2019-2020年高二英语Unit5 Charlie Chaplin教案 人教版
CharlieChaplin教案
Charlie Chaplin外语学科阎芳教学目标：1.通过本课的学习，围绕卓别林这一人物开展听、说、读、写的活动，了解戏剧大师卓别林的生平。
并学习他不懈奋斗的创业精神。
2.理解文章并能用自己的话描述卓别林的一生。
3.掌握人物传记的基本写作方法。
4.通过观赏电影，提高学生的艺术鉴赏能力。
教学重点：1.深层理解所读文章，捕捉人物特点。
教学难点：1.简述卓别林的生平。
2.总结人物传记的体例.教学方法：交际教学法。
教学工具：黑板、粉笔、图片、录音机。
教学过程：Step I Warming Up(I) Revision （复习）Ask some questions about L17 and see if they know something about the theatre.1.What does a director do at the theater?2.What do they practise?3.What do they have to remember?此步骤从建构教学情景出发，复习第17课的对话内容，通过对戏剧知识的复习，与新课建立联系，自然引入新课( II) Presentation: (预测性任务)1.Show a part of Chaplin’s film “Modern Times”.(Screen)2.Ask two questions:(1)What kind of films did Chaplin act in? (Silent films)(2) How can we understand the films? (From his movements and facial expressions)此处是新课内容的铺垫，又与旧知识相联。
通过电影的播放，对学生产生感官上的刺激，激发学生对新课内容的兴趣。
在学生阅读以前，用这种方式让学生预测文章的内容，并为整篇文章创设一个背景。
Charlie Chaplin
bowler hat
tail coat
huge pants
cane
6
1. Background Inform about Charlie Chaplin?
What about his childhood? What about his career ? What about his marital life?
Watch a video
1
“ Life is a tragedy seen closely, while a comedy seen remotely. ”
-- Charlie Chaplin
Yang Jing from Foreign Language Department
2
Unit 2 Section A
1889（英国伦敦） 1977（瑞士） 165cm 白羊座
去世 身高 星座
Impulsive
Adventurous Generous
4
1. Background Information
Compare the two pictures:
卓别林简直帅到爆
5
岁月是把杀猪刀
moustaches
•
15
2. Words & Expressions
cut down:
to reduce
e.g.
She cut the old stockings down for ankle sock. •I have to cut my essay down to 2000 words.
•
16
2. Words & Expressions
高二Charlie Chaplin
Retelling
Say something about Charlie Chaplin..
Geraldine Chaplin） She is present at No.56 International Film Day
Famous Saying by Chaplin
• “You have to believe in yourself . That is the secret . Even when I was in the children's home (孤儿院) , when I was wandering the streets trying to find enough to eat to keep alive , even then , I thought of myself as the greatest actor in the world . ”
Thank you very much
Made by Wang Shulin
Charlie Chaplin
tramp
A small black hat A moustache A small jacket Baggy trousers Oversized shoes A stick
OUTLINE OF THE TEXT
Para. 1 Para. 2 Para. 3 Para. 4 Para. 5 Basic facts about Chaplin Chaplin’s early life Chaplin’s acting style Chaplin’s silent films Chaplin’s later life
CHARLIE CHAPLIN’S LIFE
Year 1889 1890 1894 1897 1901 1906 1908 1912 Age Born 1 5 8 12 17 19 23
高二英语教案：高二英语必修5 unit 5 reading教案
Teaching Plan for Book 5Unit5First Aid for BurnsReadingTeaching Goals:1. Enable the Ss to get some first aid knowledge2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Key Teaching PointsHow to improve the Ss’ reading ability.Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learningactivities.petition and role-play method to arouse the Ss’ interestTeaching aidsThe multi-media (see a short movie about how to treat burn from ppt.) Teaching proceduresStep1. Lead-inLead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aidStep2. Pre-readingShow the Ss the picture of Pre-reading on P33 and ask them the following questions:What has happened?What sort of injuries the child will have?What kind of first aid would you perform?Step3. Fast readingLet the Ss read the passage fast and then find out the answers to the questions1. What will the passage be about?2. What do they tell you about the passage?3. In which order are these topics covered in the text? Number them from 1 to 5.