高一实验英语组
高一英语教学计划 高一英语教学工作计划(优秀18篇)
高一英语教学计划高一英语教学工作计划（优秀18篇）首先对教材吃透，对班里学生的英语水平详细了解。
多去听其他老师讲课，学习讲课经验。
多看教育学心理学方面的书籍。
有助于掌握教学技巧，了解高中生的成长心理。
积极参与备课。
高一英语教学计划 1学情分析：通过一学期的了解，针对学生在之前的表现和存在问题，由于他们整体基础很差，初中只有几个及格，对于多数人不懂读单词，记不住单词的意思，有的26个字母都不会读，真是有点叫苦不迭。
为了让他们尽量不要放弃，在上学期的英语教学中，根据学生的实际情况，自己不断的调整自己的教学方法，让学生能够适应高中的课程。
教材分析：本学期学习高中课程英语人教版必修2和必修3，共10个单元内容。
根据实际情况，学习必修2中5个单元和必修3中3个单元。
具体安排：对于8个单元，每个单元用12课时，学习内容可以这样进行：（1）Vocabulary和相关练习二个课时；（2）Warming up和Reading四课时；（3）Language points一个课时；（4）Discovering useful words and expressions一课时；（5）Discovering useful structures二课时；（6）Using language一课时；（7）Writing一课时；教学措施：1、针对多数学生单词量少，记不住的情况。
在本学期的教学中，先复习上学期的词汇，根据音标的发音，让学生自己能够拼写单词，可以根据发音规律等识记单词。
2、阅读水平低，面对高中阅读不知所措。
针对存在的情况，可以跟上学期一样做初中阅读，根据部分学生的理解情况，可以再选择高中阅读中易于理解的一些阅读，让他们慢慢适应高中阅读，逐步提高自己的阅读能力。
3、写作几乎成为这些学生最头疼的问题。
因为他们词汇量少，在语法方面不足，不懂得自己组织语言去表达其意思，所以就出现作文空白的现象。
通过平时在英语学习中用心的学生，他们也同样对写作无奈。
高一英语教案通用6篇
高一英语教案通用6篇高一英语教案通用6篇高一英语教案1 一、教学设计意图在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，进步自主学习的才能;要有利于学生学会运用多种媒体和信息，拓宽学习渠道并形成具有个性的学习方法和风格。
”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进展整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。
网络学习是一种学习过程交互化的学习形式。
学生带着问题借助网络查询信息，进展信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的表达。
使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
二、教学目的设计：知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。
②充分利用网络资，强化学生自主学习的意识，培养学生组织语言、运用语言的才能。
过程与方法：①培养学生挑选局部和整体信息的才能和独立阅读才能，通过自主学习和协作学习，获取信息和处理信息的才能。
②培养学生质疑意识，分析^p 问题、解决问题、综合问题的才能和创造性思维才能。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析^p ：教材内容：本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍____的地理概况和风土人情，而是透过一个旅人的眼睛来看____。
相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。
②学生组织语言、运用语言的才能。
【重点打破】任务驱动，层层深化。
利用“任务驱动”方法，使学生利用资自主探究、解决一系列层层深化的问题。
普通高中英语新课程实验实施方案
三、《英语课程标准》理念
（1）倡导体验、实践、讨论、合作和探究的学习方式; 强调学生能用英语做事。
（2）在教学中增加开放性的任务型活动,把综合语言运用能力的培养
落实在教学过程中。
（3）强调情感、兴趣；注重过程评价对学生的激励作用。
四、课程改革的具体目标
（1）精选终身学习必备的基础内容，增强与社会进步、科技发展、学生经验的
二、高中阶段英语课程的任务
使学生在义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对学生综合语言运用能力培养的基础上，注重提高学生用英语获取信息、处理信息，分析问题和解 问题的能力，特别注重提高他们用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展需求，为他们提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的 语言运用能力进一步得到提高，爱国主义精神和民族使命感进一步增强，为他们未来发展和终身学习奠定良好的基础。
联系，拓展视野，引导创新与实践；
（2）适应社会需求的多样化和学生全面而有个性的发展，构建重基础、多样化、
有层次、综合性的课程结构；
（3）创设有利于引导学生主动学习的课程实施环境，提高学生自主学
高一英语备课组
一、基础教育阶段英语课程的任务
激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听说读写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展国际视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
2024年高一英语教学计划范文（二篇）
2024年高一英语教学计划范文本学期，我负责高一（15）班与高一（16）班的英语教学工作。
这两个班级均为平行班，在经过一学期的教学之后，学生们已基本适应了课堂流程，并掌握了一定的学习方法。
学生们的语法基础普遍较为薄弱，单词记忆效果尚不理想，英语听说读写能力亦需进一步提升。
一、教学指导思想本学期，我们将深入研究和遵循新课标，树立新的教学观念，探索创新教学方法，并在学校教学计划的指导下开展教学活动。
特别注重根据我校高一学生的实际情况，努力提升学生的自主学习和合作学习能力，形成有效的英语学习策略，培养学生的综合语言运用能力，尤其是用英语进行思维和表达的能力。
拓宽学生的知识面，全面培养学生的听、说、读、写四项技能，以及理解、分析和阅读能力，使其尽快适应高中学习节奏。
二、教材分析根据新课程改革要求，本学期使用普通高中课程标准实验教科书英语模块必修（2）剩余部分以及必修（3）和必修（4）。
（人教版）共计____个单元内容，分为十二个模块，其中包括两个复习模块。
具体安排：针对____个模块，每个模块安排____课时。
新课教学____个课时，单元复习检测____个课时。
三、教学内容本学期主要学习必修（3）和必修（4）。
学生需重点掌握每个单元中的黑体词汇及重要句型；语法方面主要包括：情态动词的用法，名词性从句（包括宾语从句、表语从句、同位语从句等），主谓一致，以及动词Ving的功能用法。
其中，名词性从句和动词Ving的功能用法是本学期的教学重点，也是学生学习的难点。
四、主要教学措施（一）教学措施：1. 为确保学生基础知识牢固，避免知识断层，本学期将系统性地将学生初中阶段掌握不牢固的时态、句式、定语从句、状语从句、动词不定式以及部分词汇、短语、句型融入单元新课教学中。
2. 在听力方面，本学期将加强对学生的听力训练，从高一阶段开始就注重学生的听力提升。
3. 在口语表达方面，本学期将重点加强学生的口语训练。
在教学过程中，我们将设计多样化的教学活动，确保每节课都有口语练习环节。
高一英语工作计划6篇
高一英语工作方案6篇高一英语工作方案1新学期时间短，教学任务重，我们高一英语备课组根据学生的英语根底比拟薄弱的实际情况，特制定方案如下：一、重视英语根底知识，狠抓词汇教学与根本句型的训练以《新课程标准》为根底，以学校的教科研方案为指导，以学生的英语实际水平为依据，我们学习和借鉴以往高一备课组的好的做法，重点在英语根底知识的讲练结合方面下工夫，学生的根底薄弱，关键是根本词汇掌握的不扎实，对英语的重点句型掌握得不好。
我们每周进行一次根本词汇，重点句型和重点语法的随堂检测，每天课前五分钟采用灵活多样的方法进行听写检查，主要是采用在具体的语境中练习单词拼写的方法，先从最根本的词汇抓起，逐步过渡到句型、小短文的默写检查上。
二、限度地提高课堂教学效率，发挥学生的学习积极性和主动性在上每一节课前，都要先进行集体备课，认真研究教材和教法以及学生的学情，在课堂上限度的调动学生的学习积极性和主动性。
设计简单一些的问题，逐步引导学生思考，精讲重点词汇、短语及句式，多创设语言情境让学生讨论，对学生进行分组分层教学，设计不同难度的问题与练习，让每个学生都能体验到英语学习的快乐与成功感。
三、以阅读理解为主线，提升学生的语篇理解能力阅读是提高语篇理解能力的途径，我们在上好阅读课的同时，重点选取适合学生阅读水平的阅读材料，如：英语报刊上的经典美文，《新概念英语》中的短文等。
每天进行一次阅读训练，并跟上检查批改，内容为备课组自选的材料，可以从国外网站上或从报纸上选取内容简短，新颖有趣的文章。
练习形式多样，有传统的选择题，也有灵活多样的问答题，填空题等。
四、加强听力训练，注重听力技巧的点拨我们将利用好听力材料，对学生的听力进行强化训练，同时，多指导做题技巧，听力放完后学生把做错的题目汇总，自查并反复阅读听力原文，找出错题原因，然后老师利用适宜的时间进行指导，点拨。
尤其是在高一最初播放听力的几周时间里，教师要多指导。
五、组织好集体备课，加强相互听课评课，取长补短，共同进步认真组织好集体备课，限度地发挥集体智慧的力量，对教学的重点难点进行讨论，并由主备老师上示范课，其他老师听课并一起评课，对缺乏之处进行修改，补充，通过相互听课学习，加强教学和指导的`针对性，发挥备课组骨干教师的示范作用，同时学习新教师的一些好的教学方法，做到取人之长，补己之短，使整个备课组成员共同成长。
高中英语作文：实验报告范文
