High School English Lesson Plans

Education should be enjoyable and make everything with fun. Next is my compilation of high school English lesson plans for you, I hope you like it!

The Complete High School English Lesson Plans I

"Unit 2 Working the land"

Teaching Preparation

Teaching Objectives

(1) Knowledge Objective: To let the students know more about the scientific research achievements of China's agricultural scientist Yuan Longping and his influence through reading the text. influence.

(2) Ability Goal: Let the students further use appropriate reading methods and skills, such as skimming (skimming), fast reading (fast reading), close reading (close reading)

(3) Emotional Goal: Let the students not only learn the spirit of scientific research of Yuan Longping, but also learn that he is not concerned about fame and fortune, and the practical attitude of life. life attitude.

Teaching Points

1. Read the text to learn more about the scientific achievements of China's agricultural scientist Yuan Longping and his influence.

Teaching process

1. Topic guidance. (Pre-reading)

1). Opening by designing a familiar poem to let students know the topic---farming.

2). Involves increasing production and thus solving the problem of world hunger, which leads to the central topic of the lesson - the great man Yuan Longping.

2. Follow up and read Complete the exercises in the introduction

Implementing the purpose and difficulty strategy, instruct students to use various reading strategies flexibly according to different reading purposes and at different stages of reading to capture the main information of the article, understand the author's intention of writing, and break through the teaching key points of this article and the difficult points. The whole language teaching method and task-based language teaching method are used.

1) Through reading training, students are guided to use skimming to grasp the main idea of the article, focusing on cultivating the ability to read and understand quickly and grasp the center of the article.

2) Read each passage carefully, focusing on developing the ability to quickly capture the important details of the article and the ability to guess vocabulary, and learn to appreciate the beautiful sentences in the article.

3: Reading process - shallow reading. (Reading I)

1). In which the basic information about the characters in the text, through a shallow reading exercise designed with an information table, a preliminary understanding of the characters in the text.

2). Regarding his dream, which is described very vividly in the book, I asked the students in the class with artistic skills to draw a cartoon, using the picture to reflect what is described in the fourth paragraph of the text, and at the same time using the first person with sound effects.

4. reading process - deep reading. (Reading II)

After processing some simple information, the most important thing in reading the characters is to read the achievements of the characters which are different from other people as well as some valuable qualities which are worthy of students' learning. With regard to these two aspects, the image of a tree is designed to guide students to find the achievements made by Yuan Longping and the valuable qualities he possesses.

5. The treatment of knowledge points: the analysis of sentences brings out the language points, remembering the sentences, remembering the word usage

Post-course exercises

I. Word Spelling

1. ____________ vt. & vi. struggle; n. endeavor

2. ____________ adj. feel satisfied

3. ____________ n. freedom; autonomy

4. ____________ vt. & vi. equipped; furnished

5. ____________ n. yield, output

6. ____________vt. output n. export

7. ____________vt. to mess up, confuse

8. ____________ n. to supply; vt. to provide

9. ____________ adj. to fit, to match

10. ___________vt. to inflate vi. to develop

II. 、Vocabulary Use

1. We had a ___________(effort) 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

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.

2.

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. 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. You must give up your bad habit of smoking.

5. Satisfied with his student's achievement, he smiled with relief.

6. He would rather watch TV at home than play basketball.

High School English Teaching Plan Book II

"Chinese seasonal festival"

I. Analysis of the teaching materials

1. The significance embodied in the content of the unit: the theme of this unit is Celebration, which mainly introduces some major festivals in Chinese and foreign countries. The theme of this unit is Celebration, which mainly introduces some major festivals in Chinese and foreign countries, as well as people's celebrations on some important festivals. Through the study of this unit, it can help students understand the cultural differences in communication, and initially form cross-cultural communication awareness.

2. Intrinsic connection between the content of the previous lesson and the content of this lesson: In the Warm-up session, students have already learned some content and vocabulary about "celebration", which paves the way for the topic of this lesson.

II. Student Analysis

1. Age characteristics of students and their affective expressions towards subject learning: Students have a strong curiosity about what they are learning, show a wide range of learning skills and strategies, and like to relate language learning to their real life and interests.

2. Students' Language Knowledge and Skills: Students have some background knowledge, experience and exposure to the topic of Chinese Seasonal Festivals in this lesson. Besides, in the Warm-up session, students have already learned some related contents and vocabulary, which are helpful for language activities. However, it is still difficult for them to think and express themselves in English.

3. Students' Learning Strategies and Other Skills: Students in the first year of senior secondary school are initially capable of acquiring information, processing information, analyzing and solving problems in English, but they need to improve further.

III. Teaching Objectives

1. Language Knowledge Objectives:

A. Vocabulary and Phrases

seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate , take part in, burn down, sweet dumpling, culture, Zongzi

B. Key Sentences

1)The Mid-Autumn Festival is celebrated by Chinese people.

2) In the old days, dragon boat races were held in Chinese communities.

3)Lanterns were usually lit by candles and decorated with pictures of birds ...

4) The Mid-Autumn Festival is celebrated by the Chinese people. ...

