Senior three English excellent lesson plan template

# Senior # Introduction and senior high school sophomore difference is that at this time to review the mechanics of part of the knowledge is in order to better combine with the college entrance examination syllabus, especially the level of medium or medium low students, this time you need to check the gaps, but also need to improve the ability at the same time, to fill the gaps in knowledge and skills. Exam Net senior channel for you to prepare a "senior English excellent lesson plan template" to help you win the gold medal!

1. Senior English excellent lesson plan template

High school English reading texts have a wide range of topics, a variety of genres, and rich knowledge of the language and other characteristics, is the core part of the teaching of each unit, but also the main channel to develop students' reading ability.

The traditional mode of reading teaching is often a single bottom-up mode, which only takes the text as a carrier to teach students grammar and language knowledge, focusing on the teacher's explanation and neglecting to cultivate students' reading speed and comprehension; the traditional way of asking questions about reading comprehension often stays at the level of superficial comprehension of the article being read. How to improve students' reading speed, reading comprehension and language level with the help of these texts? This is a task that requires mutual cooperation between teachers and students. In the classroom teaching of reading lessons, teachers should carefully design teaching procedures so that students' reading and discussion and communication cross each other, so that the reading lessons not only achieve the effect of improving students' reading level, but also give better play to students' subjective initiative and turn the information they receive into the content of communicative practice. By using the communicative approach to reading teaching, a solid foundation is laid for improving students' comprehensive abilities in listening, speaking, reading and writing. The teaching process consists of four elements: teachers, students, teaching materials and methods, and the six pairs of relationships formed by these four elements can only be realized if they are in a harmonious state. When carrying out the teaching design of reading class, we can't only consider the teacher's will and neglect the students' subjectivity. Teachers in teaching should stimulate students to think, so that students have something to say, and happy to say.

First, the design of questions to stimulate students' subjective thinking

Second, the question design is an important means of teaching English reading, is to help students understand and appreciate the entry point of the article. Teachers design questions to follow the principle of gradual and orderly approach

Third, the problem should be built on the attention and interest of students, serving the overall improvement of the quality level of the student's goal needs.

Most high school English texts are long. The content of the text is rich in aesthetic and scientific education. In these both knowledge, interesting, ideological reading class teaching carefully designed both inspiring and can provoke students to explore the interest of a series of questions, can inspire students to brain, stimulate students to think, and cultivate the habit of active learning. Teachers design questions, should closely follow the textbook, layer by layer, to have a certain thought gradient. In the process of questioning and answering, teachers should inspire and guide to activate students' thinking XX, to help students cognize and understand.

Second, teach the method, the initiative of learning to the students

To improve the quality of students, we need to cultivate the ability of students. Therefore, the English reading teaching to highlight the word "learning", from letting students "learn" to train students "will learn", teach the method, the initiative of learning to the students.

1, guiding students to seriously preview

High school reading text long, difficult, abstract concepts, image of the content of less thinking, grammatical phenomena more complex. Therefore, it is very important for students to study carefully. If the students do not have any preparation into the classroom then learning is certainly passive, the teacher explains what the students listen to what the teacher demonstrates what the students watch. What initiative is there in such learning? Pre-reading seems to be a student thing, but the teacher carefully guided is very critical. Teachers should teach students the method of pre-study, guide students to pre-study carefully, and write self-study notes, self-study encountered in the difficult problems. For example, arrange students to do some preparation for the relevant issues, and require students to use the toolkit to study vocabulary before class. Students can be assigned questions to go back and think. Students only mastered the scientific and effective learning methods, accept new knowledge to be able to learn by example, to touch the class, better to do the migration of knowledge, and make students benefit for life.

2, encourage students to participate

Students participate actively, the most critical is that teachers should fully respect the personality of the students, give full play to the teaching of democracy, and for this reason, teachers should be properly guided to do their best to limit the efforts to guide students to participate in the process of exploring knowledge. To this end, to do:

(1) to create a relaxed, harmonious, cordial, equal learning atmosphere.

(2) to leave enough time and space for participation. Teaching should not be "full irrigation", but also can not be "full of questions", students can speak, we should try to let students speak; students can move, we should try to let students move.

(3) to create good conditions for participation, provide suitable opportunities for participation, organize students to think independently and collective discussion. In the teaching of the reading class, the teacher can let the students set up each other's scenarios, on the topics they are interested in the group as a unit of the whole class to discuss, in order to achieve the purpose of full participation.

3, training students to summarize the understanding

The purpose of reading is to obtain written information. Thus, when reading, you can't analyze the grammar word by word and sentence by sentence, but rather, you should quickly complete the reading of the tree material, grasp the general idea, and then go deeper to understand the content. Teachers can guide students in reading according to different topics and genres of reading materials to take different forms of summarization to summarize the content of the material, fast and accurate hunting article information, and cultivate students' good reading habits. Because of the different subjects and genres of reading materials, and thus in reading can also be from different angles with a variety of different ways to summarize, understand the content of the material, such as can summarize the verb, show the process of the event; summarize the article characters, highlighting the key characters, and so on, so as to continue to improve their reading comprehension ability in reading practice.

