过填表格、回答问题、写提纲、归纳段落大意，既再一次导入新的短语，又让学生深刻理解了范文，学生的段落意识也得到进一步提升。组内总结写作常用表达并写在黑板上，通过小组竞争的方式，以看似游戏的方式，不仅将课堂氛围推向了最高潮，也在无形中帮助学生掌握了重要表达。写后以学生互助的形式帮助学生修改错误，提高写作能力。

整节课主线明确，过渡自然，衔接巧妙，内容丰富扎实，操练形式多样，并做到了以学生为中心，也发挥了教师指导、示范、启发、鼓励的作用。写作评价方式多样化。但建议加强课堂的趣味性，采用游戏、竞猜、竞争等多种形式，去激发学生的积极性，培养学生竞争与合作的精神。另在课堂升华部分须再多下些功夫。

Teacher lives in a magic world.Everything has magic.

Key words:magic cup，magic water，magic cake，magic pens

Ⅰ Background information

Alice in Wonderland is a very famous book for children written by Lewis Carroll，which is loved by many people.The writer had great imagination.The book is full of strange things.Students in 7th grade are also imaginative，so they must be very interested in writing their own Alice in Wonderland.

Ⅱ Type of the lesson

Ⅲ Teaching aims and learning objectives

By the end of the lesson，the students will be able to:

1.Understand the meanings of the new words.

Use them in proper situations.

2.Imagine the developing of their own Alice in Wonderland.

3.Describe a story to others clearly.

4.Use the simple past tense to write a story.

5.Cooperate with partners and experience the feeling of success.

Ⅳ Teaching content

2.The story of a sample writing

3.Different writing skills

Ⅴ Focus of the lesson and predicted area of difficulty

1.New words and the story of the sample writing

2.Different writing skills

3.How to lead students to imagine

1.Cup　2.Water　3.Blackboard　4.Chalk

5.Computer 6.Multimedia 7.Projector

Ⅶ Teaching procedures

Step 1 Magic cup（Warm-up and lead-in）

（1）Play a song and enjoy some pictures about magic before class.

【设计理念:1.通过教师制作的关于魔术的video导入两个生词（decide，enter）。2.用师生对话活跃课堂气氛，让学生对神秘的事情产生好奇心，调动学生参与下一个环节的积极性。】

T:Do you like the song？Do you like the pictures？

What can you see in the picture？Do you love magic？

Can you play magic？Do you believe I can play magic？Yes，because I am a magician！Today，I decide to take you to go into a magic world.（板书带读decide）.If you enter（板书，带读）the magic world，you will find that everything has magic.

（2）Play magic（变魔术）.

【设计理念:1.通过教师自己表演的魔术导入重要的结构too…to…和生词fail。2.用魔术激发学生的好奇心和参与课堂的积极性。3.通过询问学生水去了哪里过渡到magic water。】

T:Do you want to enter（重复操练）the magic world with me？OK，here we go！What's this？Yes，it's a magic cup.Look，I put some water into it.Do you want to drink the water？No！Because it's too cold to（板书，带读）drink.

OK，what will really happen？Please look at the cup very carefully.I hope I can do it and I won't fail（带读，板书）.Is it magic？Will you give me a big hand？Thank you very much！But the problem is where the water is.Do you want to know？Let me tell you.It is here on the table.Is it magic water？Yes，it is.

（3）Review the reading part and move to this lesson.

【设计理念:1.简单复习Reading课文，让学生对故事的发展有系统的认识，帮助学生更好地理解下面的故事，为最后的写作做铺垫。2.利用magic water引入到task文本。3.导入small enough to…句型。4.操练之前的生词和句型。】

T:And she saw magic water.Who is she？Yes，she is Alice！In the reading part，we learned that Alice followed the rabbit into a big hole.Then she saw a very small door.Outside the door，she found a very beautiful garden.Right？Could she enter（重复操练）the garden？Why？（找一个学生回答）

Yes，she was too big，or I can say the door was too small.

She was not smaller enough（导入句型，齐读）to enter the door.

She was too big to enter the door（重复操练too…to…结构）.

So she failed（重复操练）.

Step 2 Magic water（Solve the reading story）

（1）Did Alice drink the water？What happened to her after that？

【设计理念:1.通过问题导读的方式引导学生阅读第一、第二段关于喝完水的变化，找出文章中的magic things。2.处理文本内容，梳理情节发展。】

T:Then she found magic water here.Did she drink the water？What happened to her after that？OK，please turn your book to Page 78.Read Paras.1－2 carefully and find what magic（突出主线）things happened to her.

T:Are you ready？Let me check your answers.（对答案）

（2）Did she go through the door？Why？（处理3、4段）

【设计理念:1.通过问题导读的方式引导学生阅读第三、第四段关于主人公身体变化之后发生的事情以及心理的变化。2.详细处理文本内容，梳理情节发展，给学生留下深刻印象，增强他们想象的主动性。】

T:Was she small enough to enter the door？But did she enter（重复操练enter）the garden？Why？Please read Para.3 and find the answers.

T:Did you find the answers？Hands up！She didn't enter the garden，because she forgot about the key on the table.Could she reach the key？No，because she was too short to reach the key（重复操练too…to…）.

T:But she found something under the table.What was it？Please read the last paragraph.

T:What was it？A piece of cake！

（3）Read and match.（To get the structure of the story）

【设计理念:1.提纲挈领，分析文章的结构，了解范文在写作过程中是如何分段的，为自己接下来的写作做好铺垫。2.引导学生分段处理故事情节，抓住每个段落的大意。】

T:There are four paragraphs in the story.And I will show you the pictures of each one.Please read the story again very quickly and match the picture with the paragraph.