烧水的实验报告英语作文范文一Water BoilingAim:1.To find out / observe the temperature when water is boiling.2.To find out what happens when water is boiling.Apparatus:a test tube, water, thermometer, Bunsen burnerMethod:1.Half-fill the test tube with water.2.Put the thermometer in the test tube with water.3.Heat the water in the test tube and watch the reading of thethermometer.Result:When the temperature reaches 100 degrees centigrade, bubbles begin to appear.Conclusion:1.Water boils when the temperature reaches 100 degrees centigrade.2.A lot of bubbles appear during the boiling.范文二The aim of the experiment is to observe the temperature when water boils and what happens in water during boiling. To carry out the experiment, you need the following equipment: a test tube, water, thermometer and Bunsen burner.First, half-fill the test tube with water. Then put the thermometer in it. Finally, heat the water, and observe the number / reading of thermometer. Now you can see that when the temperature reaches 100 degrees centigrade, plenty of bubbles form on the water surface. So we can draw a conclusion: water starts boiling at 100 degrees centigrade; in addition, plenty of bubbles appear during boiling.。
2023-2024学年黑龙江省实验中学高一下学期开学考试英语试题
2023-2024学年黑龙江省实验中学高一下学期开学考试英语试题FAMOUS CHINESE PAINTINGS, ARTISTIC TREASURESWith thousands of years of continuous history, China is one of the most culturally unique nations. Over many centuries, Chinese artists have created paintings that are now in the hearts of more than a billion people.Nymph of the Luo River—Gu KaizhiThe legend has it that Cao Zhi, a prince of the state of Cao Wei, fell in love with the governor’s daughter. However, she married his brother, Cao Pi, and the prince became upset. Later, he composed an emotional poem about the love between the goddess and common people. In the 4th century, Gu Kaizhi, a Chinese artist, was moved by the story and illustrated the poem.Court Ladies Adorning Their Hair with Flowers—Zhou FangDuring the Tang Dynasty, China had a prosperous economy and flourishing culture. In this period, the genre of “beautiful women painting” enjoyed popularity. Coming from a noble background, Zhou Fang, a Chinese artist, created artworks in this genre. In his painting, the ladies stand as though they are fashion models, but one of them is entertaining herself by teasing a cute dog.Along the River During the Qingming Festival—Zhang ZeduanZhang Zeduan depicted the landscape in his work Along the River During the Qingming Festival. However, instead of concentrating on the vastness of nature, he captured the daily life of the people of Bianjing, present-day Kaifeng. His work shows much about life in the Northern Song Dynasty.A Thousand Li of Rivers and Mountains—Wang XimengNot only did officials and scholars enjoy listening to music, but they also found pleasure in depicting nature. One such painter was Wang Ximeng. He was a prodigy. Wang Ximeng painted A Thousand Li of Rivers and Mountains when he was only seventeen years old. He died several years later, but he left one of the largest and most beautiful paintings in Chinese history.1. Where do you think this passage is taken from?A．A novel. B．A travel journal.C．A magazine. D．A book review.2. What can we learn from this passage?A．Wang Ximeng created his masterpiece in his teens.B．Nymph of the Luo River is a poem written by Cao Zhi.C．Zhou Fang painted fashion models in his painting.D．Zhang Zeduan’s painting describes daily life of officials.3. Which is your best choice if you want to enjoy a painting with the beauty of nature?A．Nymph of the Luo River—Gu Kaizhi.B．A Thousand Li of Rivers and Mountains—Wang Ximeng.C．Court Ladies Adorning Their Hair with Flowers—Zhou Fang.D．Along the River During the Qingming Festival—Zhang Zeduan.You run into the grocery store to quickly pick up your item. You grab what you need and head to the front of the store. After quickly sizing up the check-out lines, you choose the one that looks fastest. You chose wrong. People getting in other lines long after you have already checked out and headed to the parking lot. Why does this seem to always happen to you?Well, as it turns out, it's just math that is working against you. A grocery store tries to have enough employees at the checkout lines to get all their customers through with minimum delay. But sometimes, like on a Sunday afternoon, they get super busy. Because most grocery stores don't have the physical space to add more checkout lines, their system becomes overburdened. Some small interruption — a price check, a particularly talkative customer — will have downstream effects, holding up the entire line behind them.If there are three lines at the store, these delays will happen randomly at different registers (收银台). Think about the probability. The chances of your line being that fastest one are only one in three, which means you have a two-thirds chance of not being in the fastest line. So it's not just in your mind: Another line is probably moving faster than yours.Now, mathematicians have come up with a good solution, which they call queuing theory, to this problem: Just make all customers stand in one long snaking line, called a serpentine line, and serve each person at the front with the next available register. With three registers, this method is about three times faster on average than the more traditional approach. This is what they do at most banks, Trader Joe's, and some fast-food places. With a serpentine line, a long delay at one register won't unfairly punish the people who lined up behind it. Instead, it will slow everyone down a little bit. 4. What phenomenon is described in the first paragraph?A．