英语10译林牛津版unit2project教案
英语：Unit2《Wish you were here》 project课件(1)(译林牛津版必修2)
He 7.joined the army in 1983. In ______ chosen 1998 he was 8. _______ as a member of Project 921, 9. _____ is which now called Shenzhou. He is one of thecandidates only 14 picked from 1500 being 10. __________. The team spent the next five years 11. _____ trained. top Yang scored among the very 12. ____ in everything the group studied.
1. It was his high scores on the psychological tests that finally won him his position as China’s first astronaut. 是他在心理测试上
所得 到的高粉使他最终赢得了中国首名宇航员的席位。 到的高粉使他最终赢得了中国首名宇航员的席位。 强调句型: 强调句型 It
who Yang was one of them 13 _____ were picked for the Chinese space adventure. He took all kinds of tests to prove he qualified was 14. _________ for this important task. Yang won him his position as on China’s first astronaut because of his described high scores 15. ____ the psychological tests. Yang was 16. __________ by his successful commanders as hard working and proud always in control of himself. In the end, Yang was indeed 17 __________. The Chinese people can
Unit2SportscultureExtendedreadingProject教案-高中英语牛津译
Unit 2 Sports cultureExtended reading & Project 教学设计科目：英语课题：Extended reading & Project课时：1课时教学目标与核心素养：知识目标：探索英语体育习语的翻译方法，了解不同文化之间的共性和特性，增进相关语言文化的深层次理解。
能力目标：学会制作人物事实档案,探讨人物身上的优秀品格，反思如何学习和践行。
情感目标：获取更多中外优秀运动员的信息，学习他们优秀的品质和不屈的精神。
教学重难点：教学重点：学习有关体育运动的英语习语,并能在具体语境中恰当地运用,提高语言运用能力。
教学难点：探索和学习更多英语习语,学会比较汉语和英语的习语,理解文化差异。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-in教师活动：展示有关运动的习语，向学生提问。
What do you know about them?Can you understand them at the first sight?二、While- reading教师活动：让学生阅读文章，找出习语，归纳其意思。
教师活动：让学生用习语造句。
They seem to move the goalposts every time I meet the conditions which are required.好像每当我达到规定条件时，他们就改变规则。
His team scored an own goal when they played against Argentina.他的球队在与阿根廷队比赛时踢进了一个乌龙球。
I will call today to get a ballpark estimate of the cost.我今天会打电话来大致估算一下修车的费用If we believe ourselves, then we can still have peace and joy even when life throws us a curveball.如果我们相信自己,那么即使当生命中有突如其来之事发生时，我们仍能拥有平安和喜乐。
译林版英语六年级上册Project2教案
译林版英语六年级上册Project 2 教案一、教学内容二、教学目标1. 学生能够理解并运用与公共标志和假日相关的词汇、句型。
2. 学生能够在实际情景中运用所学知识进行交流，提高口语表达能力。
3. 学生能够通过小组合作，完成项目任务，培养团队协作能力。
三、教学难点与重点1. 教学难点：公共标志和假日相关词汇的运用，情景对话的编写和表演。
2. 教学重点：掌握公共标志和假日相关词汇，能运用所学知识进行简单的情景对话。
四、教具与学具准备1. 教具：PPT，卡片，黑板，录音机，磁带。
2. 学具：课本，练习本，彩色笔。
五、教学过程1. 导入：通过展示一组公共标志图片，引导学生进行讨论，复习相关词汇，为新课学习做好铺垫。
2. 呈现：播放Unit 1《Public signs》的课文录音，让学生跟读，学习新词汇和句型。
3. 实践：分组进行角色扮演，模拟情景对话，巩固所学知识。
4. 课堂讲解：针对Unit 2《Holidays》，为学生讲解假日相关词汇和句型，并进行例句展示。
5. 随堂练习：让学生编写与假日相关的情景对话，并进行小组表演。
六、板书设计1. 板书Project 2 Public signs & Holidays2. 内容：列出重点词汇、句型和情景对话示例。
七、作业设计1. 作业题目：结合所学内容，编写一个与公共标志或假日相关的情景对话。
2. 答案示例：情景对话1：A: Look at that sign. What does it mean?B: It means "No smoking". We can't smoke here.A: Oh, I see. Thanks for reminding me.情景对话2：A: What did you do during your summer vacation?B: I went to Beijing with my family. We visited the Forbidden City and the Great Wall.A: That sounds great! Did you take any photos?B: Yes, I took a lot of photos. I'll show you next time.八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后了解更多公共标志和世界各地的假日文化，提高跨文化交际能力。
英语选修10译林牛津版unit2task教案
Unit 2 People on the moveTask Convincing a friendSkills building 1: listening for the sequence of eventsWhile listening to a story, or to someone recounting their experience, it is important to note the sequence or order of events. Sometimes, people begin by discussing the current situation and then go back to discuss events in the past, or sometimes, people will start their story at the beginning and then go forward. In this part, you will learn how to notice the sequence of events while you are listening to a story or someone recounting your experiences. Pay attention to some phrases that will help you understand when things happened and in what order. Some examples:in the beginning then before originallyafter eventually after that when in the end Exercise: listen to the passage and write down the words or phrases that are used to show when something happened and in what order.Last year, my sister went to study in Germany as an exchange student. She stayed there for one year. When she returned, she said that that she had had a very enjoyable time there. In the beginning,she found it was a bit difficult for her to understand what the teachers said in