初中英语作文教案(附反思)
初二期中英语作文指导教案
初二期中英语作文指导教案教案标题：初二期中英语作文指导教案教案目标：1. 帮助初二学生掌握写作英语作文的基本技巧和要求。
2. 提供有效的指导和练习，帮助学生提升英语写作能力。
3. 培养学生的思维能力、表达能力和创造力。
教案步骤：步骤一：引入话题（5分钟）通过引入一个与学生生活相关的话题，如"你最喜欢的假期活动"，激发学生的兴趣，为写作作文做准备。
步骤二：讲解写作结构和要点（10分钟）- 介绍作文的基本结构，包括引言、主体和结论。
- 强调每个部分的重要性，并解释如何在作文中合理组织和连接这些部分。
- 提醒学生注意使用恰当的词汇、语法和句型。
步骤三：示范写作（15分钟）- 以"你最喜欢的假期活动"为例，进行示范写作。
- 在写作过程中，逐步展示如何组织思路、选择恰当的词汇和语法，并注意段落的划分和过渡。
- 同时，解释写作过程中需要注意的细节和技巧。
步骤四：练习和指导（20分钟）- 提供练习题目，如"你最喜欢的运动"或"你最喜欢的电影"。
- 让学生在规定的时间内完成作文，并提供指导和反馈。
- 鼓励学生互相交流和修改作文，以提高写作质量。
步骤五：总结和评价（10分钟）- 回顾本节课所学的写作技巧和要点。
- 对学生的作文进行评价，指出优点和需要改进的地方。
- 鼓励学生继续努力，并提供一些建议和资源，以帮助他们进一步提升写作能力。
教案扩展：1. 可以引入更多的写作话题，如"你的梦想"、"你的家乡"等，以帮助学生拓展写作主题和词汇。
2. 可以组织学生进行写作比赛或小组讨论，激发学生的学习兴趣和积极性。
3. 可以利用多媒体资源，如视频、图片等，帮助学生更好地理解和表达写作主题。
教案评估：通过学生的参与度、作文质量和课堂反馈等方面，评估学生对写作技巧和要求的掌握情况。
同时，也评估教案的有效性和学生的学习成果。
初中书信英语作文讲解教案
初中书信英语作文讲解教案教学目标：1. 学生能够理解书信的基本格式和结构。
2. 学生能够运用常用的英语表达方式来撰写书信。
3. 学生能够正确使用英语语法和词汇来表达自己的思想和情感。
教学内容：1. 书信的基本格式和结构：称呼、正文、结尾、签名。
2. 常用的英语表达方式：问候语、介绍自己、表达思想和情感、结束语。
3. 英语语法的运用：时态、语态、冠词、介词等。
教学步骤：Step 1: 引入1. 向学生介绍书信的基本格式和结构，让学生了解书信的基本组成部分。
2. 向学生介绍常用的英语表达方式，让学生了解如何用英语来表达自己的思想和情感。
Step 2: 讲解1. 讲解书信的基本格式和结构：称呼、正文、结尾、签名。
2. 讲解常用的英语表达方式：问候语、介绍自己、表达思想和情感、结束语。
3. 讲解英语语法的运用：时态、语态、冠词、介词等。
Step 3: 示例1. 给学生一个示例，让他们参考和模仿。
2. 让学生根据自己的实际情况，撰写一封书信。
Step 4: 练习1. 让学生练习撰写书信，教师进行指导和纠正。
2. 让学生互相交换练习，互相评价和纠正。
Step 5: 展示和评价1. 让学生展示自己的作品，让大家一起欣赏和评价。
2. 教师对学生的作品进行评价，给予肯定和建议。
教学评价：1. 学生能够正确掌握书信的基本格式和结构。
2. 学生能够灵活运用常用的英语表达方式来撰写书信。
3. 学生能够正确使用英语语法和词汇来表达自己的思想和情感。
教学反思：本节课通过讲解和练习，让学生了解了书信的基本格式和结构，以及常用的英语表达方式。
学生在撰写书信的过程中，能够灵活运用所学的英语语法和词汇来表达自己的思想和情感。
通过展示和评价，学生能够更好地理解和掌握书信的写作技巧。
但在教学过程中，要注意引导学生正确使用英语语法和词汇，避免出现错误。
同时，也要鼓励学生发挥自己的想象力和创造力，使书信更具个性化和独特性。
初中英语作文教案
初中英语作文教案一、教学目标：1.能够掌握基本的英语作文写作技巧；2.能够运用所学知识，写出简单、连贯、有逻辑的英语作文；3.培养学生的英语写作兴趣，提高写作能力。
二、教学重点：1.培养学生的写作兴趣；2.教授基本的英语写作技巧；3.激发学生的写作创造力。
三、教学难点：1.如何培养学生的写作兴趣；2.如何激发学生的写作创造力。
四、教学内容：1.教师引导学生阅读范文，分析范文结构、语言表达等；2.教师讲解英语作文写作技巧，如句型搭配、词汇运用等；3.教师指导学生进行写作训练，如写作练习、写作指导等；4.教师布置作业，让学生在家继续练习写作。
五、教学过程：1.教师引导学生阅读范文，分析范文结构、语言表达等，激发学生的写作兴趣；2.教师讲解英语作文写作技巧，如句型搭配、词汇运用等，提高学生的写作能力；3.教师指导学生进行写作训练，如写作练习、写作指导等，培养学生的写作技能；4.教师布置作业，让学生在家继续练习写作，巩固所学知识。
六、教学方法：1.导入法，通过引导学生阅读范文，激发学生的写作兴趣；2.讲授法，通过讲解英语作文写作技巧，提高学生的写作能力；3.示范法，通过指导学生进行写作训练，培养学生的写作技能；4.作业法，通过布置作业，巩固所学知识，提高学生的写作水平。
七、教学手段：1.多媒体课件，用于展示范文、写作技巧等；2.教学实物，如英语作文书籍、写作范文等；3.黑板报，用于记录重点、难点内容，帮助学生复习。
八、教学检查与评价：1.教师在课堂上进行实时检查，发现学生写作中的问题并及时纠正；2.教师在课后进行作业批改，对学生的写作进行评价，指导学生改进。
九、教学反思：1.教师要及时调整教学方法，根据学生的实际情况进行针对性教学；2.教师要注重培养学生的写作兴趣，激发学生的写作热情；3.教师要关注学生的写作能力提高情况，及时进行评价和指导。
初中英语作文教案到此结束，希望本教案能够帮助到广大英语教师，提高学生的写作水平。
初中英语作文教案(附反思)
初中英语作文教案(附反思)n:XXX writing in middle school。
It provides a。
(text。
picture。
table) for students to describe events or things using their learned English language and express their thoughts。
thus testing their practical n of English language knowledge。
Objectively speaking。
written n has always been a difficult XXX point for students to pass exams.XXX:According to a survey of the English test paper for the middle school entrance exam last year。
English writing was the weakest scoring item。
with an average score of only 4.7 points (out of 12 points)。
The reasons for this are that students have less time to XXX on writing knowledge (such as how to use words。
sentences。
paragraphs。
and ns)。
These reasons have led to a us cycle where students go from blindly writing to not wanting to write。
fearing writing。
and XXX to write。
七年级上册英语作文教案设计及反思
