高中試講英語教案

高二英語教案：《UNIT 5 THE BRITISH ISLES》教學(xué)設(shè)計。

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高二英語教案：《UNIT 5 THE BRITISH ISLES》教學(xué)設(shè)計

Reading The British Isles

Teaching aims

Knowledge and skills:

1. Learn and master the following words and expressions:

Words: form, influence, mountainous, narrow, union, republic, diversity, strength, mild, Wales, welsh, scoltish.

Phrases: stand for, lie off, be made up of, consist of, make the most of, be unknown to, hold together, at one point. In general, as much as, end up with, of great value

Methods and procedures:

1. Fast reading 2. careful reading 3. asking and answering 4. pair work and group work

Emotion, attitude and view of value:

By reading this passage, let the students know more knowledge about the British Isles and widen the students' culture views.let the students feel difference between the eastern and the western countries and have a better understanding of the world.

Teaching important points:

1. Train the students' reading abilities and reading skills and stimulate the students' activity of studying.

2. Enable the students to understand the text better.

3. Master the following phrases:

stand for, be made up of, consist of, be unknown to, make the most of, hold together, at one point. In general, as much as, end up with, of great value.

Teaching difficult points:

Describe the location of the British Isles in English.

Teaching procedures:

Step one: Leading-in

Show a picture of the British Isles. Let the student know its location.

Step two: Fast reading

Let the students read the text fast to find the main idea of each paragraph and match them on the screen.

Para 1 introduction

Para 2 location

Para 3 climate

Para 4/5 culture

Para 6 history

Para 7 language

Step three: Careful reading

Carefully read this text paragraph by paragraph, you can discuss with your partner

and answer the following questions on the screen.

1. What is the unknown fact ?

2. What is cultural diversity ?

3. Who can tell me the location and position of the British Isles ?

4. What about the climate ? Scotland ? England and Wales ?

5. What culture influenced the culture of the people of the British Isles ?

6. What is the result of this French influence ?

7. Talk about the history of the United Kingdom.

8. What languages do people speak throughout the British Isles ?

Step four: Language points

There are some important phrases and sentences we should master, now read

the passage again to find them out and understand them.

1. stand for 2. be made up of 3. make the most /best of 4. be unknown to

5. hold together 6. lie off 7. In general 8. as much as 9. end up with

10. of great value = valuable

Step five: Practice

Judge true or false and finish the exercise 1 in the workbook. Check if the students can understand the text.

Step seven: Summary and homework

Today we've read a passage and learnt something about the United Kingdom and Ireland especially the the British Isles. After class please read this passage aloud and remember all these word phrases and impotant sentences.

Step eight: The design of the writing on the blackboard.

Unit 5 the British Isles

the British Isles Britain and ireland

the UK Scoltland, England, Walse and Northern Ireland

the Republic Ireland the Southern Irelnd

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高二英語教案：《the British Isles period》教學(xué)設(shè)計

高二英語教案：《the British Isles period》教學(xué)設(shè)計

Language points:

⒈ The idea that England stands for Fish&Chips, Speaker's corner, Big Ben and the Tower of London is past.

⑴that引導(dǎo)的是一個同位語從句，用于說明idea的內(nèi)容 。同位語從句常用于說明idea, news, hope, wish, belief, fact, suggestion等抽象名詞的具體內(nèi)容，用以說明或解釋前面的名詞。連詞that 沒有詞義，不充當(dāng)句子成份，但不可省略 。

E.g. The news that team has won the game is exciting.

引導(dǎo)同位語從句的詞除that外，還有連接副詞how, when，where等

e.g. I have no idea when jack will be back.

He can't answer the question how he got the money.

⑵ stand for a.代表，象征，意味著E.g. WTO stands for World Health Organization.

b.贊同，支持，主張 e.g. What principles do you stand for?

⒉ narrow 狹窄的，狹隘的，險勝的

A narrow river/steet a narrow idea about relics a narrow escape(九死一生)

⒊⑴ be made up of =consist of 由...組成

E.g. The group is made up of five members. = The group consists of five members.

⑵ be unknown to sb.不為人所知道E.g. The cause of the delay is still unknown to us.

⒋ ...there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.

⑴make the most of充分利用，也可以說make the best of

E.g. He wished to make the most of his chance.

⑵ diversity 多種多樣，多樣性

E.g. Mary has a great diversity of hobbies such as stamp collecting, travelling.

⑶as it is 以現(xiàn)在的樣子，根據(jù)下面的情況看

E.g. I'll send it to you as it is, (我就照現(xiàn)在的樣子賣給你) but don't complain, if it doesn't work.

⑷ hold together 使不分開或團(tuán)結(jié)一致

E.g. The needs of the children held their marriage together.

⒌⑴separate A from B 把A與B分隔開，指把混在一起的或連在一快的分開

E.g. She separated the good apples from the bad ones.

