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一、教学目标
学生学会用运用4条写作技巧修改作文，提升作文质量。
二、教学难点
运用连接词增加文章的连贯性。
三、教学准备
PPT，阅读材料，小组活动材料，评价表，备用练习。
四、教学过程
Step1 Starter Odd One Out
T： Look at the four words and decide Which one is different and why ？One minute.
（Show fantastic， excellent， worse， great on PPT）
S1：Worse is different， it’s比较级，others are not. （孩子不会说比较级）
S2：Fantastic is different because it doesn’t have a letter e.
S3：Worse is different because the others are positive， worse is negetive.
……
（设计意图：1.热身，活跃思维，让学生首先感知一下这些词汇。
2. fantastic， excellent， great都是表示“好的”比较高级的词汇，与本课的教学内容相符。）
T： Fantastic！ Today we’ll talk about how to make our writing more interesting.
Step 2 Guided discovery
1. Self-exploring
T：First， read these two descriptions.Which is more interesting？ Two minutes for reading.
1. Last year I went to Japan to see the World Cup Final. It was a very good experience.
We were very excited. We arrived at the stadium five hours early.
There were lots of people outside the stadium. A lot of the people were dancing and singing.
We went into the stadium and went to our seats.
2. Last year I went to Japan to see the World Cup Final. It was a fantastic experience！
We were really excited so we arrived at the huge， modern stadium five hours early.
There were thousands of happy people outside and a lot of them were dancing and singing loudly.We went inside and couldn’t wait to get to our seats.
（Hand out the reading material）
（The Ss do the reading）
T： Which one do you think is more interesting？ Show me with your fingers.
（让学生，用手势告知答案，这样很直观，又可以帮助集中学生注意力。）
All the students agree the second one is more interesting.
T： Can you tell me why you think the second one is better？
S4： There are some good words， such as fantastic， huge and so on.
S5： The sentences are longer.
S6： Thousands of and couldn’t wait to get to our seats are better.
（设计意图：让学生先自己思考，使他们产生学习的需求）
2. Guided exploring
（1）自学
T： Excellent. You have read the two paragraphs very carefully. Now I’ll tell you what I think.
（Hand out the sheet of the writing tips）
T： Now I’ll give you five minutes to learn the tips by yourselves.
（The Ss learn the tips by themselves， the teacher walks around the classroom and does the mornitoring， or notes down the difficulties they have.） Writing tip （Making your writing more interesting）
1.Think about the language you want to use. Is there a more interesting or dramatic way of saying what you want to say？ How does the writer in text 2 say：It was a very good experience； lots of people； We went to our seats？
2. Add details to your writing. One way to do this is to use adjectives and adverbs. In text2， how does the writer describe： the stadium； the people； the dancing and singing？ Underline the adjectives and adverbs in text2.
3.Too many short sentences can sound boring. Link some of them together with words like so，because，while，but， etc. Circle the linking word in text2.
4. Try not to repeat the same words too often. How does the writer in text2 say：the people； We went into the stadium？
（2）互学
T： Check your answers in groups of four， three minutes.
（设计意图：有些学生并不能完全看懂这些写作技巧，本环节是为学生提供一个互相学习的机会。）
T： Do you need any help with the writing tips？
（在PPT上展示答案）
Last year I went to Japan to see the World Cup Final. It was a fantastic experience！ We were really excited so we arrived at the huge， modern stadium five hours early. There were thousands of happy people outside and a lot of them were dancing and singing loudly. We went inside and couldn’t wait to get to our seats.
Ss： No.
3.Upgrading
T： （进一步追问）Now look at Tip1， why do we say couldn’t wait to get to our seats is more dramatic than went to our seats.
S7： It’s a good expression.
S8： It means 迫不及待的做某事，we can see how they feel.
T： Excellent， I quite agree. This phrase tells us not only the fact but also their feeling.
T：Now Tip2， can you think of more words to describe the experience or the singing and dancing
S9： An unforgetable experience.
S10：An exciting experience.
S11： A lot of them were dancing and singing happily .
T： It’s OK. But there is a happy here.（Point to happy people）
S11：Well， then we can change happy into exciting.
T：Wow， what a good idea！
（设计意图：通过追问加深学生思维的深度。）
T：OK， boys and girls， can you use the idea of Tip2 to make this sentence more interesting. Work in pairs. One minute.
（Show the sentence A cat is sleeping on PPT. ）
T：Let’s see how everything is going. S12， your sentence？
S12： A black cat is sleeping comfortably in the sun.
