人教版高一英语下学期教学计划电子教案

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2023-2024学年度人教版高一英语下册教学工作计划

2023-2024学年度人教版高一英语下册教学工作计划一、教学目标1、语言知识：掌握课本中的词汇、短语、句型和语法知识，提高学生的语言运用能力。

2、语言技能：通过阅读、听力、口语和写作练习，提高学生的听、说、读、写能力。

3、学习策略：引导学生掌握有效的学习策略，提高自主学习能力。

4、文化意识：通过课文学习，了解不同国家的文化背景，培养学生的跨文化交际能力。

二、教学内容1、词汇：掌握课本中的重点词汇和短语，了解词汇的用法和搭配。

2、语法：学习并掌握本册书中的重点语法知识，如定语从句、名词性从句等。

3、阅读：通过阅读课文和补充材料，提高学生的阅读速度和阅读理解能力。

4、听力：通过听力练习，提高学生的听力水平，了解不同口音和语速的英语。

5、口语：通过角色扮演、讨论等活动，提高学生的口语表达能力。

6、写作：通过写作练习，提高学生的写作技巧，如作文结构、语言表达等。

三、教学方法1、情景教学：创设真实的语言环境，让学生在情景中学习和运用语言。

2、任务型教学：通过布置任务，让学生在完成任务的过程中学习和掌握知识。

3、合作学习：鼓励学生分组合作，共同完成任务，培养学生的团队协作能力。

4、个性化教学：针对不同学生的需求和能力，提供个性化的教学支持和辅导。

四、教学安排1、每周安排5节英语课，每节课45分钟。

2、每单元分为若干课时，每课时围绕一个主题展开教学。

3、定期进行测试，评估学生的学习效果，及时调整教学策略。

4、组织丰富多彩的课外活动，如英语角、英语演讲比赛等，提高学生的英语应用能力。

五、评价方式1、课堂表现：观察学生在课堂上的表现，评估他们的参与度和学习效果。

2、作业完成情况：检查学生的作业完成情况，了解他们的学习进度和掌握情况。

3、测试结果：定期进行测试，评估学生的语言知识和语言技能水平。

4、自评和他评：鼓励学生进行自我评价和他人评价，培养他们的自我反思和批判性思维能力。

六、教学保障1、教材：选用人教版高一英语下册教材，确保教学内容的系统性和连贯性。

高一英语下册教学工作计划3篇

高一英语下册教学工作计划3篇本学期我继续担任高一英语教学，为了使学生圆满完成各项学习任务，尽快适应新的环境，在各方面能够健康发展，把英语教学质量上的去，必须有一个切实可行的教学计划。

现将本学期的教学工作做一个计划。

本文是高一英语下册的教学工作计划，欢迎阅读。

高一英语下册教学工作计划一：一、所教班级基本情况本学期我担任高一(15)高一(16)班的英语教学，这个两个班都是平行班，经过本学期的教学，学生已基本适应了上课的流程和掌握一定的学习方法，但是学生的语法基础普遍薄弱，单词记忆不是很理想，听说读写的英语能力也需要进一步提高。

二、教学指导思想认真钻研新课标，树立新观念，探索新教法，在学校教学计划指导下进行工作。

特别注意根据我校高一学生实际，努力发展学生自主学习和合作学习的能力;形成有效的英语学习策略;培养学生的综合运用语言的能力;特别注重提高学生用英语进行思维和表达的能力。

继续拓宽学生的知识面，全面培养听、说、读、写四会能力，理解、分析和阅读的能力，让学生尽快适应高中学习。

三、教材分析按照新课程改革，本学期开设普通高中课程标准实验教科书英语模块必修(2)两个模块剩余和必修(3)和必修(4)。

(人教版)共10个单元内容。

共十二个模块。

其中有两个模块为复习模块。

具体安排：对于10个模块，每一模块用10课时，课本的学习可以这样进行：上新课8个课时，单元复习检测2个课时。

四、教学内容本学期主要学习必修三和必修四。

要求学生重点掌握每个单元中的黑体词语以及出现的重要句型;语法主要为：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;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教学的重点也是学生学习的难点。

五、主要措施(一)教学方面：1、为了使学生打牢基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于单元的新课教学中。

2024年高一下学期英语教学计划(3篇)

2024年高一下学期英语教学计划一、教学目标：1. 完成高中英语基础知识的复习和巩固。

2. 培养学生运用英语进行交流和表达的能力。

3. 提高学生的听、说、读、写和翻译技能。

4. 培养学生的阅读理解和写作能力。

5. 提高学生的语言应用能力，为日后的学习和考试打下基础。

二、教学内容和安排：1. 复习和巩固基础知识（2周）单元语法复习、词汇复习和语言技巧的巩固。

2. 阅读理解与写作（4周）通过阅读不同类型的文章，提高学生的阅读理解能力；通过模仿和练习写作，培养学生的写作能力。

3. 口语表达与听力训练（4周）聚焦于听说能力的提高，通过不同形式的听力训练和口语练习，增强学生的听力和口语表达能力。

4. 教材应用与拓展（6周）通过选取教材中的重点和难点内容进行讲解和讨论，拓展学生的英语知识面，提高学生的语言应用能力。

5. 文化与社会背景（2周）通过英语国家的风土人情、文化传统和社会背景的介绍，培养学生对英语国家的了解和兴趣。

三、教学方法：1. 情境教学法：通过真实生活情境，让学生在实际语境中学习和应用英语。

2. 合作学习法：鼓励学生之间的合作学习和互动，提高学生的表达和交流能力。

3. 多媒体教学法：利用多媒体技术和教学软件，增加教学的趣味性和互动性。

4. 任务型教学法：通过任务的设置和完成，激发学生的学习兴趣和动力，提高学生的综合语言能力。

四、评价方式：1. 日常表现评价：包括教师观察评价和学生自我评价，反映学生的参与程度和学习态度。

2. 作业和测试评价：通过书面作业和定期测试，评价学生的掌握程度和学习进展。

3. 口语表达评价：通过口语练习和小组讨论，评价学生的口语表达能力和交流能力。

4. 项目和调研评价：通过课外项目和实地调研，评价学生的综合能力和实际运用能力。

五、教学资源：1. 教科书和教学辅助资料：根据课程要求，使用适合教材和辅助资料，帮助学生理解和掌握知识。

2. 多媒体设备和教学软件：利用多媒体设备和教学软件，增加教学的趣味性和互动性。

人教版高一下册英语教案(最新)