Queuing in a line. B．A shopping experience.C．A rush in the morning. D．Cutting in a line.5. According to the article, what may cause delays in checking out?A．The lack of employees in the grocery store.B．Some unexpected delays of certain customers.C．The increasing items bought by customers.D．A worsening shopping system of the store.6. What is the solution given by mathematicians?A．Employing more workers for checking out.B．Limiting the number of queuing people.C．Making only one line available.D．Always standing in the same line.7. What's the principle behind the queuing theory?A．To pursue the maximum benefit.B．To leave success or failure to luck.C．To avoid the minimum loss.D．To spread the risk equally among everyone.Most glitter(小发光物品), which is made up of tiny pieces of plastic, is a huge danger to the environment. “Everyone talks about the mountain of plastic floating in the ocean. You can grab empty bottles from the water, but with tiny pieces, it’s impossible,” says Victor Alvarez, a chemical engineer who sells an eco-friendly alternative to glitter.In the early 2,000s, Alvarez worked for Mercedes-Benz in Germany, where he became fond of any technology that protected the environment. A few years after leaving Mercedes-Benz, he founded Blue Sun International in Miami, which makes specialty ingredients for the skin and hair care industries.Glitter is a popular ingredient in cosmetics, such as eye shadows and lipsticks. So Alvarez began researching an alternative that didn’t contain plastic to make his products safer for the environment. That’s when he came across Ronald Britton Ltd., a company which had developed a plastic-free, biodegradable product called Bioglitter. It is made from regenerative cellulose(纤维素) sourced from hardwoods, primarily eucalyptus(桉树). Alvarez worked with the company to become the first retailer to sell Bioglitter in America. In 2018, he formed Today Glitter in order to sell the biodegradable glitter directly to consumers through its website.Today Glitter sells two kinds of biodegradable glitter Bioglitter Sparkle and Bioglitter Pure. Both are almost plastic-free and can biodegrade in a short time. Meanwhile, they are as shiny as regular glitter. All these products are third-party tested by TÜV, an international organization that provides testing and certification for compostable (可降解的) and biodegradable products.Despite its benefits, the hardwoods needed to make biodegradable glitter cause it to cost about twice as much as conventional glitter. A small glass container that contains just 6 grams of Bioglitter costs $10, while the same amount of regular glitter could cost at least half that amount. Alvarez expects the price will come down over time. He also expects the company’s sales to cross $1 million next year. But more importantly, Alvarez says, his main goal is to effect a meaningful change.8. While at Mercedes Benz, Alvarez .A．developed a way to grab glitter in the sea B．became interested in the environmentC．attempted to live a plastic-free life D．created a kind of harmless glitter9. What do we know about Bioglitter?A．It is a plastic-free ingredient for eye shadows.B．It will soon be on sale in the American market.C．It is very difficult to break down in the wild.D．It was invented by Blue Sun International.10. Why does the author mention TÜV in the text?A．To show Bioglitter Sparkle and Bioglitter Pure are popular.B．To stress it provides a broad range of testing services.C．To prove Today Glitter’s products are eco-friendly.D．To explain many plastic products are low-quality.11. What is the problem faced by Today Glitter at present?A．The complex process of making glitter. B．How to expand its overseas market.C．How to attract potential investors. D．