高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课，“看管式”的自习，“命令式”的作业，要逐步培养自己主动获取知识、巩固知识的能力，制定学习计划，养成自主学习的好习惯。这次帅气的小编为您整理了高一年级上册教案（语文 数学 英语 化学 物理）【精选7篇】，如果对您有一些参考与帮助，请分享给最好的朋友。
教学目标
1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.
2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。
3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。
4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。
5、培养学生快速阅读的能力、捕捉信息的。能力及运用语言进行交际的能力。
6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。
教学重难点
教学重点:
1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。
2、训练学生的阅读技巧，提高学生阅读速度和理解能力。
教学难点:
对所获得的信息进行处理、加工和学习，形成有效的学习策略。
教学工具
ppt课件
教学过程
。.。
板书
Uint1 Reading Anne’s Best Friend
Qualities: easy-going ，warm-hearted ，helpful,…
Questions:
Skimming
Summarize
Discussion: 1>style 2>ideas
1、 能力目标：
① Listening: gain useful information and clear views from the listening material;
② Speaking: express one’s attitude or views about friends and friendship in appropriate words.
③ Reading: let Ss summarize the main idea
④ Writing: write a letter about how to make friends
2、 知识目标：
① Talk about friends and friendship; how to BE friends; how to gain friendship
② Use the following expression:
so do I / neither do I
I think it is a good idea
All right
Yes，but…
③ to get the Ss to master direct speech and indirect speech
④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once
3、 情感目标:
① To arise Ss’ interest in learning English;
② To encourage Ss to take part in the activities and make Ss confident;
③ To develop the ability to cooperate and communicate with others.
4、 策略目标：
① To develop Ss’ cognitive strategy: making notes when listening carefully;
② To develop and improve Ss’ communicative strategies.
5、 文化目标：
To enable the Ss to come to know different opinions about making friends from different countries.
6、 现实目标
① To make Ss respect each other and friendship
② To make them get well with one another in society
Teaching steps:
Period one
Step 1. warming up
1、 Ss listen to an English song AULD LANG SYNE.
2、 Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible…。
3、 To let Ss make a correct choice about their questions that they meet in warming up.
Step 2. practice speaking
1、 Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2、 Self-introduction or work in pairs
3、 Ss can ask some questions about life or learning
Step 3. Make new friends
1、 Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …
2、 Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text on P1
Step 5. Listening and talking
Do Workbook on P41 (Talking)。 While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I am afraid not exactly I agree I think that is a good idea of course not
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1、 Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2、 T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3、 Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B, C
Contents 自评 他评
1、 I’m active in talking with others.
2、 I’m active in cooperating with others.
3、 I can express myself fluently, accurately and appropriately.
4、 I know more about friendship after the lesson…
5、 Do you think you need to improve yourself in some ways? Which ways?
Homework:
1、 Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2、 Write a short passage about your best friend.
Period two
Step 1. Warming up
Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity 2: Play a short part of the movies
Step 2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step 3. Skimming
Students skim the passage in 2 minutes to get the main idea:
Who is Anne’s best friend?
When did the story happen?
Step 4. Scanning
Students work in pairs to find the information required below:
Anne in World War Ⅱ
Step 5. Intensive reading
Students work in groups of four to discuss the following open questions:
1、 Why did the windows stay closed?
2、 How did Anne feel?
3、 What do you think of Anne?
4、 Guess the meanings of “spellbound”， “ hold me entirely in their power” from the discourse（语篇，上下文）。
5、 Which sentences attract you in the passage?
Step 6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends?
Step 7. Assignment
Task 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task 2.Ex 2.3 on Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1、 add （v.）
1)。 To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2)。 To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
The bad whether added to our difficulties
add up to总计、加起来共是
Having a big breakfast adds up to 112
add…to…把…加到…
Please add the names to your list
2、 Cheat v.
1)。 To act in a dishonest way in order to win 欺骗；作弊
2)。 (of, out of) to take from (someone) in a dishonest way 骗取
The boss has cheated out of his money
1)。 an act of cheating 作弊行为
2)。 one who cheats 骗子
3、 Go through
1)。To examine carefully 仔细阅读或研究
I went through the students’ papers last night.