S13：A yellow and white cat with no tail is sleeping quietly in the box. … …
（The longest sentence is A little white cat is sleeping soundly on the big， red leather sofa， while her mother is looking for her everywhere.）
（活动设计意图：在活动中运用Tip2的学作技巧。）
T：Well done， everybody！ Let’s move on to Tip3. Can you think of some linking words without looking at your reading material.（Brain Storm）
S14： And， but， then， so， because， while.
T： Good job！ Any other words？
S15： Although， however.
S16：Or， when.
T： OK， Let’s play a game with linking words.（Hand out two piles of paper， put them on the desk.） Play the game in groups of four. Choose one sentence from these sentences， then choose a linking word from these linking words . Then continue the sentence with the linking word. Let’s see. My sentence is He married Susan.The linking word is because，so my sentence is He married Susan because he loves her very much. Do you know how to play the game now？
All the Ss： Yes.
T： Then three minutes in groups of four.
（The students play the game， and the teacher does the monitoring .）
（小组活动的操作方法：准备六个句子及四个连词分别打印到纸条上，分两组扣放到桌面上，学生们从句子和连词中分别抽一个纸条，进行续写句子的活动。全组成员同时抽，根据抽到的句子和连词，在纸条上续写句子，再轮流说。因为抽到什么句子，什么连词都是变数，所以通常学生都很喜欢这个游戏。）
1. The beef is delicious …
2. The teacher is nice…
3. Simon is ill…
4. I’m learning English…
5. She bought a new bike…
6. I can’t come out this Sunday…
连词 and， but， so， because.
（设计意图：在活动中运用Tip3的写作技巧。）
Step 3 Extentions
T： Did you have fun playing the game？
Ss： Yes.
T： I’m glad to hear that. Next I’d like to make sure you’ve understand all the tips.
T： There is a passage， but it’s not very interesting. Please， rewrite it to make it more interesting. Use the ideas in the writing tip. Five minutes for you.
It was 10 pm and I was late for the party. I got in my car. I drove to the party.
A dog ran into the road.I saw the dog. I tried to stop. I lost control of the car.
I hit a tree.
（The Ss rewrite the passage all by themselves. The teacher does the mornitoring and helps the students if necessary.）
（Assessing）
T：Please check and improve your passage according to the checklist.Two minutes.
T： Now pass your passage to the student behind you， the last student bring yours to the the first one. Check you partener’s passage according to the checklist. Another two minutes.
T： Read the passage again and underline at least one good sentence. One minute. T： Get back your own passage and share your own good sentence or the good sentence you get from other students in your group.Three minutes.
（The teacher does the monitoring and notes down the difficulities the Ss have，or the good sentences they have got.）
（设计意图：通过学生的自评，首先帮助他们回顾本节课的写作方法，提醒他们有意识的运用到自己的写作中。互评和分享活动为他们提供了互相学习，共同提高的机会。）
学生作品
It was 10pm and I was worried because I was late for the party. I got in my car and drove as fast as I could to the party. Suddenly， I saw a dog run into the road. I ytried to stop， but I lost control of the car and hit a tree. Luckily， I was not badly hurt.
Homework
1. Rewrite your composition neatly and beautifully， put it up on the back blackboard.
2. Find a passage you think is good.Share it with other students. And tell us why you think it’s good， according to the writing tips.
（设计意图：作业1让学生根据课上收集到的信息，进一步修改文章，贴到后黑板的展示栏让大家分享。）
五、教学反思
第一，写作一直是让师生很头疼的一个话题，往往是很费时费力最终还效果不佳。在教学中，教师可以为学生提供一些写作的技巧，比如：如何审题？如何分段等等？本课给学生提供的是修改作文的技巧，当然学生还是要平时加强知识积累，并在写作中有意识地运用这些技巧，学习才有实效。
第二，笔者的设计理念是，以学生为中心，以活动为载体，以提高能力为目标，让学生自己探索、体验知识获得的过程。教师设计的活动有一定的梯度，本课的活动是从词到句再到篇。活动的形式以小组合作学习为主。教师的主要作用是，设计任务，制定规则，设定时限，提供帮助，记录问题，启迪思维，给予评价。
第三，运用了过程性评价，制定了学生自评和互评的标准，采用了自评、互评和他评的评价方式。
第四，注意了教师指令性语言的简单、清晰、明确。
第五，注意运用了追问来加深学生思维的深度。
以上都是笔者根据自己对新课标的理解，在设计授课过程中进行的一些思索和尝试，希望得到各位专家的批评指正，衷心的表示感谢！
六、备用练习
Rewrite the sentences to make them more interesting. Use the ideas in the tips.