T:I think it's very easy for you.Let me check your answers.You did a great job.Boys and girls，from Paras.1－4，can you see the developing of the story？Yes，so when we write a story，we also need to tell others the developing of the story in different paragraphs.

（3）Talk about the writing skills in the sample writing.

【设计理念:1.引导学生进行细节描写，润色情节，为故事增加一定的色彩。2.引导学生正确使用连词，如and，but，however等保证语句通顺，以及使用过渡句，增强段落之间的连贯性。3.学会使用副词，让故事生动。】

T:For example，in the second paragraph，Alice drank the water，and her body became bigger and bigger.Let's read the sentences together.OK，now let's read the whole second paragraph together.Which story do you like？The first one or the second one？Why？Yes，the second one is interesting.The first one is not interesting.So if you want to make your story interesting.Please write some details.

T:The story is interesting.But we still can make it more interesting.For example，let's read this sentence together.But this time，boys and girls，think carefully.Did she drink it very slowly or quickly？Why？Then let's come to this one.Quickly or slowly？Why？Yes，we have lots of adverbs to use.Let's read them together.

T:Now，let's come to these two sentences.Read them together.Did I lose one word？Which one？Read them again.Which one is better？So when we write two sentences，sometimes we can use some conjunctions to make it better.What other conjunctions do you know？Good！Please remember to use them.

（4）Fill in the blanks:Use the writing skills to rewrite the sample writing.

【设计理念:1.回顾Task故事情节。2.巩固写作技能的使用。3.导入magic cake。】

T:Now，boys and girls.let's me check if you still remember the stroy and if you can use the writing skills very well.

T:Who can tell me the answers？Your did a good job！Let's read the last sentence together.

Step 3 Magic cake（Imagine for writing）

（2）Discuss:What will happen if she eats the cake？

【设计理念:1.以教师的想象为例子，打开学生思维，激发学生想象，而不是只局限于原小说的故事情节。2.集思广益，为写作丰富资源。3.同时为接下来的Pair work做铺垫。】

T:Yes，she found the cake under the table.Is it a magic cake？Will she eat the cake？What will happen after that？Will she fly？Will she become bigger and bigger？…（教师给出两个很出乎意料的变化）Do you have some interesting and amazing ideas？Now，please discuss with your partner.And you can tell me after that.

T:How many of you think that Alice will eat the cake？（找一个学生回答）How many of you think that Alice won't eat the cake？（找一个学生回答）

（3）Pair work:（Talk about the five questions）

【设计理念:1.讨论书后出现的5个问题，通过对话丰富写作资源。2.相互借鉴写作资源，鼓励想象力丰富的学生扩充问题，可以询问5个问题以外的其他细节问题。3.为接下来的Group work做好铺垫。】

T:Different people have different answers.Please work in pairs and talk about the five questions with your partner.（找两组）

（3）Group work:Tell a story（Who has the most interesting one？）

【设计理念:1.以小组合作的方式，尝试用过去式讲述简短故事，强化时态的正确性。2.增加故事的细节问题，在一定程度上形成口头作文，鼓励学生讲述，为写作做铺垫。3.组内选出本组最有趣的故事，为小组合作写作收集最优的资源。】

T:You have interesting ideas.Now I want you to tell your story to your group members.But when you tell a story，you have to use the simple past tense.And tell others more like…Are you clear？Now，try to find whose is the most interesting one.

T:OK，whose story is the most interesting one in your group？（找一组询问）Would you please tell your story to us？

Step 4 Magic pens（Write their own stories）

【设计理念:1.写作前引导学生分段，便于在写作过程中有更清楚的思路。2.提供重点的写作句型和短语。3.引导能力较强的学生写出过渡段落，甚至更多故事情节。】

T:Just now，you tell me great stories，but if I ask you to write the stories，how many paragraphs are you going to write？

T:Yes，three.But if you have some more time，you can write another paragraph before Para.1 and more after Para.3.Are you clear？

T:Good.Will you be a good writer？Of course，Lorries Carrel has a magic pen.You also have magic pens.Please use your magic pens to take us into a magic world！Now，work in group，choose one to write，and the others just give advice.（开始写作）

Step 5 How to appraise a good writing（点评作文）

【设计理念:1.通过教师引导学生的作文批改提纲，从篇章到段落再到语法，理解如何去评价作文。2.同学之间学会自评、互评，有利于学生在以后的作文书写前形成规范的格式。3.欣赏好的文章，学以致用。】

T:Before reading your story，I will tell you how to appraise a good writing…

T:Today we had a great time together in a magic world.Are you happy？Me too.With your imagination，your life will be full of magic every day.So keep it because it is very important for you！

【设计理念:1.在小组合作的基础上，开始个人写作，巩固课堂所学。2.引导对写作感兴趣的同学，自己进行创作、改编。】

T:Now please remember your homework:

（1）Write the story by yourself and share with each other.

（2）Choose one of your favourite novels（小说）and try to write more after it.

