最新人教版英语必修一全套教案名师优秀教案

Module I Unit 1 Friendship

Teaching Plan

I. Teaching aims:

1. Ability Goals：

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. Knowledge Goals：

① Talk about friends and friendsh ip; 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. Emotion Goals:

① To arise Ss’ interest in learning English;

② To encourage Ss to take part in the act ivities and make Ss confident;

③ To develop the ability to cooperate and communicate with others.

4. Strategy Goals：

① To develop Ss’ cognitive strategy: making notes when listening carefully;

② To develop and improve Ss’ communicative strategies.

5. Culture Goals：

To enable the Ss to come to know different opinions about making friends from different countries.

6. Reality Goals:

① To make Ss respect each other and friendship

② To make them get well with one another in society

7. Teaching Time:

Seven Periods.

II. Teaching steps:

Period 1 Warming up 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 i n 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 2 Reading 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 3 Words and expressions

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

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 4 Listening and speaking 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 5 Reading

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 Workbook.Ex1.on 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 6 Writing

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 7 Summary

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.

Unit 2 English Around the World

I Teaching aims

1.Knowledge aim

2.Master the words and phrases and get a view of the road to modern English.

3.Ability aim

4.Train students’ reading skill.

5.Emotion aim

6.Let students know more about English and inspire students to study English hard.

IITeaching important points

The understanding and comprehension of the passage.

III Teaching difficult point

How to get to master the useful words and expressions.

How to improve students’ ability to read an article.

IV Teaching Procedures

V Teaching Time

Seven Periods.

Period 1 Warming up and Reading

Step1. Warming up

1. Lead in: Show Ss a map of the world, and ask them the following

questions:

1) How many languages are there in the world?

2) How many English-speaking counties are there in the world?

3) How are you ever heard some differences between American

English and British English?

Step2. Reading

(1) Skimming

Read the passage quickly and find out the answers of the questions in comprehension.

(2) Scanning

(3) Listen to the tape and tell the meaning of each paragraph.

1. Para1: Brief introduction of the change in English.

2. Para.2: An example of different kinds of English.

3. Para3: The development of English.

Para4: English spoken in some other countries.

(4) Post reading

Step3. Discussion

Some people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?

Period 2 Language points

Language points：

1. Do you know that there is more than one kind of English in the world?

你知道世界上英语的种类并不止一种吗？

more than one +名词单数，后面的谓语动词用单数

例如：More than one student wants to go to swim.

2.In some important ways they are very different form one another.在某些重要的方面，它们彼此有些差异。

(1)in…way(s)/by…means在……方面

We should solve this problem in a different way.

=We should solve this problem by a different way.

(2)one another/each other 彼此，相互之间

We should communicate with one another/each other.

我们应该相互交流。

We send card to one another/each other every year.

我们每年都相互寄卡片。

3.They include Canadian, British, American and India English.

include 包含、包括

The price includes dinner, beds and breakfast.

including(prep) included(adj)

The bill came to $450,including tax.

The bill came to $450, tax included.

contain 包含，容纳

contain指某物容纳在比其更大的东西之内

The basket contains a variety of fruits.

这篮子装有各种水果。

include指包括作为整体的一个部分或要素

The tour includes a visit to Paris这旅程包括游览巴黎。

4. English plays an important role as a first or second language.

plays a/an … role/part扮演……的作用、角色

Monitor plays an important role in managing a class.

班长在班级管理中起着重要的作用。

5. Nearly all of them live in England.

他们几乎全部都住在英格兰。

almost与nearly

①两者都可以修饰all, every, always等词，都可以用于否定句中。

②在very, pretty, not后用nearly, 不用almost。

例如：I’m not nearly ready.

③在any, no, none, never前用almost, 不用nearly。

例如：I almost never see her.

练一练：用nearly或almost填空

(1). He said ______ nothing interesting.

(2).______ 1000 people were here.

(3).There is not ________enough boo for the whole class.

解析(1)与nothing连用，所以填almost

(2).与具体数字连用，用nearly

(3).被not修饰时，用nearly

6. Native English speakers can understand each other even if they don’t speak the same kind of English. 把英语作为母语的人相互之间可以交流，

即使他们说的不是同一种英语。

even if /even though即使，引导让步状语从句

Even though/if he had got a good job, he still wants to look for a better one.

