Teaching plan for junior middle school oral English class

As a faculty member, you often need to prepare teaching plans, which are conducive to the improvement of teaching level and the development of teaching and research activities. How to write the lesson plan? The following is the teaching plan of junior middle school oral English class I collected for you. Welcome to learn from them, I hope it will help you.

Junior high school oral English teaching plan 1 1, teaching material analysis:

1, teaching content:

This unit is-(below) unit-. Mainly around the theme of ""to carry out various teaching activities, and this theme leads to _ _ _ and other language functions. This unit aims to create a relaxed and pleasant learning and communication environment, and cultivate students' comprehensive ability to use these knowledge through listening, speaking, reading and writing. And let students expand their past experience through limited classroom practice activities in "learning by doing", which can be accurately expressed in English.

2, the status and role of teaching materials:

-Grade unit

The usage of-is described, which is one of the most important tenses in junior high school. It is very important for students to express their experiences and feel the feelings of others in the present. This unit must understand the true meaning and usage of the present. Avoid confusing the use of several key phrases.

We should not only make students understand boring grammar, but also express their ideas with newly learned grammar knowledge.

3, teaching material processing:

According to the specific description of the general goal in English Curriculum Standard (Experimental Draft), combined with the teaching content of this part of the unit, and on the basis of analyzing the teaching materials, I have done the following processing on the content of this unit, with the aim of highlighting the key points and making the classroom rhythm compact and coherent. This unit is divided into four classes, the first is section A, the second is section B, the third is self-inspection, the fourth is-,and the last part is doing exercises, mainly focusing on students' self-inspection and then proofreading.

Second, the analysis of learning situation:

Our teaching targets are junior two students (good, medium and poor), who are curious and worried about learning English and hope to be affirmed by others. Therefore, I try to let them participate in teaching activities, have more opportunities to speak English, reduce their fears, reduce their learning difficulty through cooperative learning among students, and let them experience the joy of success. At the same time, it should be implemented in reading and written expression to improve their comprehensive ability to use language, so that students at all levels can gain something.

Third, the teaching objectives:

Based on the above analysis of the teaching materials and the guidance of the new curriculum standards, I have set the following teaching objectives for this unit: language knowledge, language skills, learning strategies, emotional attitudes and cultural awareness.

1, language knowledge:

This unit requires students to master the following vocabulary-

Language function: learn and increase reading skills and reading strategies.

Language structure:—

2. Language skills:

(1) can accurately describe and express various forms of experience.

(2) Mastery-the correct use of several phrases in tense.

(3) Be able to correctly understand and use the words and idioms in the topic of this unit in daily life.

3. Learning strategies:

Through the teaching of this unit, I ask students to correctly understand and use tense in a certain context through the internal logical connection of context, and accurately express what happened in the past.

4, emotional attitude:

Through the task-based activities in this unit, my purpose is to let students describe their past experiences in English, at the same time, improve their ability of observation and expression, stimulate their interest and enthusiasm in learning English, be willing to imitate, dare to speak, take an active part and ask questions in the communication close to normal life.

5. Cultural awareness:

Through their descriptions of past experiences, we can learn about the customs of some western countries.

Four, the focus and difficulty of teaching:

Based on the above analysis of the teaching materials, I have determined that the teaching focus of this unit is-.

The difficulty in teaching is to accurately use meaning and usage to describe or express in communication.

Five, teaching methods:

Teaching methods: situational teaching method, grammar translation method, direct method, listening and speaking method, communicative method and total physical response.

Learning Law: Autonomy, Cooperation and Exploration

Analysis of teaching methods:

(1)- is a very important grammar project in junior high school. The topic of this unit comes from life. Based on this, I make full use of students' existing knowledge and life experience, let them tell about the countries or places they have been to, create real life situations to guide students to use language learning, and then use the language creatively after learning new language knowledge (applying what they have learned, learning in middle school and using it in class).

(2) Carry out various types of task-based activities, provide space and time for students to cooperate and exchange, urge students to cooperate with their classmates to complete tasks, and carry out inquiry learning to complete tasks.