____ the three types of burns____ what to do if someone gets burned____ the purpose of skin____ the symptoms of burns____ how we get burnsStep4. Detailed reading1). Tell if the following statements are true or false:1.Our skin has three layers.2.We will never get burned by the sun.3.Burns are divided into three degrees according to the degree of pain.4.Third degree burns are the most serious and painful.5.Put cool water on any burns to cool them.6.Don’t rub the burns7.It’s better that you put some butter or oil on burns.2). Answer the questions1.Why should you put cold water on a burn?2.Why doesn’t a third degree bu rn hurt?3.Why do you think clothes and jewellery near burns should be removed?4.If someone has a third degree burn, why might you see tissue?3). Read the text again and then find out how many parts there are and the mainidea of each part:Part1.The purpose / function of skinPart2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicalsPart3. Types of burns: First degree burns, Second degree burns, Third degree burns Part4. Characteristics of burnsPart5 First aid treatment3). Finish off Comprehending Ex2&3Step5. Words competitionHave a competition to check the Ss’ words spellingStep6.Making a first-aid kitAn activity to let the Ss know what are included in a first-aid-kitA well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include:bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc. Step7. Role playWork in pairs to act out how to place an emergency call for helpStep8. SummaryThis passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.Step9. HomeworkSearch as much information as you can about first aid。
2019-2020学年新教材高中英语unit5 music sectionⅡreadingandthinking教学案版本：人教版必修第二册
Section ⅡReading and Thinking基础知识预习自检虚拟合唱团想象一下你有机会和数百人合唱，然而你其实是独自在家的。
你可以在虚拟合唱团这样做。
虚拟合唱团的成员将自己的个人表演通过视频录制下来。
这些视频被上传至网络，然后它们被整合为一个视频，就是你在网络上看到的——虚拟合唱团。
任何人在任何地方都可以加入虚拟合唱团——你只需要一台摄像机和一个网络连接。
你甚至不需要录音室。
虚拟合唱团帮助将普通人联系起来。
许多人身边没有和自己一样对音乐有兴趣的朋友。
另外很多人没有机会加入当地的合唱团。
虚拟合唱团能够让他们将自己的声音加入到其他人的声音中，成为全球社区的一部分。
事实证明，它对许多人的生活产生了积极的影响。
正如一名虚拟合唱团成员说的那样：“音乐帮助我……忘记了烦恼。
因为音乐，我变成了一个不同的人”。
虚拟合唱团的想法是获奖作曲家和指挥埃里克·惠塔克提出的。
惠塔克1970年1月2日出生于美国，1988年开始在内华达大学学习音乐。
当他在大学合唱团唱歌的时候，他就爱上了莫扎特的古典音乐。
他被这段音乐打动了，他说：“那种(兴奋的)感觉就如同是第一次看到色彩一样。
”他1995年大学毕业，随后于1997年获纽约茱莉亚音乐学院音乐创作硕士学位。
在接下来的近10年中，惠塔克的原创作品在合唱团和歌手中流行起来。
这导致了虚拟合唱团的诞生。
2009年，惠塔克收到了一个视频，一个女孩(在视频中)唱着他的作品。
受此启发，他让粉丝们制作视频，然后他把这些视频整合成一场表演。
他的第一个虚拟合唱团“金色之光”有来自12个不同国家的185名歌手参与其中。
在网络上有几百万人观看。
从那以后，虚拟合唱团变成了一个世界现象。
惠塔克的第二个壮举是打造联合国儿童基金会“虚拟青年合唱团”，该团于2014年7月23日在英国首次登台演出。
总共有来自80个国家的2,292名青年参与演唱惠塔克的歌曲《假如》。
虚拟合唱团以一种奇妙的方式，让世界各地的人们用一个声音唱歌，从而使世界变得更加美好。
人教版高二英语必修五unit5教案最新例文
人教版高二英语必修五unit5教案最新例文教师要上好一节课，往往需花费十倍于它的或更多的时间作准备。
认真写好教案是合格教师的基本功。
那么应该怎么写好教案呢？今天小编在这里给大家分享一些有关于人教版高二英语必修五unit5教案最新例文，希望可以帮助到大家。
人教版高二英语必修五unit5教案最新例文1一、教材分析：所授内容高二英语上册第一单元第二课，课文主要介绍了迪斯尼以及他所创造的有名卡通人物米老鼠。
文章文字运用正确，语言流畅、优雅，有利于提高学生的口笔头表达能力。
二、教学目标a 知识目标：把握下列单词及短语：cartoon take along in the hope of lose heart day after day unsuccessful characterb 能力目标：提高学生各方面的能力，加强学生语感方面练习，使学生能灵活运用所学英语进行口语表达。
c 德育目标：教育学生学习迪斯尼锲而不舍的精神，使学生具有良好的心理素质，形成好的学习习惯。
d 重点、难点重点：全面透彻理解整篇文章;学会新的语言表达方式。
难点：运用所学语言表达方式根据所提供素材进行口头作文练习。