即使他找到了一份好的工作，他还想找更好的。

7.Would you please come up to my flat for a visit?

来我的公寓坐坐怎么样？

come up 上来，走近，被提出，发芽

Strangers came up to him and asked how much his books are.陌生人走到他面前，问他课本值多少钱。

The problem came up in the meeting.

问题在会议中被提出来了。

8. Actually, it was based on German than present day English.

事实上，那时候的英语更象德语，而不是今天的英语。

(1)actually/in fact/as a matter of fact 事实上，实际上

(2)base on/upon…以、、、为基础

This movie is based on facts.

(3)present (adj) 目前的、现在的

You should look clearly the present situation.

9. It became closer to the language you are learning now.

它和我们现在学的英语更加接近。

close to相近，靠近，几乎

Our house is close to the bus stop.

close(adv) 位置上接近

closely(adv) 抽象关系上的密切

Come close to me.

I looked into the matter closely.

10. Shakespeare made use of a wider vocabulary than ever before.

莎士比亚使用了比以前更为广泛的词汇量。

make (good/full/no…) use of 使用

We could make good use of our resources.

Every minute should be made good use of.

11. India has a very large number of English speakers.

印度有很多的人讲英语。

a number of 大量的（其后谓语动词用复数）

A number of people have came.

the number of ……的数目（其后谓语动词用单数）

The number of homeless people has increased.

只能修饰可数名词的：

a large/ great/ good number of,

a good/ great many, dozens of,

scores of, quite a few 只能修饰不可数名词的：

a great deal of, a large amount of,

quite a little, a large sum of 既可修饰可数也可修饰不可数名词的：

plenty of, a lot of, lots of,

a large quantity of

12. Only time will tell. 时间会证明一切。

tell: 知道，判断

It’s hard to tell whether he is right.

tell A from B: 区分，分别

Can you tell Tom from his twin brother?

Step3 Exercises

1.This bill adds up to 25 cents, ___B___

A. postage including

B. postage included

C. to include postage

D. and including postage

2. Mr.Huang will __A__ in the movement.

A.play a leading part

B. take parts

C. play leading part

D. take a part

3.__B__number of students taking part

in the training is 450.

A. A

B. The

C. A lot

D. Lots

4. Sometimes _____ English is quite different from ____ English in many ways. (A)

A. speaking, writing

B. speaking, written

C spoken, written D. spoken, writing

5. Using body language____ a proper way will help communicate

___others___ better. (A)

A. in, with, even

B. in, with, more

C. with, with, still

D. with, in, most

Period 3 Grammar

（1）.He said:“ I’ve left my pen in my room.”→

（2）.She said: “He will be busy.”→

She said that he would be busy.

She asked Tom if/whether he could help her.

Revise the rules.

1.陈述句的间接引语—连接词用that，在口语中可省略。引述动词用said, told,等。

例如：He said: “I’ve left my book in my room.”→

He told me that he had left his book in his room.

2.疑问句的间接引语。一般疑问句后连接词用if或whether，而引述选择疑问句

时只能用whether，引述动词用asked，没有间接引语的可以加一个间接宾语me, him等.

例如：She said to Tom, “Can you help me?”→ She asked Tom if /whether he could help her.

3.特殊疑问句用原句中的疑问词作连接词，改为陈述语序。例如： The teacher asked, “how did you repair it?” →

The teacher asked me how I had repaired it.

4.如何变时态：

直接引语在改为间接引语时、时态需要做相应的调整。现在时它需改为过去时态；过去时态改为完成时；过去完成时则保留原来的时态。如：

She said. "I have lost a pen.“→She said she had lost a pen

但要注意在以下几种情况下。在直接引

语变为间接引语时，时态一般不变化。

1)直接引语是客观真理。

"The earth moves around the sun and the moon moves around the earth”, the teacher told me.

→ The teacher told me the earth moves around the sun and the moon moves around the earth。

2)直接引语中有具体的过去某年、某月、某日作状语，变为间接引语时，时态不变。如：

Xiao Wang said. "I was born on April 2l, 1980。"

→Xiao Wang said he was born on April 20, 1980。

5.如何变状语：

直接引语变间接引语，状语变化有其内在规律，时间状语由“现在”改为“原来”例：now变为then, yesterday变为 the day before, today变为that day。地点状语，尤其表示方向性的，或用指示代词修饰的状语，由“此”改为“彼”

例：this 改为that,如：

He said, "These books are mine."

