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mmunication)的目的。 ④ Group report. Ask a few group leaders to give an account of what they have got in the discussion. Meanwhile, the teacher writes down on the blackboard what they might mention in their report, including the key points or some new words, and demonstrates some of the sentence patterns the students might use in their writing. The teacher also gets involved in their discussion, and helps them to get ready for the writing. 简评：本节课尽管是写作课，但是学生们的听、说、读、写的能力均得到了一定程度的锻炼，有关的词汇、句型和语法等语言知识也得到了复现和巩固；学生在浏览和阅读完报纸之后所掌握的信息，以及所交流的内容，还可以帮助我们了解我们所教的学生对于哪方面的东西感兴趣，这将有利于我们未来的教学；同时，小组之间的交流以及教师的介入(mediation)，如类似于有关信息的Brainstorming，在某种程度上也为学生在写作内容和方法上起搭起了一个脚手架(Scaffold)。 ⑤ Brainstorming and writing. Before the students start, ask them to write the outline first, then the topic sentence of each paragraph, and the key points they are going to talk about in the passage as well as the transitional words they might use. And all this can be referred to when they set out to write, plus their notes taken when reading the paper and what the teacher has written on the blackboard. The teacher walks around the classroom to give the students individual guidance. What’s more, students of different levels should not be equally required. Some top students can try to use the advanced vocabulary or sentence patterns, while average or low-level students can just try to make themselves clear. 简评：该步骤是本节课的核心，是学生写作技能训练的具体实施过程。对于写作过程进行详细和具体的指导是目前写作教学研究的重点。构思和编写提纲、写主题句以及关键词对于初级写作训练是必不可少的步骤和环节，这样做可以保证学生所写的文章在语篇结构和层次条理清晰、重点突出，同时，再加上他们在阅读时所做的笔记或摘抄，应该说他们已经积累了丰富的材料和清晰的写作思路，写作只是如何对语言进行组织的问题了。 ⑥ Group Assessment (Evaluation?). The students check carefully after they have finished writing, and then exchange with their partners for correction and evaluation. The teacher chooses two or three copies to present to the whole class via the overhead projector, points out the typical errors or mistakes and gives the students encouraging evaluation, especially to those who have achieved apparent progress or done some excellent jobs. 简评：课后批改学生作文是令英语老师们非常头疼的一件事。学生的作文中错误多，修改起来非常麻烦，而且即使老师费了很多时间和精力批阅了，恐怕也只有个别或少数学生能认真地看一看；但是通过学生当堂自查和互查以及老师通过实物投影在屏幕上的讲评，就能够过滤和纠正一部分典型的错误，同时也锻炼了学生的改错能力；他们通过讨论加深了对有关知识的认识，还减轻了老师的负担；老师的评价以鼓励和表扬为主，这主要是为了保护同学们的写作热情和积极性。任何一个学生都不会故意犯错误，在写作中出现这样或那样的错误是很正常的；关键是老师们应该把学生出的错误进行归类并分析错误原因，以及在以后的写作中如何避免类似错误的再次发生；对于错误进行归纳和集体更正可以给犯错误的同学“留面子”，保护其自尊心，有利于其健全人格的培养。 ⑦ After-class assignment: Ask the students to copy the composition into the exercise books and hand it in to the teacher for further correction. And the teacher will select the best ones to exhibit to the whole class. Requirements on doing the homework: Write carefully after correction; make sure the writing will be neat, clean and tidy. Underline or highlight the important sentences or points for further reference in the future. Give self-evaluation to the homework, marking A, B or C and signing their own names and the date. 简评：这样做使本节课的写作任务得到进一步的落实，同时也锻炼了同学们的英文书写能力；尽管在课上老师已经对于一至两篇进行了点评，但是每个学生肯定还有个人的问题。所以老师的及时反馈是学生们认识到自己在写作中存在哪些问题和如何解决这种问题从而提高写作水平的有效措施；此外，认知心理学的观点认为，人对外界事物的认知过程中还伴随着一种认知，称为“元认知(meta-cognition)”。元认知的一个重要机制就是自我监控，对自我认知的过程进行反思。在评价活动中有效地发展学生自我评价能力，对学生素质的提高是十分有益的。 2、综合评述 (1) 提倡“任务型”的教学方法：该堂的课教学内容是介绍并要求学生阅读《中国日报》、《上海学生英文报》、《学生双语报》、《21世纪中学生英文报》等英文报纸，搜集相关信息，在老师指导下写一篇说明文，介绍自己最喜欢的英文报纸；任务的设计真实，难易程度适中，比较容易为学生所接受。任务的完成过程中有学生结合自身的知识背景主动对意义进行构建，有为完成任务而进行的合作和交流，还有老师和同学们之间对任务的积极评价；教师为学生设计了较好的学习环境：即学习者在追求学习目标和问题解决的活动中可以使用多样的工具和信息资源并相互合作和支持的场所(毛新勇，1999)。写作方法是在老师引导下，通过阅读、记笔记、交流、讨论、构思、写提纲、写作等步骤完成的，属于Guided Writing。