Ⅷ Blackboard design

decide　Paragraph 2

Ⅸ Teaching reflection

本节课主要通过几个与魔力有关的环节将教学分成四个不同的部分，分别是magic cup，magic water，magic cake，magic pens。由老师所做的倒入杯中的水消失的魔术，导入到消失的水去哪了，进入本节课的第二个部分magic water，从而处理教材所提供的这篇范文。处理过程包含两个部分:第一是了解各段落的大意，第二是从范文中提炼写作技巧，包括形容词、副词、连词、过渡等，让学生学会在写作过程中润色文本。第二部分结束后从桌子上的蛋糕开始引导学生想象吃完蛋糕之后所发生的事情，也就进入了本节课的第三个环节magic cake，本部分主要以pair work和group work为主让学生在有层次的活动中展开想象的翅膀，最终形成口头作文。最后一个部分就是magic pens，用有魔力的笔写出好的作文。

本节课在环节设计上比较紧凑，内容也比较多。尤其是在第三个部分，活动较多，学生能展示的机会不是很充分，在用过去时讲故事的时候，只能叫一组展示，其他组的同学虽然准备充分，但是没有时间来展示，也是本节课的遗憾。还有很多同学受到原著的影响，想象力没有打开，也是在以后的教学中教师要深刻思考的问题。

不同于其他课型，task最终以“产品形式”——作文呈现出来，学生最终的作文可以直接反映出本节课的效果。本课时与以往的Task还略有不同，它是在基于已有故事情景的基础上进行的续写，因此，积极开发学生的想象力成为本节课的一个重点与难点。

本课可以算作一节优课，比较好地完成了教学目标，学生最终在情境内通过想象，完成了一篇续写。本课主线明晰，magic一词贯穿全文，逐层递进，开始便将学生带入魔法的世界，为之后的想象和写作提供情境，并自然导入了生词，适时进行操练。但开头的魔术略显多余，学生本身就很熟悉爱丽丝的魔法世界，变魔术有些偏离情境。本节课有3个亮点。首先，篇章意识很强，对文本分段处理。关注文本细节，引导学生关注不同连词的作用，在作文中正确使用，使逻辑更紧密。其次，点评很人性化。在学生发言后，不仅关注知识点评，还有内容和情感方面的评价。最后，引入学生互评的活动，提供评价标准，既加强了学生间的学习与合作，也为学生写作提供了参照，但是标准还有待细化与精确。

本节课在启发学生思考和开发学生想象力方面还有待加强。magic cake以及之后的一连串反问，限制了学生的思维，学生想象力被局限，多想到吃完蛋糕后变大变小、会飞等内容，大同小异，没有太多个性，没有充分发挥想象，导致之后的写作出现较多的雷同情况。建议为学生提供更多的情境，而不是局限在某一点上。并且要采用各种方式，让学生积极思考、联想、想象，创造自己的个性故事。

Many people like DIY nowadays.They have different interesting DIY experiences.

Key words:birthday salad，birthday card，more DIY stories

Ⅰ Background information

DIY is very popular among people all over the world now.It is easy and convenient to do it.And it can save money and bring a lot of happiness to people.Some people like to make DIY presents when someone's birthday is coming.And they have many interesting and unforgettable DIY experiences.Students in Grade 8 must have some wonderful DIY experiences.

Ⅱ Type of the lesson

Ⅲ Teaching aims and learning objectives

By the end of the lesson，the students will be able to:

1.Understand the meanings of the new words.

Use them in proper situations.

2.Share their DIY experiences with their classmates.

3.Write a diary to record what he has done.

4.Use the simple past tense to keep a diary.

5.Cooperate with partners and experience the feeling of success.

Ⅳ Teaching content

2.The story of a sample writing

3.Different writing skills

Ⅴ Focus of the lesson and predicted area of difficulty

1.New words and the diary of the sample writing

2.Different writing skills

3.How to lead students to describe their DIY experiences

1.Blackboard　2.Chalk　3.Computer

4.Multimedia　5.Projector　6.Card

Ⅶ Teaching procedures

Step 1 Birthday salad（Warm-up and lead-in）

Play a short video about some classmates who are making fruit salad.

（1）Birthday salad

【设计理念:1.观看视频后，从视频内容出发，老师通过问问题，学生回答，师生交流，导入生词和词组（keep it secret，have fun，complete，go wrong，cover），为之后理解范文做准备。2.用师生对话活跃课堂气氛，调动学生参与的积极性。】

T:When someone's birthday is coming，what will you do？

Maybe we can make some presents by ourselves.These students made some gifts by themselves.Do you know these students？What did they do in the video？Why did they do this？

Yes，they made fruit salad for their teacher's birthday.And they kept it secret.So their teacher didn't know it.It was a big surprise.

Did they do alone？

No，they worked together.They had fun working together（板书带读）.

Do you know how long it took them to complete（板书带读）it？

It took them one hour.So long，right？Because many things went wrong（板书带读）.

After completing，what can you see on the cover（板书带读）of the book？

（2）Birthday card beside the salad

【设计理念:1.此处老师现场演示如何将一张空白的卡片变成漂亮的生日贺卡，在制作的过程中，导入生词和词组（balloon，stick，paint，spell，cut out），为之后理解范文做准备。2.用师生对话活跃课堂气氛，调动学生参与积极性。3.为学生之后讨论和写作提供素材。】

And they wanted to give it to their teacher as a birthday present.（Take out a card with nothing on it）So they made a birthday card and put it beside it.How was the card？

Yes，it was boring.So what should the students do then？

They cut out a picture of balloons（板书带读）and painted（板书带读）them different colours.And then they stuck（板书带读）the picture on it.How was it？

And they should also write something on it.What should they write？

Yes，happy birthday.And they should spell（板书带读）the words correctly.

Step 2 Birthday card（Solve the sample writing）

（1）Our friend Suzy also made a card for her mother.

【设计理念:1.阅读全文，通过回答与文章内容有关的问题，从而了解日记的大概内容。2.递进式的问题展现了故事如何展开，学生回答后可以熟悉如何描述一个故事。】

T:Our friend Suzy also made a card.Why did she made the card？Why didn't she make it at home？Did Sandy help？What mistakes did Suzy keep making？What colour did Suzy use for the roses？

T:Are you ready？Let me check your answers.（对答案）

（2）Read and match.（To get the structure of the story）

【设计理念:1.阅读文章后，提纲挈领，分析文章的结构，得出每段大意。2.引导学生学会分段处理故事的叙述。3.为之后写作提供结构框架，做好铺垫。】

T:There are four paragraphs in the story.Can you tell me the main idea of each paragraph？

T:I think it's very easy for you.Let me check your answers.