2. Language Skills Objectives:

1)To improve the ability to get the main information from the text and to analyze, reason and judge.

2)To actively participate in language practice activities and improve the ability to think and express in English.

3. Knowledge and Ability Objectives:

1)Learn to introduce Chinese holidays in English in a simple way.

2) To learn more about some major holidays in China and their related historical origins, so as to respect traditional culture and enhance the spirit of patriotism.

4. Affective and humanistic objectives:

1) Pay attention to the changes in students' affective attitudes in learning, and guide students to form a willingness to cooperate with others, and have a harmonious and healthy character.

2) To master effective learning strategies, learn to acquire information and resources independently, and be able to organize, analyze and summarize them so as to enrich their lives.

3) Through cultural understanding, enhance the spirit of patriotism and national pride, improve the sensitivity to the similarities and differences between Chinese and foreign cultures and the ability to discriminate, laying the foundation for cross-cultural communication skills.

5. Focus and Difficulties:

1)How to let students get information and understand the whole text in reading activities.

2)It is difficult to ask students to think and express in English in the language practice activities.

IV. Teaching Design Concepts and Strategies

1. Teaching Design Concepts: 1)Adopt task-based language teaching.

2) Adopt the teaching mode of stimulating the interest of the subject.

3)Use cooperative learning methods.

2. Teaching strategies: 1)Fast reading to get general idea.

2) Careful reading to get detailed information.

3) Free-talk before reading to make

4) Group work after reading to make students understand what they have learned better.

V. Teaching and Learning

a recorder, a computer, and a projector

VI.Teaching process

Step1 Lead-in

T: What is your favorite season? What festivals happen during your favorite season?

(Introduce the theme of this lesson in the form of questions: Chinese seasonal festival. This arouses students' interest in learning and naturally introduces the topic)

S1: I likeer summer. There are Children's Day, Dragon-boat Festival and Mother's Day.

S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.

S2: My favorite season is winter. Festival and Christmas Day.

S3: ......

T: Well done. Thank you. Now, let's enjoy some interesting pictures and guess what is happening and what is not. Now, let's enjoy some interesting pictures and guess what is happening and what is being celebrated.

(While enjoying the pictures and discussing them, let's let the students focus their attention on the three festivals related to this lesson:

Dragon Boat Festival, Lantern Festival and Mid-Autumn Festival. And through the pictures, students can grasp more festivals and how to express them, such as Qingming Festival, Mother's Day, etc.)

Step2 While-reading

1.Fast-reading

Read the texts quickly. Match the pictures with the festivals.

Step2 While-reading

1.

Picture A Mid-Autumn Festival

Picture B Dragon Boat Festival

Picture C Lantern Festival

(The questions in the fast-reading session can develop students' fast-reading skills and their ability to get the whole picture of the text. (Questions in the fast reading section can develop students' fast reading skills and their ability to get the overall information of the text, so that they can understand the surface meaning of the text. These questions can be asked to the average students to increase their confidence in learning English).

1. Careful-reading

1)Ask the students to read the first passage carefully and answer 3 questions below.

(1)When is the Mid- Autumn Festival celebrated?

(2)When is the Mid- Autumn Festival celebrated? Autumn Festival celebrated?

(2)What do people eat on this day?

(3)Why is this festival important?

(The close reading session is to read the important passages carefully, increase the amount of information and help the students to deepen their understanding of the text. The teacher chose the first paragraph of the article to guide students to observe and extract specific facts and information closely related to the Mid-Autumn Festival.)

2) After the teacher demonstrated the first paragraph of the question, the students were divided into two groups, and then the two groups asked each other questions about the content of the paragraph (in the form of group competition, which not only enlivened the atmosphere of the classroom, but also expanded the students' ability to think, and improved their ability to ask and answer questions, and also deepened their understanding of the content of the text).

3)Read the texts again and fill in the table.

High School English Teaching Plan Book III

"Scientists at work"

I. Teaching Background Analysis

1. Unit Background Analysis

With the development of science and technology, all kinds of new inventions and discoveries come out one after another. Living in such an era of knowledge explosion, students should be more attentive to experience the changes brought by science and technology and inventors to their lives, and then be able to associate them with the subjects and knowledge they usually learn, and use English as a medium to integrate and link the knowledge. At the same time, from another point of view, scientific and technological progress at the same time, our society has produced a variety of contradictions and controversies, so how to correctly view or deal with these issues, but also become the majority of students should understand and master the knowledge.

2. Student Situation Analysis

The design and implementation of this unit is based on the students' learning of the new materials in the first half of the first semester of the first year of high school. Students have gradually adapted to learning English through activities and tasks and how to deal with the relationship between language knowledge and activities. In addition, they have also developed the ability to work in groups and learn independently.

Analysis of Teaching Objectives

Language Skills

Listening: On the basis of listening to the teacher's explanation of the points to be noted in the experiment, they continue to learn and strengthen the ability to capture specific information and the ability to summarize the main topic of the whole text.

Speaking: you should be able to think and learn how to describe a new thing based on the knowledge of certain modern technological inventions. At the same time, they should be able to communicate with others and describe the advantages and disadvantages of things.

