Junior one English teaching plan template

5 high school English teaching plan template.

A good English teaching plan plays a very important role in English course teaching. So what are the templates of English teaching plan for senior one? The following is the template of the first-grade English teaching plan I compiled for you. I hope you like it!

The first English lesson plan template 1 1, teaching material analysis

The theme of this module is fairy tales, mainly Goldilocks, and the story of Jingwei's reclamation is added. The content and plot can easily arouse students' interest. The language is simple and easy to understand, and the description is meticulous and vivid, which is very conducive to the language practice activities of listening, speaking, reading and writing, so that students can learn the language in the process of using the language and promote them to learn English more consciously.

Stories must be told in the simple past tense, so this module continues to pay attention to the simple past tense in grammar learning. Through practice, students can not only master language structure, but also learn language knowledge, feel language functions, appreciate beautiful fairy tales and learn to describe a complete story or a thing.

Second, the teaching objectives

1. Knowledge objective:

Pronunciation: Pronunciation of simple past tense of regular verbs

Once, hear, start, decide, ride, gold, small, choose, notice, worry, knock, nobody, push, open, enter, count, bowl, all, hungry, rush, try, destroy, unhappy, sleep, return, cry, point, no, die, emperor, once.

Grammar: the general past tense of regular verbs.

Function: Describe things in chronological order.

Title: Taking "Fairy Tales" as the title.

2. Ability objectives:

Listen: I can understand the main people and things in simple stories.

Say: Use simple past tense to express events and tell simple stories.

Reading: Can read simple stories and understand the main characters, events and plots. Conduct simple skill training.

Write: Write simple things in simple past tense.

3. Emotional goal: improve English learning interest and feel the fun of learning by reading fairy tales.

Third, learning strategies and cultural awareness

1. Learning strategy: cultivate the ability of autonomous learning, effective communication, information processing and English thinking.

Cognition: skills such as connection, induction and speculation. Observe and summarize the general past tense of regular verbs to improve self-learning ability.

Rule: get feedback from peers and correct your mistakes in narration and composition.

Communication: Learn to explain fairy tales with proper words.

Resources: Get more simple English fairy tales through other resources.

Self-study strategy: Try to read some short English fairy tales. Can pay attention to discover the laws behind language phenomena, and can use the laws to draw inferences from others.

Cooperative learning strategies: learn from each other, learn from each other's strengths, learn from others' demonstrations, and enjoy learning strategies.

2. Cultural awareness: Compare the similarities and differences between China's fairy tales and foreign fairy tales, and learn about the local customs around the world through foreign fairy tales, so as to broaden our horizons and stimulate our interest in learning English.

Four, the focus and difficulty of teaching

Focus: train students' listening, speaking, reading and writing skills through fairy tales, and master the general past tense of regular verbs.

Difficulties: master the form of regular verbs in the general past tense, and gradually form the consciousness of using the general past tense correctly.

Verb (abbreviation for verb) module task

Can tell simple stories in the simple past tense of regular verbs.

Six, teaching material processing and teaching design

We divide this module into three categories:

Period 1: vocabulary and listening, pronunciation and oral English

The second stage: reading and vocabulary

The third stage: writing, traveling around the world, and modular tasks

Junior one English teaching plan template 2 ● Teaching objectives

1. Skillfully use the present continuous tense for language communication.

2. Learn to describe the action by looking at the pictures and talking.

● Teaching tools

Tape recorders, projectors, pictures, etc.

● Teaching steps

Step 1 revision

Review what he/she is doing. He/she is making a cake. Call three students to the podium. A does the action, and B asks him if he is reading or playing ...? The answer is yes, he is. /No, he isn't nt. Let the students do similar exercises in groups of three.

show

Teachers teach some words through specific actions, such as speaking, talking together, opening, closing and taking pictures. Then make sentences with these words or phrases and practice them again and again. You can also have several students perform on the podium and then ask your classmates what he/she is doing. Is he/she opening the door? What is he/she doing? He/she is closing the window. What are they doing? They are taking pictures.

practise

* Open the first part of page 23 of the book and let the students find the correct pictures when listening to the tape.

* In the second part, let the students look at the color picture 3 and practice the dialogue in pairs.

consolidate

Sentence pattern conversion:

1. We clean the classroom in the afternoon. But we don't do it now. It's still early in the morning. (The underlined part is changed to the present continuous tense)

We are now _ _ _ _ _ _ _ our classroom. It's dirty It needs cleaning.

They are playing football at school.

They play football at school. They are playing football elsewhere.

I am doing my homework now. (The underlined part is changed to general question, and negative answer)

_ _ _ _ _ _ _ _ _ is doing _ _ _ _ _ homework now? ______, ____________.

