教案的写作对于很多教师来说都是极其重要的，教案是老师为了顺利开展教学预先整理的文字报告，以下是笔笔范文网小编精心为您推荐的写作课英语教案7篇，供大家参考。
写作课英语教案篇1
教学内容：
初三英语书面表达专题复习
教学目标：
1.指导学生掌握书面表达语篇结构的组织技巧。
2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
3.培养学生在有限的时间内快速构思、罗列提纲的能力。
4. 指导学生小组合作评改学生习作。
教学重点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力。
教学难点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法。
教学方法：
自主学习，合作学习
教学辅助手段：
电脑(或实物投影仪)
学情分析：
1. 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。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。
2. 学生分析 我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。
二、教学流程设计
课后反思：
本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的重要性。通过分析一篇学生的范文，让学生了解怎样去运用关联词，怎样去组织一篇文章，最后让学生根据提供的材料完成一篇习作，并互相评价，修改。
我认为本节课在以下几个方面处理得较好：
1. 课堂教学组织严谨，教学各个环节环环相扣，很流畅，由提问引出，通过比较学生习作认识到连词使用的重要，通过分析学生习作教学生学会怎么运用，最后进行实践。
2. 学生书信写作练习的设计比较新颖。从一位学困生的角度，用广州话说出对老师的感激，及今后的打算，容易引起学生写作的兴趣。
3. 考虑到本校学生生源的实际情况，写作任务经过了层层分解，从文章结构的构思，到语言的组织，时态的运用等给足了提示，使写作任务的难度降低了，让大部分学生都可以完成写作任务。
不足方面：因时间关系，学生写作的时间不太够，还有一小部分学生没有按时完成写作任务。习作的点评也不够时间处理，只点评了一篇习作，如果能找各个层次的学生习作进行点评就更好。
写作课英语教案篇2
01开头句型
1. as far as...is concerned 就……而??
2. it goes without saying that... 不言而喻......
3. it can be said with certainty that... 可以肯定地说......
4. as the proverb says…… 正如谚语所说的……
5. it has to be noticed that... 必须注意到......
6. it's generally recognized that... 普遍认为......
7. what calls for special attention is that... 需要特别注意的是......
8. there's no denying the fact that... 不可否认......
9. nothing is more important than the fact that... 没有什么比......更重要
10. today, ..., which have brought a lot of harms in our daily life. first, ... second, ... what makes things worse is that... 现在，……，它们给我们的日常生活带来了许多危害。首先，……;其次，……。更为糟糕的是……
写作课英语教案篇3
狭义的写作手法即“表达方式”，广义的写作手法是指写文章的一切手法，诸如表达方式、修辞手法、先抑后扬、想象、联想、象征、开门见山、托物言志、设置悬念、象征、借景抒情、抑扬结合、正反对比、侧面烘托、虚实结合、以小见大、运用第二人称抒情、卒章显志、巧设悬念、首尾呼应、铺垫映衬、一线串珠、明线暗线等。常用具体如下：
(1)夸张手法 突出人或事物的特征，揭示本质，给读者以鲜明而强烈的印象。
(2)比喻手法 形象生动、简洁凝练地描写事物、讲解道理。
(3)拟人手法赋予事物以人的性格、思想、感情和动作，使物人格化，从而达到形象生动的效果。
(4)象征手法 把特定的意义寄托在所描写的事物上，表达了……的情感，增强了文章的表现力。
(5)对比手法 通过比较，突出事物或描写对象的特点，更好地表现文章的。
(6)衬托(侧面烘托)手法和正面描写。以次要人或事物衬托主要的人或事物，突出主要的人或事物的特点、性格、思想、感情等。
(7)讽刺手法。运用比喻、夸张等手段和方法对人或事物进行揭露、批判和嘲笑，加强深刻性和批判性，使语言辛辣幽默。
(8)欲扬先抑和先扬后抑。先贬抑再大力颂扬所描写的对象，上下文形成对比，突出所写的对象，收到出人意料的感人效果。
(9)前后照应(首尾呼应)使情节完整、结构严谨、中心突出。
(10)设置悬念能引起读者注意，引出文章的说明内容等。
(11)文章开篇的写作手法有：
a、可以用诗经里的赋比兴手法。比如说，兴，是先言他物的。
b、也可以用引用的手法。如名句、箴言之类的
c、也可以先声夺人，用一系列的排比句，气势强烈……
d、或是采用题记的方法。显得隽永深刻，又有文采
e、开头用景物描写也不错，渲染你所需要的气氛和基调。
f、开门见山。
g、倒叙
写作课英语教案篇4
一、教学目标：
1. 语言知识目标：
1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。 ① —can you play the guitar? —yes, i can./ no, i can't.
② —what can you do? —i can dance.