人教版高一下册英语教案（一）Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and awaiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.人教版高一下册英语教案（二）Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。

人教版高一下册英语教案

人教版高一下册英语教案自己整理的人教版高一下册英语教案相关文档，希望能对大家有所帮助，谢谢阅读！人教版高一下册英语教案（一)教学目标和要求词语和短语我们的技巧胃热应该检查大量的饮食，以保持健康，偶尔做出正确的选择三锅：能量软棒燃料化学平衡美味煮混合物英语口语：在诊所/看医生你怎么了？/你怎么了？躺下，让我给你检查一下。

让我看看。

哪里疼？多喝水，休息一下。

我这里疼。

这个地方很疼。

我的背/膝盖/手臂有问题。

我感觉不舒服。

语法：语言的使用：1.掌握以上定义的语言的功能用法。

2.利用学生所学的知识，帮助学生完成书本和练习册上的听、读、写、说的任务。

学习关于健康饮食的课文。

让学生了解如何健康饮食的基本知识。

要点：1.谈论人们最喜欢的不同种类的食物。

2.学习健康饮食的基本知识。

3.学习如何在诊所说。

4.掌握课文中的语言点和语法。

难点：情态动词的使用——最好、应该、应该。

教具：电脑或幻灯机教学方式：交流教学、讨论和小组工作的方式。

第一课第一步热身首先给学生看一些盘子的图片，然后介绍本单元的主题。

然后展示他们课本上的图片，让他们决定什么是垃圾食品，什么不是。

在这里，学生们可以进行简短的问答，让自己更专注于这个话题。

倾听让学生听录音，并准备回答以下问题。

说话向学生展示P2的三种情况。

然后让学生根据例子两人一组准备一段对话。

让几对学生展示他们的对话然后列出他们对话中有用的表达。

家庭作业准备下节课。

如果可能的话，为下节课收集一些菜单。

第2课第一步简介用关于P3的问题来介绍新课文。

快速阅读1.第一段的”燃料”是什么意思？（是指我们保持健康所需的不同种类的物质，如蛋白质、钙等。

)2.我们在选择买还是吃的时候要考虑什么？（食物含有什么样的营养成分。

)3.是什么让我们的饮食习惯发生了改变？（很多东西3360人们相信什么，来自公司和商店的建议。

)4.怎样才能感觉和看起来都很好？（我们应该了解我们的身体以及保持健康所需的燃料。

)必要时解释语言要点。

人教版高一英语下学期教学计划

2014-2015学年高一英语下学期教学计划高一英语组：段媛媛2015.3.17一、指导思想以学校、年级组工作计划为指导思想，全面贯彻落实新课程改革和素质教育的精神，全备课组成员将积极主动地开展教学教研工作，落实英语教学常规，营造良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式。

针对我校高一学生普遍英语底子差，基础薄弱的实际，坚持“务实基础，狠抓双基，改进学法，激发兴趣，提高能力”的原则, 长期不懈地抓好学生学习英语的兴趣和习惯养成。

二、教学总目标完成常规教学任务的同时注重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.学生应有较明确的英语学习动机和积极主动的学习态度。

能听懂教师对有关熟悉话题的陈述并能参与讨论。

能读懂简单读物，克服生词障碍，理解大意。

能根据阅读目的运用适当的阅读策略。

能与他人合作，解决问题并报告结果，共同完成学习任务。

能在学习中互相帮助，克服困难。

能合理计划和安排学习任务，积极探索适合自己的学习方法。

在学习和日常交际中能注意到中外文化的差异。

三、学情简要分析我校高一级共有十二个班，学生整体英语水平较差，英语科入学级平均分不高, 并且分数层次多，农村地区，普遍英语底子差，基础薄。

目前，我担任1班和5班的英语教师。

其中1班属于包考班中的文科班，虽然理论上文科班的成绩应该稍好于理科班的英语成绩，但结合我校的校情，1班的英语成绩在三个包考班中并不突出，这很大程度上跟学生的基础有关。

5班是学校普通班中的理科班，在三个同类班级中基础相对会好一点，但是总体上看，学生的成绩都是参差不齐的。

综上所述，我校的英语教学就需要适当的分层教学。

四、教材简要分析本学期完成英语教材必修（3）和必修（4）两个模块。

共10个单元内容。

具体安排：对于10个单元，每一单元用13课时，课本的学习可以这样进行：1.早自习完成vocabulary的教学2.Warming up & Reading三个课时；nguage points & using language四个课时4.Grammar三个课时；5. 单元检测三个课时五. 具体措施和工作要点1、做好初高中英语知识点的衔接工作为了高中阶段的英语教学可以比较顺利的展开,使学生打牢英语学习基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的词汇、短语、句型, 语法分插于10个单元的新课教学中。

高一下期整理教案Unit 16(人教版高一英语下册教案教学设计)

