高二英语教案：《Unit 5 Charlie Chaplin》优秀教学设计（二）。

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高二英语教案：《Unit 5 Charlie Chaplin》优秀教学设计（二）

Teaching Aims:

1.Revise main idea of lesson 19 and useful expressions in Unit 5

2.Revise the Non-restrictive Attributive Clause

3.Listening comprehension

4.Writing

Teaching Procedures

Step I: Revision

1.Check the homework exercise

2.Revise the main idea of L.19

Questions:

In which part of the U.S.A was the film set?

Why had people gone there?

What was the weather like?

What did they eat?

3.Revise useful expressions

Step II Practice

Deal with Practice (SB Page 30) orally. The T make sure that the Ss know the instructions. Get the Ss to work in pairs, and then ask five pairs to read their answers.

Step III Correction

Deal with Correction (SB Page 30).

1. The T explain to the Ss that some of the sentences re correct and that others contain mistakes.

2.Let some students do it on the blackboard and others on their exercise-book.. Then check the answer together.

Step IV Test

A test on Non-restrictive Attributive Clause.

Complete these sentences, using the correct word who/which/whose/when/where/whom

1.”Modern Times”, in ___ Chaplin plays the part of a factory worker, is my favourite film.

2. Chapin lived the rest of his life in Switzerland, ___ he died.

3. Chapin, ___ parents were dancers, started acting at an early age.

4.I like “The Gold Rush”, in ___ Chapin goes to the west to look for gold.

5.In 1977,___ Chapin died, I was living in the UAS.

6.Chapin, from ___ other film directors learnt a lot, made some great comedies

7.Chapin’s brother, ___ was also an actor, was never famous.

8.Chapin grew up in London, from ___ he sailed to New York.

9.I have never seen “A King in New York”, ___ was not popular.

10.Chapin,___ daughter also acted in films, married several times.

Step V Listening

1.Read the instructions and make sure the Ss understand what to do. Play the tape twice and finish Ex1—3.

2.Discuss the answers with Ss Play the tape again.

3.Check the answers to Ex1—3 and finish Ex 4

Step VI Writing

Read the instructions at first. The T makes notes on the blackboard and Let the Ss work in groups, discussing the famous person. At last The T hold a class discussion to choose the person to write out. The T can ask a few students to read what they write.

Step VII Homework

Finish off the Workbook exercises.

精选阅读

高二英语教案：《Unit 5 Charlie Chaplin》教学设计（二）

高二英语教案：《Unit 5 Charlie Chaplin》教学设计（二）

Teaching Objects

1.Learn about Charlie Chaplin life and his films.

2.Talk about Charlie Chaplin in your own words.

3.Study the language points.

Teaching Procedures

Step 1 Revision

1. Check the homework exercises.

2. Revise the dialogue in Lesson 17. Ask the students to recite and act out the dialogue.

Step 2 Presentation

Ask the students if they have heard of Charlie Chaplain and if they have seen any of his film.

1.Do you know any information about Charlie Chaplin?

2.Do you know the figure?

Step 3 Listening

Get the Ss to listen to the tape of passage and then answer the following questions.

1.What kind of film s did Charlie Chaplin act in ?

2. Which were more popular, his early films or his later films?

Step 4 Reading

Get the Ss to read the passage carefully. Ask them to find more information about Charlie Chaplin.

1.How many films did he act in ? How many films did he write, direct and act in ?

2. What did he do when was five years old ?

3. How about at the age of eight?

4. What happened in 1912?

5. What’s his own manner of acting?

Step 5 Language Points

1.Consider = regard 认为，以为。

Consider sb. /sth. ( to be )　把．．．．．．认为是，当作是．

2. Act VI.　表演

3.Set off------ begin a journey　动身，出发．

Set out 1, set off　动身，出发　2, set about, begin to do sth.　着手做某事，开始做某事

set up 1,found　成立，建立　2,put up　搭起，树起，举起　3, build　建造

3.as ….as

I hated him as much as you do.