2)。To experience 经历，遭受
They went through the terrible earthquake at night
4、 Crazy （adj.）
1)。 mad, foolish 疯狂的，愚蠢的`
It’s crazy to go out in such hot weather.
2)。 wildly excited; very interested 狂热的，着迷的
She is crazy about music
5、 Lonely （adj.） unhappy because of being alone or without friends 孤独的，寂寞的
He has been very lonely since his wife left him.
Lonely/alone
alone
1)。 without or separated from others单独的
She lives alone.
2)。 only 仅仅，只有。用于名词或代词之后。
The gloves alone cost $ 80.
Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6、 be concerned about/for: be worried about 担心
We’re all concerned about her safety
Concern oneself in something 从事或参与某事
He concerned himself in the case
Be concerned with… 与…有关
The car accident was concerned with my carelessness
7、 upset:
1)。 Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
He is upset about the little things。
2)。 V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his mother
8.well n.井 adj. 身体好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9、 spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1、 Finish Ex.1, 2 and 3 on Page 4.
2、 Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Workbook. Ex, 1 and 2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6 and tell each other how to help the student named Lisa
Notes:
1、 get along with
2、 fall in love with
Step 3. Listening
Ss should take notes while they are listening.
1 。first listening: Ss listen and answer the questions of part 2 on page 6.
2、 second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.
Step 6. Assignment
1、 Ss prepare the reading task on page 44.
2、 Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening)。
Step 3. Reading
1、 first reading: Ss read the passage about friendship in Hawaii and finish Work page 45.
2、 second reading: Ss read again and discuss the questions on page 45.
3、 Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because …。
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. Assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1、 Read a letter from a student called Xiao dong.
2、 Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.
1、 Ss make a list of the important information they can need
2、 Ss begin to write the letter to Xiao dong.
3、 Ss revise their letters by themselves.
4、 Ss exchange their writing paper with their partners and correct the mistakes （tense, spelling, letters, structures…。）
5、 Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1、 Ss read the passage on page 7 by themselves.
2、 Ss try to write a few lines to describe their best friends or a person they know.
3、 Show some Ss’ writings in class.
Step 5. Assignment
Do Workbook. writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。
Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.
Unit2 Working the land
Aims:Talk about agriculture: a pioneer in farming -Yuan Longping
Talk about organic farming & green food
How to write a brief summary
Try to consolidate how to express suggestions & advice
Master the usage of the -ing form as the subject and object
Learn how to design English posters
Suggestions & advice:
I would rather …… If I have a choice I’d choose because ……I don’t like …… because ……
You need to ……I’d prefer …… because ……May I suggest ……It’s a great pity that ……
Let me suggest Leng Jianli because……Should I/We ……？
Perhaps we should consider Leng Jianli because……It’s better to 。But what/how about
Vocabulary:Sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, Vietman, circulate, satisfied, freedom
Expressions :rid …… of, be satisfied with, lead a …… life, would rather, refer to, search for, thanks to, would…rather
Period 1-2
Warming up and pre-reading.
Step 1 Lead-in.
Poem By Li Shen
Farmers weeding at noon,Sweat down the field soon.
Who knows food on a tray,Due to their toiling day.
Step 2.Warming up (Questions)
1、 Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?
2、 Have you ever been to the countryside? What did you do there?
3、 Are you from a farmer’s family? What do you know about farming?
Step 3 Pre-reading and talking
1、 Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?
Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble
2、 If you had the chance to help end hunger in the world, what would you do?
3、 Do you know who Yuan Longping is ？
A brief introduction:
Yuan Longping is known as China’s "father of hybrid rice"。 It’s said that in China, we eat depending on "Two Ping" ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.
Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.
In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield （ or output）。 Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.
Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）。 Although he is 74 years old, he is still working on the research into agriculture.
Teaching Aims
Knowledge a nd Skills:
1、 Ge t to know about Canada.
2.Grasp some reading skills.
3.Stimulate the Ss’ interest and love for learning about foreign countries.
Strategy and Method:
1.Train the students’fastreading ability.
2.Train the students’ ability to co operate with others.
教学重难点
Main points：
1、 Introduce the information of Canada to the students.
2.Train the students’reading ability —skimming,and listening ability
Difficult point：
Learn different reading skil ls for different reading purposes.