Teaching PlanPeriod 1 Warming up & ListeningLearning Aims1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.2.To learn what should be paid attention to when doing an experiment ina lab and how to give instructions to others.3.To train the students’ ability of listening for information.Learning ProceduresStep 1 Warming upToday, we are going to talk something about the subjects you are learning.Q1: How many subjects are you learning now?Q2: What are the subjects in which you learn science? Is it easy for you to learn them?1). Group workDivide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.2). Class workEnjoy some pictures about the facilities in labs and students doing experiments in labs.Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?Step2 Pre-listening1).Group workIs it necessary for you to do experiments in the lab? List the reasonsin the card and see which group can find more.2).Class workDo you still remember what your teacher often remind you before, whenand after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.Step 3 Listening1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.DOS DON’TSFollow / teacher’s /instructions Don’t come into / without …Be careful about / when… Don’t touch… / unless…Always listen carefully to… Don’t throw… / unless…Clean…away and leave …clean and neat Don’t forget to…You should tie…up Never put / nose directly into…Remember that… Never put /fingers into/ and taste…Make sure that…Step 4 Post-listening1). Group workList what you can do and can’t do in a lab as much as possible in groups.2). Individual workKnowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.3). Group workDesign the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.Homework:Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.Period 2 SpeakingLearning Aims1. To learn to cooperate with partners to analysis a problem indifferent views.2. Enable students to describe the advantages and disadvantages of something in specific words.Learning ProceduresStep 1 Warming-upDaily report1). Class workWatch a video about the successful launch of ShenZhou V manned space flight in China.Nowadays, more and more new inventions and discoveries are made all over the world.2). BrainstormingList the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.Step 2 Pre-speaking1). Pair workRead the dialogue aloud to finish the following form:inventions advantages disadvantagesMaglev train2). Group workDiscuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.Advantages DisadvantagesIt’s good for… It is too expensiveIt can help… It is dangerous to…It is important for… It is unnecessary to..It brings people… Some people will use it for…It doesn’t pollute… It is bad / or harmful for…Step 3 While speaking1). Group workEnjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.2). Pair workMake a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’mafraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.Step 4 Post-speaking1). DebateThe scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?Divide the whole class into two groups to have a debate and see which group will perform better.2). ImaginationIf you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?Period 3 & 4 ReadingLearning Aims1. To get to know something about the story of famous scientists.2. Enable students to understand the given material better using different reading skills.3. To have a better understanding about the importance of experiments in science.Learning ProceduresStep 1 Warming upDaily report: Share your poems with the other students.1). Group competitionIn the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.Physics chemistry medicine biology2). Group workA match competition. Match ColumnB with Column A correctly.Column A Column BAlexander Bell the Theory of RelativityThomas Edison the first telephoneWright Brothers the electric lampMadame Curie black holes in UniverseHeinrich Dreser electricityFranklin the first planeSteven Hawking the Theory of GravityElbert Einstein RadiumIsaac Newton aspirin3) Class workQ1. Is it easy for the scientists to make these inventions and discoveries?Q2. How could they succeed in their research?It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.Step 2 Reading1). Individual workSkimming: Read the material fast to find out the right picture about Franklin’s experiment.2). Individual workScanning: Listen to the tape part by part to find out the topic for each one.Para 1-3 the description of the experimentPara 4 the equipment of the experimentPara 5-6 the steps of the experimentListen with the questions below:(1). Why did Franklin do this experiment?(2). Was the experiment successful?(3). What were needed when it was being done?(4). How many steps were mentioned?(5). What should be paid great attentions to when it was being done?Step 3 Acting1). Class workWith all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.2). Individual workAfter that, all the students try to tell how to make such a kite intheir own words with the help of the pictures on the screen.Step4 Further understanding1). Pair workRead through the passage to fill in the blanks in the form in pairs.equipment usagea kitea keya condensera sharp metalstringsa silk ribbon2). Class workListen to some sentences to judge whether they are true or false.(1). In 1752 scientists already knew what electricity is.(2). Franklin was helped by a friend to do the experiment.(3). Franklin made the kite of silk because wet silk does not conduct electricity.(4). A condenser was used in the experiment to store electricity.(5). The key tied to the string was put into the door to stop the kite from flying away.(6). The experiment can be done at any time.(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.Step 5 Post-reading1). Pair workFranklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and hisson ,the other Franklin and a person watching the experiment.2). Group workDiscuss the following questions in groups:(1). Why did Franklin do his experiment with a kite?(2). Why the kite made of silk is better than the one made of paper?(3). Is it dangerous for Franklin to do the experiment? Why do think so?(4). What can you learn from the experiment and also Franklin?Step 6 Oral practice1). Individual workAfter you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.2). Class workDuring the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.Step 7 Watching, reading and thinking1). Class workThe teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.Q: Does the mixture taste good? Why do you have a different taste from mine?2). Individual workRead the passage tit led “Look carefully and Learn” to find out the reason.Q 1: What do you learn after you read such a story?Q 2: Do you think what is the most important when you are doing an experiment in the lab?Q 3: If you want to be a scientist, what do you think are the most important qualities?Homework:Period 5 Language studyLearning AimsEnable students to have a better knowledge of the rules of word-formation.Learning ProceduresStep 1 Warming upDaily report: Show your opinions about the two problems mentioned in the reading passage.Individual workShow a tongue twister to students:If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?Practise the tongue twister for some times and see who can say it correctly and fast.Q: Do all “doctors” in this sentence have the same meaning?Conclusion: The meaning of the same word varies in different sentences and so does the gender.Step 2 Reading and thinking1). Pair workRead the following sentences to distinguish the different meanings of the same word.How much do you charge for repairing my CD player?The frightened animal charged into the toy shop.It usually takes one hour to get my call phone fully charged.The man was charged for being irresponsible for the job in the court.We gave her the charge of the house when we were away for holiday.What is the charge for using the hall?The guide conducted the tourists around the museum.How well does this material conduct electricity or heat?The concert on this Saturday evening will be conducted by a world famous conductor.The teacher scolded him because of his bad conduct.The manager conducted the business carefully.He was surprise to see so many crosses marked in his Maths homework.This fruit is a cross between an apple an d appear.The river was too deep to cross.The two main roads cross in the center of the town.He crossed his name off the list.2). Group workDiscuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.Step 3 ImaginationGroup workShow some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.Step 4 Compound wordsSometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:Blackboard is compounded with two words:Part 1= a kind of deep color Part 2= a piece of thin woodShow the students the formulation: Part 1 + Part 2 = ?1). Class workThe teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.Part 1= part of the body used when we talk Part 2= a round thing to play withPart 1= water of ten degrees below zero Part 2= medicine to put on your skinPart 1= a liquid you need to make teaPart 2= moving in snow with wooden thing tied to your shoes2). Group workDiscuss to think of some some compound words in groups and then do the same game with the partners.3) Class workHave a competition about word guessing and see which team can give the most wonderful performance.Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of thecompound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.Step 5 Post-learningRead the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.Homework:Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.Period 6 Integrating skillsLearning Aims1. Get the students to have reading extension for scientific experiments.2. Enable students to write an argumentative essay by discussion.Learning ProceduresStep 1 warming- up(1). Class workDaily report: A short play about the relationship between humans and animals.Q: What do you learn from it?(2). Class workEnjoy some pictures about animals killed by humans:Q: Why do people kill so many animals? Can it be avoided?(3). Class workQ: Why do scientists do experiments on animals?What would often be the result? Can it be avoided?Step 2 Reading(1). Individual workCan scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.Q: How many questions are mentioned?( Does animals testing work? Do people have the right to use animals?)(2). Individual workPeople are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?Prepare to make a short speech and speak it out.(3). Group workAs a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.(4). Group workIt’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.Step 3 Writing(1). Pair workNow it’s time for you to write about an argumentative essa y on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.(2). Individual workRead the tips carefully to check if you have the same idea.Title Choose a clear Pro or Contra animal testing titleIntroduction Explain for what reasons animals are used in experimentsand make clear on which side you are: Is animal testing OK or are you an animal rights activist?Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 consConclusion Write what we should do with animals experiments in thefuture and why.(3). Individual workThen Write down your answers to the questions listed in the form one by one.Why are animals used in the experiments?Are you on which side of them?Which views do you agree with? Why?Which views don’t you agree with? Why?What other ways can you think of to solve the problem in the future?(4). Individual workJoin your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.(5). Class workTo make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.Homework:Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.。