1.She walked into the room and sat down in the chair.（tip 2）
2.My alarm clock didn’t ring. I was late for work.（tip 3）
3.The meal was great.（tip1）
4.My favourite restaurant is an Italian restaurant. The restaurant is the best restaurant in town.（tip4）
学生学会用运用4条写作技巧修改作文，提升作文质量。
二、教学难点
运用连接词增加文章的连贯性。
三、教学准备
PPT，阅读材料，小组活动材料，评价表，备用练习。
四、教学过程
Step1 Starter Odd One Out
T： Look at the four words and decide Which one is different and why ？One minute.
（Show fantastic， excellent， worse， great on PPT）
S1：Worse is different， it’s比较级，others are not. （孩子不会说比较级）
S2：Fantastic is different because it doesn’t have a letter e.
S3：Worse is different because the others are positive， worse is negetive.
……
（设计意图：1.热身，活跃思维，让学生首先感知一下这些词汇。
2. fantastic， excellent， great都是表示“好的”比较高级的词汇，与本课的教学内容相符。）
T： Fantastic！ Today we’ll talk about how to make our writing more interesting.
Step 2 Guided discovery
1. Self-exploring
T：First， read these two descriptions.Which is more interesting？ Two minutes for reading.
1. Last year I went to Japan to see the World Cup Final. It was a very good experience.
We were very excited. We arrived at the stadium five hours early.
There were lots of people outside the stadium. A lot of the people were dancing and singing.
We went into the stadium and went to our seats.
2. Last year I went to Japan to see the World Cup Final. It was a fantastic experience！
We were really excited so we arrived at the huge， modern stadium five hours early.
There were thousands of happy people outside and a lot of them were dancing and singing loudly.We went inside and couldn’t wait to get to our seats.
（Hand out the reading material）
（The Ss do the reading）
T： Which one do you think is more interesting？ Show me with your fingers.
（让学生，用手势告知答案，这样很直观，又可以帮助集中学生注意力。）
All the students agree the second one is more interesting.
T： Can you tell me why you think the second one is better？
S4： There are some good words， such as fantastic， huge and so on.
S5： The sentences are longer.
S6： Thousands of and couldn’t wait to get to our seats are better.
（设计意图：让学生先自己思考，使他们产生学习的需求）
2. Guided exploring
（1）自学
T： Excellent. You have read the two paragraphs very carefully. Now I’ll tell you what I think.
（Hand out the sheet of the writing tips）
T： Now I’ll give you five minutes to learn the tips by yourselves.
（The Ss learn the tips by themselves， the teacher walks around the classroom and does the mornitoring， or notes down the difficulties they have.） Writing tip （Making your writing more interesting）
1.Think about the language you want to use. Is there a more interesting or dramatic way of saying what you want to say？ How does the writer in text 2 say：It was a very good experience； lots of people； We went to our seats？
2. Add details to your writing. One way to do this is to use adjectives and adverbs. In text2， how does the writer describe： the stadium； the people； the dancing and singing？ Underline the adjectives and adverbs in text2.
3.Too many short sentences can sound boring. Link some of them together with words like so，because，while，but， etc. Circle the linking word in text2.
4. Try not to repeat the same words too often. How does the writer in text2 say：the people； We went into the stadium？
（2）互学
T： Check your answers in groups of four， three minutes.
（设计意图：有些学生并不能完全看懂这些写作技巧，本环节是为学生提供一个互相学习的机会。）
T： Do you need any help with the writing tips？
（在PPT上展示答案）
Last year I went to Japan to see the World Cup Final. It was a fantastic experience！ We were really excited so we arrived at the huge， modern stadium five hours early. There were thousands of happy people outside and a lot of them were dancing and singing loudly. We went inside and couldn’t wait to get to our seats.
Ss： No.
3.Upgrading
T： （进一步追问）Now look at Tip1， why do we say couldn’t wait to get to our seats is more dramatic than went to our seats.
S7： It’s a good expression.
S8： It means 迫不及待的做某事，we can see how they feel.
T： Excellent， I quite agree. This phrase tells us not only the fact but also their feeling.
T：Now Tip2， can you think of more words to describe the experience or the singing and dancing
S9： An unforgetable experience.
S10：An exciting experience.
S11： A lot of them were dancing and singing happily .
T： It’s OK. But there is a happy here.（Point to happy people）
S11：Well， then we can change happy into exciting.
T：Wow， what a good idea！
（设计意图：通过追问加深学生思维的深度。）
T：OK， boys and girls， can you use the idea of Tip2 to make this sentence more interesting. Work in pairs. One minute.
（Show the sentence A cat is sleeping on PPT. ）
T：Let’s see how everything is going. S12， your sentence？
S12： A black cat is sleeping comfortably in the sun.