Sixth, the teaching process design

Ninth unit

The first stage (the first section)

Step 1 preheating

("A good beginning is half the battle", therefore, I think that entering the classroom with novel greetings or reviews can arouse students' interest, keep students in a positive learning state, or introduce what they have learned step by step, which can lay the foundation for the success of this course and at the same time reduce the pressure on students appropriately. )

T: I like traveling. I have been to Dalian and many big cities. What about you?

Next, the teacher asked several students to tell about the cities or countries they had been to, and asked other students to guess in English. The purpose is to pave the way for the present perfect tense of this lesson.

show

The teacher showed some pictures to introduce the structure and usage of the present perfect tense.

T: Have you ever been to the aquarium?

Yes, I do.

T: Have you ever been to a water park?

No I don't.

The purpose of this design is to make students feel the structure and usage of the present perfect tense in communication situations.

Then ask the students to summarize the structural sentence patterns of the present perfect tense.

Lesson 2 of Junior Middle School Oral English Teaching Plan 1. teaching material analysis:

(A), the status and role of teaching materials:

Dialogue class focuses on the cultivation of language application ability. Through the comprehensive training of listening, speaking, reading and writing, students' ability to communicate in English can be improved. Junior middle school English Book 2 Lesson 77 is a dialogue class. Its materials are combined with real life, which embodies the principle of communication and has clear functional significance. Large vocabulary, including 9 new words and phrases that only need to be mastered or memorized by faculty and staff; This unit is a review unit, which is rich in content and practice forms. From the knowledge level, I mainly review the grammar and daily communication terms of the first five units, and no new grammar appears. For non-intellectual factors, students are required to learn how to express happiness and sadness, tell them that laughing is better than crying, happiness is better than sadness, happiness can make people healthy … Encourage them to establish a positive attitude towards life.

(2) Teaching objectives (knowledge objectives, ability objectives, moral education objectives):

1, knowledge target:

(1), master the following new words and phrases:

However, myself, cousin, engineer, cancer, nursing, caring, sadness, death.

(2) Review the adverbial clauses of time guided by when.

2, ability goal:

Cultivate students' ability of listening, speaking, reading, writing and comprehensive use of language. This lesson requires students to learn how to express happiness and sadness.

3, moral education objectives:

Educate students to be positive and optimistic.

Basis for determining teaching objectives:

According to the new curriculum standards and junior high school English syllabus, through listening, speaking, reading and writing training, students can initially acquire basic knowledge of English and the ability to communicate in English, stimulate students' interest in learning and lay a preliminary foundation for further study. In addition, according to China's national conditions, new curriculum standards and English syllabus requirements, the quality education of English teaching at this stage mainly includes ideological quality education, the cultivation of potential English ability and the cultivation of non-intellectual factors.

(3), key points and difficulties:

1, key points:

(1), understand and master the usage of expressing happiness and sadness.

(2) Review when-guided adverbial conjunctions of time. Master the following key sentence patterns:

What makes you happy?

When …, it becomes very …

2. Difficulties:

1) Let the students express their happiness and sadness in their own language.

2) Ask students to interview their classmates and teachers and fill in the form.

Basis for establishing key and difficult points:

According to the requirements of syllabus and the position and function of this course in teaching materials.

Second, the teaching material processing:

According to the above analysis of teaching materials, and in view of the fact that China students have some difficulties in learning English. First of all, create an English language atmosphere for students and let them feel happy and sad on the spot. At the same time, it can stimulate students' interest in learning and let them master and apply knowledge in a series of activities such as performances and investigations.

Three. Summary of teaching methods:

The basic links of revision → presentation → reading aloud → practice → consolidation and dialogue teaching are also applicable to the teaching of this course. The teaching method I adopted considered the following two points:

1, the unity of situation and language knowledge training;

2. The development of communicative competence in listening, speaking, reading and writing is unified with the application ability of language knowledge.