人教版高中英语高一下学期英语教学计划

人教版高中英语高一下学期英语教学计划English:For the second semester of the first year of high school English teaching plan using the People's Education Press curriculum, the focus should be on further developing students' language skills in listening, speaking, reading, and writing while also deepening their understanding of English grammar and vocabulary. The curriculum should incorporate a variety of engaging activities and authentic materials to stimulate students' interest and promote active participation. Emphasis should be placed on communicative competence, encouraging students to use English confidently in real-life situations. Additionally, integrating cultural elements into lessons can help broaden students' perspectives and enhance their understanding of English-speaking countries. Assessments should be varied and include both formative and summative assessments to accurately gauge students' progress and provide constructive feedback for improvement. Flexibility should also be maintained in the teaching plan to accommodate the diverse needs and learning styles of students, ensuring that each student has the opportunity to succeed and thrive in their English language learning journey.中文翻译:对于使用人民教育出版社课程的高一下学期英语教学计划，重点应放在进一步培养学生听、说、读、写的语言技能，同时加深他们对英语语法和词汇的理解上。

人教高一下册英语教学设计

人教高一下册英语教学设计人教高一下册英语教学设计在本学期后如何自我提高，如何共同提高文科班的英语成绩。

下面是整理的人教高一下册英语教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。

人教高一下册英语教学设计1核心单词1. relevantadj. 有关的;切题的常用结构：be relevant to= have sth. to do with 与……有关The meeting is relevant to the matter in hand.这次会议与正在进行的事情有密切关系。

In the exams, make sure that everything you write is relevant to the questions you have been asked.在考试时一定要注意，你写的所有内容都要切合题意。

联想拓展relevance n. 关联;相关性have relevance to 与……有关have no relevance to=have nothing to do with与……无关What you say has no relevance to the subject.你所说的与主题无关。

高手过招单项填空Topics for compositions should be to the experiences and interests of the students. (2010•01•浙江宁波检测)A. ConcernedB. dependentC. concerningD. Relevant解析：选D。

句意为：作文的题目应与学生的经历和兴趣有关。

be relevant to与……有关;而concerning 是介词，相当于about,后面不加to。

2. adjustvt.vi.调整;使适合I usually adjust my watch before I go to work in the morning.我通常早上上班前校准我的表。