class, especially in Maths and Science classes because she could not understand some special words or phrases used in these two subjects. Therefore, before a Maths and Science class, she tried to preview what would be taught in the class. Then she got on quite well with her studies. Now, she has come back from Germany and has learnt a lot about Maths, Science and , of course, the German language.Step 1: finding information about a returnee1. You will listen to a TV show and a conversation, and finish some exercises related to them, and then read a newspaper article. Then can get some information about why more and more overseas Chinese return to China after they have been studying and working abroad.Tapescript:Host: The topic of ‘brain drain’ has been in the news recently, and what we’re discussing today is the recent reversal of this trend. Specially, we’re talking about people who were educated abroad, and might even have worked abroad, but are now returning to China to live and work. I’d like to welcome Mr. Zhu Mr. Zhu, who will tell us about his experience abroad.Zhu Lin: Thank you for having me here today. When I graduated from university, I looked around at all the other recent graduates who also wanted jobs, and I thought, ‘What makes me special or better than they are?’ I realized that to get a really good job, I’d need more training. At that time, many of the best places to get certain advanced degrees were outside of China. I did some research and found a PhD coursein the UK that was perfect for me. In the end, I lived in the UK for five years. After I completed my degree, I was offered a job by a top company in London. I had thought about coming home to China, but eventually felt that the position was too good to turn down. I also thought that if I worked for a few years in a Western country and learnt how they do things, I could bring that knowledge back to China and become a more valuable employee.Host: Why did you decide to come back?Zhu Lin: By then, many international companies had opened offices in China and I felt that there were new opportunities. I started contacting companies in Shanghai and Beijing to find work before I left London. I set up interviews and found a new job only a few weeks after returning. Do you know what the funniest thing of all is?Host: No. What?Zhu Lin: I stayed abroad because I thought I’d have better opportunities and be able to save more money, but my job here is actually much better than the one I had in London!Host: We have to take a break now, and when we come back, we’ll take phone calls from viewers at home.2. Listen to the tape again, and check the answers.about and try to fill in the blanks.of this phenomenon.Questions:1. What does the phrase ‘brain drain’ mean?2. Why have some Chinese students and workers not returned after they went abroad to study and work?3. What made many Chinese decide to exchange living abroad for a new life in China?4. What has changed in the way people now pay for studying abroad?Not all questions have one simple answer. In fact, most questions have several different responses, and often people want to give complex answer. Complex answers usually involve several different parts, so it is important to make sure that the person you are talking to understands the relationship between the different parts of your answer.●When you give several answers that build on each other or are linked in a waythat one supports the other, using connecting words such as and, also and furthermore.●When the answers you give are contradictory or do not directly agree with eachother, use connecting words such as however, but, even though and despite. This part tells you how to use some connecting words to link different parts of a complex answer. If you are able to use these connecting and contrasting words when speaking, you will be able to discuss topics better.1. Group work:Discussion: Read the newspaper article in Part C on page 27 again. Underline connecting words in it and tell the class where one sentence supports another as well as pointing out where two parts are contradictory or do not agree with each other.This part gives you a chance to practice their oral English by doing questions and answers. You are asked to work with a partner to talk about how an overseas Chinese person can prepare