I saw him as early as ten years ago.

She played the part as early as 1965.

4.be well received

5.contribution

6.certain / sure

be sure/certain about/of

Be sure/certain to

Step 6 Note making and Practice

1.Let the Ss do the note making note individually. Check the answers.

2.Get some students to tell the story about Charlie Chaplin .

Step 7 Speaking and Talking

T shows some pictures about Chaplin. Let the Ss talk freely in pairs.

教案点评：

本课教学突出以阅读，图片，口语讨论及视频播放等，了解卓别林一生的概况，以达到教师与学生互动形式。通过反复阅读形式的手段，增加学生的阅读能力。

高二英语教案：《Unit 5 Charlie Chaplin》教学设计（一）

高二英语教案：《Unit 5 Charlie Chaplin》教学设计（一）

Teaching Aims

1. Learn these expressions how to plan.

2. Study the words: director, comedy, line, intend so on.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard

Teaching Procedures

Step I Lead-in

1.The T and the Ss make up a dialogue

T: What do you do in your spare time everyday?

S1…… S2…… S3……

T: What do you plan to do this weekend?

S1: I plan to….

S2: I want to ……

S3: I’d like to ……

Step II Listening

Get the Ss to listen to the dialogue and then answer the question:

What does this director plan to do next? ( He is going to direct a comedy. )

Step III Reading

Get the Ss to read the dialogue and find the answers to these questions. The T shows the following questions on the screen.

1. What does a director do at the very beginning?

2. How long do they usually spend pracitising the play?

3. What kind of plays does the director love very much?

4. What is very important for the director?

Key:

1. The director chooses a play and actors.

2. for several weeks doing their practice.

3. The director loves comedies very much.

4. The timing is very important.

Step IⅤ Language points

Get the Ss to underlined these useful expressions. Give them some explanations if necessary.

1. at the very beginning 2. at the end of 3. practise doing sth. 4. put on a play/performances 5. intend to do 6 not only… but also…

Step V Oral practice

1. Get the Ss to read the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

2 SB Part 2. P. 25. Get the Ss to work in pairs. One is a journalist, the other is a director, using the questions on the left. Demonstrate the question and answer practice with a good student.

J: What do you do in the theatre?

D: I’m an director. I direct a play.

J: What are you doing at present?

D: We are practising doing a play.

J: What do you enjoy doing most of all?

D: I enjoy directing dancing.

J: What are your plans for the future?

D: I intend to direct another comedy. I hope to put on the play next year.

Step Ⅵ Exercise

Do WB Ex 2 P. 93 Complete the dialogue in pairs. Then check the answers with the whole class and ask the Ss to read aloud.

Step Ⅶ Homework

1. Finish off the Workbook exercises.

2.Preparation Lesson 18.

高二英语教案：《Unit 12 Mainly revision》优秀教学设计（二）

高二英语教案：《Unit 12 Mainly revision》优秀教学设计（二）

教学目标

teaching aims and demands:

本单元是复习课，复习的要点为第7至11单元中出现的语法现象和日常交际用语，学生在理解课文的基础上，能用自己组织的语言复述课文。

teaching important and difficult points.

1．单词

tank, breath, exercise, fire, plastic, flow, attack, frighten, bend

2．词组

at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still

3．交际用语与句型

1）交际用语

a．表示建议的交际用语：

i suggest (that) you do sth.

you should do sth.

you ought to do sth.

you need to do sth.

b．复习经七至十一单元出现过的日常交际用语。

2）句型

we need to find one about 30 centimetres (cm) by 30 cm by 50 cm.

for one thing they keep the water clean.

thoughts rushed through her head.