The high cost of raw materials.Carl Wieman, a Nobel Prize-winning physicist at Stanford University, excelled in the lab, where he created the Bose-Einstein condensate (玻色-爱因斯坦凝聚态). However, his mastery in the lab did not extend to the classroom. For years, he wrestled with what seemed to be a straightforward task: making undergraduates comprehend physics as he did. Laying it out for them—explaining, even demonstrating the core concepts of the discipline—was not working. Despite his clear explanations, his students’ capacity to solve the problems he posed to them rema ined inadequate.It was in an unexpected place that he found the key to the problem: not in his classrooms but among the graduate students (研究生) who came to work in his lab. When his PH. D. candidates entered the lab, Wieman noticed, their habits of thought were no less narrow and rigid than the undergraduates. Within a year or two, however, these same graduate students transformed into the flexible thinkers he was trying so earnestly, and unsuccessfully, to cultivate. “Some kind of intellectual process mu st have been missing from the traditional education,” Wieman recounts.A major factor in the graduate students’ transformation. Wieman concluded, was their experience of intense social engagement around a body of knowledge — the hours they spent advising, debating with, and recounting anecdotes to one another. In 2019, a study published in the Proceedings of the National Academy of Sciences backed this idea. Tracking the intellectual advancement of several hundred graduate students in the sciences over the course of four years, its authors found that the development of crucial skills such as generating hypotheses (假设), designing experiments, and analyzing data was closely related to the students’ engagement with their peers in the lab, rather than the guidance they received from their faculty mentors (导师).Wieman is one of a growing number of Stanford professors who are bringing this “active learning” approach to their courses. His aspiration is to move science education away from the lecture format, toward a model that is more active and more engaged.12. What problem did Carl Wieman have with his undergraduates?A．Making them excel in the lab. B．Demonstrating lab experiments.C．Facilitating their all-round development. D．Enhancing their physics problem-solving.13. Which of the following best describes the graduate students who first joined Wieman’s lab?A．Limited in thinking. B．Resistant to new ideas.C．Flexible and earnest. D．Experienced and cooperative.14. What is crucial for developing st udents’ intelligent thought according to the 2019 study?A．Intense lab work. B．Peer pressure and evaluation.C．Academic interaction with fellows. D．Engagement with external society.15. Which of the following can be a suitable title for the text?A．Transforming Graduates’ Habits B．Carl Wieman’s Nobel Prize JourneyC．The Nobel-Prize Winner’s Struggles D．Carl Wieman’s Education InnovationFour Tips to Discover Your True PassionTrue passion is the emotion, feeling, and desire that arises out of love for something. It’s the force that magnifies (放大) your capabilities for the benefit of excellent performance. This is because it’s a powerful motivation for best performance and everyone wants to get there. 16 Finding what you’re passionate about is a long road that requires effort and the following are some useful tips.Search your childhood.The purity and truth of your being are in the early stages of life. To that end, going back to the things you loved back then is always an excellent indication of marked preferences. Did you want to be a doctor? 17 These are all clues that begin to point the way. While it’s true that children have several preferences in their early stages, it’s actually quite easy to figure out which they prioritize (优先考虑).Experiment and discover.Doing the same activities day after day closes any probabilities to succeed in finding your true passion. 18 This creates a trial-and-error scenario (设想) that promotes a positive outcome in less time.Focus to find your true passion.You must forget about the myth that doing what you’re passionate about will be easy and pleasant. This is because there’ll always be inconveniences in any activity you undertake. Beyond that, don’t lose focus on the fact that these are temporary moments. 19Remember that your age doesn’t matter.20 Encouraging yourself to take the first step can be difficult due to some of society’s obsolete (被淘汰的) barriers. The truth is that you must allow yourself to achieve and show your tastes leaving aside any obstacles, especially those that are self-imposed (自己强加的). It’s never too late!My phone was an extension of myself. I couldn’t go anywhere _________ it. I scrolled through my friends’ _________ into late night and turned my phone on before my eyes were fully open. I enjoyed having it until that day when I realized that what had started as a useful tool had turned into a(n) _________. So, I made a _________ decision to turn off that smartphone and _________ my old dumb phone out of hiding.When I was watching TV shows or movies and there was a boring part, I _________ picking up the phone and checking out “what everyone else was doing.” Now I had to pay attention or find a way to _________ myself with my thoughts instead. When I visited New York City, I had to write out_________ and ask people where an intersection (十字路口) was _________ pulling out my phone.I have welcomed silence into my life with open arms and am enjoying the increased __________ from not constantly having to fight with the __________ to check my phone while I’m trying to get something done. I am allowing my thoughts to speak to me instead of my phone. I am connecting with others in a __________ way that isn’t all about me. Instead of always posting about what’s going on in my __________ perfect life, I am connecting with my friends one-on-one, talking about the reality of our lives and being there for them from a place of __________.As much as having a smartphone was __________, not having one is freeing on a much bigger level.21.A．