2019-2020年高二英语Unit5 Charlie Chaplin教案 人教版

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。

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。

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 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.。

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.。

NSEFC Book 5 - Unit 5 First AidPeriod 1: Warming up & Reading班别：____________ 姓名：_______________ 学号：__________________ Teaching goals（教学目标）1. Target language 目标语言（1）掌握描绘急救的重点词汇和短语：aid, first aid，fall ill，illness，injury，bleed，sprain，ankle，choke，blood，bloody，burn，essential，organ, layer, poison, ray, treatment（2）可以正确分析重点句型：Remove clothing using scissors if necessary unless it is stuck to the burn.If burns are on arms or legs, keep them higher than the heart, if possible.2. Ability goals能力目标（1）使学生懂得急救方面的常识，在关键时刻懂得如何进行急救。

（2）通过阅读小标题来推测文章的主要内容和每部分的主要内容。

（3）通过阅读文章学会简单的烫伤急救知识并能正确地运用到生活中。

3. Emotional goals情感目标增强急救意识和体会学习急救知识的重要性。

Teaching important and difficult points教学重难点重点：阅读技能的训练，如预测、略读、扫读、精读等。

难点：把本课中学到的简单急救知识运用到实际生活中。

Teaching methods教学方法Brainstorm and discussion (Group work).Teaching aids教具准备A recorder, a projector and a computer.Learning procedures（学习过程）Step 1. Warming up(Show the picture of an air plane crash)T: Boys and girls, look at the screen and guess what happened in the picture.S:…T: It is terrible to see such a scene, right?S:…T: So if you were one of them, and you found someone who’s hurt sitting on the ground, what would you do to help?S:…T: I believe everyone is willing to give a hand in such a situation. But do you know how to do? And that’s what we will learn today——something about “first aid”.T: Now, open your book to P33. Go through the description of Warming up to find out the answer for this question“What’s first aid?”First aid is a _______________ form of help given to someone who suddenly ________________ or ____________________ before a doctor can be found.T:Look at the pictures on page 33. Each of them is a picture of an accident. Although some accidents are small and some accidents are serious. You should know how to prevent these accidents from happening and know what to do when they happen. Now please discuss the following questions with your partner:What has happened to them? What can you do to help?Step 2. ReadingTask 1 Pre-readingT:The knowledge of first aid we just learnt is very useful in our daily life. Would you like to know more? Let’s first think about what things at home can be dangerous?S:…T: We should pay more attention to such things to avoid danger. If you are careless, something bad may happen.Look at the picture on P33 of Pre-reading. What is on the cupboard? What has happened? What sort of injuries the child will have? What kind of first aid would you perform?S:…Task 2 SkimmingT: Survey the text, then answer:1.What is the text about?__________________________________________________________________________2. How is the text organized?____________________________________________________________________________________________________________________________________________________3. How is the information organized within the heading of types of burns and characteristics of burns ? ____________________________________________________________________________________________________________________________________________________4. In which order are these topics covered in the text? Number them from 1 to5.________ the three types of burns_________ what to do if someone gets burned_________ the functions of the skin_________ the symptoms of burns_________ how we get burnsTask 3 ScanningT: After catching the main idea of the text, let’s read it carefully to find out some detailed information of each part.Part 1. Functions of skin1)as a barrier against ______________, ______________ and __________________________;2) keeps you _____________ or ______________;3) prevents you from ________________________; 4) gives you _____________________. Part 2. Causes of burns____________________________________________________________________________________________________________________________________________________Part 3. types of burns__________________________________________________________________________Part 4. the symptoms of burnsLabel these pictures on P35 with first, second and third degree burn.first degree burn: ◆dry, red and mildly ____________◆mildly painful◆turn _________ when pressedsecond degree burn: ◆rough, red and swollen◆blisters◆___________ surface◆extremely painfulthird degree burn: ◆black and white and charred◆swollen; often ______________ under them can be seen◆little or no pain if ___________ are damaged; may be pain around