七年级上册英语作文教案设计及反思全文共6篇示例，供读者参考篇1Title: My Fun English Writing Lesson Plan!Hi friends! Today I'm going to share with you the awesome English writing lesson my teacher Miss Johnson had us do. It was super cool and I learned a lot!First, Miss Johnson said we were going to work on our descriptive writing skills. She told us descriptive writing means using lots of details to help the reader really picture and imagine what you're writing about. It's way more than just saying "The girl was pretty" - you have to describe exactly what made her pretty, like her long blonde curls, bright blue eyes, and dimpled smile.Then Miss Johnson had us take out a piece of paper and our favorite pencil or pen. She said to think of our favorite place, like the park, the beach, our bedroom, anywhere we really enjoy being. She gave us about 5 minutes to close our eyes and vividly imagine every single detail of that place in our minds.After the 5 minutes were up, Miss Johnson said "Okay writers, put your pencils to your papers and start describing your favorite place in as much detail as possible. Don't hold back - I want to see descriptive sentences that really make me feel like I'm right there with you."We all started furiously writing, trying to include as many descriptive details as we could. I wrote all about my favorite spot, which is the treehouse in my backyard. I described the rough wooden planks, the cool shadiness inside, the little circle window that looks out over the yard. I included details about the musty smell, the scratchy rope ladder, and the squirrel family that sometimes scampers across the roof. It was kind of hard at first, but once I got going the words just flowed out of my pencil!After about 15 minutes of writing, Miss Johnson called time. She had us get into groups of 4 or 5 and take turns reading our descriptions out loud. It was amazing hearing all the different places my friends wrote about - the swing set at the park, a cozy reading nook, even the neighborhood pool! Their descriptions were so vivid and painted such a clear picture in my mind.When we finished sharing in our groups, Miss Johnson brought us back together. She called on a few volunteers to readtheir favorites from their group. Then she pointed out some of the strongest descriptive phrases and sentences she heard, like:"Silky white sand oozed between my toes""Sunbeams danced along the rippling waves""The tangy aroma of chlorine assaulted my nostrils"Miss Johnson said using vivid adjectives, figurative language like personification, and specific details about sights, smells, sounds, and textures really make descriptive writing jump off the page.Then it was time for the best part - revising and improving our descriptions! Miss Johnson let us pick partners and revise each other's work. My partner Jake and I went through each other's paragraphs, circling our favorite descriptive phrases and suggesting new ones. Like for my treehouse description, Jake thought I should add something about rustling leaves and birds chirping to engage more senses.After we revised, Miss Johnson had Jakob and I get up and read our updated descriptions to the class. I was a little nervous, but it was so satisfying to share my polished work! The whole class gave us a big round of applause at the end.As we were packing up, Miss Johnson reminded us that descriptive writing takes a lot of practice, but it's an important skill. "The more you exercise your descriptive writing muscles, the easier it will become to craft writing that allows your readers to vividly picture your words," she told us. She said we should try keeping a daily "descriptive writing journal" where we write a short paragraph describing something we saw, heard, smelled, etc. that day.Overall, it was such a fun and engaging lesson! I really feel like I have a much better grasp on using strong descriptive details in my writing now. Shoutout to Miss Johnson for planning such an awesome activity - that woman is a descriptive writing queen! I can't wait for our next lesson.That's all for my behind-the-scenes look at our 7th grade descriptive writing lesson. Let me know if you have any other questions! Writing is hard work but it's so rewarding. Keep working on those descriptive skills and you'll be novelists and poets in no time!