Para.1:The reason why Suzy made a birthday card.

Para.2:How she made the card.

Para.3:What happened in the end.

（3）Talk about the writing skills in the sample writing.

【设计理念:1.通过引导学生关注关键动词及动词短语，使其关注动词在详细过程描写中的作用。2.引导学生关注不同连词的作用，在写作时正确使用连词，保证逻辑性。】

T:For example，in the third paragraph，I coloured.I also cut out…and stuck…Let's read the sentences together.OK，so you can see some verbs and verb phrases here.By reading these，we can have a clear idea about how to make this card more beautiful.

T:Now，let's come to these two sentences.Mum's birthday is coming.（So）I decided to make her…Read them together.Did I lose one word？Which one？Read them again.Which one is better？So when we write two sentences，sometimes we can use some conjunctions to make it better.What other conjunctions do you know？Good！Please remember to use them.

【设计理念:1.回顾Task日记内容，检测学生对于关键表达的掌握情况。2.巩固写作技能的使用。3.导入birthday ice cream，为之后学生自己谈论DIY经历做准备。】

T:Now，boys and girls，let me check if you still remember how Suzy made the card and if you can use the writing skills very well.Now suppose one is Suzy，the other wants to know something about it.

A:Hi，Suzy.I heard you made a card for your mother.Why did you make the card？

A:Where did you make it？

A:How did you make it？

Suzy:I…and Sandy…

A:Did you make any mistakes？

A:What else did you do？

A:You are so great！I hope…

Step 3 DIY experiences（Offering materials for writing）

（4）Lead-in:Birthday ice cream

【设计理念:1.以教师DIY经历作为示范，打开学生思维。2.导入一些新的表达，为学生之后的写作输入丰富资源。3.为正式写作前的pair work做铺垫。】

T:Last Sunday was my sister's birthday.Do you know how we celebrated her birthday？

I made mango ice cream for her.Do you want to know how I made it？

T:I made it last Saturday.And my friend helped me.We had fun making it together.

First，I needed to prepare something.（show a picture）What did I prepare？

Milk，eggs，sugar，cream，and magazines.

Then what should I do？

I cut the mangoes into pieces，mixed the sugar and eggs，stirred them until it turned white.What was next？

I cooked the milk.But I made a mistake.I cooked it for a long time.So there was milk anywhere.

Then Iadded milk to the eggs and sugar.And then Iadded mangoes to them.I put it into the fridge.How was the ice cream？How was my DIY experience？

（5）Pair work（Talk about their DIY experiences）

【设计理念:1.通过对话，让学生学会如何口头描述自己的DIY经历，为正式写作做准备。2.通过倾听他人的DIY经历，相互借鉴写作资源。3.为小组讨论DIY经历的group work做铺垫。】

T:Different people have different DIY experiences.Please work in pairs and talk about your DIY experiences with your partner.（两组学生展示）

（6）Group work:Share the DIY story（who has the most interesting DIY story）.

【设计理念:1.让学生尝试用过去时来讲述发生在过去的简短故事或经历。2.通过小组讨论，组内选出本组最有趣的故事，为小组合作写作收集最优资源。】

T:You have interesting DIY experiences.Now I want you to tell your story to your group members.But when you tell a story，you have to use the simple past tense.And tell others more like…Are you clear？Now，try to find whose is the most interesting one.

T:OK，whose story is the most interesting one in your group？（找一组询问）Would you please tell your story to us？

Step 4 Your DIY story（Write their own stories）

【设计理念:1.写作前引导学生增强分段意识。2.提供写作有用的表达。3.引导能力较强的学生写出更详细的故事情节。】

T:Just now，you tell me great stories，but if I ask you to write the stories，how many paragraphs are you going to write？

T:Good，wish you be a good writer.（开始写作）

Step 5 How to appraise a good writing（点评作文）

【设计理念:1.通过呈现评价标准的表格，帮助学生理解如何去评价作文。2.让学生根据评价标准，学会自评，并优化作文。3.让小组成员间互评，学生学会欣赏他人的长处，并取长补短。】

T:Before reading your story，I will tell you how to appraise a good writing…

T:Today we had a great time together.Are you happy？Me too.DIY is really interesting and can bring us a lot of happiness.So you can do more DIY jobs after class to make yourself and others happy.

【设计理念:1.在小组合作的基础上，开始个人写作，巩固课堂所学。2.引导对写作感兴趣的同学，课后自我优化。】

T:Now please remember your homework:

（1）Write the story by yourself and share it with each other.

（2）Try to make your writing better after class.

Ⅷ Blackboard design:

Ⅸ Teaching reflection

本节课为Task课型，主要目的是培养孩子的写作技能。通过对课本中范文的结构、写作技巧以及有用的表达等学习后，自己根据实际情况写出自己的故事。平时孩子写作机会不多，且关于DIY的经历也较为贫乏，即使有，也不善表达，因此要写出一篇DIY的文章对于学生略有难度，所以在写作之前需要大量的信息输入，为学生提供写作资源与示范，例如，刚开始的导入birthday salad，birthday card以及后面的birthday ice cream，都是此用意。