edge of injured areaPart 5. First aid treatmentT: Read the following first aid treatments for these burns. Judge whether it is right or wrong and explain why, Then give the correct treatment.1. Sam knocked over a kettle full of boiling water onto his legs. His legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin. ( )2. While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean, damp cloths on it until it was less painful. Then she went to see the doctor. ( )3. Mrs Casey’s sleeve caught fire while she was cooking. Her arm looked terrible but it didn’t hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( )4. After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and put them under cool running water. ( )Step 3. SummaryThe skin, which acts as a barrier against disease, poisons and sun's harmful rays, is an essential part of your body. So if your skin gets 1.___________ (burn) it can be very serious. Depending on 2.________ layers of the skin are burned, they are called first, second, third degree burns. First degree burns make an effect 3._______ only the top layer of the skin and it turns white when 4.______________ (press). Second degree burns included severe sunburn and burns 5. ____________ (cause) by hot liquids.Third degree burns cause little or no pain if nerves are damaged. may be pain around edge of 6.____________ (injury) area. If possible, we should do some first aid. First, remove clothing 7._________ (use) scissors if necessary unless it is stuck to the burn. Take off other clothing near the burn.Cool burns immediately with cool but not 8.________ (ice) water which prevents the pain becoming 9.___________ (bear) and reduces swelling. It is helpful to squeeze cool cloths out from a basin and place them on the burned area over and over again. Hold the bandage 10._____ place with tape if necessary. Lastly, it is vital that we should get the victim to the doctor or hospital at once if the situation becomes worse and worse.Step 4. Homework:Get more about first aid from the newspaper, magazine or the Internet.参考答案Step 1. Warming upFirst aid is a temporary form of help given to someone who suddenly falls illor gets injured before a doctor can be found.A snake bite:Lay the victim down and do not move him.The person bitten must get a doctor or go to hospital at once.It will help the doctor greatly if you can tell him what kind of snake it was, or describe the situation. Bleeding:Try to stop the bleeding.Press a handkerchief onto the bleeding point and hold it there.Hold up the part of body which is bleeding if possible.A sprained ankle:Tied with medical bandage.It is better to avoid walking with the injured ankle.It is correct to use ice bag for removing pain and bleeding, and also not influence our body healing. Choking:To treat a choke, you should make him / her spit（吐出）by patting him / her on the back.A broken arm:Do not move the patient.Support the broken arm in the most comfortable position.Get medical help immediately.A nosebleed:Get the person to sit down, tilt（倾斜）his/her head forward slightly and gently pinch（掐）the soft part of the nose below the bridge.step 2. ReadingTask 1 Pre-readingWhat things at home can be dangerous?electrical equipment;electric wires;knives;hot water;drugs;glass;gas;pets ...What is on the cupboard?(Hot water / Boiling water)What has happened? (The girl has pulled boiling water onto herself.)What sort of injuries the child will have?(She will have bad burns.)What kind of first aid would you perform?(cool burns immediately; dry the burned area gently ...) Task 2 Skimming1.It is about first aid for burns.2.The text is organized according to causes, types, characteristics and first aid treatment for burns.3.According to the types of burns: first degree, second degree and third degree burns.4.3 5 1 4 2Task 3 ScanningPart 1. Functions of skin1)diseases; poisons ;the sun’s harmful rays2)warm; cool3)losing too much water4)sense of touchPart 2. Causes of burnshot liquids, steam, fire, radiation, the sun, electricity, chemicalsPart 3. types of burnsfirst , second or third degree burnsPart 4. the symptoms of burnsLabel these pictures with first, second and third degree burn.second degree; first degree; third degreeFirst degree:swollen ; whiteSecond degree:wateryThird degree:tissue;nervesPart 5. First aid treatment1.W2.R3.W4. RStep 3. Summary1.burned2.which3.on4.pressed5.caused6. injured7. using8. icy9. unbearable 10. in。

人教版高二英语必修五unit5教案例文整理老师要上好一节课，往往需花费十倍于它的或更多的时间作预备。

仔细写好教案是合格老师的基本功。

那么应当怎么写好教案呢？今日我在这里给大家共享一些有关于人教版高二英语必修五unit5教案最新例文，盼望可以关心到大家。

人教版高二英语必修五unit5教案最新例文4一.学情分析从同学高一理科期末考试状况来看，存在以下三方面问题：①在思想上、态度上放松或放弃的现象有所表露，读,不会读，就谈不上听得懂,看得懂,从而导致破罐子破摔的现象。