篇2My English Teacher's Awesome Lesson PlanLast week in English class, Mrs. Peterson had a really cool lesson planned for us! She was teaching us how to write a descriptive essay about our favorite place. I was super excited because I love writing and I couldn't wait to describe my grandma's house which is my favorite place ever.First things first, Mrs. Peterson put some pictures up on the board of different places like forests, beaches, playgrounds and cities. She asked us to look closely at the details in the pictures and make a list of adjectives we could use to describe them. I wrote down words like "green", "sandy", "colorful" and "crowded". Then she had us get into groups and share the words we listed. My group had some great vocabulary like "serene", "lively" and "breathtaking".Next up, Mrs. Peterson modeled how to write an introductory paragraph for a descriptive essay. She started with a "hook" sentence to grab the reader's attention. Then she introduced the main topic, which was describing her childhood hometown. She read her intro paragraph out loud and it made me really want to visit her hometown!After that, it was our turn to start drafting our essays. Mrs. Peterson reminded us to divide our body paragraphs by describing different senses - sight, sound, smell, taste, and touch.She also encouraged us to use figurative language like similes and metaphors to make our descriptions more vivid and engaging.While we were writing, Mrs. Peterson circulated around the room, checking on our progress and offering feedback. She reminded Ramon to vary his sentence structure instead of starting every sentence with "It was..." And she complimented Jasmine on her creative metaphor comparing her grandmother's living room to a cozy bird's nest.With about 15 minutes left in class, a few volunteers read their intro paragraphs aloud. I was really impressed by how different yet descriptive each one was! Mrs. Peterson praised us for our hard work and reminded us to revise and edit our drafts for homework.Reflecting on My LearningOverall, I think Mrs. Peterson's lesson was super effective in teaching us the key elements of a descriptive essay. By activating our prior knowledge with the picture prompts and vocabulary brainstorming, she got us ready to tackle the writing process. Her modeling and examples were really clear too.The thing I liked best about this lesson was getting to write about a place that's meaningful to me, my grandma's house. Usually we have to write essays on random topics, but this one allowed me to tap into my personal experiences and happy memories. It definitely made the writing more enjoyable and rewarding.If I could give Mrs. Peterson one suggestion, it would be to allow more time for drafting. Even though we had to finish for homework, I felt a little rushed trying to cram all my descriptions into one class period. Maybe we could have worked on it over two days, using the first day for planning and drafting theintro/body, then the next day for revising and writing the conclusion.But honestly, I'm really proud of the descriptive essay I wrote and I can't wait to get it back with Mrs. Peterson's feedback. Learning how to "show not tell" through vivid details and figurative language will definitely help make me a stronger writer. Overall it was an awesome, engaging lesson that I won't forget anytime soon!篇3My Super Cool English Lesson Plan!Hi everyone! I'm going to tell you all about the awesome English lesson I planned for my 7th grade class. We're using the first book of the year and I had to make it really fun and easy to understand. Let me walk you through it!First up, I started with a fun warm-up activity. I asked the class "What's your favorite food?" and had them share with a partner. Then I picked a few students to share their answers like "I love pizza!" or "Cookies are the best!" This got them talking and thinking in English right away.Next, I introduced the new vocabulary words we'd be learning that day. Instead of just writing them on the board, I made