牛津译林版高中英语必修二《Unit 2 Wish you were here》 Project 教学设计
牛津译林版高中英语必修二
Unit 2 Wish you were here Project 教学设计
单元：Unit2 Wish you were here
板块：Project
Thoughts on the design:
本节课是以学生团队活动为主的教学课，阅读部分不再强调阅读策略与方法，而是更多地要求学生注意篇章的结构、句式的表达，从而实现项目活动的模仿，简化项目的难度，提高学生的参与度，增进团队的协作能力。
Teaching aims:
After having this period, students will be able to use what they have practiced to finish the
project by cooperating with each other. They can not only learn to search for information through
various means like the Internet or the library, but also to participate in group work and enhance
their team spirit. Meanwhile, the speaking and writing skills will be once again consolidated.
Teaching procedures:
Step 1 Lead-in
A: Recall the tourist spots talked about so far in this unit.
B: With the help of PPT, introduce a new eye-catching place. Use English sentences to
describe the pictures.
[Explanation]
在简单回顾本单元所习得的内容后，利用PPT中的图片和摘自课文的原句自然地向学生介绍本课的主题， —Shangri-La。同时，也使学生对如何表述风景的句型有先入为主的印象。
Step 2 Reading and analyzing
A: Allow students several minutes to read the passage and before they start to read， tell them
they should pay close attention to the subtitles.
B: Analyze the structure of the passage.
[Explanation]
详细确切的阅读指导能让学生把注意力更多地集中到文章的结构上，这使学生对在自己动手操作的项目活动中应如何分工、分工的具体内容应是什么、已查阅信息中哪些是有效信息、哪些是可删除信息等问题有更直观、更明确的理解。
Step 3 Sentences drills
A: Draw students’ attention to some sentences useful for writing a travel leaflet.
B: Do some sentence drills and prepare students for writing the leaflet.
[Explanation]
运用模仿式的造句和操练，使学生能尽可能正确地表达在接下来的项目活动中所需运用的句子。减低项目任务的难度，增加学习的成就感，提高学习的积极性。
Step 4 Group-work time
Split students into groups of four or five and ask them to work according to the specific
assignment they agree to. Each group is with a group leader who is in charge. The teacher walks
around the classroom， serving as a helper and supervisor.
[Explanation]
这个环节是项目活动中最重要的部分，它不仅能最大程度地使学生投入到听、说、写的能力训练中，而且能培养学生的团队协作能力，因为学生需要在集体活动中，通过与同组同学交换意见、达成一致、互通有无、互相帮助，实际运用前几个教学步骤中所习得的知识，将之前从网络或书本中查阅到的信息进行归类、删减、重组，才能呈现出最好的旅游宣传单。
Step 5 Homework
Put up students' work on the SHOW CORNER and ask each group to evaluate other groups’
work, pointing out problems if there are any. Compare notes and better them then.
[Explanation]
通过学生间的互评与讨论，学生的自我评价和评价他人能力能得到提高，最重要的是，在互评过程中，学生必须对旅游宣传单的构成、其中句型结构的表达、固定词组的用法，甚至个别难词的拼写有正确的认识。经过这一环节，知识必然得到强化与内化，自我学习能力
必然得到提高，教学效果也必然得到加强。
牛津译林版高中英语必修一Unit 2《Growing pains》(Project)教案
课题： M1U2 Project
【教学目标】
1. To have a better understanding of growing pains.
2. To cooperate with others to write a report on a certain kind of growing pains
they are interested in.
【教学重点】How to improve the reading ability.
【教学难点】How to write a report on a certain kind of growing pains.
【教 具】Multi-media projector
【教学过程】
Language points
1. at the moment: at this / that moment
in a ~ 马上，很快，常用将来时连用
after a ~ after a while / minute
to the ~ on time
for a ~ 暂时地， 一时地
for the ~ 当时，一时
the moment ( that) 可用于引导时间状语从句=as soon as /
immediately
Ss rushed out the moment they heard the bell.
The moment I saw him I know there was no hope.
