牛津译林版高中英语教材教案
牛津译林版高中英语选择性必修第一册 Unit3 Welcome to the unit教案
Book 1 Unit 3 The art of paintingWelcome to the unit一、教学目标By the end of the section, students will be able to:1. know some popular types of painting;2. describe the four paintings in the textbook;3. introduce one or two world-famous painters and their masterpieces.二、教学重难点1. To tell different types of painting;2. To talk about world-famous paintings and their painters.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher has students brainstorm information related to the types of painting.通过头脑风暴活动，激发学生的学习兴趣，导入话题；引导学生通过类型、使用的工具或材料和用途来谈论绘画，并联系自身经历，为单元学习做好准备。
5’Individual WorkClass WorkStep 2 The teacher draws students’ attention to the art of painting by presenting more paintings and letsstudents focus on the following question.How many types of painting do you know about?通过头脑风暴，激活学生已有的背景语言知识，自然过渡到单元学习内容。
5’Group WorkFree talk。
高中英语译林说课教案模板
一、教材分析1. 教材内容：本节课选自译林版高中英语教材，具体内容为Unit 3 Lesson 6。
本单元主题为“Travel”，围绕旅行展开，涉及旅行准备、旅行经历和旅行感受等方面。
本节课学习的是阅读部分，要求学生通过阅读文章了解不同旅行者的经历，培养阅读理解能力和对旅行的兴趣。
2. 教材目标：（1）知识目标：掌握与旅行相关的词汇和短语，如travel, destination, packing, memorable等。
（2）能力目标：提高阅读理解能力，学会从文章中获取信息，培养学生的逻辑思维能力和分析问题的能力。
（3）情感目标：激发学生对旅行的兴趣，培养学生的探索精神和团队协作意识。
二、教学重难点1. 教学重点：（1）掌握与旅行相关的词汇和短语。
（2）提高阅读理解能力，学会从文章中获取信息。
2. 教学难点：（1）培养学生逻辑思维能力和分析问题的能力。
（2）激发学生对旅行的兴趣，培养学生的探索精神和团队协作意识。
三、教学方法1. 任务型教学法：通过设计任务，让学生在完成任务的过程中学习和运用知识。
2. 合作学习法：通过小组讨论、合作探究等活动，培养学生的团队协作能力和沟通能力。
3. 情境教学法：通过创设情境，激发学生的学习兴趣，提高学习效果。
四、教学工具1. 多媒体课件：用于展示教学内容，提高教学效果。
2. 课堂练习册：用于巩固所学知识，检验学习效果。
3. 白板、粉笔等：用于板书和演示。
五、教学过程1. 导入（1）播放一段关于旅行的视频，激发学生的兴趣。
（2）提问：同学们，你们都去过哪些地方旅行？旅行中有什么难忘的经历？2. 阅读教学（1）让学生阅读课文，了解文章大意。
（2）引导学生分析文章结构，总结文章主题。
（3）讲解重点词汇和短语，帮助学生理解文章内容。
3. 小组讨论（1）将学生分成小组，讨论以下问题：a. 文章中提到了哪些旅行目的地？b. 旅行者在旅行中遇到了哪些困难？c. 旅行给你的生活带来了哪些改变？（2）每组选派代表分享讨论成果。
《牛津高中英语》阅读课教学案例及分析（译林牛津版英语高二）
《牛津高中英语》阅读课教学案例及分析 (译林牛津版英语高二)一、教学课型: 阅读理解课二、教材分析1. 教材内容见《牛津高中英语》模块一 Unit 1 （Pages 2—3）2. 教材处理该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。
通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。
但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。
针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。
整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。
3. 教学目标①知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。
②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。
③文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。
4. 教学的重点和难点①重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。
②难点：如何培养学生运用略读（skimming）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。
三、教学设计1. 总体思路本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。
2. 教学过程Step 1 Lead-inT: Now, Class, we have learned English since the primary sch ool, and we have known some British language, culture, history and some other British lives. But do you know what the British s chool life is really like? If you want to know the answer, please w atch the following video.(设计说明:由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。
译林版牛津A全册教案
译林版牛津A全册教案一、教学内容本节课选自译林版牛津A全册，主要围绕第一至三章进行讲解。
第一章重点介绍英语语音知识，包括音标、元音、辅音的分类及发音规则。
第二章侧重英语语法，讲解动词时态、语态以及情态动词的用法。
第三章则围绕日常交际用语，学习如何用英语进行自我介绍、问候、告别等。
二、教学目标1. 让学生掌握英语语音知识，提高发音准确性。
2. 培养学生运用英语语法进行简单句型构建的能力。
3. 提高学生的日常英语交际能力，增强开口说英语的自信心。
三、教学难点与重点1. 教学难点：英语语音知识，尤其是音标的学习；动词时态、语态的区分与应用。
2. 教学重点：日常交际用语的掌握，如自我介绍、问候、告别等。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔、教学光盘等。
2. 学具：英语课本、练习册、笔记本、字典等。
五、教学过程1. 导入：通过播放一段英语动画片，引导学生关注其中的英语语音、语调，激发学习兴趣。
2. 讲解：详细讲解第一章英语语音知识，通过示范、模仿等方式，帮助学生掌握音标、元音、辅音的发音规则。
3. 实践：分组进行语音练习，让学生互相纠正发音，提高发音准确性。
4. 例题讲解：针对第二章英语语法，讲解动词时态、语态的用法，结合实际例句进行分析。
5. 随堂练习：让学生运用所学知识，完成练习册上的相关题目，巩固语法知识。