③ —what club do you want to join? —2. 情感态度价值观目标：
对自身的认识，为将来的自我发展奠定基础。
二、教学重难点
1. 教学重点：
1) 让学生重点总结、发现情态动词can2)
2. 教学难点：
1) 情态动词can的用法;2) 在实际交际活动中运用来询问与表达自己或他人的能力。
三、教学过程
Ⅰ. warming- up and revision
t: hi, s1! what can you do?
s1: i can sing and dance?
2. role-play.
Ⅱ
1. 2. 中的句子，然后做填空练习。
①
② / 不，我不会。
yes, ____ _______. / no, i _______.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. try to find
老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。
1. 可以看出，在can…?句型中，情态动词can没有________和_______ 的变化。
2. 用情态动词can来询问他人的能力可以归纳为以下句型：
can + _______ + _________ + 其他?
肯定回答：_________________
否定回答： _________________
what + can + _______ + ________ ?
学生们合作学习讨论上面学案的答案，总结情态动词can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
Ⅳ. practice
1. look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。
teacher makes the first one as a model:
can wu jun speak english? no, he can't, but he can speak chinese.
ss try to make sentences using the phrases in 2~5. they can discuss with their partners.
then let some ss tell their answers to the class.
check the answers with the class.
ou can show and try to complete the poster with the words in the box.
第三空格后有guitar一词，可知些空格应填play一词。其他类似。
分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Ⅴ. group work
2. first, work in group ask and answer about what you can do? e.g.
s1: what can you do, s2?
s2: i can do kong fu.
s1: great! what about you s3?
s3: i can sing very well.
…
3. then make a list together.
…
(最后，可以经学生们评议来推举最有能力的小组)Ⅵ. exercises
1. if time is enough, do some more exercises on big screen.
homework
1. write a report about what your family members can do.
写作课英语教案篇5
1.说明理由/提出措施③thinking of key points/phrases :1.let the students work in groups of four to get the key words of each point orally.2. ask several students to report their answers to the rest of the class. present these key words and phrases to the whole class. (point 7&8 is flexible, encourage students to express whatever they want to say freely. if they can’, chinese is also allowed. then help them to translate what they say into english.)要点序号关键单词和短语1.limit freedom2.have little chance to get in touch with3.interests and hobbies/ fully developed4.the best place to get knowledge5.put one’s heart into6.lack the ability to control / affect7.it is ….to keep students at school / (dis)agree to8.organize various activities /develop .④forming sentences (pay attention to the use of conjunction)ask students to say sentences one by one according to the points given.step 4 presentation1. three keys to improving your composition:a. learn to use superior phrases.b. learn to use abundant sentences.c. learn to use suitable conjunction.逻辑角度合适的过渡性词汇时间顺序first, then, finally/at last , soon after, immediately, suddenly, next空间顺序here, there, on one side…on the other side,in front of, at the back of, next to并列关系and, as well as, also转折关系but, however, yet, instead, though, otherwise, despite, on the contrary, in spite of因果关系because, since, as, thanks to, as a result, thus, owing to, due to条件关系as long as, so long as, on condition that, if, unless对比关系similarly, like, unlike, on the contrary, on the other hand,递进关系besides, in addition, moreover, what’s more, furthermore,what’s worse, to make matter worse举例for example, for instance, such as, in other words, that is to say让步关系though, as, even if/though, whether, who/where/what/when+ever总结归纳in general, generally speaking, above all, after all, in short,in a word, in brief, in conclusion, all in all过渡性插入语i think, i’m afraid, you know, as we all know, as far as i know,in my opinion, personally2.change sentences:(present some typical sentences written by the students to the class. ask students to use superior phrases or sentences to change the sentences)⑴. in addition, students don’t have the ability to control themselves.→in addition , students lack the ability to control themselves. /in addition, students can’t manage themselves well due to a lack of self-control.⑵ they may play computer games and forget to study.→they may spend much time playing computer games instead of studying. /they may get addicted to playing computer games instead of studying hard.⑶ in school we should study hard.→ in school we should concentrate on/be absorbed in /devote our body and soul to studies.⑷ keep students in school all day are bad for students.→it’s bad to keep students at school all day.⑸school is the best place to get a lot of knowledge, students should put their heart into their studies in school.→school is the best place to get a lot of knowledge so that students should put their heart into their studies in school.⑹some students can’t behave themselves well but for teachers remind us.→some students couldn’t have behaved themselves well but for/without teachers’ help ./some students can’t behave themselves well unless teachers remind us to do so .⑺some students leave the school may do something unrelated to their studies.→once they leave school, they may do something unrelated to their studies.⑻we can only enjoy ourselves when we have school holidays..→only when schools break up can we enjoy ourselves.