本节课在上完以后，我感觉有以下不足，需要改进。

①在导入部分，以本校学生制作沙拉的视频导入，虽比较贴近学生的生活，但因为不是本班学生的制作经历，学生并没有表现出特别的热情。导入如果可以以学生自己的生活和学习经历导入，学生的参与热情应该会更高，也更有共鸣。②在导入部分，导入了很多生词和短语，但是操练略显不足，学生对于这些知识点如何运用仍然不是很了解。且知识点多是老师呈现，教师需要探求一种由学生积极参与呈现新知识的模式，这对于学生的预习工作提出了较高的要求。同时，在导入部分，老师对于学生的提问无太多技术含量，对于打开学生思维的效果仍然不够理想。③对于范文的处理，尤其是在挖掘写作技巧时，处理有些仓促。如让学生关注动词和动词短语时，应该让学生去找出能反映如何制作生日卡片的单词和短语，让学生自己去发现动词对于描述事件过程的重要性。

课堂教学设计理念新。这位教师上课运用任务型教学方式引导学生积极参与教学活动。在导入过程中实现师生、生生互动，活动内容丰富多彩，接近学生生活，在互动、交流、合作、探究中实施教学。整个过程中教师的角色起了深刻的变化，真正成了组织者、参与者、引导者、帮助者，关注学生学习策略、学习方法、学习态度，成为名副其实的“以学为本”的教学设计者。

体现了新课程的目标。这位老师在教学过程中处理好“知识与技能、过程与方法、情感态度与价值观之间的关系”。是教书本，而是以书本教，以学生现有的知识经验导入，从开始的做生日卡片到做水果沙拉，这些都和学生密切相关，由学习课本的语言知识输入到延伸过程中的语言知识输出，通过教师引导使学生运用语言知识，学会交际，学会做事情。例:So what should the students do then？运用学到的语言知识学会做事，这就是能力。重视情感态度与价值观的培养。教师在教学过程中，教授学生制作水果沙拉。教学过程中培养学生的团队合作精神，积极调动不同层次学生积极学习，自主学习，积极评价，激发持续的学习热情，不断使学生体验成功，提高学生的自我价值，也注重了个性的培养。

不足之处:这节课在二次导入的时候引入了芒果冰淇淋的制作步骤，学生虽然对这个比较感兴趣，但是因为不能亲自体验而降低了趣味性。单纯的图片和文字并不能给学生留下深刻的印象。如果教师能真正地让学生参与制作，自己DIY一份芒果冰淇淋，这样效果可能来的更明显一点，并且也能更加充实学生的作文，让学生有话可说。

There are many international charities in the world.They help the people in need in different ways.Students will develop the idea of trying to help the charities.

Key words:international charities

Ⅰ Background information

There are many international charities in the world.They help the people in need in different ways.In this unit，students will know five international charities.They are UNICEF，Oxfam，World Vision，ORBISand WWF.

By the end of the lesson，students should be able to:

1.Memorize the new words and phrases.

2.Write an article according to a writing plan.

3.Organize the article with new words，phrases and sentence patterns learnt in this unit.

4.Introduce an Indian girl's life in the past and at present.

Ⅳ Teaching content

1.New words and phrases

Ⅴ Focus of the lesson and predicted area of difficulty

1.New words and phrases

2.Writing material collection

1.Video　2.Pictures　3.Blackboard　4.Chalk

5.Computer 6.Multimedia 7.Projector

Ⅶ Teaching procedures

Step 1 Warm-up and lead-in（about 3－5 mins.）

Activity 1:Revision about ORBIS—（about 2 mins.）

T:Let's look at this picture.What does this logo stand for？

T:How does ORBIShelp？

S:It uses its Flying Eye Hospital to visit poor areas.On it，volunteer doctors do operations.

T:Would you like to be one of them？

T:Diana is a nurse from ORBIS.Let's look at some pictures about the changes in Diana's life.

（Present some pictures.）

【设计理念:教师通过呈现ORBIS的图片来导入话题，与学生进行自由交流，帮助学生复习关于慈善的相关内容。通过师生、生生之间的对话和形式多样的学习方式加强学生对所学内容的理解和掌握。主要采用了问题情景法，问题的设置由浅入深，并富于启发性和拓展性，目的在于促进学生的思维。按照“吸收信息—处理和加工信息—口／笔头表达信息”的思路对学生进行写作技能的训练。在与学生free talk中，导入一些生词和短语，并引出女孩Diana，为下一个环节的进行做铺垫。】

Step 2 Presentation（about 5－6 mins.）

T:Let's look at the first two pictures.What was Diana's job？

S:She was a secretary of a company.

T:So she is an office lady.Does she look happy？

T:Which does Diana like better？Travelling by car or by plane？

T:Why？Can you have a guess？

S:Because she was afraid of travelling by plane.

T:Let's look at these two pictures.Can you describe the two pictures with your own words？

S:She is working as an ORBIS nurse.She helps doctors do an operation.She is getting used to travelling by plane.She is glad to help people see again.

T:Is she happy now？

T:But what made her decide to be a nurse for ORBIS？What happened？Please open your books and find out the reasons.

T:Please use“one day…”to give me the reasons.

S:…see a programme and knew about ORBIS.After work，she attended courses to work as a nurse.

T:What do you think of Diana？

S:Helpful，clever…

Picture 1:Diana was a secretary of a company，but she did not feel happy.

Picture 2:Diana was afraid of travelling by plane.

Picture 3:Diana learned about ORBISon TV.

Picture 4:Diana went to school for special training as a nurse.

Pictures 5－6:Diana works for ORBISnow and she looks happy.

【设计理念:通过观看Diana过去和现在生活的图片来帮助学生更好地了解她的生活状况。通过描述图片，学生们可以学会使用本课所学的生词、短语和句子来表达他们的观点。通过完成这个任务，生生之间进行了大量的语言交际。在教师的指导下，学生在特定的情境中，通过协作、会话从而有效地完成意义的建构，并体验了通过合作给他们带来的成功的喜悦。】

Step 3 Changes in Diana's life（about 5 mins.）

T:Fill in the table about her life.