4．语法

复习第七至十一单元出现过的重点语法项目。

教学建议

对话分析

本文对话通过表达建议及要求的问与应答，对话较容易理解，对话描述kate,li qun谈论如何养鱼的过程，教材中归纳出这些用语和表达法，如：i suggest (that) …. you should….. you ought to…..等，这些用语，在教材中的练习中给学生提供了练习与帮助。

课文建议

在lesson 46中，教师主要通过图片展示、问与答，讨论及多媒体的形式来完成此课的教学内容，如以下方法：

方法一、教师搜集本课相关的一些动物图片，作为导入课给学生展示。

方法二、教师播放本课的多媒体视频，让学生从听与视觉了解本课的内容。

方法三、教师给学生一段的时间精读和略读本课文，给出问题让学生来回答。

方法四、教师把学生分成小组进行讨论：动物园与动物。练习复述整个故事经过。

重点难点

1.frighten v.??

①使某人感到恐惧，使害怕?

sorry, i didn't mean to frighten you.?

loud traffic frightens horses.?

②惊吓某人，使某人恐怖或惊愕?

the children was frightened to death by the violent thunderstorm.?

you frightened me out of my life by knocking on the window like that.?

③吓得某人做某事 frighten sb. into doing?

news of the robberies frightened many people into fitting new locks to their doors.

④其形容词frightened意为恐惧的，害怕的;frightening，引起恐惧的，惊恐的

frightened children were calling for their mothers.?

he looked very frightened as he spoke.?

it is frightening even to think of the horrors of nuclear war.?

2.fire n.??

①火，不可数名词?

there is no smoke without fire.?

②火灾，火炉，火堆，可数名词?

a big fire broke out last night.?

they made a fire to keep the animals away.?

v.③射击，开火?

the officer ordered his men to fire.?

they fired at the running animals.?

④解雇，辞退?

the boy was fired after his second time to be late.?

3.enough?

①n.足够，充足，后常接for短语或动词不定式，还可接of短语，of后接名词或代词，接名词时，名词前必须有限定词。?

enough has been said on how to do it.?

he has had enough to eat.?

he was enough of a fool to do that.?

②adj.充足的，足够的，可修饰不可数名词或可数复数名词，可前置也可后置。

we have enough time to finish the work.?

there are seats enough for the people coming to the meeting.?

③adv.充足地，足够地，十分；修饰形容词、副词、动词，必须后置?

the book is easy for me to read.?

he knows well enough what i mean.?

4.agree 同意，赞同，后可接with, to, on?

agree with与某人意见一致，多接人或指气候、食物适合某人或指一物与另一物相符。

the professor agrees with what his students have said.?

the climate here doesn't agree with xiao wang.?

his stories agree with hers in everything.?

agree to后接具体表建议、计划、安排办法意见之类的名词。?

the patient doesn't agree to the doctor's plan.?

all the pupils agree to our teacher's proposal.?

agree on 就……取得一致意见?

all the members agreed on the date of the next meeting.?

most of the workers agree on the plan of work.?

5.very adv.很，非常，修饰形容词、副词，也可作形容词，常与the, this, that ,my等连用，以加强语气，意为”正是这个，正是所要的，恰好，极其”，相当于just,但just是副词，若与名词连用，必须放在冠词之前。?

［辨析］?

［误］this is the just book i want.?

［误］this is very the book i want.?

［正］this is just the book i want.?

［正］this is the very book i want.?

6.be about to 正准备做某事，即将做某事，通常与when连用，表示就要……突然……

i was about to leave when the telephone rang.?

he was about to tell me the secret when she came back.?

而句型be doing…when表示正在……突然……?

i was going on my way home when i heard a call from behind.?

the teacher was just beginning the lesson when the door opened.

高二英语教案：《Unit 6 Mainly revision》优秀教学设计（二）

高二英语教案：《Unit 6 Mainly revision》优秀教学设计（二）

教学目标

一、teaching aims

本单元为复习课，重点复习1至5单元出现的语法现象和日常交际用语。同时通过对话课的学习与操练，进一步熟悉有关打电话的用语，通过对两篇文章的学习，了解一些有关集邮，集硬币方面的知识，学生能够对硬币的历史，发展和收藏进行介绍。

二、teaching important and difficult points

1.words and phrases

shape, ring, collection, bank, material, hide, (hid, hidden), envelope, cheaply, cock, shame coin, silver, penny, (pi. pence) , mine, possibly, whenever, whatever, afford, hand out, here and there, look round, sooner or later, pick up, packs of, kind of…, at the beginning, be mixed with

2.daily expressions

hello. can i speak to zhou lan, please?

this is zhou lan speaking.

but i’ve only just got home.

i would like to ask you about some stamps.

what a pity! what a shame!

i’ll ring you if i have any news.

it’s a pity i didn’t think of it earlier.