Third, increase the amount of language practice, extend the English reading space

High school each unit of a reading text selected articles are good articles, they are rich in content, involving a wide range of texts reflecting the Chinese and foreign cultural practices, biographies of world celebrities, sports and athletic competitions, dietary habits, etc., all to arouse the attention of the high school students and interest. However, from the point of view of cultivating reading ability, it is far from enough to be limited to the reading teaching of the text. Reading classroom teaching content must not only stay in the closed classroom, a narrow book, but to face a broader social life, in order to broaden the perspective of the reading content, free from the traditional English reading materials, in order to improve the quality of students' ability.

Each week, we choose three to five readings that are moderately difficult and balance knowledge and fun, print them out and send them to students to read after class, and ask them to do the corresponding reading comprehension questions.

Fourth, English reading teaching should permeate personality education

Cultivating people with a sound personality is one of the goals of the current quality education. High school English reading material is a set of ideological, scientific, interesting and practical in one of the good teaching materials, has a strong ideological. Reading teaching should be combined with teaching content, and ideological and moral education should be included in English reading teaching to improve students' political and ideological quality. Therefore, teachers should try to explore the ideological education factors in the textbook, to knowledge as a carrier, timely and appropriate penetration of ideological character and patriotism education.

In addition, according to the teaching materials can also be used to discuss the need for teaching, moral education in the teaching, which can not only cultivate and improve the students' ability to use the language, but also enable students to receive a profound ideological education, which is not exactly the purpose of the quality of education and purpose. Of course, the most important thing is that teachers correctly recognize the role of English reading teaching in personality education.

2. Senior English Excellent Lesson Plan Template

Teaching Aims

Knowledge a nd Skills:

1. Ge t to know about Canada.

2. Grasp some Grasp some reading skills.

3. Stimulate the Ss' interest and love for learning about foreign countries.

Strategy and Method:

1.Train the students' fastreading ability.

2.Train the students' ability to co operate with others.

Main points<

Main points:

1. Introduce the information of Canada to the students.

2.Train the students' reading ability Train the students' reading ability -skimming,and listening ability

Difficult point:

Learn different reading skil ls for different reading purposes.

Teaching procedures and ways

Teach the students to read and understand Canada.

Teaching procedures and ways

Teaching process

Step1. Readin g&Greeting (2`)

Step2. Leading in and Warming Up (5`)

1.Free talk Do you like to go sightseeing?

Which country do you like to visit?

What can you see in these countries?

2.Quiz

Step3. reading (10`)

1. what is "the true north"?

It refers to "the crossCanada train."

2. Draw the route of the two girls' traveling across Canada

Step4. Careful reading(T&F) (15`)

Step5. Consoli dation (7`)

Listening & Summary

Fill in the blank and retell the story

Post-class exercises

Homework

Surf the Internet to find more information about Canada

Chalkboard Designing

Unit5Canada - the "the true north"

A thip " on the true north"

Vancouver Rocky Mountains Thunder Bay

Calgary Lake Superior Toronto

3. Senior English Excellent Lesson Plan Template

Teaching Objectives:

Students have basic knowledge of Meat,rice,noodles,fish,milk.Understand that "Do you like?" is a question "Do you like?" and can answer accordingly.

Cultivate students' sense of English through rap activities, improve students' thinking ability and language ability. Through learning, cooperation and communication, stimulate students' learning motivation, cultivate students' interest in learning, and fully mobilize students' enthusiasm for learning; closely integrate the language knowledge learned with real life.

Following the "student development-oriented" concept of curriculum reform, facing all students, inspiring and guiding every student to actively participate in learning activities, and cultivating and improving students' awareness and ability of cooperative learning.

Teaching Focus:

Master the English words about food, talk about and ask others about their preferences.

Teaching Difficulties:

The usage of general question sentences.

Teaching aids：

Multimedia courseware, homemade food pictures.

Teaching process:

Step1 Warming up (Reaction game: Touch your face, Touch your nose)

Through TPR activities, it helps to help students concentrate and get ready for class.

Step2 Reveal the topic

T: What kind of food do students usually like to eat?

S: Meat, milk?

T: Do students want to know how to say these foods in English? Let's learn it together today. Directly point out the learning task of this lesson.

Step3 Teachers and students exchange

T:Show fish picture.I like fish.(Show like) Do you like fish?Lead students to answer Yes,Ido.

T:Here you are.(Make a show of giving each other)

S:Thank you.

Teachers can practice with more students.

T:Show the picture of noodles Idon't like noodles (show that you don't like it - shake your head) Do you like noodles?Lead the students to answer No,Idon't

Teaching other words The method of teaching other words is the same as above.

Preparation ideas: teachers and students of real communication, so that students feel that the language is closely related to real life, through

this natural way to present the new language items to the students, so that the students experience a sense of achievement in acquiring knowledge, and develop self-confidence.

meat meat is meat meat meat is really delicious

Make the words into chants, consolidate students' memory, and make the boring vocabulary learning vivid and interesting.