They fell in love the first time they saw each other.
Each / every time I watch a DVD, he sends me to bed.
Next time you see me, please return me the book.
2. as if / though 作连词引导一个方式从句或标语从句
Unit2Let'sTalkTeens写作课教学设计-高中英语牛津译林版(2020)
译林版B1U2: Let's talk teens写作课教学设计
教学目标：
任务目标：
使学生完成一封有说服力(persuasive)、用语得体(proper)、有实用价值(practice)的建议信，帮助校园内有亲子关系问题的同学解决实际问题，在此过程中成为问题发现者、问题解决者和建议提供者。
语言目标：
学习并练习使用建议信中的常见表达。
能力目标：
熟悉建议信的写作格式：开头（共情）、主体（建议）、结尾（鼓励）
掌握使用具体事例和个人经历的技巧，增强建议信的说服力
学会使用连接词串联整文
思维目标：
能从多角度看待分析问题，学会换位思考，体谅对方
能对所遇到的困境，通过思考，找出多种解决方法
教学过程：
Step 1: Motivating
In our campus, there is a corner called "解忧杂货铺", have you ever
been there? It's a place you can write your little secret, your plains in a
letter. And the school club member will reply to you. Yesterday I passed
that telephone booth and found a letter from a gloomy boy. It seems he is
very depressed. Let's see what happened to him. 接下来展示郁闷男孩所遇到的问题，并告知同学们我们今天的任务就是写一封建议信。
Step 2: Enabling
How do you think this task?
A pick of cake or a little bit challenging?
Why do you think it is challenging?
牛津译林版高一英语上册必修二Unit1单元表格教案
牛津译林版高一英语上册
课 题 M2U1 课时 Welcome
教 学 目 标 Ⅰ. Learn about a mysterious story about Yeti.
Ⅱ. Use what we have learnt in this unit to complete a project.
教学重、难点 Learn about different mysteries .
Learn some new phrases.
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁注
Ⅰ. Try to pronounce the following proper words:
Himalayas Yeti Bossburg, Washington
Dr.Krantz
Ⅱ. Words and expressions:
1. similar
2. shoulder
3. run after
4. strength
5. footprint
6. support
7. existence / exist
8. on average
Ⅲ. Fill in the blanks:
People have 1 seeing a wild man-like creature in
the Himalayas. They call it Yeti. In 1998, an American
mountain climber said that he saw a Yeti on the Chinese
side of the Himalayas. The Chinese engineers also
reported that they saw a Yeti. In 1970, 1,089 footprints
高中译林牛津英语模块一Unit2教案
Module1 Unit1教学设计
课题 AWE M1 U2
主备人 邱 东
项 目 目 标 要 求
话 题 Growing pains
语言知识 语音 Natural and fluent pronunciation and intonation
词汇 act, curtain, soccer, frightened, bend, starve, cash, garbage, sink, adult,
tolerate, behaviour, teenager, fault, scene, defend, emergency, anyhow,
deserve, explanation, clinic, rude, sigh, bicycle, hardworking, handle,
error, guidance, insist, café, chat, argument, freedom, worried, harm,
foolish, patience, quarrel, selfish, distant, annoyed, forbid(forbade,
forbidden), adolescence, misunderstand, normal, confused, physical,
psychological, limit, wisdom, independence, balance, challenge
can‟t wait to do, be supposed to do, be hard on, now that, saty up, mix up,
as if, insist on, Internet café, at present, along with
语法 1. preposition +which and preposition + whom
牛津译林高中英语必修一二三逐字稿
牛津译林高中英语必修一二三逐字稿
全文共6篇示例，供读者参考
篇1
Hi there! My name is Emily and I'm a 10-year-old student in
5th grade. Today, I want to tell you about the English textbooks
we use in our school – the Oxford University Press' Compulsory
English Textbooks for Grades 1-3 in High School. Sounds kinda
fancy, right? But don't worry, I'll try my best to explain them in a
way that's easy to understand.
First of all, let me tell you about the three books we have.