through B．without C．despite D．upon22.A．updates B．instructions C．assessments D．decisions23.A．symbol B．responsibility C．reality D．addiction24.A．conscious B．shameful C．foolish D．random25.A．sell B．pull C．throw D．mind26.A．avoided B．denied C．missed D．allowed27.A．assist B．improve C．associate D．occupy28.A．requests B．thoughts C．directions D．comments29.A．instead of B．regardless of C．but for D．apart from30.A．creativity B．productivity C．knowledge D．independence31.A．routine B．necessity C．loneliness D．temptation32.A．genuine B．grateful C．direct D．desperate33.A．naturally B．certainly C．seemingly D．gradually34.A．wonder B．imagination C．interest D．authenticity35.A．depressive B．comfortable C．stressful D．boring阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式，并将正确答案填写在答题卡上。
1、单组实验的基本程序
1、单组实验的基本程序前测→实验处理→后测比较方法：前测－后测例：某新的记忆方法对于提高中学生英语单词记忆效果的影响实验假设：某新的记忆方法对提高中学生英语单词记忆有好的效果。
实验处理：在英语课上，教师运用新的记忆方法教授单词。
样本：高一年级一个班学生。
因变量测定：高一英语学习成绩测验。
实验设计：单组前后测前测：在传统教学法下，对学生进行测试。
后测：使用新的记忆方法教学后进行测试。
这种实验操作程序比较简单，不用考虑实验班和对比班的同质性。
如果采用新方法前，实验班平均成绩是80分，采用新方法后，测试成绩为90分。
这样，前后测比较，成绩提高了10分，说明实验假设成立，即新的记忆方法对提高中学生英语单词记忆有好的效果。
2、等组实验的基本程序实验组：前测1→有实验处理→后测1对照组：前测2→无实验处理→后测2比较方法：（后测1－前测1）－（后测2－前测2）例：语文教学中，阅读技巧训练对于提高学生学习的影响实验假设：语文教学中，阅读技巧训练有助于提高学生学习成绩。
实验处理1：实验班的语文教学中，在学生阅读材料前，教师讲解阅读技巧。
实验处理2：对照班的语文教学中，学生阅读同样的材料，但阅读前教师不讲解阅读技巧。
样本：在高一学生中随机抽取100名学生，随机编为两个班，其中一个为实验班，另一个为对照班。
因变量测试：高一学生语文成绩测试。
实验设计：前后测对照组设计前测：实验班和对照班在使用新方法前进行测试。
后测：实验班在采用阅读技巧训练一个月后进行测试，对照班在相应的时间进行测试。
条件控制：1.同一教师进行教学。
2.教学内容、作业量相同。
3.学生学习语文时间总量相同。
在这项单因素对比等组实验中，设置了实验班和对照班。
前测时，实验班的成绩为70，对照班的成绩为73。
历时一个月后进行后测，实验班平均成绩为95，对照班平均成绩为80。
这样，分别将前后测进行比较，实验班成绩提高15分，对照班提高7分。
二者比较，说明语文教学中阅读技巧训练有助于提高学生学习成绩。
高一英语备课组活动记录内容
高一英语备课组活动记录内容以下是高一英语备课组活动记录内容的参考:时间: X0XX年XX月Xx日地点: xX0x参与人员:高一英语备课组全体成员1.确定教学内容和目标在本次备课组活动中，我们首先确定了本学期的教学内容和目标。
通过对教材的深入分析和讨论，我们确定了每个单元的重点和难点，并制定了相应的教学计划。
同时，我们还针对学生的实际情况，制定了个性化的教学目标，以更好地满足学生的学习需求。
2.教学方法和策略的探讨在本次备课组活动中，我们还探讨了教学方法和策略的改进。
通过分享各自的教学经验和教学方法，我们共同探讨了如何更好地激发学生的学习兴趣，提高学生的学习效果。
同时，我们还针对不同学生的特点。
制定了相应的教学策略，以更好地满足学生的个性化需求。
3.教学质量和评估方式的讨论在本次备课组活动中，我们还对教学质星和评估方式进行了深入的讨论。
通过对教学质量的分析和评估方式的探讨，我们共同制定了相应的改进措施和评估标准。
同时，我们还针对学生的学习情况和反馈，不断调整和完善教学质量和评估方式，以更好地促进学生的学习和发展。
4.备课组成员的角色和责任分配在本次备课组活动中，我们还明确了备课组成员的角色和责任分配。
通过讨论和协商，我们确定了每个成员的具体职责和工作任务，以确保教学工作的顺利进行。
同时，我们还鼓励备课组成员之间的协作和交流，以共同促进教学质量的提高。
总结:本次高-英语备课组活动取得了积极的成果。
我们不仅确定了本学期的教学内容和目标，还探讨了教学方法和策路的改进、教学质量和评估方式的讨论以及备课组成员的角色和责任分配。
通过本次活动，我们不仅提高了自身的教学水平和能力，还为学生的学习和发展提供了更好的支持和帮助。
高一英语Unit 2 In the lab 在实验室(双语版)
高一上册Unit 2 In the lab在实验室里Lesson 5 1 DialogueMr Zhu is showing the students of Class 4 the chemistry lab. 朱先生正带领4班学生参观化学实验室。
Mr Zhu: Now,this is the chemistry lab.Have you been in this lab before?朱先生：好啦，这是化学实验室，你们以前到过这个实验室吗？All:No.全体学生：没有。
Mr Zhu: Ok,listen carefully,please.First of all,don't come in here without a teacher.That's not allowed.Once you're in here,listen to your teacher.Do what he or she tells you to do.Follow your teacher's instructions.Don't touch anything unless your teacher tells you to.When you have finishedyour experiment,please tidy the lab and put everything back in the cupboards.Do you all understand?朱先生：好，请仔细听着，首先，没有老师领着不要来这儿，那是不允许的。
一旦进来了，你们要听老师的话。
听从老师的教导。
按照他或她告诉你的去做。
除非老师允许，否则你不要动任何东西。
做完实验后，请你们把实验室整理好，并把所有的东西放回器皿柜。
你们都明白了吗？ALL：Yes.全体学生：明白了。
JANE：What about when we leave?珍妮：我们离开实验室又应该做些什么呢？Mr Zhu: That's very important.Before you leave the lab, make sure the electricity is turned off and the windows are shut.Finally,turn off the lights and lock the door.That's all.Any other questions?朱先生：这很重要。
A_night_the_earth_didn't_sleep课件
who thought little of these events, were asleep as usual that well night.
jumped out deep cracks, smelly gas too nervous to eat ran out , looking for rose and fell places to hide
Reading
白城实验高中高一英语组
Fast reading
1.What is the text mainly about ?
2. The text is organized in the order of___.
3.How will you divide the text into 3 parts?
5
transportthe
water
Role-play Suppose you were a survivor from the Tangshan（or Wenchuan) earthquake, please talk about your feeling after the earthquake?
finished
All hope was not lost. Slowly the city began torescue workers, breathe again
Who went into the city?
army, soldiers, doctors, nurses, volunteers ……
Two dams and most of the bridges fell or were not safe for travelling.