【设计理念:通过完成图表，提炼信息，帮助学生更好地组织写作材料，形成较强的逻辑思维，为文章结构的划分打下基础。】

Step 4 Read and summarize the structure（about 5 mins.）

T:Please read the passage and pay attention to the red parts.What's the function of them？

S:To show the time order.

T:Which are good sentences？

T:What does each paragraph tell us？

Paragraph.1:What was Diana's life like in the past？

Paragraph.2:What changed Diana's life？

Paragraph.3:What is she getting used to now？

Paragraph.4:What does Diana think about her new life？

【设计理念:与表格相呼应，通过这个教学环节来帮助学生掌握文章结构，学习如何组织信息，为下一步的写作做好准备。】

Step 5 Writing（about 20 mins.）

Look at the pictures and put them in a story

1.Mandeep's life in the past

3.Mandeep's life at present

T:Here's some information about Mandeep's life.Please read it and try to make an outline about it.

Background Mandeep's life in the past changes Mandeep's life at present Mandeep's hopes

S:Background:from India，has many children，poor

Mandeep's life in the past:used to work on the farm all day，couldn't read or write

Changes:a VNICEF office came；learn about…；help…

Mandeep's life at present:enter a school，can read and write

Mandeep's hopes:to become a teacher

T:Use the phrases and words to make sentences and work in groups to say sth.about her life.

T:Write your passage.

T:Please pay attention to the writing criteria.

T:Revise your partners'report with the help of the table.

【设计理念:通过当堂写作提升学生表达慈善话题的能力，正确使用本单元的词汇与短语；学生还可以通过修改完善同伴的作文来改进自己的作文，同时向他人学习一些好的表达方式。】

Step 6 Conclusions（1 min.）

The word needs charity.

Charity can make lives better，not only for those people who get help but also for those people who give help.

【设计理念:任何课程学习的过程中都应该渗透思想和道德情感教育。本单元话题是一个很好的抓手，我们可以利用这一契机对学生进行人性的教育，让学生从小树立正确的人生观，学会关爱他人，鼓励学生帮助需要帮助的人，热心于慈善。】

1.Perfect your writing.

2.Remember the new words and phrases.

【设计理念:通过完善作文来提升学生写作能力并学会正确使用本单元的一些生词、短语和句型。】

Ⅷ Blackboard design

In the past　a secretary be afraid of sth.／doing sth.

One day　watch…attend courses

At present　work as a nurse

be／get used to doing…

Ⅸ Teaching reflection

本课是本单元的中心任务，它既是对本单元前面所学知识的综合运用，也是将之前一个阶段知识输入的一次整体性输出的过程和平台。整个过程分为三步:Pre-writing，While-writing和Post-writing。其中最重要的应该是第一步Pre-writing，通过复习国际慈善组织的相关信息，导入本课的主题，充分运用图片，让学生根据图片信息及一些关键词来描述Diana的生活变化，这样的口头操练为学生的写作打好基础，让学生先进行口头作文，帮他们理清写作思路。在第二步While-writing过程中，再次强调了写作的注意点，如段落结构、人称时态、关联词等，并提供相关的信息给较弱的学生以帮助，要求较好的学生增添信息并用好词句。第三步Post-writing中revising是较满意的部分，通过教师示范评改、分组评改、展示学生的评改，最后展示教师精心完成的范文，让学生感知什么是好文章，有再写一篇好文章的愿望，为Re-writing打好基础。整个过程符合学生的认知规律，循序渐进地教学，重视学生口头运用能力的发展。

在教学的各个环节中，关注学生情感教育，将“帮助他人，热心慈善”的情感目标不知不觉地灌输给学生，通过free talk营造轻松的学习氛围，为提高学习效率奠定了基础。

本节课的不足之处在于:

1.写前阶段的处理过于仓促。这部分应该是本课的重中之重，让学生充分地输入相关的信息和词组，多花点时间让学生自主谈论关于各个慈善组织的相关信息，谈论一些参与慈善的人的生活，并能加入一些自己的感想，为后面的写作打好坚实的基础。

2.给学生的留白时间太短。提问后及讨论后要给学生充分的时间想一想，不能过于着急地呈现下一步，要增强学生的思维力度。在口头作文时，如果能激发学生的想象力，加入一些更具体的事例细节，学生在描述时应该能更深入、更透彻、更完善。

3.问题设置缺乏深入思考，学生参与的热情有待提高。学生能够积极地参与到简单的回答和讨论中，但对于一些开放性的问题和小组活动，有些学生仍然胆怯不敢举手，这是由老师铺垫不够和问题设置不够合理导致的。因此必须从平时的每一节课就深入研究，精心备课，注重学生的参与，增强学生的自信，让他们乐于学英语，敢于说英语！

Task是每一个单元的高潮部分，是对整个单元的汇总、综合和提升，需要学生具备一定层次的多方面的语言素质，旨在培养学生的写作能力。简而言之，就是以写作的方式，要求学生综合运用本单元所学的知识和获得的技能，完成特定的任务，形成对一个单元的终极成果的展示，即“在学中用，在用中学，为用而学”。8B Unit 7 International charities Task紧扣本单元的话题，讨论了国际慈善的问题。通过本节课的学习，要求学生了解ORBIS志愿者的学习和工作情况，按逻辑顺序整理思路，根据图片和提纲中的信息，写一篇关于一个印度女孩的受助报告。

为了引入话题，吸引学生的兴趣，作者采用了问题情景法。只有精心设计的活动才能激发学生的热情。学生的兴趣被激活时，他们才有内驱力和创造力，才能发挥出最佳水平。作者通过图片让学生有了先行一步的视觉冲击，然后由此引发出来的问题，学生自然而然会有兴趣探索，从而点燃整节课的导火线，为下面的流光溢彩做好铺垫。

有效的写作教学需要以话题为主线，在导入、训练、巩固和拓展环节中，力求做到由简到繁，由易到难，前后相连，层层深入，让学生可以在真实的环境中操练并且愉快地学习。作者的话题是慈善，目标是写一篇受助的印度女孩的报告。整个课堂设计思路虽简单清晰，但是并没有在一个大的情景下去安排每一个部分的内容，环节与环节之间太过独立和零散，缺少主线的穿针引线。学生要想有很好的语言输出，那么必然要有充分的语言输入，可就上课的流程来看，操练的部分较少，没有足够的语言输入，这一点需要作者再做思考和改进。

Teacher helps students to do a project on the relationship between people's moods and colours.