Book 1 is for freshmen (that's 9th graders), Book 2 is for
sophomores (10th graders), and Book 3 is for juniors (11th
graders). Each book is divided into different units, and each unit
has different lessons and activities to help us learn English.
Now, let me give you an example of what a typical unit looks
like. Let's take Unit 3 from Book 1, which is called "My Lifestyle."
2020年高中英语UNIT4PROJECT教案牛津译林版选择性必修第二册
Unit 2 Living with technology
Project
I. Learning objectives
By the end of the lesson, students will be able to:
1. read the introduction to the product: InstaTrip watch;
2. make an introduction to an imaginative high-tech product.
II. Key competence focus
1. Exhibit idea about future high-tech products.
2. Make an introduction to the high-tech product.
III. Predicted area of difficulty
1. Find out the writing characteristics of InstaTripwatch: travel in no time!.
2. Write an introduction to the high-tech product.
IV.Teaching procedures
T greets the class.
T: Class begins, boys and girls! Good morning/afternoon!
Step 1 Revise and introduce the theme of this lesson
T gets the Ss to finish off CP54.
T: Last period I left one question to you: “What future development do you think
VR will have?〞 Let’s discuss it now.
牛津译林版英语八下Unit 2《Travelling》(task)教学设计
牛津译林版英语八下Unit 2《Travelling》（task）教学设计
一. 教材分析
牛津译林版英语八下Unit 2《Travelling》主要介绍了旅行的相关话题，通过描述不同地方的旅游景点和旅行方式，让学生学会如何表达旅行计划和感受。本单元包括阅读、听力、口语、写作和语法等多个方面的内容，任务部分要求学生根据所学内容，设计一份旅行计划。
二. 学情分析
学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。但在实际运用中，部分学生对旅行相关词汇和表达方式不够熟悉，同时对如何合理安排旅行计划缺乏经验。因此，在教学过程中，需要注重对学生旅行词汇的培养和旅行计划能力的指导。
三. 教学目标
1. 学生能够掌握与旅行相关的词汇和表达方式。
2. 学生能够正确运用一般现在时表达旅行计划。
3. 学生能够通过合作完成一份旅行计划。
四. 教学重难点
1. 旅行相关词汇的掌握。
2. 一般现在时的运用。
3. 旅行计划的合理安排。
五. 教学方法
1. 任务驱动法：通过设计具体的旅行任务，引导学生主动参与学习。
2. 合作学习法：学生分组完成旅行计划，培养团队协作能力。
3. 情境教学法：创设旅行情境，让学生在实际语境中运用所学知识。
六. 教学准备
1. 旅行相关词汇卡片。
2. 旅行计划模板。
3. 多媒体教学设备。
七. 教学过程 1. 导入（5分钟）
利用多媒体展示不同地方的旅游景点，引导学生谈论旅行话题。教师提问：“你们最喜欢的旅行目的地是哪里？”让学生自由发表意见，从而引入本课内容。
2. 呈现（10分钟）
教师展示旅行相关词汇卡片，如：hotel、ticket、flight等，引导学生跟读并记忆。接着，呈现一般现在时的句子，如：“I often go to Shangh.”，让学生理解并运用一般现在时表达旅行计划。
3. 操练（15分钟）
学生分组进行角色扮演，模拟旅行场景。例如：A组为旅行社工作人员，B组为顾客。A组需要为B组提供旅行建议，并运用一般现在时表达旅行计划。完成后，角色互换，进行下一轮操练。
高中英语课堂融入中华优秀传统文化的教学方法探讨
高中英语课堂融入中华优秀传统文化的教学方法探讨