it into a guessing game! I acted out each word like "hungry" by rubbing my belly. The students had to raise their hands and guess the meaning. We all ended up laughing a lot which made it easier to remember the new words.Then it was time for the reading passage. I picked a really cool article about foods from around the world. Before we read, I had students make predictions about what the passage could be about just from the title. I also pre-taught a few harder vocabulary words by having students use them in sample sentences.While reading, we stopped every few paragraphs to discuss what we had learned so far. I asked comprehension questions like "What food from India was mentioned?" Students had to go back and find evidence from the text. Reading is way more fun when you get to discuss and debate the ideas!After reading, I split the class into small groups. Each group had to make a poster advertisement for their favorite food from the passage. They had to be creative by drawing pictures and using persuasive language like "The most delicious food you'll ever taste!" Then groups presented their awesome posters to the rest of the class.Finally for homework, students had to write a short paragraph describing their favorite food using some of the new vocabulary we learned. I encouraged them to share their paragraphs with their families to practice reading out loud.Overall, I think my lesson went super well! The students stayed engaged with all the games, discussions, and group work.I made sure to incorporate all four skills: reading, writing, speaking, and listening. Mixing up the activities kept things from getting boring.One thing I would change is spending more timepre-teaching vocabulary. There were a few words like "cuisine"that still tripped some students up during the reading. Next time, I'll make sure everyone is really confident with the tough words first.I also ran out of time for students to share their homework paragraphs. Pacing was a little difficult since great discussions took up more time than I expected. But that's okay, just something to remember for future classes.Being an English teacher is hard work but so rewarding! I love developing creative lesson plans to make learning come alive. My students had an amazing time, and they're well on their way to becoming fluent English speakers. Maybe I'll become a teacher for real one day! But for now, I'm just killing it in 7th grade.篇4Title: Making English Fun and Easy!Hey guys! Josh here. Today I want to tell you all about how I made learning English super fun this year. You see, I just finished the 7th grade and my English teacher Mrs. Park did something really cool. Instead of just following the textbook boringly like most teachers, she made her own special lesson plans to makeEnglish class way more interesting and helpful. Let me explain how she did it!First up, Mrs. Park looked through the whole 7th grade English textbook at the start of the year to get an idea of what topics and skills we'd be covering. She noticed we'd be learning about things like describing people and places, talking about daily routines, shopping dialogues, and so on. Sounds pretty dry, right? But then she had a great idea!For篇5My Teacher Showed Us How to Write Cool Stories!Hi friends! Today I'm going to tell you about the awesome English writing lessons we had in 7th grade. Mrs. Johnson is our English teacher and she is really fun and nice. At the start of the school year, she said we were going to learn how to write excellent stories and essays. I was super excited because I love creative writing!For the first few weeks, Mrs. Johnson taught us about the different elements that go into a good story. She said every narrative needs interesting characters, a clear setting, a problemor conflict, a plot with different events, and a resolution at the end. She read us some examples of great short