→He said those books were his.

要素三：祈使句的间接引语——采用“动词+宾语+不定式”结构。

told/asked/ordered sb.(not) to do sth.

例如:

1.The teacher said to the students, “Don’t waste your time.”

直接引语如果是以“Let‘s”开头的祈使句，变为间接引语时，通常用“suggest +动句词（或从句）

Do exercises

1.“Please close the window,” he said to me.(C)

→He ______ me _____ t he window.

A. said to; to close

B. told to; closing

C. asked ; to close

D. said to; please close

2.He said, “Don’t do that again.” (D)

He _____ me _______ that again.

A. said to me; not to do

B. said to me; don’t do

C. told me; don’t do

D. told me; not to do

3.“Don’t put it on my hat.” his wife said to him.

His wife told him ___put it on ___hat.

A. don’t, his

B. don’t, her

C. not to, his

D. not to, her

Homework

1.Finish Page50 in Workbook.

2.Make up a dialogue with your partner One use direct speech, the other use indirect speech. And act it out next class.

Period 4 Listening and speaking I. Teaching aims

(1) Get more information on English dialect.

II. Teaching important point

Understand the listening material.

III. How to improve listening skill.

(1)Listen and find out how many people are speaking and who they are.

(2) What does Buford think of Texas? How do you know?

(3). How large was the catfish?

(4). Why did Lester get out of the water very quickly?

(5)Why did Buford and Big Bob laugh?

(6)Who is the second speaker and where is she from?

Listening P48

Listening P51

(2)The name of each student’s country.

Homework

Look up the words left in the vocabulary in the dictionary.

Period 5 Using language

Step 1 pre-reading

1.China is a very big country where different dialects are spoken.

Can you list some of them?

2.Is there anybody who can speak a dialect from other place?

Step 2. Reading

(1) Words

(2) Reading

1.Why are there so many dialects in the US?

2.What’s the standard English?

3.Can you tell an interesting or funny story that shows great

difference between

dialects in Chinese/English?

Language points

1.What’s standard English?什么是标准英语?

standard (n)标准,规格 (adj)标准的

meet standard 符合标准

standard of living 生活水平

on a standard 根据某一标准

2. Believe it or not ,there’s no such a thing as standard English. 信不信由你,世界上没有所谓的标准英语.

believe it or not 信不信由你

3.However,even on TV and radio you will hear differences in the way people speak. 然而,甚至在电视上或收音机里都会听到人们在说话时的差异.

the way后面接定语从句时,关系代词用 that/in which或不用关系代词

4.America has many dialects, especially the midwestern, southern, African American and Spanish dialects.

美国有很多方言,尤其是在中西部,南部, 北美洲和西班牙等地的方言. especially 尤其

specially 专门(指专为某一目的)

5.Geography also plays a part in making dialects.

地理位置对方言的产生也有影响.

6.Although many America move a lot, they still recognize each other’s dialects.虽然许多美国人经常搬家,但他们

仍然能够辨认彼此的方言.

recognize 辨认,认出(pick out)

Drugs were not recognized as a problem then.

Homework

Step4.Reading in Page 51

1.Review the words and language points we have learnt in this unit.

2.Translation

(1)他们已经请求国际援助.

(2)带着有礼貌的微笑,她走了出去.

(3)他出去工作了半年,因为有病没能结束工作就回来了.

(4)他喜欢发号施令,但没有人愿意听他的.

Period 6 & 7 Writing and summary

Teaching aims

I (1) Train writing skills.

(2) Show brainstorming and write a passage.

(3) Review the whole unit.

I. Teaching important and difficult point

How to improve students’ writing skill.

II. Teaching procedures

Step1.Greeting

Step2.Writing

(1) Brainstorm

? share ideas with others;

? decide which are the best ideas;

? make a list of those ideas;

? put those ideas into a map so that you can easily see them;

Write a composition after class using the way brainstorming

.Topic: My experience of learning English

Step3.Summary

(1) The difference between American English and British English.

(2) Do some exercises about words, phrases and grammar.

Step4. Homework

1.Finish the composition.

2.Review this unit.

Unit 3 Travel journal

Teaching aims and demands

1. Topic: traveling; describing a journey

2. Vocabulary and useful expressions:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

3. Function:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!