作为杰出的教学工作者，能够保证教课的顺利开展，高中教师要准备好教案，这是教师工作中的一部分。教案可以让学生更好的消化课堂内容，让高中教师能够快速的解决各种教学问题。我们要如何写好一份值得称赞的高中教案呢？为此，小编从网络上为大家精心整理了《高二英语教案：《Unit 5 Charlie Chaplin》教学设计（一）》，仅供参考，希望能为您提供参考！

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.m.jaB88.coM

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.

延伸阅读

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

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

Teaching Aims:

1.Learn about Charlie Chaplin’s film.

2.Study language items in this lessons

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching Procedures

Step 1　Revision

Talk about Charlie Chaplin according to Ex 1 and Ex2 P． 94．

Step 2　Lead-in

Introduce them some Charlie Chaplin' films:“Gold Rush”“City Light”“Modern Times”“The Great Dictator”and so on．

Step 3 Watching the video

Get the Ss to read the text quickly．Then choose the right answers.

1 “The Gold Rush”, one of Chaplin's most famous films was made in ____.

A. Canada　B. Britain　C. America　D. Australia

2 The story of “The Gold Rush” happened ____.

A. in the 1750s 　B. in the 1950s

C. in the 1890s 　D. in the 1850s

3 In a film, Chaplin and his friend eat a pair of shoes, because ____.

A. they are interested in it B. the shoes are delicious

C. they are very hungry D. they want to make the people laugh

4 The meaning of “the gold rush”is ____.

A. panning for gold B. rushing to search for gold

C. making more money D. getting gold from others

Step 4　Language study

1 SB Page 28, Part 2． Explain that the non-restrictive Attributive clause gives extra information． It is written with commas． The conjunction“that”can not be used．

2 SB Page 28 Part 3． Fill in the blanks by themselves, and then check the answers with the whole class．

Step 5 Practice

SB Page 29, Part 4．Go through the two example sentences．Tell the Ss to pay attention to the prepositions before“which”and“whom”． We can not use“that”or “who”here． Then Let the Ss work by themselves and check the answers with the whole class．

Step 6 Writing

SB Page 29 Part 5．

1．Teach the word“piano”“pianist”and“exciting”．

2．Write the answers in random order on the Bb for the Ss to choose．

3．Make sure the Ss understand the passage by asking them questions．Give them explanations if necessary．

Step 7 Homework

Finish off the workbook exercises．

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

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.

高二英语教案：《UNIT 5 THE BRITISH ISLES》教学设计

一名优秀负责的教师就要对每一位学生尽职尽责，作为教师就要好好准备好一份教案课件。教案可以保证学生们在上课时能够更好的听课，帮助教师有计划有步骤有质量的完成教学任务。写好一份优质的教案要怎么做呢？为满足您的需求，小编特地编辑了“高二英语教案：《UNIT 5 THE BRITISH ISLES》教学设计”，仅供参考，欢迎大家阅读。

高二英语教案：《UNIT 5 THE BRITISH ISLES》教学设计

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

高二英语教案：《Unit 5 the British Isles period》教学设计

作为优秀的教学工作者，在教学时能够胸有成竹，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生能够听懂教师所讲的内容，帮助高中教师掌握上课时的教学节奏。那么，你知道高中教案要怎么写呢？下面是小编为大家整理的“高二英语教案：《Unit 5 the British Isles period》教学设计”，供大家参考，希望能帮助到有需要的朋友。

高二英语教案：《Unit 5 the British Isles period》教学设计

Language points:

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

⑴that引导的是一个同位语从句，用于说明idea的内容 。同位语从句常用于说明idea, news, hope, wish, belief, fact, suggestion等抽象名词的具体内容，用以说明或解释前面的名词。连词that 没有词义，不充当句子成份，但不可省略 。

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

引导同位语从句的词除that外，还有连接副词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，意味着E.g. WTO stands for World Health Organization.

b.赞同，支持，主张 e.g. What principles do you stand for?

⒉ narrow 狭窄的，狭隘的，险胜的

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

⒊⑴ be made up of =consist of 由...组成

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

⑵ be unknown to sb.不为人所知道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，也可以说make the best of

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

⑵ diversity 多种多样，多样性

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

⑶as it is 以现在的样子，根据下面的情况看

E.g. I'll send it to you as it is, (我就照现在的样子卖给你) but don't complain, if it doesn't work.

⑷ hold together 使不分开或团结一致

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

⒌⑴separate A from B 把A与B分隔开，指把混在一起的或连在一快的分开

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

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

⑵at one point在某一地点；一度E.g. A traffic accident happened at one point yesterday.

At one point, he was very weak.

⒍⑴ in general总的说来，大体上，通常

E.g. In general, people like her.

⑵ throughout the year 整年，一年到头throughout 贯穿，介词

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

⑶ receive 动词，收到，接到

⒎英语中在表示数量的词语前习惯上加as much as ,as many as等来加强语气。as much as用与表示 "雨（水）量"，时间 ，金钱，重量，钱数，价格等方面。表示 "总量"和"单位量"的大小，as many as用于人或物的具体数量前，as much as从总的角度出发，侧重于"总量"，as many as从个体出发，侧重于具体数目。

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 远到；尽...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 长达；只要

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

⒏Influence 指不易察觉到的，潜移默化的影响

E.g. Probably we influenced each other.

Affect表示使"变化，对...产生不良影响"，着重"影响"动作。

Influence 影响力，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 构成/形成...的基础

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

⑵ 为...⑶打下基础，lay foundations for

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

⑶provide a basis for 为...⑶提供依据

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...结束，通常是 最后接受某东西，其意思为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.

是一个强调句，有原句They didn't formed a single state until 250 years later变化而来，此类句子需强调状语until时候，应将否定句not... 与状语until...一起作为强调部分，构成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+形容词或名词）的被动式，

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

⑵ be native to本土的，本国的，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非常有价值的，可用于此巨型的词有：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.

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