to return to China and find a job at home.1. Read the guidelines on page 28 and go through the information listed in the table on page 28.2. Acting: Work in pairs, making a dialogue. One acts as the student and the otheras the careers officer. While making the dialogue, you should try to use what they have read in Skills building 2 to give answers.Introduction: when you need to convince someone of something, or get them to agree with your point of view, there are several things to remember. (page 29)1. Find the sentences that correspond to the four points on page 29. And writea passage in convincing language:Use the information you gathered in Steps 1 and 3 to write to your friend, and then you’ll be required to read the letter to your friend or desk partner:Possible example:Dear Lin Hong,I was very happy to receive your letter and hear that you are well. In your letter, you said that you were thinking about returning home and working in China. I have tried to get as much information as possible so that you know how many opportunities you will have in China. China’s rapid development mad the increasing number of international companies registering to do business in China have led a large numberof Chinese who have studied and worked abroad to come back because they can get good job and earn more money here. Our government has also introduced new programmes to encourage people to start their own companies, so many returnees have started their own companies and become business owners.As you can see, more and more Chinese have returned. In 2003, there were 45, 00 returnees in Shanghai alone, and many of them are now working as high-level managers, senior engineers or business owners. I watched a TV show where a man named Zhu Lin talked about his experiences of studying and working overseas, and why he came back to China. He went to the UK for five years to get a degree and later he had graduated he got a good job in London. However, he returned to China because more and more international companies were opening offices in China and one of them offered him a job.I think it is high time that you returned home. I have found several institutes or universities that you could teach at. You can have a look at the different institute or universities and decide on two or three appropriate ones and send them your CDS and references from your professors and your employer overseas. I am sure you will find a great job here.Best wishes,Yours,(Student’s own name)Step 4: Homework1 Review this part and make sure you know how to use convincing language2. Preview the project.。
译林牛津新教材必修一unit 2Project-creating a short play
Friends
Voice your opinion about the fact that some parents often stop their children from meeting their good friends.
a place where an unpleasant event has happened (不愉快事件发生的) 现场, 地点
e.g. The first scene of the play is the king's palace. The boats in the harbour make a beautiful scene. Reporters were soon on the scene after the accident.
Having a hobby that we enjoy brings us joy and enriches our lives. It gives us something fun to do during our leisure time and affords us the opportunity to learn new skills.
1. scene n.
a part of a play or film in which the action stays in one place for a continuous period of time 场景, 场面; 镜头 a view or picture of a place, event, or activity 情景, 场景, 场面
最新精品译林牛津选修10Unit2精品教案Book 10_U2_Reading 2
牛津高中英语教学设计教材：牛津高中英语(模块十) 高三上学期文档内容：教学设计——教案单元：Unit 2 People on the move板块：Language pointsThoughts on the design:本节课的主要目的是帮助学生学习课文中出现的重要词汇，通过中译英、句型转换、情景设置等方法帮助学生理解文中出现的语言现象，掌握新的语言知识。
Teaching aims:1. Learn the language points in the passage.2.Practise listening and speaking.Teaching procedures:Step 1 Learn the new language points1. on the move1) traveling from place to place 在行进中，在移动中We’ll be on the move next week, so you won’t be able to reach us.2) busy or active all the time 繁忙的，活跃的He’s always on the move and never has time to talk/rest.3) developing quickly 快速发展It’s an industry on the move.2.look at1)In this edition of American Living, we are looking at some population trends in the USA.The effects of the new law need to be looked at. 思考，考虑，研究2)I haven’t had time to look at the papers yet. （仔细）察看，检查3)The Americans look at life differently from the British. 观察或看待事物look down on/look into/look through/look up/look up to/look back on1)She looked through her notes before the examination. 