中考英语作文中考备考教案（表格式）

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课题名称 中考作文备考课
教学内容分析 本节课的教学内容围绕中考英语作文备考展开，以“Learn to Be Thankful”为主题，通过具体的写作任务，指导学生掌握写作的基本步骤和技巧，提升他们的写作能力。内容包括审题、选点、组句、成文、修改等环节，旨在帮助学生在写作中表达对某个重要人物的感激之情，培养感恩意识。
学生分析 初中学生具有一定的英语基础，能够理解和使用基本的词汇和句型。然而，在书面表达方面，他们可能存在语言表达不准确、文本连贯性差等问题。学生对“感恩”这一主题有一定的生活体验，能够较容易地找到相关素材，但需要在教师的引导下，进一步提升写作的逻辑性和表达的丰富性。
教学目标 掌握写作的基本技巧，包括审题、选点、组句、成文、修改。
能够在教师的帮助下或以小组讨论的方式起草作文，并在教师的指导下或同伴帮助下完善作文。
通过写作，培养学生感恩的意识和表达感恩的能力。
教学重难点 教学重点：掌握写作的基本步骤。教学难点：运用所学语言知识完善提高作文水平。提升书面表达的准确性和文本连贯性。
教学策略 自主学习和合作学习法：通过小组讨论和合作学习，激发学生的主动性和参与感。任务型教学法：通过具体的写作任务，帮助学生在实践中掌握写作技巧。情境教学法：通过播放相关短片或故事，创设真实的语言情境，激发学生的情感共鸣。
教学媒体与资源的选择与应用 短片或故事视频：播放与感恩主题相关的短片或故事，激发学生的情感共鸣与思考。多媒体设备：投影学生的优秀作文，进行展示和点评。教学PPT：展示写作的步骤和技巧，提供具体的写作指导。
教学准备 教师：课件，绘图工具学生：课本，笔记本，黑笔
教学实施过程 教师活动 学生活动 设计意图
1.Lead-in: Contextual Daily Report 1.Teaching design: Teachers play a short video about gratitude or share a touching true story to stimulate students' empathy and thinking.Example: Play a video about family members supporting each other. Students watch a short film or listen to a real-life story about gratitude and familial support. The teacher plays a short film about gratitude or shares a touching real-life story to evoke students' empathy and prompt deeper reflection on the theme of thankfulness.
1. Pair Work: Immersion in Context 1.Teaching Design: The teacher divides students into small groups. Each group discusses and uses given prompt words (kind, hardworking, helpful, encourage, solve the problem) to create sentences, ensuring a deeper understanding of vocabulary in context.Example Sentences:"My mother is very kind and always supports me.""My father is hardworking and sets a good example for me."Detailed Steps:Group Formation:Vocabulary Discussion:Prompt Words: Provide each group with a list of prompt words (kind, hardworking, helpful, encourage, solve the problem).Task: Students discuss the meanings of these words and think of personal examples where these qualities were evident.Sentence Creation:Activity: Each group creates sentences using the prompt words to describe people they are thankful for.Example Sentences:"My friend is always helpful when I need assistance with my homework.""My teacher encourages me to do my best in every subject." Group Sharing: Groups share their sentences with the class, promoting discussion and feedback. Teacher's Role: Organize students into small groups. Objective: Facilitate collaborative learning and peer interaction.
2. Analyze: Topic Analysis 2.Teaching Design: The teacher guides students through the process of analyzing the writing topic, clarifying the essay requirements and direction. The teacher asks guiding questions to help students think critically about the topic.Guiding Questions:Who is the person you would most like to thank What kind of person is he/she Why do you thank him/her Detailed Steps:Topic Breakdown:Teacher's Role: Explain the essay topic and its componentsExample:Who: "I would like to thank my grandmother."What kind: "She is kind and wise."Why: "She has taught me many life lessons and always supports me." Activity: Students brainstorm answers to the guiding questions, noting down ideas. Objective: Ensure students understand the task and can identify key elements.