Say it in English. (The underlined part is changed to a negative sentence)

_ _ _ _ _ _ _ _ _ _ is now in English. These old people don't understand English.

The twins are singing in the room.

_ _ _ _ _ _ Are the twins _ _ _ _ in the room?

Answer: 1. Cleaning 2. Not playing 3. You are yours. No, I'm not four. Don't talk. what to do

Blackboard handwriting

Blackboard handwriting

Lesson 83

You didn't speak.

He/she is not writing.

Is he/she opening the door?

Yes, he/she is.

No, he/she isn't.

Unit 3 Unit 7 It's raining.

Part a (1a-2d)

First, the teaching objectives:

1. Language knowledge goal:

1) can master the following words: rain, wind, cloud, sunny, snow, weather, cooking, bad, park,

Leave a message, take a message, yes, reply, question

Can master the following sentence patterns:

What's the weather like in Beijing?

It's sunny.

Can I take a message for him?

That's right. Could you tell him to call me back?

Sure, no problem.

2) Describe the weather with what you have learned.

3) Describe the action that is happening.

2. Emotions, attitudes and values:

Educate students to be good at observing the weather and adjusting their emotions; Understand the weather around the world and increase the concept of the world. Knowing that the power of nature is magical and great, we should study hard and aspire to learn scientific knowledge well, so as to lay a good foundation for exploring the magical nature when we grow up.

Second, the difficulties in teaching

1. Teaching focus:

1) vocabulary and useful expressions.

2) What's the weather like?

It's raining/windy.

3)-What are you doing?

I am playing basketball.

2. Teaching difficulties:

Ask about the weather in the target language and ask about other people's activities.

Third, the teaching process

I. Warm-up and lead-in

1. Greet the students and check their homework.

2. Watch video programs about the weather.

Ii. briefing session; exhibition

1. (Show some pictures of the weather)

Look at the pictures and ask them what the weather is like.

Students learn new words and phrases with pictures.

Look at the picture in1a. Then read the new words on the right. Let the students match the words with the pictures.

3. Check the answers.

What's the weather like? )

1. (Some pictures are displayed on the big screen. Ask the students "What's the weather like?"

2. Guess and answer the questions.

ⅳ. Listening

1. Now let's look at the city names in the box in1b. Please read after me.

Students follow the teacher to read the city.

Now, we will hear four dialogues. Listen carefully. When the picture appears on the tape, point out each city in the picture. Play the recording again. Ask the students to write the name of the city in the weather map.

3. Check the answers.

V. Working in pairs

1. Tell the students: If you are somewhere in the picture above. Talking about the weather

Call your friend in another city.

2. Make a model like this with a student:

T: hi! What is the weather like in Beijing?

It's sunny.

3. Students work in pairs. Ask and answer the weather in the city.

ⅵ. Listen

1. Work on 2a.

Let's see what Jose's family is doing. Point out four pictures.

2. Ask the students to say what everyone in each picture is doing. More attention should be paid to it.

Use the present continuous tense correctly.

3. Play the recording and ask the students to listen and number the pictures [1-4].

4. Play the tape and ask the students to check their answers.

5. With the whole picture, let the students tell its story.

Step 6 brainstorm

Play the tape next time. Then do a memory test.

Ask the students: What is Uncle Joe/Jeff/Aunt Mary/Sarah doing?

What are Scott and Lucy doing?

Is Jeff watching TV? Wait a minute.

7. Ask the students to match their names with the activities in 2b.

Play the tape and ask the students to check their answers.

ⅶ. Working in pairs

1. Look at the picture and talk to your partner about the people in 2a.

2. Ask students questions as examples:

T: What is Uncle Joe doing?

He is playing basketball.

3. Students work in pairs. Ask and answer about the pictures.

ⅷ. Role-playing

1. Read the dialogue and answer the questions:

What is Steve doing?

What is Rick's brother doing?

Read the dialogue and answer the questions. Then check the answers together.

2. Ask the students to role-play in pairs.

Nine. Language point.

Practice

Homework:

First of all, summarize the vocabulary about the weather.

Second, write three dialogues about weather questions and answers.

Teaching objectives of English teaching plan template in senior one and four;

There are many bicycles in China.

(2) There is a famous river

Teaching material analysis:

This module is divided into two units. The first unit mainly teaches students how to talk about a place, such as a scenic spot, a city and so on. Learn to use numbers to represent length and population.

Teaching focus:

There are many bicycles in China.

(2) There is a famous river.

Teaching difficulties:

Introduce things with "You/You"

Analysis of learning situation:

Students are familiar with this module. After this lesson, let the students practice speaking and writing through the tips of cards and pictures.

Teaching preparation:

Courseware, tape recorders and tapes

Teaching process:

First, the game warms up.