三、说教法首先，以课文为中心，以情景引路，以理解和运用为目的。
力求做到情景，意含其间，以情激听，以景促解。
使学生形成一种渴求把握知识的内在需要和强大动力。
从而使学生加深对语言材料的理解，轻松获得外语语感和增强记忆力。
其次，采取导学法、点拨法，始终实行启发诱导。
采取教师为主导，学生为主体，练习为主线的基本方法。
旨在充分调动学生的主动性和创造性，培养自学能力。
四、说学法爱因斯坦说过，爱好是的老师。
在利用现代化的教学手段，创造出令学生感爱好的情景后，抓住学生求新、好奇的心理特点，教师适当引导，使学生积极主动的去学习新知识，限度的调动学生参与到整个教学活动中。
从而提高学生分析问题、解决问题、语言运用诸方面能力的发展。
其次，学习知识的途径是由自己去发现。
2019-2020年高中英语必修五Unit 5 First Aid 教案2
2019-2020年高中英语必修五Unit 5 First Aid 教案2 IntroductionYou are advised to lead in by talking about a teenager. Then help students with their reading of HEROIC TEENAGER RECEIVES AWARD. Translation of the text into Chinese is proposed. Objectives■To help students make use of what they learned in this unit in munication■To help students use the language by reading, listening, speaking and writing ProceduresWarming up by talking about John Janson.Do you know John Janson? Do you know the Lifesaver Award?2. ReadingStep 1 Skimming the newspaper article1.Read the headline：What is the story about?2. Read the first paragraph and fill in the chart.3. Put these events in the order that they happened._4_ The attacker ran away._1_ Anne was attacked and started to scream._6_ John performed first aid on Anne_2_ John was studying in his house._7_ The ambulance arrived._3_ John ran outside with his father._5_ John found Anne in her garden with terrible knife wounds.4. Answer the questions1) What was John honored for?2) What did John do when he heard the screaming?3) What happened to Anne?4) What saved Ms. slade’s life?5) What first aid did John perform on Anne?6) What adjectives would you use to describe John’s actions?Step 2 Discussion1. Do you think John was silly or brave to get involved in the situation? Give reasons.2. Would you have done the same as John? Give reasons3. Do you think it is worthwhile to take a course in first aid? Give reasons.Step Three Language study1.John was presented with hisStep 3 ListeningT: Please open your books to Page 39.The first aid teacher is testing her students’ knowledge of first aid. What topics does the teacher ask questions about? Circle the correct ones from the box.Play the tape to the whole class and then ask them to tell their answers.T: Now let’s e to the second part of this exercise. You can see four pictures there. Look at these pictures, and match each picture with a topic listed in question 1 above.Ask one or two students to give the answers.Step 4 SpeakingT: Next I’d like you to work in pairs, and use the pictures above to help you to give your partner first aid instructions for each situation. Then I’ll ask you to perform your preparations to the class.Give the students two to three minutes for them to prepare, and then ask several groups to the front to act out their dialogues.T: In the box of Exercise 1, there is an item called bruising, do you know what is?S: ...T: From the Internet we can find some articles about bruising. Please now search the Internet for the information about this item.If the Internet is not available, the teacher can show the following passage to the students. Step 5 WritingT: Next I would like you discuss whether you think it is worthwhile to take a course in first aid. Please give your reasons.S: ...T: Just now many of you think it is worthwhile to take a course in first aid. But there is