人教版高一英语教学计划，英语是高中学科中争议最大的一个科目，对于很多同学来说，英语一直学不好，考试很难及格，对另外一些同学来说，英语又是很容易学的一刻，考试经常能轻松考个高分……作为高一的英语老师，该怎么制定教学计划呢？不妨来看下范文~！
人教版高一英语教学计划(一)：
1．概述 本主题是高中英语人教必修1Unit4 Earthquakes教材中有关地震的，Reading部分具体描写1976年河北唐山大地震的震前，震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现，地震的来势汹汹，并在顷刻间将整座城市夷为平地和地震结束后人们勇敢地面对事实并及时地实施抢救和重建工作。本课词汇量大，并运用了大量的动词，使得描写更为生动，文中还有不少复杂的数字，这又增加了文章的阅读难度，另外文章中出现了许多定语从句，对学生的语言阅读能力提出了更高的要求。
Comprehending部分包括三组练习，主要目的是帮助学生更好地理解Reading部分的文章。其中的第三小题要求学生写出各部分的大意，这更突出了培养学生整体把握文章的能力。
2．学习目标分析知识与能力
(１) 通过上网搜索，了解唐山大地震的情况，培养学生获取信息和处理信息的能力。
(２) 阅读理解微技能的培养。着重培养略读(skimming)和查读(scanning)的快速阅读技巧。
(３) 语篇重建：在正确理解课文的基础上，能用自己的话复述课文，能用课文中的语言知识表达相关内容。
情感目标：在问题解决和完成学习任务过程中激发学生自主探究的兴趣和热情。
3．学习者特征分析高一学生已经初步了解略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，少部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
4．学习任务分析
本课我将结合活动教学法和任务型教学法，在教学中将学生分成四人一组的学习小组。让学生们在小组中通过合作和探究来完成他们的任务。
Task 1： 利用多媒体播放一段地震视频。学生看过，进行讨论。
Task 2: 整体理解文，归纳课文大意。
Task 3：细节课文，查找信息。
Task 4: 深层理解课文。Task 5：要求学生运用语境猜测词的意思
5．资源为本单元学习而设计的课件《A Night The Earth Didn’t Sleep》。
英语报刊、杂志、书籍、画册、录音磁带、光盘。
视频中的地震。
人教版高一英语教学计划(二)：
一． 教学内容分析：
人教版新课标高中英语必修5 第二单元 (The United Kingdom ) Using language Sightseeing in London让学生了解英国首都伦敦的名胜古迹( Big Ben;StPaul’sCathedral ;WestminsterAbbey;Greenwich;Highgate Cemetery)
二、教学目标(Teaching goals)
1.目标语言(Target Language)
a. 重点词汇和短语
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill
b. 重点句式
Worried about the time available, Zhang Pingyu had ... P14
What interested her most was the longitude line.P14
It seemed strange that the man who had developed communism should have lived and died in London. P14
But she was thrilled by ... P14
2. 能力目标(Ability goals)
Improve the reading ability of the students and enable the students to plan a tour around certain places.
3. 学能目标Learning ability goals
Help the students know more about the historical sites in London.
三、教学重难点(Teaching important & difficult points)
Help the students identify different kinds of tour and talk about the most interesting place for the tour and master the key words and expressions in the passage.
四、教学方法(Teaching methods )
1、任务型教学法(Task-based teaching method)。读之前，教师设定阅读任务，学生在阅读过程中思考，分析，讨论，最终解决问题。最后通过任务的完成而实现对所学知识的意义建构。
2、交际法教学:让学生在完成任务的活动中提高听说能力
3、多媒体辅助教学法。把有关英国的文本，图片等信息融合在课件中，发挥学生的多种感官作用，激发学生学习兴趣，提高学习效率。在Reading 部分对The UK有了一定的了解，在此基础上进一步学习关于英国的一些名胜古迹。
五、教具准备(Teaching aids)
A computer and a projector.
六、教学过程与方式(Teaching procedures & ways)
Step I Revision and Lead-in
Talk about London with the students.
T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?
S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.
S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.
S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine — if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.
Ask the students to read the passage and do the exercises after the passage.
T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.
Step Ⅱ Reading
Task 1: Ask the students to read the text to get the main idea.
T: Now please read the text and find the answers to the following questions.
Show the questions on the screen.
1. How did Zhang Pingyu plan her tour?
2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?
Sample answers:
1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.
2. The buildings mentioned in the text were:
Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.
Task 2: Ask the students to study the structure of the text “Sightseeing in London”.
1. The Tower of London
2. St Paul’s Cathedral
3. Westminster Abbey
4. Big Ben
5. Buckingham Palace
Show the following. (说明：教师可以借助图片评说、文化背景介绍和生活体验等方法导入，激活学生相关的知识网络，使学生产生阅读欲望。)
Greenwich
The
second
day
The
third
day
The
first
day
1. High gate Cemetery
2. The Library of the
British Museum
3. Windsor Castle
Task 3 .Ask the students find out the key words and expressions.
(1)delight n.＆ vt.
to one’s delight = to the delight of sb.
take delight in
with /in delight
be delighted at /by /with
be delighted to do sth .
delightful adj.
(2) remain vi ＆ linking v
remain --- remaining (adj ) --- remains (n )
After the fire ,very little remained of my house . 剩下
Much work remained to be done .有待以后再做
I’ll remained to see the end of the game .留下
In fact ,the work remained unfinished .仍然是
The children remained listening .
The Indian people remain in deep poverty .
The remains of the ancient temple are worth seeing .n.残余物
(3)thrill vt. ＆n.
be thrilled at /with sth
thrilling adj.
(4) Worried about the time available, Zhang Pingyu had made a list of the sites she wanted to see in London. 过去分词做原因状语= Because she was worried about ……
(5)It looked splendid when first built .时间状语从句的省略
=(when it was first built)
(6)It seemed strange that the man who had developed communism should have lived and died in London. It作形式主语，that 引导主语从句。
七、Homework:
Ask the students to review the words learnt in this unit.
八、板书设计：
黑板的左边简要写出教学过程，右边写出在处理文章过程中出现的重点词汇，短语。
左边：
1. How did Zhang Pingyu plan her tour?
2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?
右边：
(1)delight n.＆ vt.
to one’s delight = to the delight of sb.
take delight in
with /in delight
be delighted at /by /with
be delighted to do sth .
delightful adj.
(2) remain vi ＆ linking v
remain --- remaining (adj ) --- remains (n )
After the fire ,very little remained of my house . 剩下
Much work remained to be done .有待以后再做
I’ll remained to see the end of the game .留下
In fact ,the work remained unfinished .仍然是
The children remained listening .
The Indian people remain in deep poverty .
The remains of the ancient temple are worth seeing .n.残余物
(3)thrill vt. ＆n.
be thrilled at /with sth
九、教学反思：
1.本堂课对词汇的处理有成功之处。上课时我在每个教学环节根据语境，巧妙设计问题，引起学生对相关词汇的注意，然后通过英英释义，或多媒体呈现，并写在黑板右边，让学生自然而然地掌握了词汇。例如remain我列出一些例句要学生自己去归纳它的用法，而不是采用传统的讲授式。
2．本堂课学生能跟着教师的步伐，参与教学活动，但是，活动形式还是有点单一，主要采用了问答式。教师应该不断更新观念，积极运用各种手段调动学生合作学习、快乐学习，注重学生的主动发展、学习兴趣和个性的培养，使学生的积极性得到发挥，只有这样英语阅读教学才能更加有效。