人教版高一下英语精品教案高一第十三单元（人教版高一英语下册教案教学设计）

人教版高一下英语精品教案高一第十三单元(人教版高一英语下册教案教学设计)Healthy eatingI. Teaching aims and demands 教学目标和要求:1.Topics 话题1>Talk about healthy food and junk food2>Talk about eating habits and health2.Function: 交际功能看病(seeing a doctor)Patient: I’ve got a pain here.This place hurts. I don t feel well. There is sth. wrong with...Doctor: Lie down and let me examine you. Let me have a look. Where does it hurt?Drink plenty of water and get some rest.发表意见 (giving advice and making suggestions)What can I do for you? Can I help you? What’s the matter? I advise you to... You d better...I think you should... Why not...I suggest you... Why don’t you...?3.Vocabulary 重点词汇和短语fat; stomach; fever; salad; peach; ripe; ought; examine; plenty; energy; soft; bar; fuel; diet; pace; bean; fibre; mineral; function; chemical; balance; fit; digest; gain; sleepy; brain; peel; tasty; mushroom; steam; boil; bacon; lettuce; mixture; spoonful; slice; junk food; ought to; plenty of; keep up with; make a choice; now and then; roll up4.Grammar:语法情态动词(1)---had better; should; ought to1 就某事向某人提出建议或发表自己的观点---使用hadbetter(not)2 劝说某人做某事或不要做某事,向某人提出忠告---使用should(not)或ought (not) toII. Difficult pointsIII. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cardsⅣ. Main teaching methods 教法:1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.2. Listening-and–answering activity to help the students go through with the listening material.3. Use both individual work and group or pair work to make every student work and think in classV. Teaching procedure:Period 1第一节（一）明确目标1. Talk about eating habits and health.2. Practise seeing the doctor, giving advice and making suggestions.3. Warming up to arouse the students love in talking.4. Do some listening to improve the students listening ability.5. Making simple dialogues to train the students speaking ability.(二) 整体感知Step 1 PresentationEvery day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we’re going to learn something about food.（三）教学过程Step 2 Warming up(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.Answers：Photo 1: Junk food: fast food (French fries and hamburgers) Photo 2: Chinese street food (dumplings, corn, noodles, and rice)Photo 3: Food group: vegetables (cabbages, tomatoes, carrots, cucumbers)Photo 4: Food group: (peanuts, fried bread, nuts)Beans and nuts; bread and grainsPhoto 5: Food group: fruits (bananas, apples, pears, oranges, grapes)Photo 6: Food group: meats (beef, chicken, pork, fish)Photo 7: Junk food: desserts (ice cream, candy, candy bars, chocolates)Photo 8: Food group: (tofu, mushrooms)Vegetables; beans and nuts(2) Ask your classmates what they like to eat. And fill in the table.Step 3 Listening comprehensionNow let’s have some listening training. In this activity Ss will hear a conversation between a mother and her son. Mike, the son, is trying to recall everything he had to eat earlier that day. Instructions Have Ss listen to the tape script carefully and then answer the questions.LISTENING TEXT 1Part 1MIKE: Ohhh, ouch, my stomach hurts!MUM: What's wrong, Mike?MIKE: Oh, my stomach hurts. I must have eaten too much today. .MUM: Well, what did you eat?MIKE: For breakfast, I had two pieces of chocolate, a glass of coke and two cookies.MUM: That isn't a very healthy breakfast. What else did you eat?MIKE: Around 8:30 I was hungry again, so I ate an apple and a bag of potato chips.MUM: Uh-huh.MIKE: And then I had a couple of sandwiches at ten. MUM: That's a lot of food! Did you eat anything else?MIKE: Well, yes, I had lunch, too.MUM: What did you have for lunch?MIKE: Hmm, let me see, I had two hamburgers, two large orders of French fries, an apple pie, and a large milkshake.MUM: Oh, my! Well, no wonder your stomach hurts. But maybe we should go to see the doctor just to be sure.Answers:1 He has a stomachache.2 Two pieces chocolate, a glass of coke, and two cookies.3 Answers will vary since Ss are asked their opinions.LISTENING TEXT 2:DOCTOR: Hi, Mike. Hi, Mrs. Peterson. How are you?MUM: I'm fine, thanks. But Mike has a stomachache. He ate too much today. All junk food.DOCTOR: Well, let's take a look. Come here, Mike. Where does it hurt?MIKE: On the left side, right here.DOCTOR: Here?MIKE: Ouch! Yes!DOCTOR: Hmm. Let me check and see if you have a fever. Put this in your mouth.MIKE: Hmmffgg.DOCTOR: Now, let's see. No, your temperature is normal. Your mum's right - you probably just ate too much. Here, take these pills tonight and tomorrow morning and see if you feel better. If anything changes or you don't feel better, give me a call.MUM: Thank you, doctor.MIKE: Ouch. Yeah, thanks, doctor.Answers:1 His left side hurts.2 No, he doesn't. His temperature is normal.3 Take some pills and call him if there is a problem.Step 4 Speaking practiceEveryone wants to be healthy and strong. But sometimes we are not feeling well. When we re ill, we d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.Sample dialogue 1:D= Doctor; L = LilyD: What seems to be the trouble, Lily?L: I'm not sure. My back hurts but so do my legs.D: Oh? Let's have a look. Does your back hurt here?L: No, a little lower.D: How about here?L: Ouch. Yes, right there. Ohhh.D: Show me where your legs hurt.L: They hurt behind my knees and here on this part. D: That's called the calf of your leg. Well, you might have two problems.L: Two problems? Oh no, is that serious?D: I don't think so. Have you done any heavy lifting recently?L: Why, yes. Last night I helped my cousin carry some boxes of books to her room. We had to walk all the way from her school.D: I see. Well, you have a sore back from lifting too much. Have your mum rub it for you.L: OK. But what about my legs?D: Nothing to worry about them. They're just tired from so much walking! So take a rest today.L: Oh, great! No housework! Thanks, Doctor.Sample dialogue 2D = Doctor; P = PatientD: Good morning. How are you feeling today?P: Good morning, doctor. Oh, I'm not feeling so good. D: What's the matter?P: I'm coughing all the time.D: I see. And do you have a fever?P: Yes, I think I do. And I have a terrible headache.D: OK. Lie down and let me examine you. Let's check your temperature. (The doctor takes the patient's temperature.) Well, you have a bit of a fever, but nothing to worry about. Let's listen to your cough. (The doctor asks the patient to cough and listens to the patient's chest and breathing.) It sounds ok. You have a cough, but your lungs sound fine. Do you have difficulty breathing?P: No. I just have a cough.D: I think you have a cold. I will give you some medicine for your cough. Drink lots of water and get plenty of rest. Stay in bed until your fever goes down. If the fever doesn't go down, or if it goes up, please call me immediately.P: Thank you, doctor.Sample dialogue 3D = Doctor; P = PatientP: Ouch! Doctor, doctor, please help me. Ow, it hurts!D: Calm down. Where does it hurt?P: My arm hurts, right there. I fell off my bike and hurt my arm.D: Let me have a look. Hmm, that's a big bruise. Can you move your fingers?P: Yes, but it hurts.D: It looks like your arm might be broken. We are going to have to x-ray it to make sure. Please go with the nurse.（四）总结扩展Step 5 Necessary language pointsListening and speaking听说要点1>Does Mike have a fever?fever [用法]发烧,发热;热度;狂热,高度兴奋[举例]He had a slight fever. 他有点发烧。