Railway tracks are now useless
山东省淄博实验中学2022-2023学年高一上学期1月期末英语试题
命题人: 高一英语学科组使用时间：2023年1月8日淄博实验中学高一年级第一学期期末限时检测2023.1.8英语第I卷（共95分）第一部分听力（共两节，满分30分）第一节（共5个小题；每小题1.5分，满分7.5分）听下面5段对话，每段对话后有一个小题, 从题中所给的A,B,C三个选项中选出最佳选项, 并标在试卷的相应位置。
每段对话仅读一遍。
1.Where will the woman go this afternoon?A.To the hospital.B.To the park.C.To the farm.2.What will the speakers do?A.Buy some tickets.B. See a film.C.Check the phone.3.How often does the man visit his parents?A.Once a week.B.Twice a week.C. Twice a month.4.How does the man feel about his trip to Rome?A.Dangerous.B.Boring.C.Helpful.5.What are the speakers mainly talking about?A.A party.B.A picture.C.A city.第二节（共15小题;每小题1. 5分，满分22. 5分）听下面5段对话或独白。
每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项。
听每段对话或独白前，你将有5秒钟时间阅读各个小题；每段对话或独白读两遍。
听下面一段对话，回答第6和第7题。
6.What are the speakers mainly talking about?A.A football match.B. A friend's illness.C. A high school.7.How does Charlie like Tom's performance?A.Disappointing.B.Normal.C.Good.听下面一段对话，回答第8和第9题。
高一年级英语 U3 The world of Science 实验报告写作
Book3Unit3 Writing an experiment report写作课教学设计教学年级：高中一年级课题名称：Unit3, Book3 Writing an experiment report教材版本：外研版授课时间：45分钟（一）学生分析本课的教学对象是已进入高中一年级的学生，年龄在15---16岁之间。
学生已经具备了一定的阅读写作能力，但英语水平层次不齐。
但是根据新课标要求，学生的写作能力仍需进一步提高，高中对不同文本的写作也需要进行系统的培养和训练。
（二）教材分析本课是外研版Book 3中unit3 The world of science 的内容。
课程要求学生通过观察实验学习实验的指导步骤，体会实验报告的文体及语言特征，激发学生感受科学的严谨性从而加强学生对科学研究的兴趣。
（三）教学目标根据【英语课程新标准】的要求，本节写作课着重培养学生写作能力的同时，还兼顾培养学生的语言表达能力。
（四）教学策略教学方法：1）.讨论法：拓宽学生思维，活跃课堂气氛。
2）.任务型教学：让学生通过体验、实践、合作交流、互帮互助的学习形式，提高他们的语言综合运用能力。
教学辅助手段：计算机多媒体的教学辅助手段（五）教学过程Step I．Warming up:1. Question1: What is the right order of the stages of an experiment?设计思路：首先问题导入—让学生思考一个实验基本是遵循什么顺序，从学习英文提醒学生一定要注意科学的严谨性。
2. Question2: What is the result of the experiment? And why?设计思路：实验的结果以及其原因。
本环节课前导入。
通过分享视频（瓶子吞鸡蛋的实验）既紧扣单元主题，又和写作内容相关。
通过两个问题的提问，激发了学生对新课的兴趣又激发了对实验的好奇。
视频的分享激发了学生兴趣，活跃了课堂。
高一英语第一学期教学计划
高一英语第一学期教学计划高一英语第一学期教学计划篇1根据《普通高中英语课程标准（实验）》，从我校学生的实践水平、实际能力出发，我们备课组制定适合我校学生现状的而且切实可行的高一英语教学计划，在暑假衔接教育复习的基础上，进一步增强初中英语知识的再现率，帮助学生准备形成比较完整的英语知识信息网络，通过切合我们学生实际的教学来确保绝大部分学生尽快适应高中英语的学习，从而让学生尽快提高综合英语运用能力，并最终达到高考的要求和运用英语的能力；与此同时在课堂上以及课后培养学生良好的应试心理和应试技能。
1、根据高一新学生对高中学习很陌生的实际情况，更多的从情感教学入手，注意学生情绪变化，健全学生的人格，树立学生们的学习、考试信心，充分保护部分学习能力较差学生们的脆弱的自尊心，培养他们的良好学习习惯，使他们能够具有良好的学习态度和学习意志。
2、加强备课组成员教学的计划性，认真、严格地按照教学计划进行教学，切不可以教学的随意性和盲目性，少做、不做无用功。
加强集体备课，将任务分工到人，各尽其职，同时又要加强团结合作，充分利用集体智慧来解决各种问题，从而让我们英语学科取得好成绩。
3、积极参加市区教研活动，不断地向兄弟学校的老师们学习，吸收兄弟学校先进的教学理念和教学方法，并根据实际情况不时地调整教学思路，提高教学效率。
4、加强课堂教学管理，认真做到管教管导不可以课上只顾自己讲不顾学生的参与，平时进一步加强对学生考试答卷的规范要求，特别是解题方面的规范，争取做到不让学生因为不规范而导致的失分。
加强辅导课堂上定时定量的训练，提高学生的解题速度和效率。
要求指导学生学会归纳错题，并且能够学会去分析解决问题，不断地扫除学习中障碍。
5、充分利用午自习下午辅导课以及晚自习的时间，同学生进行谈心，了解学生中存在的各种问题；进行个别强化辅导；进行重点解答疑难问题；进行听力、单选等的专项训练。
合理、充分地利用提高英语成绩的时间。
6、切实做到新授课和复习课等的实用性，不搞花架子，不浪费学生的宝贵时间。
关于实验的英语作文高一
关于实验的英语作文高一Title: An Experiment in Chemistry Class。
Last week, our chemistry teacher announced that we would be conducting an experiment in class. I was both nervous and excited at the same time, as I had never done a chemistry experiment before. The experiment was about testing the acidity of different substances using litmus paper.On the day of the experiment, our teacher divided us into groups of four and gave each group a set of materials needed for the experiment. We were provided with different substances such as lemon juice, vinegar, soap, and baking soda. Our task was to test the acidity of each substance and record our observations.My group started with testing the lemon juice. We dipped a piece of litmus paper into the juice and observed that it turned red, indicating that the lemon juice wasacidic. Next, we tested the vinegar and got the same result. However, when we tested the soap and baking soda, thelitmus paper turned blue, indicating that they were alkaline.As we continued with the experiment, I realized how important it was to follow the instructions carefully and pay attention to detail. One small mistake could lead to inaccurate results. I also learned about the importance of teamwork, as we had to work together to conduct the experiment successfully.After completing the experiment, we presented our findings to the class. It was interesting to see howdifferent substances had different levels of acidity. Ifelt a sense of accomplishment knowing that we had successfully conducted the experiment and obtained accurate results.Overall, the chemistry experiment was a valuablelearning experience for me. It helped me understand the concept of acidity and alkalinity better and improved mypractical skills. I look forward to more experiments in the future and expanding my knowledge in the field of chemistry.。
实验报告英语作文高一范文
The Science of Photosynthesis: AnExperimental Exploration**Experiment Purpose:** To investigate the process of photosynthesis and understand how plants convert light energy into chemical energy, utilizing carbon dioxide and water as reactants.**Materials Used:**1. Green plant leaves (preferably fresh and healthy)2. Beaker3. Distilled water4. Carbon dioxide gas5. Light source (such as a lamp or sunlight)6. Test tubes7. Syringe8. Timer**Procedure:**Step 1: Place a fresh green leaf in the beaker. Step 2: Add distilled water to cover the bottom of the beaker. Step 3: Inject a small amount of carbon dioxide gas into the beaker. Step 4: Position the light source above the beaker, ensuring that the leaf is exposed to direct light. Step 5: Cover the beaker with a transparent lid to trap any gases produced during the experiment. Step 6: Set a timer for 30 minutes and observe any changes in the leaf and the beaker.**Observations and Results:**During the 30-minute experiment, we observed a gradual change in the leaf. The leaf turned a darker shade of green, indicating an increase in chlorophyll production. Additionally, bubbles were observed forming on the surfaceof the water, indicating the production of oxygen gas as a by-product of photosynthesis.