高中優(yōu)秀英語教案

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.

擴展閱讀

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》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.

高二英語教案：《Unit 12 Mainly revision》優(yōu)秀教學(xué)設(shè)計（二）

高二英語教案：《Unit 12 Mainly revision》優(yōu)秀教學(xué)設(shè)計（二）

教學(xué)目標(biāo)

teaching aims and demands:

本單元是復(fù)習(xí)課，復(fù)習(xí)的要點為第7至11單元中出現(xiàn)的語法現(xiàn)象和日常交際用語，學(xué)生在理解課文的基礎(chǔ)上，能用自己組織的語言復(fù)述課文。

teaching important and difficult points.

1．單詞

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

2．詞組

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．交際用語與句型

1）交際用語

a．表示建議的交際用語：

i suggest (that) you do sth.

you should do sth.

you ought to do sth.

you need to do sth.

b．復(fù)習(xí)經(jīng)七至十一單元出現(xiàn)過的日常交際用語。

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．語法

復(fù)習(xí)第七至十一單元出現(xiàn)過的重點語法項目。

教學(xué)建議

對話分析

本文對話通過表達建議及要求的問與應(yīng)答，對話較容易理解，對話描述kate,li qun談?wù)撊绾勿B(yǎng)魚的過程，教材中歸納出這些用語和表達法，如：i suggest (that) …. you should….. you ought to…..等，這些用語，在教材中的練習(xí)中給學(xué)生提供了練習(xí)與幫助。

課文建議

在lesson 46中，教師主要通過圖片展示、問與答，討論及多媒體的形式來完成此課的教學(xué)內(nèi)容，如以下方法：

方法一、教師搜集本課相關(guān)的一些動物圖片，作為導(dǎo)入課給學(xué)生展示。

方法二、教師播放本課的多媒體視頻，讓學(xué)生從聽與視覺了解本課的內(nèi)容。

方法三、教師給學(xué)生一段的時間精讀和略讀本課文，給出問題讓學(xué)生來回答。

方法四、教師把學(xué)生分成小組進行討論：動物園與動物。練習(xí)復(fù)述整個故事經(jīng)過。

重點難點

1.frighten v.??

①使某人感到恐懼，使害怕?

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

loud traffic frightens horses.?

②驚嚇某人，使某人恐怖或驚愕?

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嚇得某人做某事 frighten sb. into doing?

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

④其形容詞frightened意為恐懼的，害怕的;frightening，引起恐懼的，驚恐的

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，不可數(shù)名詞?

there is no smoke without fire.?

②火災(zāi)，火爐，火堆，可數(shù)名詞?

a big fire broke out last night.?

they made a fire to keep the animals away.?

v.③射擊，開火?

the officer ordered his men to fire.?

they fired at the running animals.?

④解雇，辭退?

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

3.enough?

①n.足夠，充足，后常接for短語或動詞不定式，還可接of短語，of后接名詞或代詞，接名詞時，名詞前必須有限定詞。?

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，足夠的，可修飾不可數(shù)名詞或可數(shù)復(fù)數(shù)名詞，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，足夠地，十分；修飾形容詞、副詞、動詞，必須后置?

the book is easy for me to read.?

he knows well enough what i mean.?

4.agree 同意，贊同，后可接with, to, on?

agree with與某人意見一致，多接人或指氣候、食物適合某人或指一物與另一物相符。

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后接具體表建議、計劃、安排辦法意見之類的名詞。?

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

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

agree on 就……取得一致意見?

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，修飾形容詞、副詞，也可作形容詞，常與the, this, that ,my等連用，以加強語氣，意為”正是這個，正是所要的，恰好，極其”，相當(dāng)于just,但just是副詞，若與名詞連用，必須放在冠詞之前。?

［辨析］?

［誤］this is the just book i want.?

［誤］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 正準(zhǔn)備做某事，即將做某事，通常與when連用，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.