Teaching procedures and ways
教学过程
Step1. Readin g&Greeting （2`）
Step2. Leading in and Warming Up （5`）
1.Free talk: Do you like to go sightseeing?
Which country do you like to visit?
What can you see in these countries?
2.Quiz
Step3. Fast reading （10`）
1.what is“the true north”？
It refers to “the crossCanada train.”
2.Draw the route of the two girls’ traveling across Canada
Step4. Careful reading（T&F) (15`）
Step5. Consoli dation （7`）
Listening & Summary
Fill in the blank and retell the story
课后习题
Homework
Surf the Internet to find more information about Canada
Chalkboard Designing
Unit5Canada – the “the true north”
A thip “ on the true north”
Vancouver Rocky Mountains Thunder Bay
Calgary Lake Superior Toronto
一、 教材分析：
学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Ｌet’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这一点
boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。
二、教学目标：
1、能够得简单地表达自己心情，如：nice to meet you welcome back to school
2、能够听懂并回答 Where are you from？
I’m from
3、认识、会说字母A——E
4、掌握A、B Ler’s talk中单词。
5、理解A、B Ler’s talk中内容。
三、教学重、难点：
能够听懂并回答 Where are you from？
掌握A、B Ler’s talk中单词。
理解A、B Ler’s talk中内容。
四、课时安排
第一课时 A lLet’s talk Let’s learn B Let’s sing
第二课时 A Let’s practise Let’s play Let’s chant
第三课时 B lLet’s talk Let’s learn
第四课时 BLet’ssay Let’spractise
第 五课时B Let’s Let’s
第六课时 C story time
Period 10. Writing
Step 1. Pre-writing
This exercise lets students to write a funny story.
Task 1: Ss gather information that they need and plan what they want to write.
Step 2. While-writing
Task 2: Ss write an English funny story or a Chinese one.
Writing tips:
Ss make a plan
Ss write down their story in a logical order:
First … Then …。 Next…。 Finally / At last…
For each part of the story try to find the most interesting words you can to describe how you felt or what was happening.
Then write out your story using these interesting words.
Read through your story.
Then show it to your partner. Let him/her suggest some new and exciting words.
Help your partner with his/ her story.
Write out the story and put it into a class collection of stories.
一、教学内容分析
本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。
这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。
二、教学目标
1.aims of knowledge（知识目标）
1) to know the information about art
2) to know some relevant words and expressions
2.aims of abilities（能力目标）
1) to improve students listening ability by guessing the content and setting down the key words
2) to enable the students to understand the brief short history of the traditional chinese painting
3.affective aims（情感、态度与价值观目标）
to arouse the patriotic spirit of the students and improve their team spirit by doing the group work
三、学习者特征分析
虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品，同时播放《江南style》让学生自由展示自己的舞蹈，从而来激发学生的兴趣，消除学生听力课上的紧张情绪。
四、教学策略选择与设计
1.students-centered teaching
以学生为中心 让学生积极参与课堂
2.task-based teaching
听力环节教师创设情境，设置不同的听力教学任务，锻炼学生的思维
五、教学重点及难点
1、 to know about the traditional chinese art
2、 to set down the key words while listening
六、教学过程
教师活动
学生活动
设计意图
step1:warming up
（1） show the art works of fruit
（2） brainstorming
（3） enjoy a video of chinese painting
（4） learn the brief history of chinese painting
在用多媒体展示图片和视频后让学生回答下面的问题：
q1. what do you think of it?
q2.do you feel happy after seeing them?
q3.can you think of any other art styles?
运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。
step2: pre-listening
talk about the artworks and guess what period of chinese history each artwork belongs to 。
preview the relevant words and expressions
让学生根据图片猜测这些作品所属的年代
学生猜词意，读单词
图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的自然过程，并能够较快接受相关词汇。为听力打好基础。
step3: first-listening
put the words of time into order
听完材料后思考并讨论问题，学生回答问题。
听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。
step4:second-listening
listen again and take some notes for the detailed information（ who &when）
分组讨论思考。学生回答问题。
听细节，此作品是什么人在什么年代创作。
提高学生听力中把握细节的能力。
step5: game time （江南style）
学生观看视频再上台表演
小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。
step6: conclusion and evaluation
思考讨论并回答。让学生对本节课进行总结，反思自己所学。
让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一 定帮助。