As the music passed the goods, it stopped. The students say that the sentences there are sentence patterns.

Second, import.

Let the students look at the pictures first and guess where they are in China.

Third, text teaching.

1. Play the recording and ask the students to sort the recorded pictures.

2. Then ask the students to read after it.

3. Try to let the students describe the content in the picture in their own language.

Now you can change your practice method. Students are required to work in pairs. Introduce each other to their favorite of the six postcards. If necessary, you can play the recording again, let the students read it sentence by sentence, and try to grasp the most important features of each postcard, and then tell your partner. Encourage students to describe more according to the pictures, or add their own understanding of the matter to the description.

Let the students listen to the recording of activity 3 of SB unit 2, and then let them try to follow. Ask them to pay attention to the stress. Ask the students to turn to activity 3 of SB unit 2, carefully read the sentences in the book and the places marked in bold in each sentence, and compare whether the positions just re-read are consistent with those in the book. The teacher plays the tape again, and the students read while listening.

Fourth, application

There are many patterns on students' clothes now. The teacher can let one student stand in front of the blackboard and let other students collect loose leaves with the Hutun Town Union School there.

Verb (short for verb) Learn songs.

Complete Activity 4 of SB Unit 2, and let the students enjoy and learn a song. Before playing the recording, please try to guess the content of the song through words and pictures.

Play the tape and let the students imitate the pronunciation and intonation in the tape. If they find it difficult to learn the lyrics, the teacher can play the slowly read lyrics first, and then read the songs on the tape to the students.

Sixth, homework after class

Choose a landscape postcard and give a brief description and introduction in English.

Teaching content of Grade One English teaching plan template 5:

This lesson is based on story teaching, learning to ask questions about others' abilities in the topic of playing football after class. Able to understand and ask about singular and plural items.

Teaching objectives:

1. In the topic of playing football, master the accurate pronunciation of the words soccer and soccer shoes, and frame sentences. Can you ...? Yes, I can. No, I can’t .

2. Students can learn and understand the story through picture prompts and action assistance; Through teacher-student interaction and group cooperation, you can ask others if you can do something with the correct main sentence pattern; Accurately express the emotions of the main sentence patterns in the text through listening imitation and situational performance.

3. You can learn to play football and improve students' sports awareness.

Teaching focus:

1. Vocabulary: football, football shoes, playing football.

2. Sentence pattern: Can you play football? Yes, I can.

Teaching difficulties:

1. World Football: SOC-cer

2. The difference between simple sentence patterns and plural sentence patterns and their application

Teaching preparation:

Courseware, pictures, portraits

Teaching process:

First, warm-up lead-in

1. Song Warm-up: I can skate, I can jump. Teachers and students sing together.

2. Ask the students what they can do with songs and review the old knowledge. Ask the students to guess the ball by flashing, blocking and local presentation.

Second, the presentation of new knowledge

Listening to the text for the first time: from the guessing game to the text of this lesson, with the question "What do they want?" Listening to the text for the first time, at the same time, the teacher should help students understand the main idea of the text.

Third, learn and practice new knowledge.

1. According to the task of listening to the text for the first time, let the students know the meaning of playing football with actions and practice the pronunciation of phrases with different pictures.

2. Intensive listening theory: Do robots know them? Listen to the text carefully.

(1) theoretical football: practice pronunciation and singular question and answer through role exchange.

(2) Soccer shoe theory: using word cards, driving a train to practice pronunciation, and plural questions and answers.

(3) Yes! Sure! Compare the answers and let the students fully understand and affirm! Strong tone and emotion, while practicing role conversion.

3. Learn and practice the new word: football

(1) Wake up the old knowledge: dog-hot box -soc

(2) Spelling rules: soc _ _, students guess the last three letters. Using courseware, separate the letter C from the C of the previous syllable, and then add the letter combination er.

4. hymn summary

Fourth, the consolidation of new knowledge.

1. Listen and read, and focus on pronunciation.

2. Read the text in different roles.

3. Act out the text in groups and show it.

The application of new knowledge of verbs (abbreviation of verb)

1. Consolidate the game: Students choose a number in the football marked with the number 1-6 to complete the task, which is mainly to consolidate new knowledge.

2. Continue the last task: Create a dialogue according to the content of the short film and role-playing.

Sixth, summarize the homework.

1. Summary: In many sports pictures, students can freely choose and express the sports they can do.

2. Homework:

Listen: Listen to the recording of lesson 6 P44 for 5- 10 minutes every day.

Reading: Read the P44 text in Lesson 6 and pay attention to the emotions of the characters in the text.

Write: Write, write 1-3. Ask the classmates and teachers in the next class: Can you …?