S13：A yellow and white cat with no tail is sleeping quietly in the box. … …
（The longest sentence is A little white cat is sleeping soundly on the big， red leather sofa， while her mother is looking for her everywhere.）
（活动设计意图：在活动中运用Tip2的学作技巧。）
T：Well done， everybody！ Let’s move on to Tip3. Can you think of some linking words without looking at your reading material.（Brain Storm）
S14： And， but， then， so， because， while.
T： Good job！ Any other words？
S15： Although， however.
S16：Or， when.
T： OK， Let’s play a game with linking words.（Hand out two piles of paper， put them on the desk.） Play the game in groups of four. Choose one sentence from these sentences， then choose a linking word from these linking words . Then continue the sentence with the linking word. Let’s see. My sentence is He married Susan.The linking word is because，so my sentence is He married Susan because he loves her very much. Do you know how to play the game now？
All the Ss： Yes.
T： Then three minutes in groups of four.
（The students play the game， and the teacher does the monitoring .）
（小组活动的操作方法：准备六个句子及四个连词分别打印到纸条上，分两组扣放到桌面上，学生们从句子和连词中分别抽一个纸条，进行续写句子的活动。全组成员同时抽，根据抽到的句子和连词，在纸条上续写句子，再轮流说。因为抽到什么句子，什么连词都是变数，所以通常学生都很喜欢这个游戏。）
1. The beef is delicious …
2. The teacher is nice…
3. Simon is ill…
4. I’m learning English…
5. She bought a new bike…
6. I can’t come out this Sunday…
连词 and， but， so， because.
（设计意图：在活动中运用Tip3的写作技巧。）
Step 3 Extentions
T： Did you have fun playing the game？
Ss： Yes.
T： I’m glad to hear that. Next I’d like to make sure you’ve understand all the tips.
T： There is a passage， but it’s not very interesting. Please， rewrite it to make it more interesting. Use the ideas in the writing tip. Five minutes for you.
It was 10 pm and I was late for the party. I got in my car. I drove to the party.
A dog ran into the road.I saw the dog. I tried to stop. I lost control of the car.
I hit a tree.
（The Ss rewrite the passage all by themselves. The teacher does the mornitoring and helps the students if necessary.）
（Assessing）
T：Please check and improve your passage according to the checklist.Two minutes.
T： Now pass your passage to the student behind you， the last student bring yours to the the first one. Check you partener’s passage according to the checklist. Another two minutes.
T： Read the passage again and underline at least one good sentence. One minute. T： Get back your own passage and share your own good sentence or the good sentence you get from other students in your group.Three minutes.
（The teacher does the monitoring and notes down the difficulities the Ss have，or the good sentences they have got.）
（设计意图：通过学生的自评，首先帮助他们回顾本节课的写作方法，提醒他们有意识的运用到自己的写作中。互评和分享活动为他们提供了互相学习，共同提高的机会。）
学生作品
It was 10pm and I was worried because I was late for the party. I got in my car and drove as fast as I could to the party. Suddenly， I saw a dog run into the road. I ytried to stop， but I lost control of the car and hit a tree. Luckily， I was not badly hurt.
Homework
1. Rewrite your composition neatly and beautifully， put it up on the back blackboard.
2. Find a passage you think is good.Share it with other students. And tell us why you think it’s good， according to the writing tips.
（设计意图：作业1让学生根据课上收集到的信息，进一步修改文章，贴到后黑板的展示栏让大家分享。）
五、教学反思
第一，写作一直是让师生很头疼的一个话题，往往是很费时费力最终还效果不佳。在教学中，教师可以为学生提供一些写作的技巧，比如：如何审题？如何分段等等？本课给学生提供的是修改作文的技巧，当然学生还是要平时加强知识积累，并在写作中有意识地运用这些技巧，学习才有实效。
第二，笔者的设计理念是，以学生为中心，以活动为载体，以提高能力为目标，让学生自己探索、体验知识获得的过程。教师设计的活动有一定的梯度，本课的活动是从词到句再到篇。活动的形式以小组合作学习为主。教师的主要作用是，设计任务，制定规则，设定时限，提供帮助，记录问题，启迪思维，给予评价。
第三，运用了过程性评价，制定了学生自评和互评的标准，采用了自评、互评和他评的评价方式。
第四，注意了教师指令性语言的简单、清晰、明确。
第五，注意运用了追问来加深学生思维的深度。
以上都是笔者根据自己对新课标的理解，在设计授课过程中进行的一些思索和尝试，希望得到各位专家的批评指正，衷心的表示感谢！
六、备用练习
Rewrite the sentences to make them more interesting. Use the ideas in the tips.
1.She walked into the room and sat down in the chair.（tip 2）
2.My alarm clock didn’t ring. I was late for work.（tip 3）
3.The meal was great.（tip1）
4.My favourite restaurant is an Italian restaurant. The restaurant is the best restaurant in town.（tip4）