5 examples of lecture notes for the second volume of English for senior high school students

1. Example of lecture notes for the second volume of English for senior high school students

1. Teaching content analysis:

The central topic of this unit is talk about personal traits ) and compare people. This is a topic that is very in line with the psychological characteristics of students. In this class, students were exposed to the comparative degree of adjectives for the first time, and used these words to practice listening, speaking, reading, acting, writing and other exercises. The teaching material also designed relevant dialogues and The selection of listening and language materials is always centered on comparison.

2. Teaching process design:

Review the past and learn the new. The warm-up activity (Warming-up activity) is based on the psychological characteristics of students who are curious about the teacher's situation. Teachers and students are designed to ask each other questions to achieve the purpose of enhancing understanding, and to achieve equality between teachers and students to form a harmonious classroom atmosphere. Students dare to speak and are willing to speak. As another part of the "warm-up", a game in which students introduce themselves to each other stimulates students' interest and enthusiasm. At the same time, through sufficient practice of listening, seeing, and speaking, the words for height, body shape, appearance, etc. were reviewed to pave the way for the next step of describing pictures.

Before presenting new knowledge, draw two simple and vivid drawings on the blackboard, and then guide students to compare and describe and present antonyms. After students have paired the antonyms, proceed to the next round of comparative descriptions—describing the classmates in the class and presenting the comparative adjectives. Understand the pronunciation, form and meaning of these words through observation and following reading.

The oral practice part is to further consolidate the comparative adjectives just learned. Through the interesting comparison of three pairs of twins, comparatives can be used reasonably and effectively in situations. And inadvertently present the dialogue in the book naturally as an example of speaking practice. This kind of oral training for students from imitation to creation lays a solid foundation for the following listening skills.

Listening practice (Listening practice) should be done step by step, first listen to the order, then listen to the name, and finally listen to the meaning. This part is no longer about listening to simple word pronunciations, but more importantly about listening to meaningful conversations. Students develop a sense of language by looking at pictures, listening to sounds, reading along, and reading aloud in different roles.

Pair work is mainly about expressing the knowledge learned in actual situations. Before speaking, the teacher demonstrated, the students were prepared, and then they performed in pairs.

The Consolidation part (Conclusion) designed a cooperation task: students discuss with each other in groups of four and write out the differences between the twins, and each group chooses a representative to make a report. Through such activities, students learn to cooperate with each other and gain a sense of accomplishment and collective honor.

The entire teaching process strives to be interlocking, comprehensively training students’ listening, speaking, reading and writing, and cultivating students’ ability to use English to express ideas and carry out practical tasks.

2. Examples of lecture notes for the second volume of high school English textbooks

1. The status and role of teaching materials

The style trend of new high school English textbooks is topical fashion, facing the In the future, different thinking and humanistic colors will be strong, and the teaching content will be closer to modern life and have strong information of the times, which will help improve students' ideological and humanistic qualities. The same is true for this unit. The central topic of this unit is humor, specifically It involves "what is humor", "jokes", "comedy", "comedy career", etc. It uses topics that students are very interested in and can fully arouse students' participation in XX. The unit content is highly life-oriented and full of vitality, reflecting the An important feature of this set of textbooks is that it closely follows the pulse of the times and is full of the flavor of the times. After students have learned about healthy eating, Festivals Modern agriculture and other units, and have an understanding of Chinese and foreign eating habits, festivals, and agricultural differences, they will also have an understanding of cultural aspects. Mastered and laid a humorous foundation for the next unit body language (body language). The purpose of this unit is to encourage students to explore independently, understand the splendid culture of the motherland, understand foreign cultures, and cultivate their awareness and ability of cross-cultural communication .