Divide ...into 指把整體分成部分E.g. A year is divided into twelve months.

⑵at one point在某一地點(diǎn)；一度E.g. A traffic accident happened at one point yesterday.

At one point, he was very weak.

⒍⑴ in general總的說來，大體上，通常

E.g. In general, people like her.

⑵ throughout the year 整年，一年到頭throughout 貫穿，介詞

E.g. He worked hard throughout the year to support his family.

⑶ receive 動詞，收到，接到

⒎英語中在表示數(shù)量的詞語前習(xí)慣上加as much as ,as many as等來加強(qiáng)語氣。as much as用與表示 "雨（水）量"，時間 ，金錢，重量，錢數(shù)，價格等方面。表示 "總量"和"單位量"的大小，as many as用于人或物的具體數(shù)量前，as much as從總的角度出發(fā)，側(cè)重于"總量"，as many as從個體出發(fā)，側(cè)重于具體數(shù)目。

E.g. The rain is plentiful, often as much as seventy inches every year.

At the job, she could earn as many as eighty dollars every week.

The civil war in that country lasted as much as eighty 16 years.

We must learn as many as 300 English words.

The kind of English built as many as 50 pyramids.

As far as 遠(yuǎn)到；盡...程度

E.g. They walked as far as the seaside.

Don't worry. I'll help you as far as I can.

As long as 長達(dá)；只要

She spends as long as three hours on English study every day.

⒏Influence 指不易察覺到的，潛移默化的影響

E.g. Probably we influenced each other.

Affect表示使"變化，對...產(chǎn)生不良影響"，著重"影響"動作。

Influence 影響力，支配力

E.g. Parents have a great influence on Children.

⒐ ......Their languages formed the basis for English.

⑴ Form the basis for 構(gòu)成/形成...的基礎(chǔ)

E.g. This idea formed the basis for Theory of Relativity.

⑵ 為...⑶打下基礎(chǔ)，lay foundations for

E.g. Four -year college life laid solid basis for his further improvement.

⑶provide a basis for 為...⑶提供依據(jù)

E.g. The result provided a sound basis for further research.

⒑ The result of this French influence was that the English language ended up with many French words such as table, animal and age.

End up with以...結(jié)束，通常是 最后接受某東西，其意思為receive sth.in the end

E.g. We ended the supper up with fruit and coffee.

⒒ ...but it was not only 250 years later that they formed a single state.

是一個強(qiáng)調(diào)句，有原句They didn't formed a single state until 250 years later變化而來，此類句子需強(qiáng)調(diào)狀語until時候，應(yīng)將否定句not... 與狀語until...一起作為強(qiáng)調(diào)部分，構(gòu)成it was not until... that ...的巨型

eg. It was not until 1969 that man set his first step on the moon.

原句：Man didn't set his first step on the moon until 1969.

⒓...While the southern part of England was only part of the UK for some time...

⒔ There are six spoken languages that're considered to be native to the British Isles as well as two local accents.

⑴ be considered to be 是（consider sth/sb.to be+形容詞或名詞）的被動式，

E.g. We considered this (to be) very important.

⑵ be native to本土的，本國的，土生的

E.g. Panda is native to China.

⒂ They realise that it is of great value to record and teach them to the younger generation.

Be of great value=be very valuable非常有價值的，可用于此巨型的詞有：use ,help,importance,help etc.

E.g. We consider their works of be of great value.

The invention is of great value. =The invention is very useful.

高二英語教案：《Unit 5 Charlie Chaplin》教學(xué)設(shè)計（二）

高二英語教案：《Unit 5 Charlie Chaplin》教學(xué)設(shè)計（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 認(rèn)為，以為。

Consider sb. /sth. ( to be )　把．．．．．．認(rèn)為是，當(dāng)作是．

2. Act VI.　表演

3.Set off------ begin a journey　動身，出發(fā)．

Set out 1, set off　動身，出發(fā)　2, set about, begin to do sth.　著手做某事，開始做某事

set up 1,found　成立，建立　2,put up　搭起，樹起，舉起　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.

教案點(diǎn)評：

本課教學(xué)突出以閱讀，圖片，口語討論及視頻播放等，了解卓別林一生的概況，以達(dá)到教師與學(xué)生互動形式。通過反復(fù)閱讀形式的手段，增加學(xué)生的閱讀能力。

高二英語教案：《Unit 5 Charlie Chaplin》優(yōu)秀教學(xué)設(shè)計（二）

高二英語教案：《Unit 5 Charlie Chaplin》優(yōu)秀教學(xué)設(shè)計（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.

高二英語教案：《Unit 5 Charlie Chaplin》教學(xué)設(shè)計（一）

高二英語教案：《Unit 5 Charlie Chaplin》教學(xué)設(shè)計（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.