3.Write the Outline: Structuring Information 3.Teaching Design: The teacher explains how to write an essay outline, guiding students on organizing information and distributing details appropriately.Outline Structure:Opening: Briefly describe the person you would most like to thank.Body: Provide a specific description of the person's character, behavior, and impact on you.Conclusion: Summarize your gratitude to the person.Detailed Steps:Outline Explanation:Teacher's Role: Provide a clear explanation of each part of the outline.Outline Creation:Example:Opening: "The person I would most like to thank is my grandmother."Body:"She is kind and always listens to my problems.""Her hardworking nature inspires me to do my best.""She has taught me important life lessons."Conclusion: "I am deeply grateful for her constant support and love.............."Peer Review:Activity: Students exchange outlines and provide feedback on clarity and completeness. Activity: Students create their own outlines based on the given structure. Objective: Help students understand the structure of a well-organized essay.
4.Writing: Expanding Content 4.Teaching Design: The teacher provides time for students to develop their outlines into full essays, expanding on each point.Detailed Steps:Writing Time:Teacher's Role: Provide guidance and support as students write.Example:"My grandmother is the person I would most like to thank. She is incredibly kind and always listens to my problems. Her hardworking nature inspires me to do my best in everything I do. Additionally, she has taught me many important life lessons, such as the value of perseverance and kindness. ....... Activity: Students write their essays, ensuring they follow their outlines and include detailed examples. Objective: Allow students to practice expanding their ideas into full paragraphs.
5.Polishing Writing: Enhancing Quality 5.Teaching Design: The teacher explains the use of common linking words and advanced sentence structures, such as clauses and passive voice, providing specific techniques for refining students' writing.Examples of Linking Words and Advanced Sentence Structures:Linking Words: Firstly, moreover, in addition, however, thereforeAdvanced Sentence Structures: Using relative clauses (e.g., "The person who has influenced me the most is..."), passive voice (e.g., "I was deeply influenced by her kindness").Detailed Steps:Explanation of Techniques:Teacher's Role: Introduce and explain the importance of using linking words and advanced sentence structures to enhance essay coherence and sophistication.Demonstration:Example:"Firstly, my grandmother's kindness is evident in her actions.""Moreover, she is hardworking and sets a positive example for me.""The lessons that she has taught me, which are invaluable, have shaped who I am......."Practice:Activity: Students revise their essays to include linking words and advanced sentence structures.Peer Review: Students exchange essays and provide feedback on the use of linking words and sentence complexity.Refinement:Activity: Students make final revisions to their essays, focusing on clarity, coherence, and sophistication. Activity: The teacher provides examples of how to incorporate linking words and advanced sentence structures into their essays. Objective: Equip students with tools to improve the flow and complexity of their writing.
6. Presentation: Peer Review and Exchange 6. Instructional design: The teacher organises the presentation of compositions by students. The selected compositions can be read aloud or displayed through the projector for group comments and discussion. Afterwards students assess each other at the same table.Specific stepsPrepare for the presentation:Teacher's role: Instruct students how to present their compositions effectively.Students' presentations:Example: A student writes: "My grandmother is very kind and she has always been unwavering in her support for me. I deeply admire her hardworking nature. In addition, the life lessons she has taught me have been invaluable. Therefore, I am very grateful for her presence in my life."Group Review:Interactive session: Table-to-table review.Focus:Clarity of expressionUse of associated words and advanced structuresEmotional impact and coherenceFeedback and improvement:Activity: Students record feedback and suggestions for improvement.Essay correction requires attention to handwritingRevision: Students make final revisions to their essays based on feedback from peers and teacher. Activity: Students present their essays to the class. This can be done through reading aloud, or the teacher can project selected essays for visual reference. Objective: Foster public speaking skills and encourage sharing of ideas.
三、practise 1. Homework: Practice and ApplicationTeaching design: Assign homework and ask students to complete an English composition on "Learn to Be Thankful" at home, with a word count of not less than 80 words, to further consolidate what they have learnt in class. Students write their compositions, ensuring they meet the minimum word count of 80 words. They should incorporate vocabulary and sentence structures practiced in class. Apply vocabulary and writing techniques in a coherent and meaningful way.
教学效果评价 课堂观察：关注学生在小组讨论和写作过程中的表现，及时给予指导和反馈。作文批改：对学生完成的作文进行批改，从内容、结构、语言等方面进行评价，并给予具体的修改建议。同伴互评：组织学生进行互评，通过互相学习和交流，提升写作水平。总结反馈：在总结环节，通过师生互动，了解学生的学习收获和存在的问题，及时调整教学策略。