Lesson plans are important props for teachers to teach. They play an important role in teaching and can help teachers better control the teaching rhythm. With lesson plans, teachers can teach better, improve their own teaching standards, and better achieve teaching goals. Excellent lesson plan design is of great help to teachers. Here are some excellent lesson plan designs for your reference.
High School English Lesson Plan Sample
In this unit, by studying Mark Twain's "One Million Pounds" and adapting it into a short play, students can have a preliminary understanding of the author's style. Students should be able to rehearse this short play under the guidance of the teacher. Through the study and practice of dialogue classes, students are exposed to common expressions that express personal opinions and are required to apply them in actual conversations. Learn and initially master the usage of as if and no matter to guide concession adverbial clauses.
Teaching important and difficult points
1. Words
run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish , insist, tailor depend, favo(u)r , apologize, excited
2. Phrases
shop assistant, a clothes shop, give back, or else, change…for…, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to
3. Communicative terms
There seems to be something wrong with it.
I would like you to change this blouse.
You sold me a blouse that I can't use any more.
I am afraid I can't do that right now.
Why can't you do something about it?
Is anything the matter?
4. Grammar
Learn the usage of as if and no matter.
Teaching suggestions
Text suggestions
In Lesson 38, it is suggested that teachers should organize students to 1) perform this dialogue in the form of a show. 2) Teachers can choose video or multimedia methods to complete the teaching tasks of this lesson. 3) The teacher divides the students into groups of three and prepares appropriate props to rehearse the short play at the end of this lesson. 4) The teacher asks students to find relevant sentences that can describe the characteristics and psychological changes of the clothing store owner.
Such as: There's a customer, Tod, Will you serve him? / No matter what he is wearing, Tod, just show him the cheapest./Come, come. Get him his change, Tod..
Dialogue Analysis
The dialogue in this unit is about the process of changing clothes in a clothing store. The content is easy for students to understand, but the usage of some new words should be mastered, such as: customer, run, insist, change...for... . This course also provides students with corresponding conversation exercises, such as: A pair of trousers, A radio speaking exercises.
Key points and difficulties in teaching
1. Usage of serve
1) serve(sb.) as sth. means "working for (someone), (especially Refers to) being a servant".
He served as a gardener and chauffeur. He served as a gardener and chauffeur.
2) Serve can also mean "to serve, to serve".
He has served his country well. He has served his country well.
3)serve sb. (with sth.). means "to serve (the food) to the table."
Four waiters served lunch for us. There are four waiters serving lunch for us. lunch.
4) Serve can also be used in the meaning of "(in a store, etc.) to receive (customers) or pick up goods for customers".
Are you being served? Is there a salesperson to greet you?
He served some sweets to the children. He brought the children the sweets they wanted.
5) Serve also means "(a meal) is enough...".
This packet of soup serves two. This packet of soup serves two people.
2. Usage of judge
1) Judge is used as a verb to express "conclude, estimate, think". It can be followed by an object clause, or by infinitives, adjectives, nouns, and other guided object-complementary elements.
We judge that they have finished. We estimate that they have finished.
We judge them to have finished. We estimate they have finished.
She judged him about fifty.
The committee judged it better to start the investigation at once. The committee judged it better to start the investigation at once.
From his letter, we judged his visit to China a great success. Judging from his letter, we judged his visit to China a great success.
2) When judge is used as a "judgment, conclusion" solution, it can also be followed by a wh-clause or a wh-plus infinitive structure.
I can’t judge whether she was right or wrong. I can’t judge whether she was right or wrong.
3) Judge can also mean “judgment, evaluation”, which can be said as judge sb. / sth.
Don’t judge a man by his looks. Don’t judge a man by his looks.
4) Judging by / from... (judging by..., judging by...) is an idiomatic phrase that can be used to introduce independent clauses.
Judging from his looks, he may be sick. Judging from his looks, he may be sick.
Judging by his accent, he must be from Guangdong. Judging by his accent, he must be from Guangdong.
3. How to use get off
1) Get off means "to take off".
It’s rather hot today, we must get off the jacket. It’s rather hot today, we must get off the jacket.