①基础学问不够扎实，敏捷运用语言的技能相对薄弱。

①运用力量不够强实。

同学的阅读力量、理解力量、分析力量、推断力量、应变力量等均不能较好地适应考查要求。

二.解决方法和详细工作1、仔细落实集体备课。

以集体备课为形式，集备课组全体的才智做好日常的教学工作。

详细做法如下：1、集体研讨，统一教学进度，教学目标，确定重点和难点;2、分工合作，收集备课资料，做到精选精练，突出应用与力量; 3》.整合教材，敏捷使用，变成实效性教材;4、摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。

2、利用教材提高同学的基本功，坚持默写单词及重点句型，培育同学的阅读力量，并以此材料为基础，扩充同学词汇量扩展同学阅读量，努力补充同学的词汇。

3、听力强化我们准备选用听力材料，作为日常听力训练。

4、综合检查1》预备每一单元做一次练习，主要以结合当前教学内容为主要测试内容,间或分块测试，习题的训练在于精而不在于多。

选择典型性题目，针对共性问题进行精讲。

2》在平常教学过程中不断扩高校生的词汇量，词汇教学以新带旧，从而达到巩固扩充词汇的目的，做到常常督促、检测。

总之，高二理科的教育教学工作任务虽然比较重，但是备课组的全体老师坚信只要我们团结全都，互研合作，虚心仔细，辛勤耕耘，追求科学方法，求真务实，优化教材资源，夯实“双基”，创新课堂教学模式，培育英语力量，我们的明天会更好!人教版高二英语必修五unit5教案最新例文5一、指导思想：在进一步明确了教学中应坚持的三个坚决即：以同学为主体，老师为主体，思维训联为主线。

2019-2020年高中英语Unit5Music单元小结教学案新人教版I was very sensitive to music. Just dippinginto the music books briefly, I could sing or play well. To be honest, I always dreamt of being a famous folkactor. I was so confident that I never decreased my devotion.I formed my first band called “Rolling Frog”. At the beginning, we r elied on performing on instruments in pubs or to passers­by to earn extra money in cash. Then we wore false beards to pretend to be the musicians whom people werefamiliar with. In addition,we attachedhumorous acts to our performances and played jokes on each other. Soon, our “funny jazz” became famous and invitations to perform for broadcast stations began to e. Afterwards, we sorted outattractive music and made a record in a studio. A million or so copies were sold and we became millionaires.It was painful that the band broke up finally. But above all, I realized my dream to be a musician.我对音乐很敏感，只要简要地浏览一下乐谱，我就能演唱或演奏得很好。

高中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 高中英语 / 高二英语教案编订：XX文讯教育机构Charlie Chaplin(教案)教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于高中高二英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

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。

2019-2020年高中英语 Unit 5《Integrating Skills》说课稿2 新人教版各位评委，你们好！我今天说课的内容是高二英语上册第五单元的综合技能，学生通过学习一篇Defoe 的游记范文，能根据写作步骤提示用所给模式组织材料写一篇介绍自己家乡的文章，并能写出一两个含名词性从句的句子。

下面我将从教材，教法学法和教学程序等方面进行说明。

一．说教材。

1 教材的地位和作用：合技能是学生在学完了warming up listening and speaking，reading, language study and grammar这三个部分的基础上进一步学习本单元的语言知识，进行语言和技能的输出，因而它起到了技能综合的作用。