1. Teaching objectives

According to the requirements of the English teaching syllabus and the overall objectives of the basic education English course classification, the teaching objectives of this lesson are divided into:

(1) Language skills objectives

Through the study of this unit, students will develop good "listening, speaking, reading and writing" skills, so that students can apply some similar problems in the knowledge they have learned, and be able to combine The tasks are given to comprehensively apply new knowledge, solve problems, and complete tasks. On this basis, students are encouraged to boldly solve problems in an individualized manner based on their respective language foundations and abilities.

(2) Language knowledge objectives

In addition to mastering necessary words, phrases and sentence patterns, this unit also requires students to use language to describe the nature of work, including phrases and sentences. type.

(3) Emotional goals

1. Stimulate and improve students’ interest in learning English, so that they are willing to accept new things and have the courage to try; reflect the identity of the subject of classroom teaching and make them Actively participate in all aspects of teaching and become the master of learning; develop their individuality and creativity.

2. Cultivate a harmonious relationship among classmates, a spirit of cooperation, a willingness to share preferences with others, and cultivate correct aesthetics and values.

3. Important and difficult points in teaching

The main purpose of this lesson is to train students’ listening and speaking abilities. Therefore, the teaching focus of this lesson is to train students to acquire knowledge through hearing. The ability to detail materials, and the difficulty is having an open discussion on the given topic.

2. Processing of teaching materials

1. Analysis of student situation and countermeasures

After one semester of formal training, students are already familiar with the new teaching materials, listening, Their spoken English has improved greatly, and they have initially acquired the ability to observe, analyze and solve problems. The content of the teaching materials and teaching activities are in line with their age characteristics and psychological development characteristics. Therefore, the vivid examples in this unit will definitely have a greater impact on them. However, because their thoughts are not mature enough, their thoughts and behaviors need the correct guidance of teachers. Therefore, I strengthen students’ emotions for a certain profession in activities involving language skills such as listening, speaking, reading, and writing. Understand, work with both language and emotion, and create opportunities for students to express their feelings.

2. Organization and arrangement of teaching content

Since this class involves warm up listening and speaking, the time is relatively tight. Therefore, I shortened the warm up time so that It plays the role of introducing a new lesson. The teaching material in Speaking requires interviews with clowns. I changed it to interview three professional comedians from different comedy types and different countries, so that students can fully understand the differences between different humors and different cultures. Enhanced their interest in interviews.

3. Teaching methods

Pursue natural and relaxed teaching methods and reflect the diversity and artistry of teaching methods. Specific teaching methods include situational teaching, intuitive pictures, passionate associations, etc. Various forms create a language environment where people and language, people and culture are harmonious and natural, and people and scenery are interesting.

IV. Teaching methods

Inadvertently but consciously incorporate multimedia computers into teaching and task design, and pay special attention to the effective use of these things in the classroom. Reflect its auxiliary role.

5. Teaching procedures

1. Introduction of new lesson

In the introduction of this lesson, students are asked to prepare a humorous joke in advance as a morning report, and Ask: why did you laugh? Do you think it’s funny? Use the big screen to display several pictures of various forms of humor to introduce the theme of this unit, Humor.

(This lesson is introduced by playing several sets of pictures of Zhao Benshan, asking three students to perform the English version of his skit "Selling Kidnappers", and asking: who is he? Why did you laugh? Do you think it's funny?) Use the big screen to display several pictures of various forms of humor to introduce the theme of this unit, Humor.

2. Warming up

Watch the pictures on the big screen, summarize some types of humor, and ask students "In what other performances do you enjoy humor?" Appreciating humor in humorous performances allows students to build a Lexical chunk in their minds, allowing students to understand the various forms of humor, and eliciting one of the forms - tongue twisters. It is designed to allow students to recite quickly in a competition format. This part has two purposes. The first is to present the humor of the central topic of this unit, and the second is to cultivate students' sense of language.