Key words:colours，moods

Ⅰ Background information

Some surveys say that there is a relationship between colours and moods.Each colour may represent some special moods.As a result，people can change their moods by choosing different colours to wear.Students in Grade 9 are very curious and they have the ability to do some research，so they must be very interested in writing their discovery of the relationship between colours and moods.

Ⅱ Type of the lesson

Ⅲ Teaching aims and learning objectives

By the end of the lesson，the students will be able to:

1.Understand the meanings of the new words.

Use them in proper situations.

2.Review and grasp some common colours and what they represent.

3.Organize their ideas before writing with the help of a table.

4.Write a report using what they've learned according to the writing instruction and standards.

5.Cooperate with partners and use proper colours to change moods.

Ⅳ Teaching content

2.The table and the sample writing

3.Different writing skills

Ⅴ Focus of the lesson and predicted area of difficulty

1.New words and the structure of the sample writing

2.Different writing skills

3.How to lead students to imagine and create

1.Blackboard 2.Chalk 3.Computer 4.Multimedia 5.Projector

Ⅶ Teaching procedures

Step 1 Free talk and lead-in

（1）Play a video about the London Fashion Show to lead in the topic of colors.

【设计理念:因为本课写作对象为两则广告的模特，故而选用伦敦时装秀，让学生融入情境。课前播放的视频能迅速激起学生对于颜色的兴趣，并引入话题。】

T:Good morning，boys and girls.Just now，when you watched the video，many of you were excited.What is the video about？What are they？

They are very fashionable.I would like to show you some pictures.

（2）Show several pictures and discuss the clothes and colours.

【设计理念:在老师与学生的交流讨论中，有意识引导学生关注模特服装的颜色，并回忆各种颜色代表的含义，为下一步列表做好准备。】

T:What is the colour of her dress？Could you tell me what green represents？What colour can you see in her clothes？What do they represent？How do you feel when you see this picture？Peaceful or powerful？Why？I guess she may be successful，why？What colour are her clothes？Does red match white very well？Red and white are a good match.Why？

Step 2 Presentation and practice

（1）Present a list of different colours and their meanings.

【设计理念:在研究颜色与情绪之间关系的课题之前，让学生了解各种颜色的含义，并帮助学生学会利用表格组织思路。】

T:We have talked so much about colours.Do you still remember their meanings？When we do such projects，it's a good idea to organize the information in a table.Here is a table.Can you fill in it according to your knowledge of colours？Practice（Pair work＆Group work）

【设计理念:本步骤设计了多种任务，按照list—pair work—report—group work的任务安排，结合单词—短语—句子—篇章操练的顺序，循序渐进，层层深入，让学生自主探究，并与同桌、组员相互合作，完成预设的任务。】

（2）Talk about the picture and finish Millie's report on colours and what they represent.

【设计理念:此处教师给出五个问题的指导，帮助学生研究part A的图片，并提取有用的信息。pair work的设计，让学生在列表的基础上，利用表格信息，观察图片细节，讨论并操练颜色及其含义。另外，学生们根据图片的信息，结合表格，完成Millie关于颜色及所代表含义的报告。】

T:Here is a picture.Look at it carefully and talk with your partner about some details.You can try to answer the following questions.

*How many people are there in the picture？

*Where is the woman？

*What is the woman wearing？

*Does she look happy？

*Do you like what she is wearing？

Now，please talk with your partner about more details，and you can use the dialogue here as a model.

（3）The structure of the sample writing and group work

【设计理念:对教材中范文的处理和结构的分析能帮助学生建立写作的框架。group work的设计旨在使学生能独立思考，自主探究，研究老师或者同学的服装和颜色，推断人物的性格和心情，为下面的写作稍做铺垫。】

T:Millie is doing a project on the relationship between people's moods and the colours they choose to wear.Help her complete part of her report using the table here.Read the passage quickly.Can you divide the report into three parts and tell me the main idea of each part？Our teachers wear different clothes every day.Can you choose one of them and talk about his／her clothes，colours and your feelings with your group members？

Step 3 Writing preparation

（1）Use the two advertisements in Part B as an example to prepare some related materials for students to talk about.

【设计理念:通过让学生模仿Millie的颜色列表，列出广告图片中模特服装颜色所代表的含义。该部分旨在帮助学生准备写作素材，并整理思路。】

T:Your art teacher has two advertisements for you to discuss.Look at the two pictures carefully and try to make a list of colours and their meanings.What do you think of them？Are they good advertisements？Try to make some notes first.