Reading: strengthen skimming, reading and other reading skills, training through the search for key words, topic sentences and other ways to more quickly and accurately determine the main idea of the article paragraphs, clear the overall framework and the vein of the article. The main purpose of this course is to help readers to understand the meaning of the text and to understand the overall framework of the text and its context, and to use the basic word guessing skills to guess some of the words, and to experience the deeper meaning of some of the best sentences.

Writing: Learning to think rationally on the basis of things, the use of appropriate sentence patterns and vocabulary to describe the different views of things positive and negative, and at the same time should pay more attention to mastering some of the necessary transition words to increase the rationality of this kind of writing and sense of hierarchy, and should be familiar with the basic framework of the writing of thesis essays.

Emotional Attitude and Cultural Awareness

(1). To further develop the ability of cooperative group learning, to complete tasks through investigation, interviews, discussions and other activities, to complement each other's strengths and weaknesses, and to strengthen the sense of group collaboration.

(2). Guide students to think about the characteristics of different subjects in English and appreciate the connections and differences between subjects. Inspire students to think positively through topics and mobilize their interest in learning.

(3). Instruct students to accept new things with critical thinking and enhance their awareness and ability to debate.

(4). To realize the hardship of scientific and technological work and the personal qualities and qualities required, and to encourage students to be creative and practical in their learning process.

Language Knowledge

Vocabulary: learn and use some vocabulary related to science and scientists.

Grammar: To learn more about the phenomenon of multiple meanings of words and the formation of synthetic words.

Functionality: learn how to give directions and instructions to someone about something.

Topics: learn how to express a topic about an experiment and how to analyze and discuss a topic from both sides.

Learning Strategies

Instruct students to use what they have learned to organize and summarize what they have learned by grasping the key points, marking, and taking notes. Encourage students to increase exchanges and cooperation with their teachers and classmates, and continue to cultivate the habit of correct self-evaluation and mutual evaluation, so as to summarize and exchange what they have learned and to further develop an effective learning method. And guide students to extend the English learning from the classroom to outside the classroom, play the master of the use of tools, find information, Internet and other ways to increase the ability to think and express in English, to understand the importance of experiments for scientific research, to establish a correct attitude towards learning, and the formation of a critical look at the problem habits.

Third, the teaching content analysis

The central topic of this unit is science and scientists. the topic is attached to listening, dialog, reading and writing and other language carriers. The topic of this unit has a close relationship with students' daily learning, and it should be said that it is to use English as a medium for students to express what they think and feel about the science courses, especially the experiments in science, chemistry and biology. Therefore, although the topic of this unit has a certain degree of difficulty for students, it has reflected the student-centered, close to students' lives and rich in the characteristics of the times.

Warming up is designed with four pictures related to the students' science courses, and the students are able to discuss the characteristics of the subjects and their learning through the identification of familiar and relevant experimental tools and sites. In the Listening section, students are asked to familiarize themselves with certain lab rules and precautions, how to give instructions to others, and how to grasp the central theme of the text, capture relevant details, and answer relevant questions.

Speaking is a contemporary discussion exercise. Students are required to have an understanding of the current hot cutting-edge technologies, (the exercise provides content such as Maglev train, cloning, nuclear energy, computer and space flight) and then be able to think rationally and critically about these new technologies and tools, and feel the great benefits they bring to our lives, but also find that they can be of great benefit to our lives. Then they can think rationally and critically about these new technologies and tools, feeling the great benefits they bring to our lives, but also discovering their shortcomings and drawbacks, and expressing their own opinions and ideas through discussions and dialogues. This part should also be a preparation for the writing content of this unit.

Reading tells the story of scientist Franklin's kite experiment, which proves that Lighting and electricity are the same. Based on their understanding of the text, students will be able to fully feel the importance of experimentation in scientific work and how scientists achieve success in their careers. They will also be able to implement some of the words and phrases that appear in the material.

Language Study is based on the vocabulary learning in this unit, so that students can further understand and master certain word formation. The main ones are partitive words, the phenomenon of multiple meanings of one word and the formation of synthetic words.

Integrating skills Through the discussion of whether scientists should use animals to conduct experiments to invent new products, students rationally look at this issue from both sides. At the same time, on the basis of reading, thinking and discussing, they will write a short essay stating their views, positions and opinions.

Fourth, the teaching focus and difficulties

Focus

(1). To be able to analyze a topic in a reasonable way and to analyze the problem from different perspectives, showing both the advantages and disadvantages of an object. Also be able to learn which structures and words to use to evaluate things when discussing, such as " It's good / bad / harmful for... / It's dangerous / expensive / important / unnecessary/ It brings people .../ It can help people...

(2). Master how to give directions and instructions to others on a certain topic, and be able to use Don't do ... / Don't forget to ... / Make sure ... / Remember that ... / Do be careful of...etc. for discussion, conversation and performance.

(3). To be able to further understand the knowledge of multiple meanings of words and synthetic words. In order to be able to better distinguish the meaning of words and guess the meaning of words, use the knowledge of word formation to expand vocabulary, and can really do for reading.