How to write high school English teaching plan?

Part one: English teaching plan template for senior high school.

Master of nonverbal humor

Section 2 Reading

Teaching purpose: 1. Let students know what humor is and what nonverbal humor is.

2. Introduce Charlie Chaplin's life and work.

3. Introduce a humor that we can all laugh at.

-Nonverbal humor

4. Cultivate students' reading and understanding ability.

Difficulty: Find out the main idea of each paragraph.

Teaching AIDS: a tape recorder and a projector, multimedia.

Teaching procedures:

Step 1. Greetings and review

Check homework: Let the students review what we learned last class.

Period.

Step two. Preview (by showing some humorous pictures, enliven the classroom atmosphere.

Come on, arouse the students' enthusiasm at once, and then introduce the protagonist of this class conveniently.

-Charlie Chaplin)

Question: 1. How much do you know about Charlie Chaplin?

2. What do you know about his films?

read

Find out the main information about Charlie Chaplin

1) Date of birth: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

2) Work: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

3) Famous people: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4) Clothing: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

5) Performance type: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

6) Death: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Task 2: Listen to the recording of the article and match the main meaning.

Every part.

Para 1 1。 Charlie's childhood

Paragraph 22. His famous role

Paragraph 33. Charlie Chaplin's laughter (laughter) Paragraph 44. His achievements

Paragraph 55. An example of his work.

Task 3: Answer the following questions:

1. What is this article mainly about?

A. the history of British humor?

B.the film made by Chaplin.

C. the humor created by Chaplin in his films.

D. The gold rush in Alaska.

2. When and where was the film The Gold Rush filmed?

A.it is set in California in the late 19th century.

B: It is set in Canada at the end of19th century.

C it is set in Alaska in the middle of19th century.

D it is set in Canada in the middle of19th century.

3. Charlie Chaplin makes people laugh when they are depressed, so they can feel _ _ _ _ _ _ _ _ _.

A. Not satisfied with life

B.be more satisfied with their lives

C. more worried about their lives

D. They lead a miserable life

Task 4: Describe Little Tramp.

This little tramp, a poor homeless man with a moustache, is wearing a dress.

Small black round hat, big pants, worn shoes and crutches.

Task 5: Introduce Charlie Chaplin's major films.

Gold Rush, Modern, Great Dictator ...

-& gt； Appreciate a part of the movie-the gold rush

Play the clips from Chaplin's classic film The Gold Rush with multimedia, so that students can experience the vivid performances of the following masters, thus stimulating students' curiosity and making them eager to read the text and get to know Chaplin, the master of silent humor. Task 6: After watching the movie, find out the correct order of the following events.

Chaplin tried to cut the soles of his shoes.

Chaplin and his friends washed the sand and expected to pick up the gold, but they failed.

They were so hungry that they cooked a pair of leather shoes.

They were shut up in a log cabin.

Chaplin cut off the leather uppers of his shoes.

Chaplin picked out his shoelaces.

Step 4: After reading

Answer the question: 1. Besides joy, what can humor bring to our study and life?

Relaxation, confidence, hope, happiness, health, friendship, love ...

2. The reason for his success:

Determination, dedication, optimistic attitude towards life, kindness

Compassion for the poor ...)

If time permits, tell a humorous story to the students.

Step 5: Conclusion

Today we learned something about humor, which is ubiquitous in our daily life. I hope you can be as optimistic as Charlie Chaplin, no matter what difficulties you encounter.

Step 6: Homework

1. Write a humorous story in English and find out the grammatical items in this article.

2. Preview the important words in the text.

Chapter two: Examples of English teaching design in senior high schools.

Teaching design of English subject

Chapter three: Examples of English teaching plans in senior high schools.

New Year's First English Class (Senior One Teaching Plan)

Step 1 Greeting and Import (Greeting and Import)

1. Happy New Year!

T: Well, I'm glad to see you again after the long vacation. I hope each of you has a happy holiday. How was your holiday? Have you ever traveled? 2. Learn some expressions about "dragon" T: This year is the Year of the Loong, so we are going to play a guessing game. I show English expressions, and you can guess Chinese expressions, including "dragon".

Step 2 Revision (Review)

1. Dear, how many words can you remember in a month's winter vacation?

2.2. How many phrases can you remember?

3.3. Do you remember the grammar?

There is no shortcut on the road of science, only progress. There is no royal road to science, and only those who do not dread the fatiguing climb along steep mountain roads can hope to reach its glorious summit. "(Marx)

You never know what you can do unless you try.

A good beginning is half the battle.

Middle School Oral English Model (Template)

Lesson 63

Hello, everyone. Today, I am glad to have the opportunity to talk about some of my teaching ideas. My topic is marine life, which is taken from SEFC (2) Lesson 63 Unit 16. It consists of four parts.