写作课英语教案篇6
课题：unit3 topic1 sectionc english around the world
1、teaching aims and demands 教学目标和要求
(1)learn some new words and useful expressions
study、 show、 number、 more and more、 leading position
(2)learn “passive voice”(被动语态)
2、teaching importance 教学重点
(1)learn “passive voice”
(2)improve students ability of reading and comprehension
3、teaching difficulties 教学难点
the use of “passive voice”
4、teaching procedures 教学步骤
step1、greeting (1 minute)
good morning, everybody! first let me introduce myself to all of you. my name is xuezhihui. you can call me
tina. i’m so happy to stand here. today we’ll talk
about an article named “english around the world”. now
let’s begin our class. ok? (中文复述一遍)
step2、explanation(讲解)(35 minutes)
(1)write the title on the blackboard “”english around the
world. ask one to explain the meaning of the title and then evaluate his or her answer. (2minutes)
(2)give 5 minutes to students to go through the first two
paragraphs. write a question on the blackboard “why is english more and more widely used in the world?(2 minutes)
(3)ask one to answer the question and evaluate the
performance. explain the importance of grasping general idea in reading an article.(2 minutes)
(4)ask one of the students to read the first paragraph.
correct the pronunciation errors. encourage his or her performance.(2 minutes)
(5)analyze several points of the first and the second
paragraph. many interactions are included in the process.(10 minutes)
(6)ask one to summarize the first and the second paragraph.
praise the student. let them to write the answer on the paper. explain to them “mastering the idea of each paragraph is crucial to understand the whole article”.(2 minutes)
(7)ask one to read the third paragraph. correct the
pronunciation errors. evaluate his or her performance.
(2 minutes)
(8)analyze several points of the third paragraph.
communication and interactions are necessary.(10 minutes)
(9) make a summary of the third paragraph ——great britain became a powerful country, so english became an ineternational languages. at the same time, the internet has helped english become much more popular.
step3、summary( 2 minutes)
(1)new words and useful expressions
(2)passive voice
step4、saying goodbye (2 minutes)
ok. that’s all for today. i hope you can review what
you have learned in today’s class and do some related exercise after class. i also want you to prepare for next two paragraphs. i’ll ask you some questions at the beginning of next class. (中文复述一遍). is everything clear? ok. the class is over. see you next time!
写作课英语教案篇7
?unit 2 working the land》
教学准备
教学目标
(1)知识目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。
(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等
(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。
教学重难点
1.阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。
教学过程
1. 话题的引导。(pre-reading)
1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.
2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。
2. 跟读与阅读 完成导学案练习
贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。
1)、通过阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。
2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。
3： 阅读过程--浅层次阅读。(reading i)
1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。
2). 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。
4. 阅读过程--深层次阅读。(reading ii)
在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容，设计了一棵树的形象，引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。
5.知识点的处理：由句子的分析带出语言点，记住句子，记住了单词用法
课后习题
一、单词拼写
1. ____________ vt. & vi. 斗争; n.努力
2. ____________ adj. 感到满意的
3. ____________ n.自由; 自主
4. ____________ vt. & vi. 配备; 装备
5. ____________ n. 产量, 输出量
6. ____________vt. 输出 n.出口
7. ____________vt. 搞乱, 使糊涂
8. ____________ n. 补给; vt.提供
9. ____________ adj. 适当的, 相配的
10. ___________vt. 使膨胀 vi. 发展
二、单词运用
1.we had a ___________(努力) to stop the criminal.
2. the document will be _____________ (传阅) to all members.
3. i’ll type your report if you’ll baby-sit in e_________.
4. our farm ___________ the market with fruits and vegetables.
5. we should s__________ the results of the exam briefly and report to the headmaster.
6. sydney’s population _____________ rapidly in the 1960s.
7. he has a ____________ (晒黑的) face and bright eyes.
8. the plane _________ speed as it was approaching the airport.
9. the workers there worked _______ crazy, with only thirty minutes’ break at noon.
10. he __________ (耕作) the farm with great success.
comprehending：paraphrase these sentences.
1. at that time, hunger was a disturbing problem in many parts of the countryside
2.using his hybrid rice, farmers are producing harvests twice as large as before.
3. thanks to his research, the un has more tools in the battle to rid the world of hunger.
4.he would much rahter keep time for his hobbies.
consolidation exercise;
1._____ your generous help, or i will not overcome the difficulty.
a.thanks to b. because
c. thanks for d. thank to
2. it is so_______ that he is always making noises.
a. disturbed b. disturbing
c. disturb d. disturbs
3. he missed the bus, for ________ he came late for work..
a. whom b. that c.where d. which
4.你必须戒除掉自己吸烟的坏毛病。
5. 满意于学生的成绩，他如释重负的笑了。
6. 他宁愿在家里看电视也不愿意打篮球。
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