3.grammar

revise grammar from unit one to unit five.

教学建议

对话课建议：

在lesson 21 有关打电话的对话练习，教师引导学生以口头练习为主，让学生在对话交际功能学会打电话的用语。教师可设置情景对话让学生们进行操练，比如说：教师让两个学生们到前表演，话题为谈论借英语学习杂志或其它使用学生们感兴的题目，教师给学生在黑板上写一些电话用语的日常用语如：can/may i speak …..? this is ….speaking? is that..? so on教师在这里只充当配角。

课文建议

教师在lesson22中，让学生分小组学习本文章，复述课文,分小组讨论集邮的好处。教师与学生们共同参与完成本课的学习内容。教师尽力给学生们多提供有关本课内容的信息和图片。

听力建议

1．首先，教师对学生讲今天要学习的是收集硬币的知识，教师介绍在这段对话中共有五个人，他们都有不寻常的硬币。

2．教师让学生们阅读每一个练习的问题，弄清楚学生们在听的过程中应抓住哪些重点，然后教师在播放磁带，以泛听和精听为过程，最后教师检查学生做练习的情况。

教材分析

本单元是一个复习课，本文的对话是以打电话为主，练习打电话用语，语句比较简单，两篇阅读课是有关于收集硬币集邮的介绍，文中用一些数字表明硬币的发展过程，同时也学习提供一些集邮的建议，在23课中语法主要是复习1至5单元所学的知识点及词性的转换。

重点难点

辨析：pack与parcel，packet

这三个词都指包。

pack多指较小的包，与package可以互换；学生用的背包可用pack，如：

the soldier carried a pack on his back. 这个军人背上背着一个小包。

packet也指较小的包，多指同类东西的“一束”，“一盒”等，如：

a packet of letters（一捆信），packet（pack）of cigarettes（一包香烟）

parcel多指“邮包”。

shape，form，figure的区别

shape着重指人或物的比较具体的整个外形，不太正式。

we saw a shape through the mist but we couldn’t see who it was.我们从雾中看见一个人影，但我们看不清那是谁。

form指有具体结构和看得见的某种特殊形状或是抽象的形式

in the early morning light we could just see the forms of the mountains.在晨曦中，我们仅能看到群山的轮廓。

figure指物时，侧重指轮廓；指人时，着重指姿态。

i could see a tall figure near the door. 我可以看见门附近有一个高大的身影。

possible, probable的区别

这两个词的反义词是impossible, improbable

1）possible作“或许”解，有“也许如此，也许不如此”之意。强调客观上有可能性，但常常带有“实际可能性很小”的暗示。

2）probable用来指有根据，合情理，值得相信的事物，带有“大概，很可能”的意味。语气比possible要重，是most likely之意。

it’s possible, though not probable. that he will accept the terms.他也可能接受这些条件，但希望不大。

(2) be possible, be probable常用形式主语it，构成句型为：

it is possible/probable that …（从句）

it is possible /probable for sb. to do sth. 例如：

他有可能做这件事。

[√] it is possible for him to do this.

[√] it is possible that he will do this.