**Conclusion:** The experiment successfully demonstrated the process of photosynthesis. The plant leaf, exposed to light, converted the carbon dioxide and waterinto glucose (a sugar molecule) and oxygen gas. This conversion process, known as photosynthesis, is crucial for plant growth and survival, as it provides them with the energy needed for various biological processes.**Reflection:** This experiment was an eye-opening experience that allowed us to visually observe the奇妙的化学反应of photosynthesis. It reinforced my understanding of the importance of plants in maintaining the carbon dioxide-oxygen balance in our atmosphere. Additionally, it highlighted the role of light in driving this process,emphasizing the interconnectedness of all living thingswith the sun as their ultimate energy source.**建议和改进措施:** Future experiments could explorethe effect of different light intensities or wavelengths on photosynthesis rates. Additionally, using different plant species or varying environmental conditions could provide insights into the adaptability of photosynthesis across different plant species.**实验报告：光合作用的科学探索****实验目的：** 研究光合作用的过程，了解植物如何将光能转化为化学能，并利用二氧化碳和水作为反应物。
科学实验英语作文高一
科学实验英语作文高一英文回答：As a high school student, I have conducted numerous scientific experiments in various disciplines, including biology, chemistry, and physics. These experiments have provided me with invaluable hands-on experience and have deepened my understanding of scientific concepts. One experiment that particularly stands out was a biology experiment in which we investigated the effects ofdifferent environmental factors on the growth of bean plants.In this experiment, we set up a controlled experiment with various treatment groups. We planted bean seeds in different pots and subjected them to different environmental conditions, such as varying amounts of light, water, and temperature. We then observed and recorded the growth of the plants over several weeks.Through this experiment, I learned the importance of controlling variables and isolating the effects of specific factors. I also gained a practical understanding of the principles of plant growth and development. For example, I discovered that bean plants require a certain amount of light and water to thrive, and that extreme temperatures can hinder their growth.Another memorable experiment I conducted was a chemistry experiment in which we synthesized aspirin from salicylic acid and acetic anhydride. This experiment involved multiple steps and required careful attention to detail. I learned about the properties of different chemicals and the importance of following safety protocols.The synthesis of aspirin was a rewarding experience because it allowed me to apply my knowledge of chemical reactions and produce a tangible result. It also gave me a glimpse into the world of pharmaceutical chemistry and the processes involved in drug development.In addition to these experiments, I have alsoparticipated in science fairs and competitions, which have provided me with opportunities to showcase my research and communicate my findings to a wider audience. These experiences have helped me develop my critical thinking skills, problem-solving abilities, and communication skills.Overall, my scientific experiments in high school have been an integral part of my education. They have fosteredmy interest in science, deepened my understanding of scientific principles, and prepared me for further studiesin the field.中文回答：作为一名高一学生，我在生物、化学和物理等多个学科进行过许多科学实验。
一次有趣的实验英语作文
一次有趣的实验英语作文English: One interesting experiment that I conducted recently involved testing the effectiveness of different types of fertilizers on plant growth. I started by selecting three groups of plants and labeled them as Group A, Group B, and Group C. Group A was the control group, where I didn't add any fertilizer to the soil. Group B received a commercially available chemical fertilizer, and Group C received an organic fertilizer made from compost. I made sure that all groups of plants were given the same amount of water and were placed in similar sunlight conditions.Throughout the experiment, I carefully observed and recorded the growth of each group of plants. After a few weeks, I noticed that the plants in Group B, which received the chemical fertilizer, were growing rapidly and had large leaves. They appeared vibrant and healthy. On the other hand, the plants in Group C, which received the organic fertilizer, showed slower growth but had more branching and thicker stems. Finally, the plants in Group A, the control group, showed the slowest growth overall and had pale leaves.From these observations, it became evident that the chemical fertilizer had a significant impact on promoting rapid growth and lush foliage. However, the organic fertilizer seemed to encourage more structural development, resulting in stronger stems and more branching. Surprisingly, the control group plants, which didn't receive any fertilizer, managed to survive but were noticeably weaker compared to the other groups.This experiment not only provided insight into the effects of different fertilizers on plant growth but also highlighted the advantages and disadvantages of using chemical and organic fertilizers. It emphasized the importance of choosing the right fertilizer based on specific desired outcomes, such as rapid growth versus structural development. Overall, it was a fascinating experiment that allowed me to understand the crucial role fertilizers play in supporting plant growth.Translated content: 最近我进行了一个有趣的实验，测试不同种类的肥料对植物生长的有效性。
实验小组的英语