2) Note: get off can also mean "get off"; "leave"; "depart"; "take off".
As soon as I got off the bus, I started for the village on foot.
We must get off at once or we' II be late.
We got off immediately after breakfast. We set off as soon as we had breakfast.
The plane got off on time. The plane took off on time.
4. Usage of favor
1) in favor (of ) means "agree, advocate" and is often used as a predicate or post-positioned attributive.
The students were in favor of reform. The students were in favor of reform.
2) do sb. a favor or do a favor for sb. is a formal polite term, which means "to give someone a favor, to do someone a favor."
Would you do me a favor?
Do me a favor by turning off the radio.
Do me the favor to come. Please come.
Note: When do sb. a favor is followed by of doing or infinitive, the indefinite article a should be changed to the definite article the.
5. Usage of put down
1) It means "write down; write down".
Put down your name and your telephone number.
Put this down in your notebook for future reference.
2) It can be used as "suppression; extermination".
The fire was finally put down by the firemen. The fire was finally put out by the firefighters.
6. Usage of as if
As if is a conjunction phrase, meaning "like" or "like", which guides predicative clauses and is used in the following sentence patterns:
p>
It looks/seems as if .... means "it looks like...". Among them, It is an impersonal pronoun and has no meaning in itself. looks / seems is a linking verb, as if leads to a predicative clause.
It looks as if it is going to show. It looks like it is going to snow.
It seemed as if the suit was made to his own measure.
In addition, as if can also introduce the adverbial clause of manner and modify the predicate of the main clause. At this time, the predicate verb in the clause often uses the subjunctive mood. There is no need to explain this to students for the time being.
The woman loves the children as if she were their mother.
Excellent high school English lesson plans
1. Teaching goal design:
Knowledge and skills: ① Master the method of speed reading and be familiar with "expressing opinions and making suggestions" Speaking skills, high school English teaching cases. ② Make full use of network resources, strengthen students’ awareness of independent learning, and cultivate students’ ability to organize and use language.
Process and methods: ① Cultivate students’ ability to filter local and overall information and independent reading ability, and acquire information and process information through independent learning and collaborative learning. ② Cultivate students’ awareness of questioning, the ability to analyze, solve, and synthesize problems and their creative thinking abilities.
Emotional values: Through the study of this lesson, students’ humanistic and information literacy will be cultivated.
2. Textbook content and analysis of key points and difficulties:
Textbook content: The teaching content of this course is the new curriculum standard. Canada---The True North introduces countries that have been contacted in the past. Compared with other articles, the content of this lesson does not provide an overall introduction to Canada’s geography and customs, but rather looks at Canada through the eyes of a traveler. In comparison, this kind of text is more difficult.
Teaching focus: ①Overall grasp of the text content. ②Students’ ability to organize and use language. Focus on breakthroughs, task-driven, and go deeper. The "task-driven" approach is used to enable students to use resources to independently explore and solve a series of in-depth problems. In teaching, teachers, as designers of questions and pointers of difficult problems, cultivate students' ability to organize language.
Teaching difficulties: ①Understanding the details in the text content. ②Comparative screening of various information sources on the Internet, and learning efficiency problems caused by students' vulnerability to interference from irrelevant factors. Break through difficult points: Set up situations, proceed step by step, and progress layer by layer. Set up interesting situations to stimulate their desire to read and actively carry out independent exploration. Step-by-step design problems stimulate students' creative thinking and guide students to conduct independent and collaborative learning in depth.
3. Teaching strategies and teaching method design:
Teaching strategies: ① The teaching of this lesson is guided by constructivist learning theory, student-centered, and problem-based. Make the classroom teaching process a process in which students independently process information, construct knowledge meaning, and develop innovative abilities. Teachers intervene in a timely manner during the teaching process to guide, inspire, organize, help, and promote. ②Design creative thinking problems. The so-called creative thinking questions refer to questions that are conducive to the development of students' creative thinking. The design of creative thinking questions should follow the following principles: the question type should be open-ended and the solution challenging.