2 教材处理1）开放教学内容，在教学中注意联系学生实际，在教材之外找教材，引进必要素材，带领学生走进大自然，走向家乡，走进学生的内心世界。

2）充分利用多媒体，图表等，向学生展示自然风光，激发写作欲望。

3 教学目标：根据高中英语新课程标准的要求，教材分析和学生的认识水平，我确定了以下教学目标：1）．知识目标：掌握文章大意和语言点及一些基本句式。

2）．能力目标：帮助学生学习使用一些阅读技能，提高学生的阅读能力和技巧。

帮助学生总结写作模式，提高写作能力和技巧。

使用英语描写自己的家乡，并注意语言的得体性和准确性。

3）．情感目标：通过阅读本文，激发学生了解家乡，热爱家乡的热情，体验用英语交流的成功和喜悦，在学习过程中培养（与他人）合作的精神，互助精神。

4 教学重点，难点1）教学重点是：掌握文章大意和语言点，帮助学生学习使用阅读技能，提高学生的阅读能力和技巧，总结写作模式，提高写作能力和技巧。

使用英语描写自己的家乡。

2）教学难点是：注意语言的得体性和准确性，如何让大部分的学生都能参与课堂活动，培养和提高他们的阅读写作能力。

二．说教法为了完成以上教学目标，达到突出重点，突破难点的目的，我将采用以下教法和学法：1．情景教学法。

2019-2020年高中英语 Unit 5 Music教案新人教版必修2(I)教学准备1. 教学目标Teaching Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mail2. 教学重点/难点To learn to read about bands。

To study The Attributive Clause (in/ for/ with/ by＋which/ whom)。

To learn to write an e-mail。

3. 教学用具4. 标签教学过程ProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing binations of sounds in rhythm, harmony and counterpoint. Music can produce a livel y and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’slisten to some music. Let’s see if you can guess which music matches with which picture.Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese orWestern, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its membersbut rather by TV producers. They were a fictional band in the TV show of the same name. The band was posed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork.All the members had some musical experience. Let’s e to the reading --- The BandThat Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest, form a band, high school students, practice one’s music, first step to fame, play to passers-by, in the subway, earn some extra money, give performances in pubsor clubs , be paid in cash, make records in a studio, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, put an advertisement in a newspaper, look for rock musicians, rely on , pretend to do sth., bee more serious about…, play their own instruments, produce one’s own records, start touring, break up, in themid-1980s,celebrate one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find iteither at the beginning, the middle or the end of the paragraph.1st paragraph: Many people want to be famous as singers or musicians.2nd paragraph: This is how most bands start.3rd paragraph: The Monkees started in a different way.4th paragraph: How the Monkees became popular and how they developed as a real band.3.Reading and transferring informationRead the text again to plete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?4. Readin g and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the prehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that th e j okes were more important than the music for this band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to singPeriod 2: Learning about LanguageTeaching AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expr essions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 36 and do exercises 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.2.Doing exercise 2 on page 37Turn to page 34. Look at the sentence in the text:However, after a year or so in which they became more serious about their work, “The Monkees” started to play and sing their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I’ll show you a store in which you may buy all that you need.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise 3 on page 37, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical position.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’tuse that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in thatthe town...)•Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged byhis parents.•The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. e across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:• Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)• She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:•A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be memorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...)Whose can e after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Key for reference:1.They climbed up to the top of a large rock, from which they got a good view.2. I would like to thank my tutor, without whom I would never have finished the work.3. She has now moved back to the house on Long Island, in which she was born.4. The star is to be named after Patrick Jenks, by whom it was discovered.S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father, from whom he learned how to play chess.7. The book is enjoyed by adults as well as children, about whom it was primarily written.8. There are still many things in our solar system, about which we know nothing.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged es from Poland.8. The forms which I had to fill in were very plicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the pany that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: Using LanguageTeaching AimsTo read the story about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 38 and read these exercises before listening to the tape. Then listento the tape and finish them.II. Guided reading1. Reading and translatingRead more about FREDDY THE FROY and translate it into Chinese paragraph byparagraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from FREDDY THE FROGbee famous, visit Britain on a tour, wait for hours to get tickets for the concerts,be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “Top of the Pops, wear an expensive suit, give a performance to a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, bee too painful for sb., pack one’s bags3. Doing exercisesNow you are going to do exercise 6 on p age 39 following the article.Suggested answers to exercise 6:This is a story about a band that became famous and did not like it.III. Guided writing1.Writing a letter for advicePlease turn to page 39 writing. Let’s read the instructions.You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1Unit 2.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first; then add extra information to show Freddy why you need help.6. Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. U se a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first?附：同步备课资料I. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has bee very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian poser and is known as “the father of the symphony”. Other posers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a poser, possibly the greatest musical genius of all time. He only lived 35 years and he posed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had posed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Moza rt was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest poser the world has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good poser, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became pletely deaf during the last years of his life, but he continued posing.III. Musical instrument 乐器V. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.。

