English teaching design for junior one.

Five Teaching Designs for Senior One English in 2023

As teaching staff, we need to compile teaching plans, which will help us understand the contents of teaching materials and then choose scientific and appropriate teaching methods. So what are the English teaching designs for junior one? The following is my senior one English teaching design, I hope you like it!

English Teaching Design for Senior One 1 1. Student Analysis

Grade seven students are very interested in English learning, but the overall student foundation is poor and polarized. Therefore, we should pay attention to the work of underachievers this semester. Teachers should face all students, take students' development as the purpose, always give priority to stimulating students' interest in learning, pay attention to hierarchical teaching, guide students to correct their learning attitude, master good learning methods and cultivate students' good study habits.

Second, the purpose requirements.

1, according to students' characteristics and English learning rules, adopt effective teaching means and methods. Create a vivid context for students to carry out activities in the language they have learned.

2. This semester, we should pay attention to cultivating students' good study habits, ensuring the development of large-capacity, high-density and fast-paced classroom training, and at the same time, we should also pay attention to cultivating students' autonomous learning ability, and guide and encourage students to use reference books more.

3. Proceed from students' reality, give full play to students' main role, and further strengthen the guidance of students' learning methods.

4. Make full use of visual AIDS and modern teaching methods, pay attention to the integration of modern technology and disciplines, design more teaching scenarios, pay attention to practice, do a good job in basic training, pay attention to cultivating students' ability to express their thoughts directly in English, expand classroom capacity and improve classroom efficiency.

5. Carefully study the teaching materials, master the teaching purpose and requirements of each unit, correctly grasp the key points and difficulties of the teaching materials, carefully design the teaching procedures, choose the appropriate teaching methods and carefully prepare lessons according to the age characteristics of students and the actual situation of the class.

Third, specific measures.

1, reflecting the gradient of knowledge and expanding care in classroom and assignment.

2. Guide students to find their own learning methods, grasp all aspects of learning, and let them form the habit of consciously learning English.

3. Highlight students' subjectivity, respect individual differences, and let students construct knowledge, improve skills, hone their will, activate their thinking, show their individuality, develop their minds and broaden their horizons under the guidance of teachers;

4. Implement the "One Help One" activity, let the students with good grades drive the poor students, and supervise the poor students' daily homework completion and recitation.

5. Establish English study groups and carry out various activities in groups. At the same time, integrate the strength of parents, so that parents can supervise students to listen to tapes and read texts on weekends.

6, through listening, speaking, reading, writing and other forms, a lot of language practice and practice.

7. Use fixed time every day for reading training, so that students can master reading skills as soon as possible, cultivate reading interest and improve their overall ability to master language knowledge.

8. Pay attention to process evaluation, promote students' development, and establish an evaluation system that can stimulate students' interest in learning and the development of autonomous learning ability. The evaluation system consists of formative evaluation and summative evaluation. In the teaching process, formative evaluation is the main method to cultivate and stimulate students' enthusiasm and self-confidence.

Fourth, the problems that should be paid attention to in teaching

1. In the process of English teaching, we should pay attention to cultivating students' comprehensive ability to use English. While cultivating students' reading ability, we should pay attention to strengthening the training of listening and speaking skills. Through comprehensive training of listening, speaking, reading and writing skills, students' comprehensive ability to use English can be promoted. Gradually have the ability to communicate in English.

2. In the process of designing teaching activities, teachers should consider that the objectives of the activities are clear and concise, avoid the form of the activities, and pay attention to the breadth and depth of the activities.

3. The selection of activity resources should be suitable for students and the utilization of resources should be rationalized.

English Teaching Design for Senior One, Part 2 1, Brief Analysis of Students

There are two classes in grade seven. Most students have clear learning goals and correct learning attitudes, have mastered some basic methods of English learning, can study actively and seriously, and have good academic performance. However, there are still a few students who have no clear learning purpose, lack enthusiasm and initiative in learning, and have poor consciousness and self-control. Students feel that learning English is a burden, not a pleasure. Some students don't know how to remember words, and even can't dictate basic words, which leads to incomprehension, incomprehension and inability to learn.