[×] he is possible to do this.

particular, especial或special区别

三者均有“特别的”之意，

但particular指同类事物中具有独特性质的一个

especial和special相同，强调某种特殊的目的或用途，但especial为书面语，口语中多用special。

there was a particular expression in his eyes. 他眼睛中有一种特别的神情。

the patient needs special/ especial care. 病人需要特殊的照料。

coins can be made of many different kinds of metal mixed together.

mixed together(=…which are mixed together)过去分词短语作后置定语，相当于一个省略的定语从句。

he is reading the short stories written by lu xun. ( = he is reading the shorts stories which were written by lu xun. )

please give me letters received yesterday. (=…the letters which were received yesterday. )

如果这个分词是一个单词，就位于修饰的名词之前，作定语。

she is our respected teacher.

the lost key has been found.

a year passed when it was realized that the parcel had been sent to the wrong destination.一年以后才发现包裹送错了地方。

it’s possible that one of them kept a bank where the workers could keep their money safe.有可能他们中的某个人办了一家银行，工人们可以放心地把钱存在那儿。

这是一个由形式主语it引导的复合句，真实主语是后面的that从句。其句型结构为：it is 形容词 that从句，常用于这个句型的形容词有：possible，necessary, important, clear, certain, strange等。

it is necessary that we master one or two foreign languages.我们精通一至二门外国语是很必要的。

keep a bank意为“开办银行”。此处keep为及物动词，意为“经营”、“管理”、“养活”。

keep a shop意为“开办商店” keep the farm意为“经营农场”

keep the house意为“管理家务”keep the family意为“养家糊口”

it contained 54,951 coins dating from the year 260－275 ad.那一次挖掘的硬币共有54951枚，都是公元260－275年间的硬币。

dating from在句中作定语，相当于定语从句…which dated from the year…修饰先行词coins, date用作vi., 意思是“起始”、“兴趣于”。date from 表示“始于……时期”。

过去分词短语和现在分词短语用作定语时相当于一个定语从句。如：

tell the children playing (== who are playing) there not to make so much noise.让那些在那儿玩的小孩别这么吵。

they’re problems left (= which have been left) over by history.这些是历史遗留下来的问题。

这座古庙的历史可以追溯到两千年前。

[×] the old temple is dated from 2,000 years ago.

[√]the old temple dates back 2,000 years ago.

[√]the old temple dates back to 2,000 years ago.

[√]the old temple dates back 2,000 years.

it does not matter if /whether they are old. 邮票）新旧没关系。

1) it does not matter if/whether…是一个很有用的句型。

it doesn’t matter ( to me ) if i miss my train, because there's another one later.对我来说错过一趟火车没关系，因为后面还有。

2) it doesn’t matter 后还能跟其他从句

if she does her best, it doesn’t matter what people think of her.只要她尽了力，别人怎么看她无关紧要。

if you are just starting to collect stamps, here is some advice for you to follow.

1) start 和begin, continue有一点是相同的，即它们可以用动词不定式或动名词作宾语。

he started learning / to learn english when he was ten.

they began building / to build the dam in 1994.

how can you continue working / to work with all that noise going on?

2) 但是当这些动词本身是进行时态时，一般后面跟动词不定式。

starting to collect 一般不能换成starting collecting。

it’s starting / beginning to rain.开始下雨了。

3)start或begin后跟的动词是表达有关感情和思想的动词时，一般也不用动名词，而用动词不定式。

she started / began to understand. 她开始理解了。

打电话的说法：

l）电话铃响时，当你拿起话筒，通常首先自报姓名和自己的电话号码。如：

hello, bob dorson.

hello, 742511.

this is bob dorson speaking. who is that speaking?

yes?

2) 若对方要找的不是bob而是chris，对方可能询问：

is chris in/at home / there ?

may /can /could i speak to chris?

i’d like to speak to chris , please.

若chris在家，bob去叫chris，则对方稍等一会：

a moment, please.

hold on, please.

hold the line, please.

don’t hang up, please.

3) bob通知chris 听电话：

telephone for you.

you are wanted on the phone, chris.

4) 在互报完姓名后，就可以开始谈话了。

若chris不在家，你可告诉对方，并请他留下口信。

chris isn’t in /here right now. can / could i take a message for you?

would you like to leave a message?

can you call later? he will be back at about 2:30.