My understanding of this lesson

Analysis of teaching materials:

This lesson is a reading article. It plays a very important role in English teaching in this unit. Lesson 62 and Lesson 63 are a whole unit. By studying lesson 63, students can improve their reading ability and learn more about the sea and marine life. At the same time, we should make students understand some difficult sentences in order to better understand the article. Students should also do some listening, speaking and writing exercises. Of course, the SS should receive some moral education. Let students better understand the ocean, love the ocean and save the ocean and marine life. Teaching objectives:

1. Knowledge objective: Understand the main idea of the text.

2. Ability goal: Retell the text in your own words.

3. Emotional goal: Let students love marine life and do something to prevent it from being polluted. Key points/teaching emphasis:

How to better understand the text?

Teaching difficulties:

1. Retell the text in your own words.

2. Discuss marine pollution and how to save the ocean.

Some things about the SS:

1. The students learned some knowledge about the ocean and marine life through the Internet and other channels.

2. They lack vocabulary.

They don't often express themselves and communicate with others in English.

Some students are not active in class because they are afraid of making mistakes.

The second part is my teaching theory, methods and tools.

Before teaching this lesson, I will try my best to implement the following theories: let students become the real masters in the classroom, while teachers themselves act as directors;

The combination of language structure and language function; Let students receive some moral education while learning English.

Teaching methods:

Double activity teaching method

Question and answer activity teaching method

Watch and listen to activities

Free discussion method

Working in pairs or individually.

Teaching AIDS:

1. projector

2. A tape recorder

3. Multimedia

4. Blackboard

The third part. Teaching steps/procedures

I designed the following steps to train their listening, speaking, reading and writing abilities, especially their reading ability.

The whole step is:

Greetings, review, lead-in and preparation for reading, fast reading (scanning), listening, intensive reading, preparation of text details, consolidation, discussion, homework steps 1 greetings.

Greet the class as usual.

Step two. revision

1. Ask the students some questions to review the last lesson (show it on the screen).

A. How much salt is contained in each 1000 part of water? (35 parts of salt. 3.5 wt%)

B.what is coral? Why can't coral be found in deep water?

C. why is the dead sea called the dead sea?

2. Check the homework (by surfing the Internet or asking for help from others, I made a survey on the sea or marine life). Through this part, we can consolidate what they learned yesterday, exchange their survey results with others, and prepare for the new lesson.

Step three. Introduction and preparation of reading

Show them some pictures, let them talk to each other, and then use these pictures to learn new words, for example, Antarctica, sperm whales, squid and so on.

Objective: To stimulate students' interest in learning.

Introduce a new theme: marine life.

Step four. speedread

Read this article as soon as possible. I show the questions on the screen and let them get the answers.

The main idea of each paragraph:

1. Why can creatures live in such an ocean around Antarctica?

2. What do whales feed on?

3. What's the difference between sperm whales and other whales?

Methods: Read the text alone and adopt question-and-answer activities.

Objective: To improve students' reading ability.

Understand the general idea of each paragraph.

Step five. Listening (closed book)

1. Listen to the tape and then do some exercises.

2. practice judgment. (On the screen)

Train students' listening and prepare for future exercises.

Step six. intensive reading

Read the article carefully again and answer some detailed questions on the screen.

1. How much does a whale eat at a time?

2. Do all whales feed on small fish?

3. How deep can a sperm whale dive?

Also called deep reading or research reading. This means reading detailed information.

Objective: To further understand the text (train further reading ability) and find out some different sentences and details of the text.

Step seven. Prepare for text details on the screen.

1 ... Its heartbeat slows to half its normal speed.

Become slower.

2 ... Use sound waves

The present participle is used as an adverbial.

3. offer something. For sb

Offer sb. Use sth.

4. once: every time

5. grow to the length of … ...

Objective: To cultivate students' ability to understand and use language.

Step eight. merge

1. Find the topic sentence.

2. Retell the article according to the topic sentence.

Objective: I want to know whether my students really understand the whole text and whether they have mastered what I want to tell them in class. More importantly, I want them to have the ability to introduce and analyze expressions. At the same time, I will write the topic sentences on the blackboard according to what the students find, so that they can repeat them easily.

Step nine. discuss

Show them some pictures about the polluted ocean and many endangered creatures, and ask them: What do they think of this? In order to let them choose freely, I gave them another topic: the ocean is being polluted. What should they do?

Objective: I mean to give them emotional education. I give them multimedia pictures to stimulate their interest in learning and love for life. I mean to make them realize that the ocean is in danger! I taught them to try their best to help it and do something from now on. Everyone should do something to love and protect our home.

Step 10. homework

Write an article about saving the ocean. I want to improve my writing ability. At the same time, cultivate the ability to do it yourself and find information by yourself.

The fourth part. Blackboard design