3. Listening stage

Use the pictures in the teaching materials to organize students to look at the pictures and talk. , imagine an interesting story, and after listening to the material, complete the exercises in the textbook. This forms a back-and-forth response, which not only cultivates students' imagination ability, creates suspense in their minds, but also allows them to listen with tasks and improve their skills. Listening effect, timely provision of feedback is conducive to students' self-evaluation. This stage mainly adopts three forms of activities.

(1) Group activities. Each group determines the order of pictures through consultation within the group. At the beginning of the group leader, each person will say a sentence based on what was said before and what is reflected in the picture, develop a story, record it on paper, organize and modify the story

(2) Individual activities, through. Listen to the recording, record the listening details, and do the exercises in the textbook.

(3) Class activities, each level reads its own story, and teachers and students evaluate it together to determine the most interesting story. and the story closest to the original text.

4. Speaking stage

This part requires students to complete an interview with a professional clown based on learning the dialogue of the comedian. Provide teacher-student interaction and student-student interaction, and create opportunities for students to express their feelings.

(1) Teacher-student interaction: exchange opinions on entertainment programs, comedy sketches, cross talk and their actors, and improve their understanding of humor.

(2) Class discussion: Analyze a certain actor or comedy sketch mentioned by the students, and introduce some language and viewpoints in the text dialogue.

(3) Group. Discussion, following the previous discussion, each group discussed in detail, summarized the discussion points, and formed an interview dialogue with the three humor masters.

(4) Each group sent people to the front to perform the dialogue.

　5. Summary.

Several students summarized the conclusions drawn from the discussion of comedians and their performances. This can not only improve students’ understanding of comedy performances, but also help cultivate students’ insight into paying attention to social media and guide them. Students are mentally prepared for the next step of reading.

6. Home work Search the Internet for information about humor masters.

The above is the content of my lecture this time. Thank you.

3. Examples of lecture notes for the second volume of high school English

1. New educational concepts:

1. It reflects that task-based teaching takes students as the main body and people as the main body. development-oriented educational philosophy. Judging from the title of this class, the training between teachers and students is very tacit.

2. Through a variety of classroom activities, focus on non-intellectual factors such as students’ motivation, interest, will, and confidence. nourish.

2. Teaching methods

1. Use modern teaching methods to create a good language communication environment for students.

2. Student participation is broad. According to my statistics, about 30 students stood up and spoke in the entire class.

3. Frequent classroom interaction. The questions and answers between teachers and students, as well as the pairwork and group work between students and students made the classroom move and come alive.

3. Strong organizational skills

1. Use a variety of teaching methods. Can use different means to complete different tasks.

2. Affinity. During class, the teacher always smiles, treats everyone equally, patiently inspires and guides students, and the classroom atmosphere is relaxed and harmonious. In this atmosphere, students' enthusiasm and initiative can be fully utilized.

3. Strong adaptability. Able to properly solve random problems that arise in the classroom and synchronize with the teacher's designed classroom process and various requirements.

4. The classroom effect is good

1. The whole class is very smooth and natural, and students can understand the teacher's intention well. And it is synchronized with the classroom process designed by the teacher and the various requirements put forward.

2. Ability to effectively utilize 45 minutes. Listening, speaking, reading and writing were fully demonstrated in this class. After listening to several wonderful English classes from several teachers, I feel that the following aspects are particularly worth learning from.

Being able to prepare such a rich lesson in a short period of time shows that the teachers have accumulated a lot of English materials.

The phrases in each class are displayed in the form of group competition, which not only deepens students' memory, but also fully mobilizes students' competitive psychology in learning.

Pay attention to basic language knowledge, and explain basic language knowledge thoroughly and to the point.

Pay attention to the cultivation of comprehensive language application ability. When talking about knowledge points, you can combine the context and provide scenarios.

Classroom teaching is thoughtful. Not copying but absorbing, digesting and integrating into your own thoughts.

3. The flow of this class is smooth and the pace is moderate. Teacher-student Q&A and student performances reflect the good teacher-student relationship and students' strong enthusiasm for learning. The implementation of the key contents of the final review is even more unique and cleverly designed.