Second, the overall analysis of teaching materials

There are twelve English units and two review units in Grade Seven. Each unit lists clear language objectives, main functional items and grammatical structures, as well as basic vocabulary that students need to master. It is divided into two parts: A and B. Part A starts with pictures to show the application of new functions in real life. This picture shows the key words that students need to use when practicing a new language. All keywords are described in pictures, which students can understand without explanation or translation. New expressions appear in the bubbles on the characters' heads, which is convenient for students to understand and practice new languages. The second part introduces the new words that appear in the first part. At the same time, the activities in Part B help students to combine the new target language with the language learned in the previous unit. This cycle strengthens the previous language learning and provides more opportunities for new language learning.

Third, the teaching objectives

1. vocabulary: master the vocabulary in this textbook, learn to remember words according to their pronunciation rules, and master the usage of words and phrases.

2. Language structure: learn to talk about people's nationality and city, ask and express the location of a place, describe animals, express preferences and state reasons, learn to talk about your occupation with others, learn to talk about what people are doing, describe and talk about the weather, express their preferences and reasons for the weather, describe someone's appearance, order or order, express what happened in the past, and exchange views on someone, something, something, etc.

3. Grammar knowledge: master the present tense and present continuous tense, simple past tense, imperative sentences, modal verb "can", be structure, the composition and usage of prepositions.

Four. Methods and measures

1. Strengthen vocabulary teaching.

2. Seriously implement the morning reading system: stipulate the content of morning reading, strengthen supervision and ensure the effect of morning reading.

3. Basic grammar teaching must be combined with context. Practice grammar should adhere to the "four in one", that is, the combination of topic, context, structure and function. Grasp the topic, contact the context, determine the grammatical structure, and clarify the grammatical function (communicative function). We should pay attention to the basic role of grammar knowledge in cultivating language application function and the reform of teaching methods. There must be lively teaching activities in class. The boring tactics of asking questions about the sea can no longer adapt to today's English teaching.

4. Strengthen communicative language teaching. Communicating in English is the fundamental goal of English teaching. When teaching language function items, we should try our best to avoid formatting, not to limit students' thinking ability, and to cultivate students' adaptability in using language flexibly.

5. Further develop reading ability. The cultivation of reading ability is another key point in English teaching. The cultivation of reading ability lies in peacetime. When explaining reading comprehension questions, teachers should help students analyze language materials instead of checking the answers.

6. Adhere to the formative evaluation system, encourage and praise students, and do not use negative language to attack students;

7. Give special guidance to underachievers, formulate appropriate learning evaluation methods, and let them establish self-confidence in learning;

8. Strengthen the guidance of students' learning strategies, so that students can find their own learning methods;

Teaching progress of verbs (abbreviation of verb)

Unit number. Unit content classroom week

Unit 1 Where are you

I want to be an actor.

Unit 5 I'm watching TV

Unit 6 It's raining

Unit 7 What does he look like? 4 1 1- 12

I want some noodles.

Unit 9 How was your weekend? 4 14

Unit 10 Where did you go on holiday? 4 16- 17

What do you think of this game show? 4 18

Unit 12 Don't eat in Class 4.

It's raining in Unit 7 of English Teaching Design 3 for Junior One.

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.

English teaching design for senior one and four I. Teaching content:

How do you go to school?

Second, the teaching objectives:

1, knowledge goal: words: subway, subway, train, bicycle and so on.

2. Language goal: special problems guided by how; Affirmative sentences and negative sentences. Listen: I can understand the way of talking and traveling. I can express the way I want to reach my destination. Reading: You can read the dialogues and sentence patterns in this unit correctly. Write: I can write the words and sentence patterns of this unit.

3. Learning strategies: pay attention to the expression of language intonation, or infer the meaning of words through gestures and expressions. Actively participate in learning and be good at cooperation and communication with others.

4. Emotional goal: learn to respect and understand others in exchange activities, learn to exchange different views, understand the living habits of others, and enhance friendship.

5. Moral education goal: Learn the positive, optimistic and enterprising teamwork spirit of others in songs and games.

6. Multiple intelligences: interpersonal communication logic expresses personality presentation.

7. Cultural awareness: Understand the way primary and secondary school students in Britain and the United States go to school and cultivate world awareness. Understand the differences between Chinese and western cultures.