人教版高一英语下册教案

【导语】我们学会忍受和承担。

但我们⼼中永远有⼀个不灭的⼼愿。

是雄鹰，要翱翔⽻天际！是骏马，要驰骋于疆域！要堂堂正正屹⽴于天地！努⼒！坚持！拼搏！成功！⼀起来看看⽆忧考⾼⼀频道为⼤家准备的《⼈教版⾼⼀英语下册教案》吧，希望对你的学习有所帮助！　篇⼀：⼀、学⽣分析教学对象为⾼中三年级学⽣，智⼒发展趋于成熟。

他们的认知能⼒⽐初中阶段有了进⼀步的发展，渐渐形成⽤英语获取信息、处理信息、分析问题和解决问题的能⼒，因此我特别注重提⾼学⽣⽤英语进⾏思维和表达的能⼒。

他们学习英语⽅法由死记硬背转型向理解型并应⽤到交际上，他们有⾃⼰的学习技能和策略，学会把语⾔学习与现实⽣活和兴趣联系起来。

通过任务型课堂活动和学习，学⽣的学习⾃主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他⼈交流合作的能⼒。

学⽣已经完成了⾼中英语第⼀个模块的学习，渐渐习惯了我的教法。

虽然⼀开始他们觉得与初中教学很不相同(初中⽼师注重⼿把⼿式的语法教学)，但经过半个学期后，他们适应得很快，⽽且还取得⼀定的进步。

他们会对课⽂内容提出⾃⼰的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。

不过，本班学⽣的⽔平参差不齐，有些差距还相当⼤。

因此在教学过程中，布置的任务要兼顾各个层次的学⽣，使他们都有所收获。

⼆、教材分析这⼀课是本单元第⼀个课时。

在上这⼀节课前并没有让他们了解太多的与课⽂内容相关的知识，只是由于这课出现的⼈名和地⽅名⽐较多，我在课前教他们读了⼀下。

我在备这⼀课时，发现它的 warming-up部分会花费⽐较长的时间，于是我没有采⽤，⽽使⽤了我⾃⼰另外准备的引⼊(只是花了4到5分钟的时间)，让学⽣对这课的话题作好⼼理准备，也为了完成本单元的⽬标作了铺垫。

我觉得在今后也必须合理使⽤⼿中的教材，根据学⽣⽔平和教学设计进⾏整合或增减，让不同层次的学⽣在课堂上都有所收获。

三、教学⽬标本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。

人教版高中英语高一下学期英语教学计划

人教版高中英语高一下学期英语教学计划Title: High School English Teaching Plan for Grade One, Second SemesterI. IntroductionA. Background: Brief overview of the current English curriculum for high school students.B. Objectives: Clear articulation of the goals and aims of the teaching plan.C. Target Audience: Description of the students' level, needs, and interests.II. Overall StructureA. Semester Overview: Outline of the topics and themes to be covered throughout the semester.B. Teaching Methods: Explanation of the instructional strategies to be employed, such as communicative language teaching, task-based learning, etc.C. Assessment Plan: Description of the assessment tools and techniques to evaluate students' progress.III. Detailed CurriculumA. Unit 1: Literature Appreciation1. Theme: Introduction to classic and contemporary literature.2. Objectives: Enhance students' reading comprehension skills and appreciation of literary works.3. Activities: Reading novels, short stories, and poetry; analyzing themes, characters, and literary devices.B. Unit 2: Grammar and Vocabulary Development1. Theme: Building a strong foundation in grammar and expanding vocabulary.2. Objectives: Improve students' accuracy in language use and enrich their lexical repertoire.3. Activities: Grammar drills, vocabulary exercises, word games, and contextualized practice.C. Unit 3: Oral Communication1. Theme: Developing effective speaking and listening skills.2. Objectives: Foster students' confidence and fluency in spoken English.3. Activities: Role-plays, debates, group discussions, presentations, and listening comprehension tasks.D. Unit 4: Writing Skills1. Theme: Enhancing writing proficiency across different genres.2. Objectives: Strengthen students' ability to express ideas coherently and creatively in writing.3. Activities: Writing essays, narratives, descriptive paragraphs, and formal letters; peer editing and revision workshops.E. Unit 5: Cultural Understanding1. Theme: Exploring cultural aspects of English-speaking countries.2. Objectives: Cultivate students' intercultural competence and awareness.3. Activities: Studying customs, traditions, festivals, and contemporary issues; multimedia presentations and cultural projects.IV. Integration of TechnologyA. Utilization of Digital Resources: Incorporation of online platforms, educational apps, and multimedia materials to enhance learning.B. Virtual Learning Opportunities: Integration of virtual reality (VR) simulations, webinars, and online collaborations for authentic language practice.V. Support and DifferentiationA. Catering to Diverse Learners: Strategies for accommodating students with varying learning styles, abilities, and needs.B. Enrichment Activities: Provision of extension tasks and enrichment opportunities for advanced learners.C. Remedial Support: Implementation of interventions and extra support for struggling students.VI. Collaboration and Professional DevelopmentA. Team Collaboration: Coordination with fellow teachers, administrators, and stakeholders to ensure coherence and alignment with school goals.B. Professional Growth: Participation in workshops, conferences, and professional development opportunities tostay updated with best practices in English language teaching.VII. ConclusionA. Summary: Recapitulation of the key components and highlights of the teaching plan.B. Outlook: Reflection on the anticipated outcomes and potential areas for future improvement and development.。