stories and had us identify all those story elements. It was kind of like being a detective!Then Mrs. Johnson showed us examples of descriptive writing and how authors use vivid adjectives and details to help the reader picture the characters, settings, and events vividly in their minds. She had us practice writing descriptive paragraphs about our favorite places, people, foods, etc. I wrote a super detailed paragraph about my dog Rufus and how fuzzy, playful and slobbery he is. It was really fun!Next up was learning how to develop a plot and make our stories exciting and unpredictable. Mrs. Johnson taught us some techniques like foreshadowing, cliffhangers, and dramatic irony to build suspense and keep readers hooked. We had to map out the major events and conflicts that would drive our stories forward. I came up with a plot about a kid who finds a magic coin that grants wishes, but it starts causing crazy mayhem!Once we had prewriting outlines for our stories, we started drafting them over several weeks. Mrs. Johnson gave us checklists and reminders for including all the story elements, adding lots of descriptive details, using dialogue correctly,varying our sentence structure, and more. We did multiple drafts, peer editing sessions, and revisions based on Mrs. Johnson's feedback.Finally, we had completed our original short stories! Mrs. Johnson combined everyone's into an awesome class anthology book. We had a special "book launch" party and got to read excerpts of our stories aloud. My magic coin story was a big hit - my classmates thought the wacky things the coin made happen were hilarious. I was so proud of my work!Writing my first long story was challenging but also incredibly rewarding. Thanks to Mrs. Johnson's excellent lessons, I now understand plot structure way better and how to craft an engaging narrative with vivid details. I feel much more confident about writing strong stories and essays in the future.Our 7th grade writing unit was one of my favorite things we did all year! Mrs. Johnson made the whole process really fun and creative. Not only did I become a better writer, but I got to unleash my imagination and write about something wild like a magic coin causing chaos. I can't wait to take more creative writing in the future and write longer stories and books someday.A huge thanks to Mrs. Johnson for being such an inspiring teacher!篇6English Lesson Plan and ReflectionBy: A 4th GraderHiya! My name is Jamie and I'm 9 years old. I love English class and my teacher Mrs. Andrews always has us do really fun activities. Today she asked us to design an English lesson plan for 7th graders! I thought that sounded like a super cool project.First, we had to pick what unit from the 7th grade textbook we wanted to make our lesson on. I picked Unit 3 because the topic is "Exploring Nature" and I really like outdoor stuff like hiking, camping, and looking for cool bugs and rocks. The unit has readings about national parks, environmentalism, and there's even a poem about a waterfall!Lesson Plan DesignFor the warmup, I would have the 7th graders go around the room and name their favorite outdoor place they've visited, like a beach, forest, or mountain. Then we'd discuss what makes those natural spots so special and important to protect.The main activity would be splittin' the class into small groups. Each group gets assigned a different national park fromthe reading. Their job is to research that park online and make a promotional poster or brochure advertising it. The poster has to have:Eye-catching pictures or drawings of the parkBasic facts like location, size, famous landmarksReasons why someone should visit (pretty scenery, outdoor activities, wildlife, etc)any important environmental issues affecting the parkOnce the groups finish their posters, we'd hang them up around the room. Then two members from each group would present