Through the "five-step teaching method", the teaching content is gradually deepened, from easy to difficult, from known to unknown. Give full play to the leading role of teachers and cultivate students' awareness of active participation, highlight key points and difficulties, adhere to the comprehensive training of the four associations and implement written exercises.

Fourth, the guidance of learning methods:

1, to guide students to make necessary preparations before class.

2. Guide students to master the pronunciation of new words in the process of watching, listening and reading, understand the meaning of new words in the context, and do reading comprehension exercises and right and wrong judgments related to the text.

3. Guide students to grasp the key and difficult points and encourage students to use English.

Teaching methods of verbs (abbreviation of verb);

Modern audio-visual teaching methods and multimedia-assisted teaching run through the whole teaching process. It enhances the intuition and interest, increases the classroom capacity and improves the teaching effect.

Six, teaching procedures:

1, new lesson import:

In order to stimulate students' interest in learning, attract attention and narrow the distance between teachers and students, first, let students watch two clips showing happiness and sadness, and ask students: "Whataretheydoing? Aretheyhappy？ How is she? " Lead out the theme of this lesson, Learnsomethingabouthappyandsad. Gently, the computer will type out the questions, giving students an immersive feeling and introducing them into the regular classroom.

2. The explanation of the new lesson:

In this lesson, according to the text structure, the first part uses two dialogues to express happiness and sadness. The second part is to practice the sentence pattern Whatmakesyouhappysad? It is natural to teach in two parts.

The first part: I use multimedia teaching methods to show vivid pictures with flexible and intuitive VCD. By watching VCD, listening and watching the dialogue, students can understand Han Mei's joy in getting a computer and Paul's sadness in learning that his uncle is ill. Then ask the students to answer two questions: "1) whyishanmeihapy 2) whyishoulsad?" Then let the students practice the dialogue repeatedly and let them talk freely in the situation. In the language environment designed by the teacher, let students know about Han Mei and her cousin, and learn and master the following new words (left, cousin, engineer, cancer, care). Happiness and sadness are two aspects of human emotions, so I naturally integrate them into a whole for teaching.

The second part: The teacher skillfully transits the students from the happiness of Han Mei and the sadness of Paul to the joys and sorrows of life by asking questions: "Are you happy? Why happysad? Then it is extended to two sentence patterns that need to be mastered in the second part of the text: Whatmakesyouhappysad? When ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

It fully mobilized the enthusiasm of students, attracted the attention of all students, achieved the purpose of education and teaching, and cultivated students' ideological quality, emotional quality and English language quality.

3, repeated practice, consolidate the application:

In order to arouse students' enthusiasm, practice and consolidate by acting dialogues in groups, answering questions quickly, judging right and wrong, answering questions, investigating and interviewing. Make students in a state of positive thinking, and cultivate students' ability to use English from all directions and angles.

4, induction and feedback exercises:

The key words and sentence patterns presented on the blackboard in this lesson review the adverbial clauses of time guided by when, and skillfully summarize the key points and difficulties of this lesson. Through the written practice of "Makeasurvey", the training of "writing" is highlighted, which further consolidates the understanding and application of the content of this lesson.

5. Investigation and interview

Ask the students to investigate and interview in groups: Whatmakesyouhappysad? It makes everything ... when ... and then, fills it in the questionnaire.

Let students know the joys and sorrows of people's lives and encourage them to be positive, optimistic and enterprising. So as to embody the ideological education in classroom teaching and carry out ideological quality education for students.

6. Blackboard design:

The design of blackboard writing embodies the plate structure of knowledge, including questions and answers, judgment questions, discussion questions and so on. And the induction of important grammatical phenomena and sentence patterns.

This course aims at quality education, combines the key and difficult points of teaching materials and the characteristics of English subjects, and uses multimedia-assisted teaching to improve students' listening, speaking, reading and writing abilities in an all-round way. Let students review the old and learn the new in a pleasant and relaxed atmosphere, so as to achieve the purpose of preliminary communication in English.

Due to lack of experience, there will inevitably be shortcomings in the teaching process, please advise.