6. 交际场景模拟：结合第三章内容，设计日常交际场景，如购物、问路等，让学生进行角色扮演，提高交际能力。
六、板书设计1. 第一章：英语语音知识（音标、元音、辅音分类及发音规则）2. 第二章：英语语法（动词时态、语态、情态动词）3. 第三章：日常交际用语（自我介绍、问候、告别等）七、作业设计1. 作业题目：（1）抄写音标、元音、辅音，并标注汉语意思。
（2）用所学的动词时态、语态编写三个句子。
（3）模拟一个日常交际场景，用英语进行对话。
2. 答案：八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，了解他们对语音、语法、交际用语等知识的掌握程度，针对问题进行课后辅导。
牛津译林版高中英语必修1牛津译林版高中英语必修1模块一_Unit 1Welcome to the unit教案
Teaching Plan for Advance with English (Senior 1)Unit 1 School life1. Welcome to the UnitIn this section, four different texts representing school life in the UK are given. Each text gives a brief description of the subject and uses a vivid picture. Students are to fully participate in the discussion and brainstorm by combining what they know already about the high schools in the UK with the information in the text. The related topics and activities are designed to grab and attract students’attention by involving their full participation.Step 1 Brainstorming(Greeting the students) It's the beginning of a new term. You have just finished junior high school study and entered a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends. I can see that some of you are eager to know what studying at senior high will be like. Now I’d like to ask you:What may first appear in your mind as soon as people mention “school life”?(Beautiful school buildings, playground, sports, manyclassmates, good teachers, interesting courses, various activities, hard study, much homework, pressure...) As you have spent some time in our school taking part in the military training and the summer camp, I think you are not unfamiliar with the pictures I will show you.Now I’d like to ask you which parts of this school attract you to come here for your studies.(Good staff, student-oriented teaching methods, good facilities…)I’m sure you can get a lot when you experience your school life. What are they?(Knowledge, joy, sorrow, success, failure, discovery, challenge, tears, laughter, discouragement, frustration…) What about schools in other countries?Do students learn differently and have different experiences?Are schools all over the world the same?This is the subject of our first unit. Today we are going to look at schools in the United Kingdom and try to work out if they are the same or different from schools in China. Here are four pictures that show some aspects of school life in the UK. Please look at the pictures, read the instructions and try todetermine the differences between schools in China and the UK.Step 2 Discussing and practicingLet the students have a discussion for several minutes.The teacher can use the following contents to help students. Huge campus and low buildings:In the United Kingdom, we can see huge campus and low buildings in this picture. It is the biggest difference from schools in China. Schools in China usually have a large enough campus to make sure students have enough space to study and play in. But most school buildings are taller, at least three storeys high.Lockers for every student: In the United Kingdom, there are rows of lockers by the classrooms for students to put their stationery, books, exercise-books and other belongings. In China students bring what they need for lessons to school and then take it all back home after school. Most schools in China do not have the equipment in the classroom.Small class sizes:In the United Kingdom, there are fewer students in a class, no more than 30 per class.In China, There are usually more students in high school, perhaps 50 to 60 per class. Recently some schools are beginning to limit the number of students in each class.A