高一下学期英语教学计划

高一下学期英语教学计划《篇一》一、教学目标1.提高学生的英语听说读写能力，使他们在高一下学期末能够熟练运用英语进行日常交流和表达。

2.加强学生的英语语法和词汇学习，为他们下一步的学习打下坚实的基础。

3.培养学生对英语学习的兴趣和自信心，激发他们的学习动力。

二、教学内容1.英语语法：进行系统的英语语法教学，包括时态、语态、被动语态、虚拟语气等，通过讲解和练习使学生掌握并能够熟练运用。

2.英语词汇：教授新词汇，并通过各种练习使学生能够熟练运用。

3.听力训练：通过听英语歌曲、观看英语电影等方式，提高学生的英语听力水平。

4.口语表达：通过口语练习、角色扮演等方式，提高学生的英语口语能力。

5.阅读理解：通过阅读英语、故事等，提高学生的英语阅读理解能力。

6.写作能力：通过写作练习，提高学生的英语写作能力。

三、教学方法1.采用互动式教学方法，鼓励学生积极参与课堂活动，提高他们的学习兴趣和动力。

2.利用多媒体教学资源，如PPT、视频等，使课堂更加生动有趣。

3.分层次教学，针对不同学生的学习水平和需求，给予个性化的指导和帮助。

4.定期进行测验和评估，及时了解学生的学习进度和问题，并给予及时的反馈和指导。

四、教学安排1.每周安排两节英语课，每节课45分钟。

2.每周安排一次英语晚自习，用于学生自主学习和教师辅导。

3.每月进行一次英语测验，以检查学生的学习进度和掌握情况。

4.每学期末进行一次英语期末考试，以评估学生的学习成果。

五、教学评价1.学生评价：通过学生的课堂表现、作业完成情况、测验成绩等对学生进行评价。

2.教师评价：通过教师的观察和评估，了解学生的学习进步和问题，并给予及时的指导和建议。

3.家长反馈：定期与家长沟通，了解学生的学习情况和问题，并与家长共同制定改进措施。

本人在高一下学期英语教学计划中的思考和建议，希望能够得到大家的支持和认可，共同努力，为学生创造一个良好的学习环境，帮助他们取得更好的学习成绩。

《篇二》一、教学目标1.提升学生的英语实际应用能力，让他们在高一下学期末能够自信地用英语进行交流和讨论。

新人教版高一英语下学期优质课教案

A Teaching Plan For Body LanguageZhengshi High school Xu Na25th, May, 2005Teaching aim:1) . Aim of knowledge:a) . Read the text and let students have a wide knowledge of body language, includingthe background, all kinds of forms of body language.b) . Let the students know that just like the spoken language, body language variesfrom culture to culture.2) . Aims of ablities:a). enable the students to understand differences and similarities between bodylanguage and words, and the will learn to handle clashes in cultural communication;b).develop students ' ability of basic reading strategies of -buoptt.omc) . get students to master the way of comparison.2) Aims of emotion:a). Arouse students'devotion to different kinds of body language.b). Learn to face life with optimism and happiness.Key points and difficult points ：1). By making forms and comparison to help the students understand the test well.2). Try to pick out the key sentences and divide the test into several parts.Teaching methods:1) Communicative Teaching Method2) Task-based Teaching Method3) Five-step Teaching MethodTeaching aids : multi-mediaTeaching Procedures:Step 1 Pre-reading1. Teacher ' s talkGreeting and lead -inHow do you feel today?Questi ons What about me? facial expressi onsHow do you know? < gesturesposturesf Body Language2. Teacher: What do you know about body Ian guage?a. a brief defi niti on ( One form of com muni cati on without using anywords.)b. show some different kinds of body Ianguagestudents ' task: Look & GuessWhat do the followi ng body Ian guage mean?a. facial expressi onsb. gesturesstep 2 While-readingTask 1 fast-read ingTry to find out how many body Ianguage are mentioned in the text?(eye con tact, thumbs-up, making a circle with one' thumb and in dex fin ger, )Task 2 careful-readi ngTeacher: Divide the text into three parts and get the main idea for each one.Part 1. (para.1) We com muni cate with people not only by words but also by body Ian guage. (examples)Part 2. (para.2-3) Body Ianguage varies form culture to culture.Part 3 (para. 4-5) Some gestures seem to be universal.Task 3 Dealing with the specific gestures by forms.A.gesture eye con tactcountry meaningsomecoun triesa way to show one' s interest other rude orcoun tries disrespectfulgesture country meaningmaki ng a circle with one' thumb and in dexfinger most countriesJapanFranceBrazilGermanyOKMoneyZeroRudegesture thumb-upshak ing headsNoPara.3 noddi ng (B/l/G)no ddi ngYes[shaki ng heads (B/l/G)stude nts'ameDo it!An swer the follow ing questi ons only with the body Ian guagea. Are you a girl?b. Do you wear long hair?c. Can you smoke?d. Do you like our school?Teacher: So we have known that differe nt gestures may have differe nt as well as the same meaning. Well, how about greet ing people?(kiss, han dshake, hug, bow, nod； . )Task 4.Teacher: However, some gestures are uni versal.I am tired. (press palms/ rest on 'head on it/ eyes closed)I am full. (move hand in circles)$I am hun gry. (pat stomach)smileTeacher: Among the universal gestures, which one do you think will be the best example of uni versally un dersta nd body Ian guage?Get throughOpen doorsTear dow n wallsFun cti ons express any emoti onApologiesGreet some oneAsk for help Don 'feel downSo we can say smile is a bridge to the world.Post-readingTeacher: What can you lear n from this passage? (Proverb) When in Rome, do as the Roma ns doHomework:1. Finish a paper2. Preview the followi ng less on.附：教学设计理念：本次教学活动内容为Body Language，根据英语课程新标准，对于整个教学设计是依据任务型阅读在阅读中的运用这个理念展开的。