高二英语Unit5Charlie Chaplin知识精讲人教版一. 本周教学内容：Unit 5 Charlie Chaplin〔一〕Background knowledge：About Charlie Chaplin.Charlie ChaplinCharlie Chaplin was born on April 16, 1889 inLondon. His father was an entertainer〔艺人〕and although not one of the big names, he was doing very well. His mother Hannah was also an entertainer, a wonderful mimic〔喜剧演员〕. She had a sweet, charming voice. While they were not rich, the music hall provided the Chaplins with a comfortable living.Unfortunately, happy life di dn’t last long. Father’s alcoholism〔嗜酒〕was slowly, but surely destroying his marriage. Finally it ended in divorce〔离婚〕, but Hannah was strong. Without her, Charlie Chaplin would have become just one more child lost in the poverty〔贫困〕of Victorian London. Somehow she managed to keep Charlie and his brother Sydney clean, warm and clothed. She would sit at the window watching the passers-by and guess their characters from the way they looked and behaved, making up stories to delight Charlie and Sydney. Charlie took in her skills and went on using them all his life.Charlie had always believed, even in the worst times, that was something special locked away inside him. He took his courage and went to see one of the top theatrical agents〔高级的戏院经理商〕. With no experience at all, he was being offered the little part of Billy—the pageboy〔小佣人〕in a new production of Sherlock Holmes〔《夏洛克·福尔摩斯》〕. Sherlock Holmes opened on July 27, 1903 at the enormous〔气势宏伟的〕Pavilion Theatre〔帕维廉剧院〕. Charlie seemed to change overnight. It was as if he had found the thing he was meant to do.In 1910, when Karno〔卓别林所在的卡诺戏班〕set off on its yearly American tour, one of the best pantomime〔哑剧〕artists had ever seen him. They had reached Philadelphia when a telegram arrived and Charlie was offered the chance to replace a star in the Keystone film company.Cinema was born in the same year as Charlie thought people still believed it was a passing fad, and would never replace live shows. He was kept hanging about for several weeks and he used the time to watch and to learn. He was determined to master this new medium〔媒体，手段〕. It offered him the chance of money and success—and it would set him free from the noises of live audience〔观众〕.Charlie’s first film, shown in February 1914, was called“Making a living〞. Though it didn’t satisfy Charlie, the public liked it. After that he had made ten films and he had learned a lot. The public loved him and distributors〔电影销售商〕were demanding more and more Chaplin films. In an incredibly short time, Charlie had become a very important man in motion picture…〔二〕Words and expressions：I.单词和词组1. 四会要求line, set off, after a〔short〕while, appearance, set〔vt.〕, storm, as if, in a hurry, have…on, film 〔vt.〕, pick out2. 三会要求direct, director, particular, actress, act, lifetime, silent, add…to, uncertain, be uncertain about, bury, honour〔honor〕, stage, search, in〔one’s〕search for, wooden, mouthful, piano, play the piano, excite, exciting, manager〔三〕日常交际用语Functional sentences：1. 打算，计划What do you plan to do next?Are you going to the zoo?I intend to put it into practice.What are your plans for the future?I don’t want/ hope/ wish to do that.I’m ready to direct a new film.2. 表达意愿I feel like going for a walk.I’d li ke to go out for a walk.I would rather go right now.We prefer to stay here.3. 希望I wish we would meet again.How I wish it could be true.I would do it if I should have the chance.If only I could go with you.〔四〕Language points：1. Then for a period of several weeks we practise doing the play.］vt. 练习practise［'pr ektis后跟名词或动词-ing形式作宾语，不能跟不定式作宾语。