《普通高中英语课程标准（2017年版2020年修订）》（以下简称“课标2017”）在“普通高中英语课程文化知识内容要求”的选择性必修和选修（提高类）部分明确要求：“使用英语简述中华文化基本知识，包括中华传统节日、中华优秀传统文化的表现形式（如京剧、文学、绘画、园林、武术、饮食文化等）及其内涵，主动传播和弘扬中华优秀传统文化；运用中外典故和有代表性的文化标志表达意义和态度，有效进行跨文化沟通；了解中国对外经济、政治、文化的积极影响，感悟中华文明在世界历史中的重要地位，树立中华文化自觉，坚定文化自信。”这一理念强调学生要坚定文化自信，具备传播中华优秀传统文化的能力。高中英语课堂是培养学生文化自信的有利阵地，教师只有在课堂上渗透中国文化，才能培养学生的文化意识、树立学生的“中国文化自信”，提升学生的核心素养。那么，教师具体该如何做？笔者主要从以下几个方法来探讨：
（一）直接讲解法
直接讲解法，即教师直接讲解教材中的中华优秀传统文化内容的教学方法，应用便捷是其最突出的特点。只要单元中包含中华优秀传统文化知识，教师就可以运用该方法教学，并根据实际需要为学生补充相应的文化知识。现行的译林版牛津高中英语教材包含历史古迹、行为礼仪、人物故事等丰富的中华优秀传统文化教学内容。这些内容以文字、图片或语音的形式分布在 Welcome to the Unit，
Reading，Task，Project 等教学板块，都是可以直接利用的中华优秀传统文化教学资源。
例如，模块二 Unit 2 Wish you were there的Project部分以语篇的形式介绍了我国云南省的香格里拉。在教学这部分内容时，教师除了讲解教材中已包含的知识外，还可以对教材内容进一步细化与拓展，将香格里拉的人口数量、民族分布、著名湖泊、地方特产、主要动植物类型等内容融入教学，让学生在学习教材内容的同时，深入、全面地掌握相关知识及其相应的英文知识。
2022_2023学年新教材高中英语Unit2TheUniversal教案牛津译林版选择性必修第一册
1
Unit 2The universal language
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. identify the use of verb-ing forms as subjects and objects;
2. use verb-ing forms as subjects and objects in different situations;
3. write a passage using verb-ing forms correctly.
II. Key competence focus
1. Identify the use of verb-ing forms as subjects and objects.
2. Use verb-ing forms as subjects and objects in different situations.
III. Predicted area of difficulty
1. Use verb-ing forms as subjects and objects in different situations.
2. Write a passage using verb-ing forms correctly.
IV.Teaching procedures
Step 1 Lead-in
T shows Ss some sentences with verb-ing forms as subjects and objects in the previous
units and asks them to figure out the functions of these verb-ing forms.
高中英语Unit2SectionⅢExtendedreadingProjec学案牛津译林版必修第二册
1 Section Ⅲ Extended reading, Project, Assessment & Further
study
Ⅰ.核心词汇
1．____________ adv. 现今，现在
2．____________ n. 大师，能手；主人
vt. 精通，掌握；控制
3．____________ vi.& n. 疼痛，隐痛
4．____________ vt.& vi. (使)生根
n. 根，根茎；根源，起因
5．____________ n. 哲学
6．____________ adv. 向后；朝反方向
7．____________ n. 简图，图解；图表，示意图
Ⅱ.拓展词汇
1．________ vi.犹豫，迟疑；疑虑→________ n．犹豫，迟疑
2．________ vt.& vi.承认；招认；准许进入；准许加入→________ n．接纳；进入权；准许入会/学；承认；入场费
3．________ vt.激励，鼓舞；启发思考；使产生(感觉或情感)→________ n．灵感；鼓舞人心的人(或事物)→________ adj.卓越的，激动人心的→________ adj.鼓舞人心的，启发灵感的
4．________ vt.& vi.探究，探索；勘探，勘察→________ n．探索；探究；勘探→________
n．探险者；勘查者
5．________ n．满意；满足，达到→________ vt.使满意→________ adj.满意的→________ adj.令人满意的→________ adj.令人满意的；够好的；合适的
6．________ vi.存在；生活，生存→________ n．存在；实有→________ adj.现存的；正在使用的
7．________ vi.& vt.呼吸；呼出→________ n．呼吸，气息→________ adj.气喘吁 2 吁的；呼吸急促的→________ adv.气喘吁吁地，上气不接下气地