no such course in our school. Do you want to persuade our headmaster to add this course to our curriculum?S: Yes.T: I’m very pleased to hear that.Now I hope you to write a letter to give your suggestions to our headmaster about this. Then I’ll the choose some of the best written letters and deliver them to our headmaster.Give them ten minutes to write the letter.Example:Oct. 20, xxDear Headmaster:I am a student from Class 1, Grade 2.This week in our English class, we are learning a unit about first aid. In the course of learning this unit, we get to know that every year there are many people who get hurt or even killed because of some unexpected accidents. After discussion and searching the Internet, we think if we can learn some general knowledge at school, we can get some basic skills to save people’s life as well as that of ourselves in the future. So we think that it is important and necessary to have this kind course in our school.It’s a pity that we have no such course in our school. But we think that course on first aid not only can bring us knowledge but also can encourage our willingness to help others,and this is the virtue you often tell us to bear in mind.Given these reasons we think that the course of first aid is good to our students as well as to the whole society. So we hope that you can think about our request.Wish you happy every day and look forward to your reply.Students of Class 1, Grade 2 Step 6 Homework1. Search the Internet for some information about the safety in gymnastic training and then write an article about this topic.2. plete the letter on Page 75 in the Workbook.。
高中英语教案模板
Unit3---A Master of Nonverbal HumourThe Second Period ReadingTeaching aims: 1.Enable students to learn what humor means and what is nonverbal humor.2.To introduce the life and work of Charlie Chaplin.3.To introduce the kind of humour we can all laugh at---nonverbal humour4.To train the students’ reading and understanding ability Difficult points: Find out the main ideas of every paragraph.Teaching aids: A recorder and a projector, multimediaTeaching procedure:Step 1. Greetings and RevisionCheck homework: ask students to review what we learned in lastperiod.Step 2. Pre-reading (通过展示几幅幽默图片，使课堂气氛活跃了起来，一下子调动了学生的积极性，然后顺势导入本课的主人公---Charlie Chaplin)Questions: 1.What do you know about Charlie Chaplin?2.What do you know about his films?Step 3 ReadingTask 1 :find out the main information about Charlie Chaplin1)Born:___________________________________2)job:______________________________________________3)Famous character:_________________________________4)Costume:__________________________________________5)Type of acting:_____________________________________6) Died:_____________________________________________Task 2: Listen to the tape of the passage and match the main idea with each part.Para1 1. Charlie’s childhoodPara2 2. His famous character (角色）Para3 3. The Charlie Chaplin’s laughter (笑声）Para4 4. His achievementsPara5 5. An example of his workTask 3: Answer the following questions:1. What’s the passage mainly about?A. The history of English humour?B. The films Chaplin made.C. The humour Chaplin made in his films.D. The Gold Rush in Alaska.2. When and where is the film The Gold Rush set in?A. it is set in California