lot of outdoor activities: When classes are over in the afternoon, studentstake part in different out door activities, which makes their school life more interesting. They can enjoy nature, play ball games or do what else they like. They don’t have to hurry home to do a lot of homework. It’s similar in some urban schools in China. Nowadays, schools there lay emphasis on students’overall development. They provide chances for their students and encourage them to do outdoor activities. However, in some schools, students are burdened with too much homework. They have no time to go out and relax after studying a whole day in the classroom.Give students a couple of minutes to talk about thefollowing three questions.1. Do you know any other differences between the lives ofChinese and British high school students?2. What kind of school activities do you enjoy?3. What is your dream school life like? (What kind of teachers / classmates are you willing to have? What relationship do you hope for between teachers and students?)[The teacher can organize students into pairs or small groups and have students form small groups to exchange their opinions and make sure each individual has a chance to speak. Get small groups to report their conclusions back to the whole class.]Sample answers:1. In the UK the architecture of school buildings is very different from that of our country. It’s rare to see tall buildings on the UK school campuses while in China many high schools have structures that are like skyscrapers. In the UK there are lockers in the classroom for students’belongings but in our classroom there are not. In the UK students are encouraged to participate in class discussion and teachers try to find ways to keep the atmosphere lively. In most cases, teachers treat students as their equals. In China, however, it’s difficult forteachers to try innovative teaching methods because of the large number of students. Even if the teachers succeed, they still have to resist pressure from the present education system, which is test-oriented. High school students are pressurized into studying for lots of exams, deprived them of free time to nurture their interests in different areas. Their British counterparts are lucky, as they have more free time to develop their potential and socialize with their peers.2. In some way I’m quite used to learning things, parrot-fashion. If I were a teacher, I would assign students homework that needs critical thinking and imagination. For example, I would ask them to find the connection between different phenomena in history and society and write what they thought, not a standard answer.3. My ideal school life would be something like this: teachers and students are friends and students are treated as individuals. They must think critically and are motivated to succeed by their teachers. The curriculum is flexible and can be adapted to suit the strengths and special knowledge of the teacher. We study a variety of subjects.4. What do you think is needed in order to achieve success?(Courage, diligence, determination, luck, confidence…)Step 3 HomeworkWrite down your own opinion on what your dream school is like in about 100 words.。
Unit1ExtendedreadingNewsthatMatters教案高中英语牛津译林版(202
3. Role play and find out the attitude of the third guest.
Archer’s opinion:
We have to achieve a balance between environmental
StepⅦ.Summary
教案
T: Lucid waters and lush mountains are invaluable assets. 绿水青山就是金山银山
1.Review the phrases in the blanks. 2.Ask students to retell what they have learned.
Protection mittee