their poster to the rest of the class, trying to get us all excited to vacation there!For extra creativity, the groups could also make up a fun slogan or jingle for their park. And we'd have a classroom vote at the end for which park seems the coolest based on the posters.For homework, students would write a one-page journal entry imagining they visited whichever national park looked most awesome to them. They'd describe what they did, what they saw, how the nature made them feel, etc. Bringing in that personal connection!I think making those posters and presentations would be a really engaging way for 7th graders to learn all about national parks—where they're located, their special features, environmental challenges they face, and why they're so vital to preserve. Much more fun than just reading a textbook!ReflectionAfter we designed our lesson plans, Mrs. Andrews had us reflect on some key things:How does this lesson align with the unit goals & academic standards?My national park poster lesson relates to the main unit goals of increasing appreciation for nature, learning about environmental conservation issues, and analyzing persuasive marketing like you'd see in travel brochures. It meets ELA standards for research, public speaking, and writing informative/explanatory texts.How could you differentiate instruction for different learners?For students who struggle with research and writing, they could just focus on making the poster visuals really powerful. Stronger writers could take the lead on the fact-gathering anddescriptions. For kinesthetic learners, we could take a walking tour around our poster gallery.What skills does this lesson develop?It develops research abilities, teamwork, creativity, persuasive writing/speaking, visual communication through posters/ads, and national park/environmentalism content knowledge.How could you integrate technology?Students could build digital posters and multimedia presentations using design software instead of justpaper/marker posters. We could take virtual video tours of some parks. Or maybe even video chat with a park ranger!What potential roadblocks might come up and how could you solve them?Some roadblocks could be students forgetting to cite their poster research, having troubles with group dynamics, running out of time to complete everything, or technical issues if using computers. Having clear rubrics, guidelines, and deadlines would help. I'd also model how to properly cite sources.Overall I'm really proud of my engaging national park poster lesson idea! It lets 7th graders take charge of their own learningabout this important environmental topic through a creative hands-on project. Thank you for reading my lesson plan and reflections!。
初中英语写作课教案及反思
初中英语写作课教案及反思作为一名英语教师，做好英语写作教案及课后反思是很有必要的，下面是店铺整理的初中英语写作课教案，希望能帮到大家!初中英语写作课教案篇一：课前准备一、背景知识介绍。
书面表达是写的一种途径，是英语交际的重要组成部分。
初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。
它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。
客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从去年对中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项，平均分只有4.7分(满分为12分)。
究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。
(比如，如何用词、句、组段、谋篇等)。
这些原因造成了学生从最初不会写盲目写到不愿写。
惧怕写，直至最后拒绝写的恶性循环。
针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。
教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。
二、教学过程。
1.Warm-up活动：通过听一首英语歌：“The more we get together, the happier we’ll be.”目的是活跃气氛，为引出今天的话题做准备。
2.Revision ①使用大脑风暴法(brainstorm)让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。
初中英语作文课教案
初中英语作文课精品教案一、教学目标：1. 知识目标：学生能够掌握一定数量的作文词汇和句型。
学生能够正确运用所学的词汇和句型进行作文表达。
2. 能力目标：学生能够听懂并正确回答与作文相关的问题。
学生能够独立完成作文，并具备一定的修改能力。
3. 情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣。
学生能够通过作文表达自己的观点，提高自信心。
二、教学内容：1. 教学主题：初中英语作文写作技巧。
2. 教学重点：作文词汇和句型的运用。
3. 教学难点：作文结构的安排和语言的准确性。
三、教学过程：1. 热身活动（5分钟）：教师与学生进行简单的英语对话，引导学生进入英语学习氛围。
学生进行小组讨论，分享彼此的学习心得和经验。