高二英語教案：《Unit 6 Mainly revision》優(yōu)秀教學(xué)設(shè)計（二）

高二英語教案：《Unit 6 Mainly revision》優(yōu)秀教學(xué)設(shè)計（二）

教學(xué)目標(biāo)

一、teaching aims

本單元為復(fù)習(xí)課，重點復(fù)習(xí)1至5單元出現(xiàn)的語法現(xiàn)象和日常交際用語。同時通過對話課的學(xué)習(xí)與操練，進一步熟悉有關(guān)打電話的用語，通過對兩篇文章的學(xué)習(xí)，了解一些有關(guān)集郵，集硬幣方面的知識，學(xué)生能夠?qū)τ矌诺臍v史，發(fā)展和收藏進行介紹。

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.

教學(xué)建議

對話課建議：

在lesson 21 有關(guān)打電話的對話練習(xí)，教師引導(dǎo)學(xué)生以口頭練習(xí)為主，讓學(xué)生在對話交際功能學(xué)會打電話的用語。教師可設(shè)置情景對話讓學(xué)生們進行操練，比如說：教師讓兩個學(xué)生們到前表演，話題為談?wù)摻栌⒄Z學(xué)習(xí)雜志或其它使用學(xué)生們感興的題目，教師給學(xué)生在黑板上寫一些電話用語的日常用語如：can/may i speak …..? this is ….speaking? is that..? so on教師在這里只充當(dāng)配角。

課文建議

教師在lesson22中，讓學(xué)生分小組學(xué)習(xí)本文章，復(fù)述課文,分小組討論集郵的好處。教師與學(xué)生們共同參與完成本課的學(xué)習(xí)內(nèi)容。教師盡力給學(xué)生們多提供有關(guān)本課內(nèi)容的信息和圖片。

聽力建議

1．首先，教師對學(xué)生講今天要學(xué)習(xí)的是收集硬幣的知識，教師介紹在這段對話中共有五個人，他們都有不尋常的硬幣。

2．教師讓學(xué)生們閱讀每一個練習(xí)的問題，弄清楚學(xué)生們在聽的過程中應(yīng)抓住哪些重點，然后教師在播放磁帶，以泛聽和精聽為過程，最后教師檢查學(xué)生做練習(xí)的情況。

教材分析

本單元是一個復(fù)習(xí)課，本文的對話是以打電話為主，練習(xí)打電話用語，語句比較簡單，兩篇閱讀課是有關(guān)于收集硬幣集郵的介紹，文中用一些數(shù)字表明硬幣的發(fā)展過程，同時也學(xué)習(xí)提供一些集郵的建議，在23課中語法主要是復(fù)習(xí)1至5單元所學(xué)的知識點及詞性的轉(zhuǎn)換。

重點難點

辨析：pack與parcel，packet

這三個詞都指包。

pack多指較小的包，與package可以互換；學(xué)生用的背包可用pack，如：

the soldier carried a pack on his back. 這個軍人背上背著一個小包。

packet也指較小的包，多指同類東西的“一束”，“一盒”等，如：

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

parcel多指“郵包”。

shape，form，figure的區(qū)別

shape著重指人或物的比較具體的整個外形，不太正式。

we saw a shape through the mist but we couldn’t see who it was.我們從霧中看見一個人影，但我們看不清那是誰。

form指有具體結(jié)構(gòu)和看得見的某種特殊形狀或是抽象的形式

in the early morning light we could just see the forms of the mountains.在晨曦中，我們僅能看到群山的輪廓。

figure指物時，側(cè)重指輪廓；指人時，著重指姿態(tài)。

i could see a tall figure near the door. 我可以看見門附近有一個高大的身影。

possible, probable的區(qū)別

這兩個詞的反義詞是impossible, improbable

1）possible作“或許”解，有“也許如此，也許不如此”之意。強調(diào)客觀上有可能性，但常常帶有“實際可能性很小”的暗示。

2）probable用來指有根據(jù)，合情理，值得相信的事物，帶有“大概，很可能”的意味。語氣比possible要重，是most likely之意。

it’s possible, though not probable. that he will accept the terms.他也可能接受這些條件，但希望不大。