Step 5 Listen to the song and learn to sing it

Play the melody "How old are you?" that students are familiar with, and then change the lyrics according to the melody. Do you like meat?

Singing is one of the forms of learning activities that students like. In teaching, we make full use of teaching resources and use songs as a means of learning general questions, cultivating listening skills, checking knowledge mastery, reviewing and consolidating knowledge and developing students' language skills.

Step 6 Text Teaching

The teacher said to the students, "Ms Smart,Lingling,Sam,Amy,Tom are eating, let's find out what their favorite food is."

(multimedia courseware) present activity 1, ask the students to listen carefully and try to understand the content of the text, after listening to the first recording, the teacher asks: "What does Lingling like, What does Sam like, What does Amy like, What does Tom like? What does Tom like?" Ask the students to listen to the second recording with the questions, and finally, ask the students to listen and point to the corresponding pictures, and imitate the follow up reading.

Step 7 Cooperative Learning

One student in each group holds a picture of food and asks the table, "Do you like?" and the other student answers according to his/her own preference, "Yes, I do.∕ No, I don't."

One student in each group holds a picture of food and asks the table, "Do you like? 't.

4. Senior English Excellent Lesson Plan Template

(I) Teaching Content

1. This lesson is the first lesson of Unit 2 heroes Lesson 1 Modern Heroes. This unit introduces National hero, History makers, Sports stars and Superhero respectively. these articles are all about heroes, but in different fields, they are coherent and integrated.

2. This lesson is an introduction to National Hero, a topic that students are more familiar with and interested in. The first part of the lesson involves the introduction of Yang Liwei and Shenzhou V, so that students can master the relevant vocabulary; the second part of the lesson introduces Yang Liwei's travels to space on the Shenzhou V spacecraft.

3. This text appears more determinative clauses, as well as more vocabulary (some word lists do not have and junior high school has not learned), in such a difficult premise, I guide the students through the culture and background knowledge, combined with the content of the textbook to enrich their own knowledge, to broaden the students' understanding of aerospace knowledge, so that the students understand the aerospace The road to success of the heroes inspires their national pride.

(II) Student Analysis

1. Composition of vocational high school students aged 14-16 years old, most of the students due to the middle school knowledge base is not solid, and lack of initiative to learn the initiative, self-study ability is poor, the study of learning does not hold inquisitive and directional, and do not have to develop a good habit of learning English, so the learning performance is less than ideal.

2. Students' Knowledge and Skill Level Students enrolled in vocational high schools are weak in basic knowledge, and they can't even read the phonetic symbols, and their vocabulary is narrow, which affects their reading, listening and composing. Students' ability to express themselves is still at a relatively low level, and they can only say one or two sentences in the face of each picture or a certain topic. Moreover, in reading, they fail to master the skills and methods of extensive and intensive reading, and they have poor ability to preview and review after class, and they lack the ability to summarize and generalize.

3. Learning strategies that students have mastered Despite their average level of knowledge and skills, students have mastered the reading skills of pair work, group work, using the culture and background knowledge after a certain period of training.

(III) Teaching Objectives

1. By reading the articles quickly, students are able to summarize each paragraph and accurately relate the topic of the passage to the given headings.

2. Through close reading, students will be able to answer detailed questions about the article.

3. Through further reading, students will be able to interview their national heroes in English. And try to retell the text.

(IV) Teaching Strategies

Teaching Methods: use the communicative method, fully mobilize students' enthusiasm, actively participate in classroom teaching, through teacher-student interaction, group performances, to complete a variety of tasks, in order to achieve the way to complete the teaching task.

5. Excellent Lesson Plan Templates for Senior English

Teaching Objectives

I. Words and Phrases

permission, nation,reduce, fetch, compare, therefore, remain, dislik

I. Vocabulary and Phrases

Permission, nation, reduce, fetch, compare, therefore, remain, disliked, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of

II. Everyday Interaction Phrases

1. Could / Can I do that?

I wonder if I can do that.

Would / Do you mind if I come earlier?

Will you tell me if can go now?

2. Yes, please. / Of course. / Sure. / Certainly.

Go ahead, please.

That's all right. / OK.

It's all right to me. to me.

3. Refuse

I'm sorry, but it's not allowed here.

You'd better not.

I'm afraid not. It's not right.

III.Grammar

Review the use of noun clauses as objects and expressions.

Teaching Suggestions

Teaching Materials Analysis

The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. This dialogue is the main idea to learn to use these phrase for permission. Though two men's talking. In order to master these phases, this lesson has short dialogue to give the students to speak each other.

Key Vocabulary Explained

1.

1) catch fire: begin to burn; burning. catch fire has a dynamic meaning, wipe "begin to burn".

For example:

Paper catches fire easily.

The bed clothes catch fire and the whole house may be burnt down.

2) be on fire: be burning on fire; fire. Be on fire has a static meaning, meaning "burning state".

For example:

The house was on fire.

She woke up at midnight and found the kitchen on fire.