The above is my experience and some views on the classroom. Communicate more if there are inappropriate points or different opinions.

4. Example of speaking lesson manuscript for the second volume of English for senior high school students

Dear judges, good afternoon!

I am very happy to have the opportunity to show you my teaching design for the Reading and Vocabulary part of the fourth module of Volume 3. (Writing on the blackboard at the same time: Book3 - Module4 Reading and Vocabulary)

The new curriculum standard requires us to carry out teaching around three-dimensional teaching goals and integrate the development of students' language knowledge, language skills, emotional attitudes, learning strategies and cultural awareness. Comprehensive language literacy and cultivating students’ ability to use language comprehensively.

According to this requirement and based on the actual situation of the students, I re-integrated the teaching materials and completed the teaching design. It consists of four parts: teaching material analysis, goal and method analysis, process analysis and blackboard design.

First: Textbook Analysis

The theme of this module is: Sandstorms in Asia. Reading and Vocabulary are the core of the entire module. It uses the article Sandstorms in Asia as a carrier to introduce us to the situation of sandstorms in Asia (mainly China). At the same time, the key vocabulary, sentence patterns, grammar and language functions of this module are presented.

Second: Analysis of goals and methods

There are three language knowledge goals in this lesson: First, memorize 14 words related to natural disasters, and learn to use 4 key words and 7 key phrases, which are the basis and the key point; the second is to understand and use an adverbial clause guided by so...that..., 2 sentences with verb infinitives as subjects and 1 containing both an appositive clause and a time adverbial clause and reason Long sentences with adverbial clauses. This is the key point and the difficulty; third, pay attention to the use of verb infinitives in the text, which pave the way for the next grammar lesson.

I have positioned the ability goals of this lesson as follows: focus on training students’ reading ability to grasp the overall structure of the article and capture details; focus on training students’ skimming and scanning reading skills.

In order to achieve these goals, I will adopt: layered teaching, cooperative learning, and a teaching model that intersperses large-scale classrooms with PWP. For different links, I used teaching methods such as intuition method, brainstorming method, discussion method and induction method. Use the integration method and narration method to let students understand the dangers of natural disasters and inspire students to take practical actions to fight against natural disasters. This is the cultural awareness goal of this lesson.

Third: Process Analysis

The teaching process I designed is divided into four links, including five activities. It is a simultaneous process of reading and processing tutorials. ?

Section 1: Pre-reading In this section, I designed an activity. It takes about 5 minutes.

First of all, use intuitive teaching methods and brainstorming methods, and use PPT to derive relevant vocabulary, which not only completes the introduction but also checks the effect of students' preview of vocabulary. Then complete Activity Two to activate students' background schemas and prepare them for reading. Play another video of a sandstorm to introduce a new lesson.

Session 2: While-reading (Reading) I designed two activities for this section. It takes about 16 minutes.

Activity 1: Fast-reading This article consists of six paragraphs. First, let students skim the article for 5 minutes to find the central sentence of each paragraph. Since the answers are more obvious, letting students with weaker foundations answer will help to mobilize the enthusiasm of underachievers to participate in the class. This activity mainly trains students’ ability to grasp the overall structure of an article.

Activity 2: Intensive-reading I use Activity 4 in the textbook as an exercise for this activity. For 5 minutes, allow students to conduct group discussions on the answers to questions completed after class, and encourage students to organize their own language as much as possible. Then call back the answers together. This activity mainly exercises students' reading ability to capture details.

Section 3: Post-reading (after reading) I designed three activities for this section. About 22 minutes.

Activity 1: Process key vocabulary. (Write on the blackboard at the same time: Key Words: 1. 2. 3. 4. Key Phrase: 1. 2. 3. 4.) Students show the usage of the 4 words and 7 phrases found in class. After a brief explanation, use Activity Five to consolidate vocabulary.