at the end of the nineteenth century.B. it is set in Canada at the end of the nineteenth centuryC. It is set in Alaska in the middle of the nineteenth centuryD. It is set in Canada in the middle of the nineteenth century3.Charlie Chaplin made people laugh when they felt depressed, sothey could feel ____________A. less content with their livesB. more satisfied with their livesC. more worried about their livesD. they had a miserable lifeTask 4: Give a description on Little Tramp.The little tramp, a poor, homeless man with a moustache, wore a small round black hat, large trousers and worn-out shoes carrying a walking stick.Task 5: Introduce the main films of Charlie Chaplin.The Gold Rush , Modern Times, The Great Dictator...--> Enjoy the part of the film ---The Gold Rush(利用多媒体播放卓别林的经典影片The Gold Rush中的片段，让学生体会以下大师的惟妙惟肖的表演，从而激发学生的好奇心，使其迫不及待地去读课文，更深入地了解“无声的幽默的大师—卓别林”.) Task 6: After seeing the film, find the correct order of the following events.Chaplin tried cutting and eating the bottom of the shoe.Chaplin and his friend washed sand and expected to pick up gold,but they failed.They were so hungry that they boiled a pair of leather shoes.They were caught in a small wooden house.Chaplin cut off the leather top of the shoe.Chaplin picked out the laces of the shoe.Step 4: Post-readingAnswer the questions: 1.Besides joy, what else can humor bring to usin our studies and life?( relaxation, confidence, hope, joy, health, friendship, love...)2.The reasons for his success:( Determination, Devotion, Optimistic attitude to life, KindnessSympathy to the poor... )3.Give students a humorous story if time permitting.Step 5: ConclusionToday we have learned something about humor, it is everywhere in our daily life. I hope you can be optimistic(乐观的) no matter what difficulties you meet with, just as Charlie Chaplin was.Step 6: Homework1.Write a humorous story in English and find out the Grammar Itemsin this passage.2.Pre-view the important words and expressions in the text.。
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2019-2020年高二英语Unit5 Charlie Chaplin教案人教版教学目标Teaching aims and requirements在本单元的教学过程，通过对话课的学习，学生进一步掌握英语中有关表示打算和意愿的用语，课文的学习，使学生了解卓别林一生的概况。
学生用自己的语言组强他的作品及不同时期一些重要活动。
学习理解非限制定语从句。
Teaching important and difficult points1.Words and phrasesAppearance, film, correction, line, set, storm, mouthful, theatre, director, stage, bury, actress, setoff, in the air, in a short while, as if, in a hurry, be uncertain about, (one’s)search for, intend to do, put on2.Daily expressionsIntentions and wishesWhat do you plan to do next? We intend to work hard next January?I hope it will be very successful. It will certainly be very ….What are your plans for the future?3. GrammarRevise the Non-restrictive Attributive Clause教学建议能力训练1. 通过以对话练习，了解采访问题的设置及问答。
2. 练习人物传记的基本写法。
德育教学通过课文学习，了解查理·卓别林对电影事业的伟大贡献和敬业精神，激励学生刻苦努力学习。
师生互动Lesson 17: 学生两人一组，分别扮演记者和导演的角色进行采访。
Lesson 18: 通过做笔记掌握课文内容。
Lesson 19: 通过Part3和Part4的练习归纳非限定性定语从句的特点。
Lesson 20: 笔头练习：学写简单的人物传记。
语法建议教师在教学生们复习和理解非限制定语从句时，要反复强调哪些引导词可用于非限制定语从句，同时教师可用限制定语与非限制定语从句的对比和区分，如：which, that ,as ,who, whose等引导词，在练习和举例中让学生们弄清楚。
教材分析本单元的对话主要是简单地介绍自己的表达语如：I’m…,I do及询问对方意愿What do you plan to next? 和表达自己意愿及希望I plan….., I wish that….的交际用语。
阅读课主要是了解电影喜剧大师查理·卓别林的生平和他的电影。
