2026届中考英语一轮复习：作文中考备考教案

这是一份2026届中考英语一轮复习：作文中考备考教案，共6页。教案主要包含了practise等内容，欢迎下载使用。
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 t 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: Cntextual Daily Reprt
1.Teaching design: Teachers play a shrt vide abut gratitude r share a tuching true stry t stimulate students' empathy and thinking.
Example: Play a vide abut family members supprting each ther.
Students watch a shrt film r listen t a real-life stry abut gratitude and familial supprt.


The teacher plays a shrt film abut gratitude r shares a tuching real-life stry t evke students' empathy and prmpt deeper reflectin n the theme f thankfulness.
1. Pair Wrk: Immersin in Cntext
1.Teaching Design: The teacher divides students int small grups. Each grup discusses and uses given prmpt wrds (kind, hardwrking, helpful, encurage, slve the prblem) t create sentences, ensuring a deeper understanding f vcabulary in cntext.
Example Sentences:
"My mther is very kind and always supprts me."
"My father is hardwrking and sets a gd example fr me."
Detailed Steps:
Grup Frmatin:
Vcabulary Discussin:
Prmpt Wrds: Prvide each grup with a list f prmpt wrds (kind, hardwrking, helpful, encurage, slve the prblem).
Task: Students discuss the meanings f these wrds and think f persnal examples where these qualities were evident.
Sentence Creatin:
Activity: Each grup creates sentences using the prmpt wrds t describe peple they are thankful fr.
Example Sentences:
"My friend is always helpful when I need assistance with my hmewrk."
"My teacher encurages me t d my best in every subject."
Grup Sharing: Grups share their sentences with the class, prmting discussin and feedback.
Teacher's Rle: Organize students int small grups. Objective: Facilitate cllabrative learning and peer interactin.
2. Analyze: Tpic Analysis
2.Teaching Design: The teacher guides students thrugh the prcess f analyzing the writing tpic, clarifying the essay requirements and directin. The teacher asks guiding questins t help students think critically abut the tpic.
Guiding Questins:
Wh is the persn yu wuld mst like t thank?
What kind f persn is he/she?
Why d yu thank him/her?
Detailed Steps:
Tpic Breakdwn:
Teacher's Rle: Explain the essay tpic and its cmpnents
Example:
Wh: "I wuld like t thank my grandmther."
What kind: "She is kind and wise."
Why: "She has taught me many life lessns and always supprts me."
Activity: Students brainstrm answers t the guiding questins, nting dwn ideas.
Objective: Ensure students understand the task and can identify key elements.
3.Write the Outline: Structuring Infrmatin
3.Teaching Design: The teacher explains hw t write an essay utline, guiding students n rganizing infrmatin and distributing details apprpriately.
Outline Structure:
Opening: Briefly describe the persn yu wuld mst like t thank.
Bdy: Prvide a specific descriptin f the persn's character, behavir, and impact n yu.
Cnclusin: Summarize yur gratitude t the persn.
Detailed Steps:
Outline Explanatin:
Teacher's Rle: Prvide a clear explanatin f each part f the utline.
Outline Creatin:
Example:
Opening: "The persn I wuld mst like t thank is my grandmther."
Bdy:
"She is kind and always listens t my prblems."
"Her hardwrking nature inspires me t d my best."
"She has taught me imprtant life lessns."
Cnclusin: "I am deeply grateful fr her cnstant supprt and "
Peer Review:
Activity: Students exchange utlines and prvide feedback n clarity and cmpleteness.
Activity: Students create their wn utlines based n the given structure.
Objective: Help students understand the structure f a well-rganized essay.
4.Writing: Expanding Cntent
4.Teaching Design: The teacher prvides time fr students t develp their utlines int full essays, expanding n each pint.
Detailed Steps:
Writing Time:
Teacher's Rle: Prvide guidance and supprt as students write.
Example:
"My grandmther is the persn I wuld mst like t thank. She is incredibly kind and always listens t my prblems. Her hardwrking nature inspires me t d my best in everything I d. Additinally, she has taught me many imprtant life lessns, such as the value f perseverance and kindness.
Activity: Students write their essays, ensuring they fllw their utlines and include detailed examples.
Objective: Allw students t practice expanding their ideas int full paragraphs.
5.Plishing Writing: Enhancing Quality
5.Teaching Design: The teacher explains the use f cmmn linking wrds and advanced sentence structures, such as clauses and passive vice, prviding specific techniques fr refining students' writing.
Examples f Linking Wrds and Advanced Sentence Structures:
Linking Wrds: Firstly, mrever, in additin, hwever, therefre
Advanced Sentence Structures: Using relative clauses (e.g., "The persn wh has influenced me the mst is..."), passive vice (e.g., "I was deeply influenced by her kindness").
Detailed Steps:
Explanatin f Techniques:
Teacher's Rle: Intrduce and explain the imprtance f using linking wrds and advanced sentence structures t enhance essay cherence and sphisticatin.
Demnstratin:
Example:
"Firstly, my grandmther's kindness is evident in her actins."
"Mrever, she is hardwrking and sets a psitive example fr me."
"The lessns that she has taught me, which are invaluable, have shaped wh I "
Practice:
Activity: Students revise their essays t include linking wrds and advanced sentence structures.
Peer Review: Students exchange essays and prvide feedback n the use f linking wrds and sentence cmplexity.
Refinement:
Activity: Students make final revisins t their essays, fcusing n clarity, cherence, and sphisticatin.
Activity: The teacher prvides examples f hw t incrprate linking wrds and advanced sentence structures int their essays.
Objective: Equip students with tls t imprve the flw and cmplexity f their writing.
6. Presentatin: Peer Review and Exchange
6. Instructinal design: The teacher rganises the presentatin f cmpsitins by students. The selected cmpsitins can be read alud r displayed thrugh the prjectr fr grup cmments and discussin. Afterwards students assess each ther at the same table.
Specific steps
Prepare fr the presentatin:
Teacher's rle: Instruct students hw t present their cmpsitins effectively.
Students' presentatins:
Example: A student writes: "My grandmther is very kind and she has always been unwavering in her supprt fr me. I deeply admire her hardwrking nature. In additin, the life lessns she has taught me have been invaluable. Therefre, I am very grateful fr her presence in my life."
Grup Review:
Interactive sessin: Table-t-table review.
Fcus:
Clarity f expressin
Use f assciated wrds and advanced structures
Emtinal impact and cherence
Feedback and imprvement:
Activity: Students recrd feedback and suggestins fr imprvement.Essay crrectin requires attentin t handwriting
Revisin: Students make final revisins t their essays based n feedback frm peers and teacher.
Activity: Students present their essays t the class. This can be dne thrugh reading alud, r the teacher can prject selected essays fr visual reference.
Objective: Fster public speaking skills and encurage sharing f ideas.
三、practise
1. Hmewrk: Practice and Applicatin
Teaching design: Assign hmewrk and ask students t cmplete an English cmpsitin n "Learn t Be Thankful" at hme, with a wrd cunt f nt less than 80 wrds, t further cnslidate what they have learnt in class.
Students write their cmpsitins, ensuring they meet the minimum wrd cunt f 80 wrds. They shuld incrprate vcabulary and sentence structures practiced in class.
Apply vcabulary and writing techniques in a cherent 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。