(2) be possible, be probable常用形式主語it，構(gòu)成句型為：

it is possible/probable that …（從句）

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

他有可能做這件事。

[√] 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區(qū)別

三者均有“特別的”之意，

但particular指同類事物中具有獨特性質(zhì)的一個

especial和special相同，強調(diào)某種特殊的目的或用途，但especial為書面語，口語中多用special。

there was a particular expression in his eyes. 他眼睛中有一種特別的神情。

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)過去分詞短語作后置定語，相當(dāng)于一個省略的定語從句。

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. )

如果這個分詞是一個單詞，就位于修飾的名詞之前，作定語。

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.一年以后才發(fā)現(xiàn)包裹送錯了地方。

it’s possible that one of them kept a bank where the workers could keep their money safe.有可能他們中的某個人辦了一家銀行，工人們可以放心地把錢存在那兒。

這是一個由形式主語it引導(dǎo)的復(fù)合句，真實主語是后面的that從句。其句型結(jié)構(gòu)為：it is 形容詞 that從句，常用于這個句型的形容詞有：possible，necessary, important, clear, certain, strange等。

it is necessary that we master one or two foreign languages.我們精通一至二門外國語是很必要的。

keep a bank意為“開辦銀行”。此處keep為及物動詞，意為“經(jīng)營”、“管理”、“養(yǎng)活”。

keep a shop意為“開辦商店” keep the farm意為“經(jīng)營農(nóng)場”

keep the house意為“管理家務(wù)”keep the family意為“養(yǎng)家糊口”

it contained 54,951 coins dating from the year 260－275 ad.那一次挖掘的硬幣共有54951枚，都是公元260－275年間的硬幣。

dating from在句中作定語，相當(dāng)于定語從句…which dated from the year…修飾先行詞coins, date用作vi., 意思是“起始”、“興趣于”。date from 表示“始于……時期”。

過去分詞短語和現(xiàn)在分詞短語用作定語時相當(dāng)于一個定語從句。如：

tell the children playing (== who are playing) there not to make so much noise.讓那些在那兒玩的小孩別這么吵。

they’re problems left (= which have been left) over by history.這些是歷史遺留下來的問題。

這座古廟的歷史可以追溯到兩千年前。

[×] 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. 郵票）新舊沒關(guān)系。

1) it does not matter if/whether…是一個很有用的句型。

it doesn’t matter ( to me ) if i miss my train, because there's another one later.對我來說錯過一趟火車沒關(guān)系，因為后面還有。

2) it doesn’t matter 后還能跟其他從句

if she does her best, it doesn’t matter what people think of her.只要她盡了力，別人怎么看她無關(guān)緊要。

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

1) start 和begin, continue有一點是相同的，即它們可以用動詞不定式或動名詞作賓語。

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) 但是當(dāng)這些動詞本身是進行時態(tài)時，一般后面跟動詞不定式。

starting to collect 一般不能換成starting collecting。

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

3)start或begin后跟的動詞是表達有關(guān)感情和思想的動詞時，一般也不用動名詞，而用動詞不定式。

she started / began to understand. 她開始理解了。

打電話的說法：

l）電話鈴響時，當(dāng)你拿起話筒，通常首先自報姓名和自己的電話號碼。如：

hello, bob dorson.

hello, 742511.

this is bob dorson speaking. who is that speaking?

yes?

2) 若對方要找的不是bob而是chris，對方可能詢問：

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，則對方稍等一會：

a moment, please.

hold on, please.

hold the line, please.

don’t hang up, please.

3) bob通知chris 聽電話：

telephone for you.

you are wanted on the phone, chris.

4) 在互報完姓名后，就可以開始談話了。

若chris不在家，你可告訴對方，并請他留下口信。

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.