高一第二学期13单元教案（人教版高一英语下册教案教学设计）

高一第二学期13单元教案（人教版高一英语下册教案教学设计）Type of lesson: New LessonTeaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.Teaching contents:1. Topic: Healthy eating(1) Talk about eating and health.(2) Practise giving the advice and making suggestions(3) Use the modal verbs had better, should, ought(4) Learn some useful cooking terms(5) Read and write recipes2. Functional Sentences: Seeing the doctor.Giving advice and making suggestions3. Vocabulary:Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,Phrases: had better, ought to, be careful, take care4. Grammar: Modal VerbsPeriod 1: Warming-up & ListeningType of lesson: ListeningTime: 40 minutesTeaching aims: 1. T alk about eating and health.2. Improve the students’ abilities of listening.Teaching aids: computerTeaching procedures:Step 1: Lead inAsk students to answer the following questions:1. What do you often have for breakfast / lunch / supper?2. What do you care most about your food?Step 2: group discussion.Ask every group to choose one picture on page 1 and finish the following tasks:1. List out the names of the food.2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.3. Fill in the form.4. Each group choose one student to report the result of their discussion.names of the food healthy food, junk food,food both good and bad for health, reasonsStep 3 : Listening comprehension1. Go through the task with the students and make sure what to do before the teacher plays the tape.2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.Listening text 1( 1 ) Answer the question 1, 2 on Page 2.( 2 ) Filling the blanks.Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.( 3 ) Discuss the question 3 on Page 3.Listening text I1( 1 ) Answer the questions on Page 2.( 2 ) Filling the blanks.Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If_______ changes or you don’t feel _____, give me a call.3. Let students check their answers in pairs and then with the whole class.Step 4: role- playAsk the students to act as a doctor and a patient to make dialogues.Homework:Ask the students to discuss the following questions after class.1. How important is it to control the amount of food for your meals?2. How do we keep a balanced diet?Period 2 SpeakingTeaching aims:1. To train Ss’ speaking ability2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.Teaching proceduresStep 1. Leading inLet the Ss read a short joke and answer some questions.How old is she?A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, is n’t it?”1) What was the relationship between two people?2) What’s wrong with the woman?3) What are the questions a doctor usually asks when you first meet him?4) What other problems does the woman have besides heart trouble?Step 2 Functional sentences learning1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.1) What’s wrong/matter with you?2) I don’t feel well./ I’ve got pain here.3) There’s something wrong with my…4) Let me have a look. Show me your …2. Ask the Ss to go over the functional sentences on P3 by themselves.3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or4.4. Ask the Ss to sum up the functional sentences they have used in their dialogues.Patient DoctorI’ve got a pain here. This place hurts. Lie down and let me examine you.There’s something wrong with … Let me have a look.I don’t feel well. Drink plenty of water and getsome rest.5. Read the sample dialogue and try to learn it by heart.Step 3 . Task: Make up a dialogue by using the situations given on P72.Sample: 1A: Excuse me , waiter! Could I order, please? I’m very hungry!B: Of course. What would you like?A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!B: I see. Well, in that case, I recommend that you order a steak.A: Well,yes, but I’m worried that it may not be enough. What does it come with.B: It comes with two vegetables and your choice of French fries or bread rolls.A: Can I have both fries and bread rolls?B: Sure. And perhaps you’d like a salad?A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.B: We have apple pie and ice cream.A: Great. I’ll take the apple pie, please.Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.a. You’d better (not)…You should /ought to …You need (to )…b. Shall we…?Let’s…What/How about…Why not…?Why don’t you …?Period 3: ReadingType of lesson: ReadingTime: 40 minutesTeaching content: Text---We Are What We EatTeaching objectives: 1. Students can understand the wholepassage by reading it.2. Students will learn to know how to make the right choices about what and how we eat.Teaching focus: Improving the students’ abilities of reading.Teaching aids: computerTeaching procedures:Step Ⅰ: Pre-readingShow students the following questions on the screen and let students discuss them in pairs.1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2) How many meals do you have every day? Which meal do you think is the most important? Why?3) How much water do you drink every day?4) What kind of snacks do you have?Step Ⅱ: While-reading1. Reading for general information.Ask the students to read the passage quickly for the first time and find out the answers to the following questions.1) Why should we learn to make the right choices about what and how we eat?2）How will we be ready for the challenges and opportunities in life?2. Reading for the meaning of the words.Ask the students to read the passage for the second time and find the words that fit the following descriptions.1) ________________ Found in food and necessary for good health.2) ________________ The kind of food that someone eats each day.3) ________________ Part of plants that you eat but cannot digest, which help food to move quickly through your body.4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.6) ________________ Bad for your teeth and can make you gain weight.7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.8) ________________ Unit for measuring how much energy the food can give us.3. Reading for understanding specific information.Let students do the T or F exercises.1) Our eating habits have changed because we need more food than before.2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.4) Vegans don’t eat meat because they hate hunting.5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.6) Supplements and crash diets can help people lose weight.7) If we eat less fat, sugar and exercise more we will keep ourselves fit.8) The passage mainly talks about what to do to make oneself healthy.4. Reading for sentence problem solvingLet students read the passage with the tape on and underline the sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.(The explanations to the following sentences are on page 132)1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.2) The same goes for “crash diets” that some companies say will make us lose weight fast.3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.Step Ⅲ: Post-reading.1. Ask students to work in pairs to complete this table.Nutrients functions Sources2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.1) Why do people go to fast food restaurants?2) Why is it not good for you to eat too much sugar and fat?3) Why are crash diets and supplements so popular?4) What can we do to keep a balanced diet?3. A taskEvery student makes a balanced diet of one week for their families according to the passage and the chart on page 73 Period 4: Word StudyI. Type of lesson: Word StudyII .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words bythemselves.III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offerIV. Difficult point: write a passage with the words and expressionsV. Teaching aids: projectorVI. Teaching procedures:一，painStep 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.Situation 1:Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.I’v got a headache or my head hurts.Step 2 : learn to use the word:1). pain1. I’v got a pain here.2. His harsh words caused her much pain.3. No pains, no gains.4. She took great pains to keep the house clean.5. Tom took great pains with his English lesson and got high marks.6. My foot is still paining me.pain 多用于名词，可数或不可数，指“肉体上的痛苦”也指“感情上的痛苦”；表示“辛劳，努力”时复数。

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