本单元使用的词汇较为丰富如：direct, act, set off, appearance, bring up ,honor, as if, intend。
非限制性定语从句中关系代（副）词的使用，是本单元的重点语法项目。
重点知识讲解1. be known for, be known as 和 be known tobe known for=be famous for意为“因……而出名”，介词for表示原因。
Guilin is known for its beautiful scenery.be known as=be famous as 意为“作为……而出名”，介词as指主语的身份或名称。
Mr. Zhang is known as an English teacher.be known to 意为“为（某人）所知或熟悉”，介词to后接人。
As is known to all, she is always ready to help others. 众所周知，她总是乐于助人。
2. search, search for 和in (one’s) search for/ ofsearch=try to find by looking, 意为“搜寻”、“搜查”。
search的宾语一般是被搜查的人或某一场所，而不是所要寻找的东西。
The policeman searched the thief to see what he had in his pockets.那个警察对小偷搜身，看他口袋里有什么东西。
search for相当于look for。
search for的宾语一般为要找的东西，而不是被搜查的人或场所。
The villagers were searching for the missing boy. 村民们正在寻找那失踪的男孩。
注意：I search a place for a person=search a person in a place, 意为“在某地搜寻某人”。
in (one’s) search for 和 in search of都意为“寻找”、“寻求”，在句中既可作状语，也可作表语。
注意两个短语介词的搭配，如果名词search前带有限定词a，the或one’s，后面一般用介词for，如果search前不带限定词，后面一般用介词of。
The husband joined the wife in her search for the unknown element(元素).Some birds fly south in search of winter sun.Could you explain exactly what to do? 你能确切地解释一下你的工作吗？explains解释，说明（单宾语动词）。
例如：He explained to us how the machine was used. 他给我们讲解这机器怎么使用。
双宾语动词与单宾语动词的区别：双宾语动词后面，同时可接间接宾语（一般指人）和直接宾语（一般指物）。
如：He gave me a pen. ( =He gave a pen to me. )He bought me a pen. ( =He bought a pen for me. )单宾语动词后只接一个宾语，如果接指人的宾语则需用介词“to”来连接。
如：He explained the matter to me. (正)=He explained to me the matter.He explained me the matter. (误)常用的单宾语动词有：announce宣布，municate传达，describe描述，explain解释，express表达， introduce 介绍，mention提及，point out指出，report报告，repeat重述，say说，shout喊，叫；suggest建议。
At the end of this period we put the play on in a theatre.排练一结束，我们就在剧院上演这出戏。
put on1) 上演，演出The new play will be put on next week. 这出新戏将于下周上演。
They put on a concert for us. 他们为我们举行了音乐会。
2) 穿上，戴上He put on his cap and went out他戴上帽子出去了。
3) 打开（灯、收音机等）(=turn on)Let’s put the light / radio on.4）其他常见的词组：put on airs 摆架子 put on the air 播送put on the clock one hour 把钟拨快一小时The timing is very important, not only for the movements but also for the lines of the dialogue.时间的安排非常重要．这不仅对于剧情的变化，而且对于对白也是如此。
not only…but also…是连词词组，连接两个相同的结构。
1) 连接主语Not only you but also Jack has been to Hangzhou.不仅你，还有杰克去过杭州。
注意：连接主语时，句子谓语动词单复数采取就近原则。
如：Not only Tom but also I am an engineer.不仅汤姆，我也是工程师。
2）连接谓语动词Tom can not only sing, but also dance. 汤姆不仅会唱歌，而且能跳舞。
3）连接宾语I saw not only Tom but also Jack in the park.我去公园里不仅见到了汤姆，还见到了杰克。
4）连接状语We study English not only at school but also at home, not only in class but also after class.我们不仅在学校，而且在家里也学英语；不仅在课堂上，而且在课后也学英语。
5）连接表语Lu Xun was not only a writer but also a thinker. 鲁迅不仅是个作家，而且是个思想家。
6）连接补足语Zhou Lan was elected not only monitor, but also League branch secretary. 周兰不仅当选为班长，还当选为团支部书记。
not only …but also还可连接两个分句，但第一个分句的主语和谓语要倒装。
如：Not only did the teachers take part in the English evening party, but also they sang songs at the party. 老师们不仅出席了英语晚会，而且还在晚会上唱了歌。
At the age of eight, be joined a group of child dancers, and at seventeen he set off for the USA with a group of edy actors. 8岁时，他参加了儿童舞剧团；17岁时，他跟一些喜剧演员去了美国。
1) 年龄表达方式：He was a boy of sixteen.When he was sixteen, he went to college.By the time he was ten, he had built himself a chemistry lab. 十岁时，他已建成了自己的化学实验室。