StepⅣ. Careful reading
T:What attitudes may they take towards environmental protection? Read para3. and check your prediction. 1.Fill in the blanks to find out the attitude of the first guest.
主备人 班级 课题
教学 目标
教案
总第 节
陈晓琳
参与人
执教人
审
K2214
时间
核
人
News that Matters: pollution in Norgate
课 时
1
1.Most students know many key words and phrases and their relevant expressions after learning this passage.1.rapid development 快速发展；2.get rid of 摆脱；
牛津译林版(2020)高中英语选择性必修第一册Unit1教案
《英语》（选择性必修·第一册）Unit 1 Food mattersIntegrated skills (I)I. L earning objectivesBy the end of the lesson, students will be able to:1. understand how to introduce your favourite food;2. know some basic information and some events at the school Food Festival through listening;3. predict what type of word will be filled in the blanks before listening.II. Key competence focus1. Use listening strategies to get the right information.2. Get some useful information to prepare for writing by reading and listening.III. Predicted area of difficulty1. Complete the notes while listening.2. Know about the ways to introduce the favourite food.IV. Teaching proceduresStep 1 Free talkT asks Ss to have a free talk about their favourite food.T: Hello, boys and girls. What is your favourite food? Can you introduce something about it?T: Thanks for your sharing. I think you really love the food, so maybe you will be interested in the Food Festival. There is an announcement about the school Food Festival.【设计意图：本节课以情境导入——邀请学生谈谈自己最喜爱的食物，并引出学校即将举办美食节的活动，进而引出下文的听力部分。
牛津译林版高一英语必修一教案unit3
牛津译林版高一英语必修一教案unit3教案标题：牛津译林版高一英语必修一教案Unit 3教案建议和指导：1. 教学目标：- 熟悉并掌握Unit 3中的词汇和短语，如environment, pollution, global warming, etc.- 理解并运用本单元的语法知识，如定语从句、名词性从句等。
- 提高学生的听、说、读、写技能，培养学生的交际能力和阅读理解能力。
- 通过课堂活动和讨论，培养学生的合作意识和创新思维能力。
2. 教学重难点：- 教学重点：帮助学生掌握本单元的词汇和语法知识，提高语言运用能力。
- 教学难点：培养学生的阅读理解能力，引导学生进行深入思考和讨论。
3. 教学准备：- 教材：牛津译林版高一英语必修一教材Unit 3- 多媒体设备：投影仪、电脑等- 教学资源：词汇卡片、练习题、课堂活动设计等4. 教学过程：- 导入：通过展示图片或视频引入本单元的话题，激发学生的学习兴趣。
- 词汇学习：通过词汇卡片和多媒体展示，引导学生学习和记忆本单元的词汇和短语。
- 语法讲解：通过教材中的语法部分，结合例句和练习题，讲解定语从句、名词性从句等语法知识。
- 阅读理解：选择教材中的一篇阅读材料，设计问题和讨论活动，引导学生进行阅读理解和思考。
- 交流活动：设计小组讨论或角色扮演活动，让学生在小组内进行合作交流，分享自己的观点和想法。
- 语言运用：通过练习题和语言游戏，巩固学生对本单元词汇和语法的运用能力。
- 总结归纳：对本节课的重点内容进行总结和归纳，帮助学生理清思路和加深记忆。
- 作业布置：布置相关的作业，如课后练习题、写作任务等，巩固学生的学习成果。
5. 教学评估：- 通过课堂讨论、练习题和作业的批改，对学生的学习情况进行评估和反馈。
- 鼓励学生积极参与课堂活动，提高学生的学习兴趣和主动性。
6. 教学延伸：- 鼓励学生进行相关的课外阅读和研究，拓宽知识面和培养学生的自主学习能力。
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牛津译林版高中英语教材教案
牛津译林版高中英语教材教案
第一部分：引言
作为全球使用率最高的高中英语教材之一，牛津译林版高中英语教材以其全面的内容、高质量的教案和提供个性化学习的特点，深受广大学生和教师的喜爱。
本文将介绍牛津译林版高中英语教材教案的特点和优势，并给出一份常用于教学的教案，以帮助教师更好地利用教材进行教学。
第二部分：教案特点
1. 全面而系统的内容设计：牛津译林版高中英语教材教案内容全面，涵盖了听说读写四个方面，并配有丰富的练习题和写作指导。
教案根据教材内容的难度和学生的学习需求，设计了一系列循序渐进的教学活动，帮助学生全面掌握英语技能。
2. 突出交际和实用性：教案注重培养学生的交际能力，通过丰富的口语练习、听说训练和任务型活动，让学生能够在实际生活中运用所学知识。
教案中的实用性任务和真实情景案例，能够激发学生学习英语的兴趣和动力。
3. 强调学习策略和自主学习：教案注重培养学生的学习策略和自主学
习能力，通过引导学生进行情感反思、归纳总结，以及组织小组讨论和合作学习等方式，培养学生的学习主动性和团队合作能力。
第三部分：教案示例
主题：旅游与文化
单元：Unit 3 Travel journal
教学目标：
- 了解旅游的益处和挑战；
- 学习使用动词不定式和名词性从句描述旅行计划；
- 发展听说读写能力。
教学准备：
- 教师准备图片和实物资料，如旅行照片、景点介绍、旅游指南等；- 学生带上自己的旅游经历或计划。
教学过程：
Step 1: 导入旅游话题
- 通过展示图片、介绍自己的旅游经历或计划，引发学生对旅游和文化的兴趣，并让他们讨论旅游的益处和挑战。
Step 2: 学习新词汇和表达方式
- 呈现课文中的生词和短语，学生进行词义和用法辨析，并结合实际情
境进行口语练习。
Step 3: 听力训练
- 听取旅行日记录音，学生根据听到的内容，完成相关问题和填空练习，并展开小组讨论。
Step 4: 口语表达
- 学生互相介绍自己的旅游经历或计划，并使用动词不定式和名词性从
句描述。
Step 5: 阅读训练
- 学生阅读课本中的旅行日记，并回答相关问题，开始理解作者对旅行
的感受和看法。
Step 6: 写作指导
- 以“我最难忘的旅行经历”为题，学生根据自己的经历，写一篇100词
左右的日记，并展示给同学进行评价和分享。
第四部分：总结与反思
牛津译林版高中英语教材教案结合了学生的学习需求和现实情境，帮
助学生全面提高英语技能并培养交际能力。
教案设计注重学习策略和
自主学习能力的培养，通过多元化的教学活动和任务型练习，能够激
发学生的学习兴趣和积极性。
希望教师们能够善用这份教案，并根据学生的实际情况进行灵活调整，从而更好地帮助学生掌握英语，提高英语水平。