Teaching method: ① Demonstration method: Show the produced courseware, animations, etc. to students to facilitate students to grasp micro-knowledge and gain enlightenment from old knowledge to solve problems. ②Evaluative reading method: Display the learning results formed by students through the collection, organization and internalization of materials to the whole class, so that students can gain the joy of success, thereby stimulating students' enthusiasm for subsequent learning. ③Task-driven teaching method: The new knowledge to be learned is implicit in one or several questions. Students analyze and discuss the tasks and find solutions to the problems with the guidance and help of the teacher. Finally, the meaning construction of the learned knowledge is realized through the completion of the task.
4. Teaching process design:
Step one: Warm-up activity: Guess the word.
In this step, I gave two groups of words learned in the previous class and asked two groups of students to guess. The method used is similar to "Lucky 52": the words appear on the screen, one of the students has his back to the screen, he is the guesser; the other student is the explainer, he has to use English or supplemented by actions to guess the words The meaning is expressed. Two groups of students compete to see who can guess the most quickly. This activity can not only review the content of the previous class, but more importantly, it activates the classroom atmosphere and allows students to quickly integrate into the classroom atmosphere.
Step 2: Pre-reading activities (1): Free presentation. Before taking this lesson, the preview task I assigned to the students was to introduce the place you most want to visit. Which country or place would you like to visit most? Why? Students freely formed groups to search for relevant information online, then organized the collected information and finally formed their own powerpoint presentation files. In class, the representative of the group will come up to demonstrate and introduce. This link is the highlight of this class.
Step 3: Pre-reading activities (2): Free conversation. Ask students this question: If you had a chance to visit Canada, what would you expect to see there? If you have a chance to visit Canada, what would you expect to see there? Ask them to discuss it in small groups first, and then as a class Speak in front of classmates and reflect on teaching.
Step 4: Pre-reading activities (3): Group discussion. After the previous impact of a large amount of information about Canada, what three words would you use to describe Canada? Why? Invite the group representatives to speak.
Step 5: Overview of Canada. This step is a summary of the previous steps, and it is also a demonstration by the teacher of integrating and optimizing various information about Canada. The purpose is to further deepen the students’ understanding of Canada, sort out the knowledge they have acquired, and pave the way for the next step.
Step 6: Skim the text. (first reading) In this step, I gave 8 questions and asked the students to read the text with these 8 questions. Answer the questions after reading.
1.Why are the cousins ??not flying direct to the Atlantic coast?
2.What is the continent they are crossing?
3.What is “ The True North”?
4.Why do many people want to live in Vancouver?
5.What happens at the Calgary Stampede?
6.Where does wheat grow in Canada?
7.Why would ship be able to reach the center of Canada?
8.Name two natural resources that Canada has.
Step 7: Read the text intensively. (second reading) In this step, I gave 5 sentences related to the text content and asked the students to judge whether they were right or wrong. If the sentence is wrong, give the correct answer.
1.The girls went to Canada to see their relatives in Montreal.
2.Danny Lin was going to drive them to Vancouver.
3.You can cross Canada in less than five days by bicycle.
4.The girls looked out the windows and saw Native Indians and cowboys.
5.Thunder Bay is a port city in the south of Canada, near Toronto.
Step 8: Retelling the text (retelling) Give the key vocabulary in the text and let the students retell the text in their own words.
Helpful words and expressions
great scenery second largest go eastward 5,500/from west to east
here in Vancouver surrounded by ski/sail
< p> Step 9: Oral practice (oral practice) Set a situation, give some key words, and let students imitate the text to write a dialogue or an essay.Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.
Work in groups. You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery third largest go northward from south to north
along the coast theme parks
Step 10: Homework assignment. Ask students to turn the oral composition in step nine into a written composition.
Write down the short passage or the short dialogue that you've just worked out.
5. Teaching reflection
This lesson is a new curriculum standard. I designed this lesson into nine steps including competition, introduction, personal inquiry, interactive communication, collaborative inquiry and discussion, and oral composition. I gave full play to the advantages of self-made online courseware to make the content of this class more substantial and have more capacity. It not only comprehends the knowledge to be learned, but also expands extracurricular knowledge, making students in this class more interested in the learning process, actively exploring independently, discussing questions enthusiastically, and creating an active classroom atmosphere!