（2）Pair work（Talk about their ideas）

【设计理念:教师提供一些表达，如:This advertisement makes me feel…；I like／don't like this advertisement because…；It is attractive／boring／exciting／funny…等，鼓励学生发挥想象，开拓思维。在分享交流过程中，勇于提出不同的意见，并突破思维定式，能够大胆提出不同的修改意见，而不是盲目地赞同图片中颜色的选用。】

T:Now，you can exchange your notes with your classmates，and try to find something new and interesting from others.（找两组）

【设计理念:到本环节为止，教师已经从文章结构、内容和语言等方面为学生写作文做了充分的准备，也通过pair work让学生对所接受的知识进行了组织。写作指导重点强调学生的语篇构成及思维的开放性，鼓励学生敢于创作，力求文章有条理、有层次、表达地道。】

T:Now，choose one of the advertisements and use your notes to write a report on the relationship between the colours and the model's moods.How many paragraphs will you write？

T:（PPT呈现表格，展示文章的基本框架）Please take out a piece of paper and write.（开始写作）

Step 5 How to appraise a good writing（点评作文）

【设计理念:PPT呈现五星评分标准，给学生以直观的写作指导，有例可依，严格按照中考要求，规范写作。】

T:（利用投影展示一篇学生作文）Before checking，let us see how to appreciate a wonderful writing.

If you write in different paragraphs，you will get a star.If your report includes all your notes，you will get a star.If your article is attractive and interesting，and you have some new and excellent ideas，you will get two stars.If you have no mistakes and your handwriting is good，you will get another star.Are you clear？

（1）Appraise a student's writing.

【设计理念:课堂批改一个学生的作文，通过教师的提问，再次向学生强调结构和语言对于一篇好作文的重要性，同时也强化学生对于五星评价标准的理解，为下面同学互评、优化自己的作文做好充分准备。在学生互评作文的环节，学生除了可以更清楚地知道如何按要求写一篇好文章外，还可以互相学习，取长补短。】

T:Let us check it together.How many paragraphs？Has he／she written all the information？Is the article very interesting？Are there any mistakes？

How about his／her handwriting？So，how many stars will she／he get？

（2）Appraise with each other and in groups.

【设计理念:在学生互评作文的环节，学生除了可以更清楚地知道如何按要求写一篇好文章，还可以互相学习，取长补短。】

T:Now，please reread your partner's article and check how many stars he／she will get.

（给学生一两分钟互评的时间）

T:How many stars does your partner get？Why？

T:This time，please read your group members'articles and choose the best one to show！

【设计理念:情感升华，让学生能再次体会颜色与情绪的关系，热爱生活，享受生活。】

T:In our daily life，we can use different colours to change our moods.

Besides，we should try our best to make the world more colourful！

【设计理念:通过认真修改自己的作文，并与同学互相讨论，学生能将本节课所学运用到作文中去。学生还可以通过网络搜索更多信息，进而对颜色与情绪的关系有更深刻的理解，便于在实际生活运用。】

T:Your articles are really wonderful.Here is your homework:

①Read your classmates'reports to find something useful.

②Discuss with your classmates and make your own report better.

③Surf the Internet to find more information about colours and moods.

Ⅷ Blackboard design

Ⅸ Teaching reflection

本节课在设计时强调了Task课型对于本单元内容的复习与回顾，并在此基础之上进行语篇的输出训练，特别为学生准备了充分的素材和为学生提供了写作的详细指导。情境的创设、多媒体的使用、多种教学法的结合使用使得课堂环节紧凑、内容丰富、操练到位、指导规范，既激发了学生学习的兴趣，又通过小组合作探究的任务驱动，使学生积极参与课堂讨论，课堂效率高。教学内容的设计由词到句，由句到篇，层层递进，逐步深入，促进学生积极思考。任务完成以小组为单位，通过pair work，group work等活动，体现了“自主、合作、探究”的理念，全方位地帮助学生理解掌握本节课所学知识，并加以运用。但是在实际授课中，部分细节还有待改进与商讨。教师要掌握教学节奏，语言精练的同时要把握课堂指导的度，给学生简洁明了的指示，让学生有充分的时间思考与讨论。处理两则广告时，要引导学生在关注颜色与情绪之间关系之余，对于一些细节如阳光、广告用途等稍作考虑，并开拓思维，发挥想象。但部分同学过于追求思维的奇特，而忽略了文章写作的主旨。大多数学生能按照评价标准来完成作文，但语法错误偏多，环节设计时还应该更多地关注学生的语言输入，操练要更加丰富。

因为本课写作对象为两则广告的模特，所以老师首先播放的一段关于伦敦时装秀的视频能迅速激起学生对于颜色的兴趣，并引入话题，让他们能积极参与到课堂中来。然后师生自由对话，谈论在视频里看到的色彩，并追问学生更多关于它们的信息，创造良好的交流环境，鼓励学生勇于表达自己，为接下来的活动奠定基础，激发了学生的写作兴趣。

在本节课中，通过老师与学生的交流讨论，老师有意识引导学生关注模特服装的颜色，并回忆各种颜色代表的含义，导入生词、词组与句型，为写作积累词汇与句子，做好充分的语言材料输入，为写作输出做好准备。

本课教师通过填表格、回答问题、写提纲、归纳段落大意，再一次让学生深刻理解了范文的篇章脉络，学生的段落意识也得到进一步提升，并熟悉英语作文语句的语法思维，在学生进行正式写作时，根据自己填写的表格信息和黑板上总结的常用表达写作。写完以后学生互相批改作文，并根据表格里的评分标准打分。这样可以让学生在学习好作文的亮点和表达以及拓宽思路的同时，发现自己写作时的不足，提高自批自改的能力。

但是在处理写作课时教师注重了说、读、写之间的内在联系，也可以适当加入听力训练。建议应加强课堂的趣味性，可采用游戏、竞猜、竞争等多种形式，去激发学生的积极性，培养学生竞争与合作的精神。另外段落写作的方式主要包括句子扩展、连词的运用与句子衔接等，教师如何有效地激发学生的兴趣，让学生自主感受、总结写作方式，利用多种方式有效地讲授段落写作的方法以及课堂升华部分还可以再改进。