2. 教学导入（10分钟）：教师通过展示一些作文样本，引导学生思考作文的构成和要素。
教师简要介绍作文的评分标准，让学生明确学习目标。
3. 教学主体（15分钟）：教师讲解作文的基本结构，包括开头、和结尾。
教师举例说明作文中常用的词汇和句型，并让学生进行实际操作练习。
4. 小组活动（10分钟）：学生分组进行讨论，共同完成一篇作文。
教师巡回指导，解答学生的问题，并给予鼓励和指导。
5. 总结与作业布置（5分钟）：教师对本次课程进行总结，强调作文的重要性和学习方法。
学生完成一篇短文写作，作为课后作业。
四、教学评价：1. 学生作文的完成情况。
2. 学生对作文知识的掌握程度。
3. 学生对作文学习的兴趣和积极参与程度。
五、教学资源：1. 作文样本。
2. 作文词汇和句型资料。
3. 英语作文评分标准。
六、教学策略：1. 采用任务型教学法，通过小组活动和实际操作，提高学生的参与度和积极性。
2. 运用交际式教学法，引导学生进行英语对话，培养学生的口头表达能力和听力技能。
3. 运用情境教学法，创设真实的学习情境，提高学生的学习兴趣和主动性。
七、教学手段：1. 使用多媒体教学资源，如课件、视频和音频等，丰富教学内容，提高学生的学习兴趣。
初一作文教案反思模板范文
初一作文教案反思模板范文英文回答：Reflection Template for Junior High School Composition Lesson Plan。
1. What were the strengths of the lesson plan?Clear learning objectives and lesson structure.Engaging activities that actively involved students.Use of differentiated instruction to meet individual student needs.2. What were areas for improvement in the lesson plan?More time could have been allocated for student practice.Assessment strategies could have been more varied.The use of technology could have been integrated more effectively.3. How did the students respond to the lesson?Students were engaged and actively participated in the activities.Students demonstrated a good understanding of the concepts taught.Students provided positive feedback on the lesson.4. What changes would you make to the lesson plan if you were to teach it again?Allocate more time for student practice.Use more varied assessment strategies, such as peer review and self-reflection.Integrate technology more effectively, such as using online collaboration tools.中文回答：初一作文教案反思模板。
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初中英语作文教案
一、背景知识介绍。
书面表达是写的一种途径，是英语交际的重要组成部分。
初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。
它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。
客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从去年对中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项，平均分只有4.7分（满分为12分）。
究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。
（比如，如何用词、句、组段、谋篇等）。
这些原因造成了学生从最初不会写盲目写到不愿写。
惧怕写，直至最后拒绝写的恶性循环。
针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。
教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。
二、教学过程。
1．Warm-up活动：通过听一首英语歌：“The more we get together, the happier we’ll be.”目的是活跃气氛，为引出今天的话题做准备。
2．Revision ①使用大脑风暴法（brainstorm）让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段（drafting stage）选择有写的价值和意义的东西时参考。
] ①根据下列所给提示介绍你的朋友（四人一小组活动）。
①Name and age. ①Where he / she comes from subject? ①What he is? ①What his / her friend? ①looks（外貌）①personality（性格）①His / Her dream ①……3．Pre-reading 通过提问，How can you know your friends, if you haven’t seen each other for a long time? 联系朋友有很多方法，但是One of the best ways is sending e-mails to them. Do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。
4．While-reading，读两则广告，了解Mary和Jack完成表格Name Age Hobbies
Looks Personality E-mail added Wish Where she…
5．Post-reading 引导学生讨论：Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索，What will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。
6．While-Writing. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。
7．Post-writing. 提供写作标准
要求学生根据这个标准，修改自己的e-mail.
1. Do you use the tense (时态)，spelling(拼写)，punctuation (标点)，capitalization( 大写字母)correctly?
2. I s your e-mail complete(完整的)?
3.Is your e-mail coherently(连贯地)written?
4.Can you describe yourself in a concise（简洁的）way?
5.Are there any
complex sentences（复合句）in your e-mail?
目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。
8．Share the writing.
点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。
教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。
目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。
三、本堂课中的精彩片段。
就整节课而言，这无疑是一堂令人喝彩的课，无论是从学生参与课堂实践的积极性来看，还是从学生出色完成教师布置的任务后而展示的成果来看，都给听课的老师留下了一种意犹未尽的印象。
而我自己觉得其中有两个精彩片段更值得与同行们分享。
①使用brainstorming培养学生在英语写作中自主学习的能力。
Brainstorming 这种外语教学中常用的教学技巧可直评为“头脑风暴法”是一种通过小型会议的组织形式，让所有参加者在自由、愉快、畅所欲言的气氛中自由交换观点，并以此诱发集体智慧，激发学习者创意与灵感的学习方法。
在英语课中。