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1、 My best friend 教學設(shè)計 一.教學內(nèi)容分析： 書面表達是一種全面性和綜合性的檢測，對學生的要求較高。但是對于絕大部分初中生來說寫作難，就如“狗咬刺猬無從下手”。對人物的描寫更加形象，有呼之欲出的感覺更是難上加難。所以，本節(jié)課從大腦風暴圖入手，開拓學生寫作思維，激發(fā)學生寫作欲望，并鼓勵學生當堂完成一篇熟悉人物的描寫作文。 二.教學目標 知識與技能： 1.通過寫作訓練讓學生鞏固形容詞、副詞比較級，最高級的用法。 2.通過寫作訓練，讓學生掌握對人物描寫的表達。 過程與方法： 1.通過小組合作，讓學生掌握形容詞，副詞比較級，最高級的用法。 2.通過大腦風暴圖

2、來減少學生在寫作過程中的障礙。 情感態(tài)度價值觀： 1.注重生活，慎重擇友。 三.學習者特征分析 本人所教班級學生英語學習兩極風化較為嚴重。尤其對于英語成績中下的學生來說，寫作是個大問題。每次拿到作文題目都覺得無從下手?？荚嚂r，作文有空白現(xiàn)象?，F(xiàn)在要協(xié)助樹立他們的信心，鼓勵他們大膽去寫，讓學生從中體會到寫的樂趣。 四.教學分析 教學重點： 1.形容詞副詞比較級和最高級在文中的準確使用。 2.如何組織語句，當堂完成寫作。 教學難點：如何完成寫作。 解決辦法： 1.利用找錯，說句子的方法鞏固學生對形容詞副 詞比較級和最高級的掌握。 2.利用大腦風暴圖。 五.教學策略

3、 小組合作探究 教學資源 多媒體課件 教學過程 Lead-in T： The best friend is like a mirror. Can you talk something about your best friends? S1：My friend is tall. S2：... T： Very good, thank you! Aims： (1)能夠使用形容詞、副詞比較級和最高級實行人物描寫。 (2)學習利用大腦風暴圖構(gòu)思作文。 (3)在限定時間內(nèi)完成一篇相關(guān)人物描寫的作文。 流程：合作探究—展示—自我檢測—互評 Pre-writing T： Bef

4、ore writing, let’s play a game named Searching for the mistakes. There are some mistakes in these sentences. You can read and discuss with your partners to find out them. 3 minutes for you. S：(Read and discuss with their partners) 3 minutes later S1：he’s name His name. ... S5：very like l

5、ike very much S6：like play like playing T： Well done! Please pay attention to them in your passage. T： Welcome to challenge! look at some sentences and translate them into English. 他的頭發(fā)比我的長。 他的書包和我的書包一樣新。 我很喜歡唱歌。 S1：He has longer hair than me. S2： His hair is longer than mine. S3：His ba

6、g is as new as mine. S4: I like singing very much. (方法：糾錯指正，練習使用) (目的：通過糾正指錯，句子練習，幫助學生解決在使用形容詞副詞比較級和最高級時存在的普遍性問題) T: If we want to describe a person, what should we write about? S1: Appearance like doing S2: Personality healthy Hobby S3:Hobby enjoy/ love doing S4:Habit Habits unhealthy

7、 be interested in T: Good! My/her/his favorite... is... serious... wild-quiet outgoing-shy Appearance My best friend Personalityy tall-short heavy-thin Be of medium height/ build ... (方法：通過大腦風暴圖讓學生知道從哪幾個方面著手去寫作) (目的：讓學生能夠進行人物綜合性描寫) T: Look at these pictur

8、es, and try to find some differences. S1: Her hair is longer than mine. S2: She likes playing basketball, but I like reading. S3;She is more outgoing than me ,she has more friends than me. S4: She likes eating vegetables and fruit very much, but I like junk food best. So, she is much healthier t

9、han me. (方法：讓學生通過圖片對比，直觀，形象地進行表達) (目的：豐富學生寫作語句，充實寫作內(nèi)容) While-writing T: Please write a passage according to the tips. 以“My best friend”為題，寫一篇不少于80詞的文章。 要求：1.書寫工整，自己清楚。 2.提示詞匯：taller/tallest, longer/longest, be different from. spend ...doing, every day, like doing. (備注：成績好的同學必須按要求寫，成績中下

10、等的學生可適當放松要求,可根據(jù)提示進行寫作) My best friend I have a best friend. (general introduction)... ... ... ... ... ... ... (Appearance) She is ...than me. ... ... ... ...(Personality) She is an outgoing girl. ... ... ... ... (Hobby) She likes ... ... ... (Habits)She has healthier habits than me. ... ... (End

11、ing) Although there are many differences between us ,we are the best friends. We always care about and help each other. After-writing Show someone’s passage and ask students to correct it together. (目的與方法：集體批閱作文，規(guī)范語句，語法) Ask them to read the example. My best friend I have a best fiend. Her

12、 name is Lucy. She is a 14-year-old girl. She is as tall as me. Her hair is longer than mine and Her mouth is really small. She wears a pair of glasses. She is an outgoing girl. She likes making friends and talking. So, she usually spends time with her friends. But I am quite different from her

13、. I am a little shy. So, It is difficult for me to make new friends. Sometimes I feel lonely. We have different hobbies. I like reading very much. I spend most of my free time reading. However, She likes playing basketball and plays basketball every day. We have different eating habits. Her eating h

14、abits are better than mine. She likes vegetables and fruit best. But I like junk food best. Although there are a lot of differences between us, we are the best friends. We always care about and help each other. (目的與方法：通過閱讀范文，觸發(fā)思維，學會借鑒) Ask them to correct their own compositions first. (目的與方法：通過自改作文，糾正并完善作文)