High School English Lesson Plan Design
1. Student Analysis
The teaching objects are junior high school students whose intellectual development is becoming mature.
Their cognitive abilities have developed further than in junior high school, and they have gradually developed the ability to obtain information, process information, analyze problems, and solve problems in English. Therefore, I pay special attention to improving students' ability to think and express in English. Their method of learning English has changed from rote learning to understanding and applying it to communication. They have their own learning skills and strategies, and have learned to connect language learning with real life and interests. Through task-based classroom activities and learning, students' learning autonomy has been strengthened. They no longer think English classroom learning is boring. They actively participate in activities and become the main body of the class. At the same time, they also strengthen their ability to communicate and cooperate with others. The students have completed the first module of high school English and have gradually become accustomed to my teaching methods. Although they felt that it was very different from junior high school teaching at first (junior high school teachers focused on hands-on grammar teaching), after half a semester, they adapted quickly and made certain progress. They will raise their own doubts about the text content and have the courage to express their opinions. They will also expand their knowledge in class to extracurricular and obtain learning resources through multiple channels. However, the level of students in this class varies, and some gaps are quite large. Therefore, in the teaching process, the tasks assigned must take into account students of all levels so that they can all gain something.
2. Analysis of teaching materials
This lesson is the first lesson of this unit. Before taking this class, I didn't let them know too much knowledge related to the text content. Just because there were many names of people and places in this class, I taught them to read it before class. When I was preparing this lesson, I found that the warming-up part would take a long time, so I did not use it. Instead, I used an introduction that I prepared separately (it only took 4 to 5 minutes) to let students understand Be mentally prepared for the topic of this lesson, and also pave the way for completing the goals of this unit. I think that in the future, we must use the teaching materials in our hands rationally and integrate or add or delete them according to the students' level and teaching design, so that students of different levels can gain something in the classroom.
3. Teaching Objectives
This class is a reading class, mainly introducing anecdotes about the lost Amber Room in Russia. Through reading, students can learn about world cultural heritage and learn to describe their origin, development and protection. Teachers use different forms according to the text content to allow students to summarize and improve their reading skills. Since this lesson talks about foreign cultural heritage, students will feel unfamiliar. In order to arouse enthusiasm, Chinese and foreign cultural heritage must be discussed together. The purpose of this course is to enable students to learn how to talk about cultural heritage and finally form an awareness of protecting cultural relics.
The teaching content is roughly divided into the following aspects:
1. See pictures and listen to recordings to introduce the topic of cultural heritage.
2. Download some pictures of the Amber Room from the Internet and show them to students to distinguish between old and new Amber Rooms, giving students sensory stimulation and helping students understand the article. (Some new words are written on the blackboard)
3. Students complete intensive reading exercises after reading the text.
4. The two people designed a small dialogue around the Amber Room.
6. To summarize the article, one is to find the key clues, and the other is the writing technique.
7. Group discussion, including retelling the text, deepening understanding of the article, and students summarizing what they have learned through this lesson (to achieve the teaching goal-forming awareness of protecting cultural relics).
4. Teaching strategies
Interlocking and compact design. First use audio recordings and pictures to arouse interest, then read the article purposefully with questions, master the details by answering questions, and know the process of the Amber Room from form to disappearance to reconstruction, and then grasp its structure and characteristics as a whole, and learn to use English Summarizing and retelling, and finally summarizing what they gained from this lesson, enabled them to master reading skills while also increasing their knowledge. During the group discussion, learn to use spoken English to judge the basis given by others and give your own opinions.
Use multimedia teaching and use some exquisite pictures of cultural relics to arouse students' interest in the article they are about to read and reduce their sense of strangeness.
Before class, you need to prepare pictures of Chinese and foreign cultural relics and brief audio descriptions of these pictures.
5. Teaching process
(1) Introduction of warming-up
The teacher uses PowerPoint to display three pictures and play three relevant introduction recordings, and Students are not required to record details in detail, because it is not a listening class, but just to understand where the picture is, which country it is in, etc.