实验小组的英语Experimental Group's EnglishCollaboration and communication are essential elements in the success of any team, and this is especially true for an experimental group. As a member of such a group, I have experienced firsthand the challenges and rewards of working together to achieve our goals. In this essay, I will explore the importance of English proficiency within an experimental group and how it can contribute to the overall effectiveness of the team.One of the primary reasons why English proficiency is crucial for an experimental group is the need for effective communication. In today's global research landscape, English has become the lingua franca of scientific discourse. Researchers from diverse backgrounds and nationalities come together to share their findings, exchange ideas, and collaborate on projects. Without a common language, the ability to effectively convey information, discuss hypotheses, and troubleshoot problems would be severely hindered.Within an experimental group, team members must be able to communicate clearly and concisely, both in written and verbal forms.This is particularly important when presenting research findings, writing reports, or participating in group discussions. Proficiency in English allows for the seamless exchange of information, ensuring that all members of the group are on the same page and can contribute to the overall understanding of the experiment.Moreover, English proficiency facilitates the sharing of resources and knowledge within the experimental group. Many scientific publications, research papers, and online resources are written in English, and the ability to access and comprehend this information is crucial for the group's success. By being able to read, understand, and synthesize relevant literature, team members can stay up-to-date with the latest developments in their field and incorporate that knowledge into their own work.In addition to communication and resource sharing, English proficiency also plays a role in the group's ability to collaborate with external partners and organizations. In today's interconnected research landscape, experimental groups often need to work with researchers, institutions, and funding agencies from around the world. The ability to effectively communicate in English can open up new opportunities for collaboration, joint projects, and access to resources that may not be available within the group's immediate network.Furthermore, English proficiency can also enhance the individual development and career prospects of the group members. As they engage in international conferences, workshops, and research exchanges, the ability to present their work, network with peers, and participate in discussions in English can significantly improve their professional standing and visibility within the scientific community.However, it is important to note that achieving and maintaining English proficiency within an experimental group is not without its challenges. Group members may have varying levels of English language skills, which can lead to communication barriers and potential misunderstandings. Additionally, the time and effort required to develop and improve English proficiency can be a significant investment, especially for those who are not native English speakers.To address these challenges, experimental groups can implement strategies such as providing language training and support, encouraging regular practice and feedback, and fostering a culture of inclusivity and respect for diverse linguistic backgrounds. By creating an environment that values and nurtures English proficiency, the group can harness the full potential of its members and enhance its overall effectiveness.In conclusion, English proficiency is a critical component of thesuccess of an experimental group. It enables effective communication, facilitates the sharing of resources and knowledge, and enhances the group's ability to collaborate with external partners. While there may be challenges in achieving and maintaining this proficiency, the benefits far outweigh the efforts required. By prioritizing English language skills within the experimental group, the team can unlock new opportunities for growth, innovation, and scientific advancement.。
高一英语Unit4 Earthquake人教实验版知识精讲
高一英语Unit4 Earthquake人教实验版【本讲教育信息】一. 教学内容：UNIT4 EARTHQUAKE二. 重点词汇：1. rise vi (rose, risen ),起床,起身,上升eg: He rose from the chair when the doorbell rang.The Sun rises in the east and sets in the westThe flood has risen two feet.注意arise ,raise ,rise的用法区别；首先rise, arise 是不及物动词，没有被动语态.rise 意为“升起，增高”arise意为“出现，产生”raise是及物动词，意为“增加，引起”“举起”“提高”“饲养”“筹集”如：The living standard of the people has greatly been raised.Her job is raising chickens.His temperature is still rising.The new problem arises.2. shake n/v 摇动，震动，发抖，震惊Please shake the bottle before taking the medicine. (v)He gave the bottle a shake. (n).相关的短语：shake hands with sb 与某人握手shake one’s head 摇头shake with cold 冻得发抖shake with laughter 捧腹大笑be shaken by/ at …被/因……而震惊give … a shake 把……摇一下3. burst (burst, burst ) v/n爆裂，爆发burst into tears= burst out crying 放声大哭a burst of laughter/ anger 一阵大笑/愤怒相关的短语：burst into 闯入burst out 冒出burst forth 突然出现4. ruin n 毁灭；毁坏，常用复数ruins表示“废墟”He is an archaeologist who studies the ruins of ancient Greece.vt毁灭；毁坏She poured water all over my painting and ruined it.短语：in ruins 荒芜的；成为废墟The ancient building lay in ruins after the fire.注意destroy, ruin , damage 的用法区别；destroy 表示肉体上，精神上或道义上遭到彻底摧毁，是指无法复原，也可指完全毁坏某物体。
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高一实验英语组
英语高效课堂
1
英语教师首先要在备课上下功夫
2 要采取多样化方式，丰富课堂教学 3 课下规范作业书写，做好英语补弱工作 4
归纳总结教学反思
课前
备课
集体备课
研究导学案
采取多样化方式，丰富课堂教学1 2 Nhomakorabea3
4
小报告
注重基 础知识 IMG_06 34.JPG
小组讨 开展竞赛 论展示 IMG_063 IMG_06 3.JPG 35.JPG
课下
课下
规范作业 书写
英语补弱
初中英语内容
英语补弱
词汇
听力和口语
写作
教学反思
“
学而不思则罔,思而不学 则殆
孔子
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高效课堂
清
新 活
实
奇
Thanks!