Activity 2: Overcome difficult sentence patterns.

(Write on the blackboard at the same time: Key Patterns: 1. 2. 3. 4.) Students read aloud the adverbial clauses introduced by so...that..., 2 sentences with verb infinitives as subjects and 1 sentence containing both an appositive clause and a time adverbial clause and a reason Long sentences with adverbial clauses. Let the students analyze the structure of the sentence by themselves in the form of group discussion, and then, under the guidance of the teacher, summarize the rules of the verb infinitive as the subject and the usage of so...that, and let the students write on the blackboard. After reciting these sentences in the competition, use five multiple-choice questions for the college entrance examination to consolidate the difficult point.

Activity 3: Test (Test) Display the abbreviations of the text in loose-leaf form, dig out key words, phrases and sentence patterns to form a cloze question. Have students listen to and read the text recording and then complete the text independently. After 5 minutes, collect them all and take them back for correction, so that the teacher can understand the effectiveness of the teaching.

Session 4: Summary and assignments

I designed two assignments. One is: write an essay of about 100 words on protecting the environment. The second is: Complete the tutorial for the next grammar lesson.

Fourth: Blackboard writing design

My blackboard writing adopts the finishing touch. The teacher outlines the key points and difficulties of the teaching content on the blackboard, and the students succinctly summarize and demonstrate the key points and difficulties of the teaching content. You can also say that I draw the dragon and the students do the finishing touches.

The above is my teaching design. Please give me more advice! Thanks!

5. Example of lecture notes for the second volume of English for senior high school students

1. Brief analysis of teaching materials

This lesson is located in the first part of unit 10 of the People's Education Press. Mainly by learning the simple future tense of verbs, discussing life ideals and future plans and plans. The purpose is to enable young people in this flowery season to not only have a beautiful vision for the future through discussions on life ideals, but also to start from now on and strive for healthy ideals.

2. Textbook status

From the tense point of view, this unit is the simple future tense, which is another important tense after the simple past tense; from the topic point of view, it talks about the future. The plan is to allow students to establish their own life ideals from an early age, and the topic of the next unit is housework. This is in line with the old Chinese saying, "Learning from the past can help others learn from others." "How can you sweep the world without sweeping one house?" Therefore, this unit is a link between the past and the next, both in terms of knowledge and emotion.

3. Teaching objectives

(1) Knowledge objectives

Nouns about occupations; expressions about the general future tense

( 2) Ability goals

Ability to understand vocabulary and expressions about life ideals; Ability to understand expressions about future plans; Ability to have conversations about life; Ability to discuss future plans.

　(3) Emotional goals

Through the discussion of life ideals, students can establish their own life ideals from an early age, and make up their minds now to work hard for their ideals. Let them become a new generation of teenagers with ideals, ambitions, motivation and healthy growth.

4. Teaching focus. difficulty.

(1) Learn to describe your life ideals and express your thoughts on struggle.

(2) Focus: Learning the simple future tense of verbs

(3) Difficulty: The contradiction between idealistic education and reality

5. This book Class academic situation

Emotional basic investigation - through the investigation of students’ life ideals, we learned that some students do not have ideals; or have unrealistic ideals; or have thoughts that despise the process of hard work;

Knowledge base—past tense, comparative knowledge.

6. Features of this course

Small vocabulary and few grammar points (need to expand the topic)

Large emphasis on emotional education (need to explore students’ lives and extend Connotation, touching the soul)

7. Innovative embodiment of teaching design

Three main lines, two synchronized, and one center.

Three investigations - the whole lesson is developed around three investigations - (dreams of my parents, success stories, my ideals);

Three main lines - developed in comparison - (experiences of my parents) , Successful life, my path,)

Two synchronizations - (knowledge transfer and emotional experience). Achieve synchronous and harmonious development, leaving no trace and moisturizing things silently.

One center - student center: preparing students before class, classroom task-based.