(look at three pictures and listen to three tourist guide describe each of them. What do you think of them?)
1 and 3 are familiar to students
1. The Pyramids in Egypt
2. Machu Picchu in Peru
3. The Great Wall of China
Then ask questions:
what do you think of them?
(They represent the culture of their countries, so they are called______) Guide students to say the phrase cultural relics and then give the definition of cultural relics (students Personal opinion)
(The introductory part allows students to have an understanding of the topic of this lesson, and is very interested in learning about other cultural relics)
(2) Reading allows students to understand the formation of Amber Room, It has developed through several stages
1. Let students explain the title of the article—In Search of the Amber Room (Maybe it's lost)
2. In order to let students know that the Amber Room is What it looks like helps to understand the article. The teacher shows multiple pictures, comparing the old and new Amber Rooms, their appearance, and the ambers inside. The splendid Amber Room makes students eye-opening and amazed, and they learn to distinguish the old from the old.
3. First give a series of questions and let students read the text with the questions (scanning). Purposeful reading is a skill in reading training, and reminds students not to pay too much attention to the names of people and places, but to pretend that they are reading a detective novel and concentrate on exploring what happened.
4. After reading, students answer the questions (most students can find the answers)
5. After understanding the details, read again (skimming). The class is divided into 5 groups, and tasks are assigned to each group. The article has 5 paragraphs. Each group summarizes the main idea of ??one paragraph, and is required to use no more than 3 words to summarize, which not only reduces the difficulty but also improves students' ability to summarize. ability.
(3) Difficult points
Because it is just a reading class, the language points will not be explained in detail. It is to prepare for the next class. Find 4 difficult sentences for students to explain. Explain one by one what clauses they belong to (object-slave, adverbial, definite-slave, subject-slave respectively) (clauses are students' weak link) to eliminate reading obstacles for students.
l. Frederic William I, the king of Prussia could never have imagined that his greatest gift to Russian people would have such a strange history.
2. Once it is heated, the amber can be made into any shape.
3. This was a time when the two countries were at war.
4. There is not doubt that the boxes were then put on a train for Konigsberg.
(4) Summing-up (summary)
After students master the main idea of ??each paragraph, they will grasp the overall structure and characteristics of the article
1. Find important clues related to Amber Room (3 characters, 2 countries, 1 organization)
2. Analytical writing techniques (chronological order and use of simple past tense to describe what has happened) : Allow students to imitate the method of this article when describing something in future writing training
(5) Group-work (task) 4-person group
Students have already Be very familiar with the content and structure of the article and enter the stage of communication in English
1. Retell the text. The teacher gives a paragraph of text with many spaces in the middle. Students fill in the spaces according to the content of the text (learn how to talk about cultural relics)
Fill in the blanks:
The Amber Room was made________. Frederick WilliamⅠ________.It soon became part of the Czar's winter palace in St.
Petersburg . Later, Catherine II________and she told her artists to________. In September, 1941, the Nazi Germany
army secretly ________. After that, what happened to the Amber Room________. Now Russians and Germans have
________much like the old one.
2. Talk about what you learned from the text? (What can you learn from the text?) Students can tell how to protect cultural relics (to complete the teaching objectives of this lesson) and how to protect them. , due to time constraints, will be discussed in the next class period.
(6) Assignment: Review the text and write an article on how to protect a certain cultural relic in your hometown.
6. Reflection after class
The success of teaching is to guide students step by step from reading the surface meaning of the article to exploring the deeper meaning, so that students understand the importance of cultural relics and what they need to do well Protect. For example, first read the text with questions, answer the questions, then summarize the meaning of the paragraph, then analyze the sentences (this is superficial understanding), and finally summarize the full text. Through literal understanding, students can achieve the first level of knowledge-protecting cultural relics and sublimating to a deeper level. understand. The introduction part achieved the expected effect. Instead of using examples from books, I prepared audio recordings and pictures as introductions. The time is short and it can arouse students' interest and desire to know more.
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