Third, the teaching emphasis and difficulty:

1 special interrogative sentence. How far/how long.

2. Performance by means of transportation.

Need/will need/need someone. Time to do sth.

Fourth, preparation before class:

Cards and a tape recorder.

Verb (abbreviation of verb) teaching application;

Situational communication method, game method, etc.

Six, teaching methods:

Multimedia demonstration, flash animation, ppt demonstration, song game and the application of body language.

Seven, the teaching process:

Step 1. Warm up.

Class as usual.

Talking about the weather

T: How's the weather today?

T: What was the weather like yesterday? Point out that student A said

"hello! Listen to me, okay? . I will sing you a song. But you

Must ". (making a quiet gesture with your finger)

Listen to a song.

Song appreciation creates a relaxed and pleasant learning atmosphere, stimulates students' curiosity and lays the foundation for learning new lessons. game

Ask students to guess the meaning with body language and complete the prediction of vehicle vocabulary.

play

Multimedia technology presents the above predicted vocabulary and introduces new sentence patterns. How do you get there? study Let the students try to read the words: bike, train, subway, car and boat. And correct the wrong pronunciation of words. Then play a word game. (specific memory).

Step 4: Listen.

Transition to the study of paragraph A 1a 1b, and gradually complete the fill-in of the text 1b.

Use the pictures on the screen. Ask the students some questions about the pictures.

T: What can you see in the picture?

How many people are there in the picture?

What are they doing?

After that, play the recording twice and ask the students to complete the activity 1b and write down the phrases of transportation.

By train, subway and bus.

Then ask the students to repeat the dialogue and check the answers together.

The teacher gave the correct answer on the screen.

Let the students understand how to express the use of transportation by listening and speaking.

Step five, structure (practice vocabulary and sentence patterns)

Show the students the pictures, read these phrases and ask the students to repeat them.

Show them pictures and let them say each phrase one by one. C then show the pictures to the students and ask them to answer the question "how do you go to school?" One by one.

Then do another exercise.

The first student said, "I go to school by bus, or I go to school by bus." . Then the second student said, "He/she goes to school by taxi or he/she goes to school by taxi."

(Complete the third person conversion, starting from Sentence Loneliness, aiming at the combination of listening and speaking. ) step 6, pairing

Ask two students to read the dialogue about1a.

Then let the students practice in pairs. Ask and answer how the students in the picture get to school.

When they are working, they walk around the room and provide language or pronunciation support as needed.

Finally, ask several pairs of students to show their conversations to the class.

Let the students master the sentence patterns better through the situational dialogue. )

Step 7: Practice

1. () Have you arrived at school?

I take a bus.

A. Why B. How C. When D. Where?

How did Dave go to school yesterday?

A. indeed; Get B. did got C. does got D. did got it.

She went to the library ().

A. walk.

4. How did Tom and Mary get home?

A. do it; Arrive at B. does, arrive at C. do and get D. does.

Consolidate what you have learned through practice, especially in practice 3, which emphasizes "walking", and in practice 4, which emphasizes adverb "home", the preposition "to" is not used.

Step 8: Homework:

Write down your own dialogue in pairs.

Interview ten students and make a list of how they got to a certain place.

Eight, blackboard design:

How do you go to school?

How do you go to school?

Take a train and a bus

Take the subway

I go to school at seven.

Nine, teaching reflection:

1) basically in accordance with the requirements of the new curriculum, let students become the main body of the classroom, follow the law of learning and cognition, and mobilize students' enthusiasm by asking questions, questioning, inspiring, inducing, games, multimedia animation and other methods, so that the whole teaching presents a relaxed development process.

2) Multimedia teaching makes the classroom lively, increases the teaching capacity, and enables teachers to make better use of it and save time.

3) Several exercises in class help students to better master what they have learned.

4) Design more suitable activities, learn from others' experience and improve your own teaching methods. This class is bound to achieve better results.

Teaching objectives of English instructional design in Grade 5 of Grade 1 in Senior High School;

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.