快速浏览2)If you want to catch the next train, please look up the time in the timetable. 查看3)A working party has been set up to look into the case. 调查，审查4)Looking back on my childhood, I feel so good. 回顾5)He was looked down on because of his shabby beginnings. 鄙视，瞧不起He was such a great person that was worth looking up to. 赞赏，尊敬（某人）3. make up1) He made up some excuse about the dog eating his homework. 编造2) They made up a little poem and wrote it on the card. 编写；创作3) They made my face up to look like a clown. 给……化妆4) Sorry, I’m late; I’ll make up the time this evening. 补足；补回5) Women make up 40 per cent of the workforce. 组成，构成This book is made up of twelve separate short stories. 由……组成4. prefer 更喜欢，钟爱Even today, most Americans prefer coffee to tea.I prefer working on my own.Do you prefer to exercise indoors or out of doors?I’d prefer you to drive, if you don’t mind.I prefer to stay at home rather than go to the cinema.have a preference for sth. 偏爱……5. elect 选举elect sb to sth.They were elected to the House of Commons.He was elected to the strike committee.She was the first black woman to be elected to the senate.~ sb (as/to be)They elected him (as) chairman of the company.They elected Nixon (as/to be) President.~ to do 选择、决定(做……)Many people elect to work at home nowdays.6. seek v. 寻求,寻找,搜索[(+after/for)]He sought vainly for the answer. 他寻求答案,但无结果。
译林版高中英语必修二Unit 2 Project 教案
《英语》（必修·第二册）Unit 2 Be sporty, be healthyProjectI. Learning objectivesBy the end of the lesson, students will be able to:1.know the steps to d o a survey on student’s exercise habits;2.know the rules for designing a good questionnaire;3.improve social skills by approaching the target respondents properly and ask them to fill in the questionnaire;4.know how to analyse the statistics from the questionnaire;5.know how to write a report to present the results of the survey and make suggestions on improving students’ exercise habits;6.cooperate effectively with group members, be clear about their assignments in the group work and complete the assignments.II. Key competence focusCooperate effectively with others.III. Predicted areas of difficulty1. Design the questions on the questionnaire.2. Write a report to present the results of the survey and make suggestions on improving students’ exercise habits.IV. Teaching proceduresStep 1 Lead-in1. T asks Ss to review the benefits of exercise.2. T shares his or her exercise habits and invites some students to share their exercise habits.3. T points out the task of this class: help our PE teacher do a survey on students’ exercise habits. 【设计意图：通过复习前面所学的锻炼益处，自然过渡到我们应该加强锻炼的话题。
牛津译林版英语必修二Unit2Project教案
牛津译林版英语必修二Unit2Project教案牛津高中英语教学设计单元：Unit 2 Wish you were here板块：ProjectThoughts 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-inA: 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。
译林牛津模块10unit2Project
What do you think the article is going to tell us after reading the first paragraph?
From the first paragraph, we can learn that the article is about the history of the Romany who always move about and the reasons for their movement.
Do you know who they are and why they are always traveling?
Romany
The dance of Romany
Read the directions, the title and the first paragraph of the article to find out what the article is about.
The fourth subtitle is ‘Future relations’. What do you think this part will talk about?
The relationships between the Romany and other people in the world.
The party split into the left and right wings soon after it was founded.
The world was split into two - East and West. 知识归纳：
对牛津高中英语Module 2 Unit 2 Project教学思考
对牛津高中英语Module 2 Unit 2 Project的教学思考unit 2 project是关于shangri-la的旅游小册子，通过课文的学习，学生能基本了解旅游小册子的特点以及它应包含哪些基本内容。
但文中的旅游小册子并不完美，除了文字描述，没有给出一些让人一看就会被深深吸引的图片。
笔者在理清本文的教学目标、重难点的前提下，采取了一些有助于本文学习的方法。
一、unit 2 project的教学目标、难点和重点1.教学目标。
unit 2 project的教学目标有四个方面，一是培养学生的概括、总结能力；二是帮助学生提高口语表达能力；三是培养学生的批判思维能力；四是帮助学生了解什么是tavel leaflet 以及怎样去制作。
2.教学难点。
unit 2 project在教学过程中存在着一些难点，如学习本课文时，学生们在高中课堂学习仅三个月左右，还没有适应高中英语课堂学习；同学们相互不太熟悉，在做oral presentation 的时候会很羞怯；另外学生们的词汇量也不够。
3.教学重点。
结合教学目标和教学难点，我们可以梳理出unit 2 project 的教学重点，一是告诉学生什么是travel leaflet及如何制作；二是创造条件让学生能积极参与小组活动并展示制作成果。
这就要求授课老师应尽量使用简单易懂的语言，并结合同学们相对熟悉的宣城本地实际，为学生提供相应的文字材料，让语言表达能力欠缺的学生在所给文本中直接找出需要的相关信息，在这个基础上加工信息，以自己的方式呈现，从而进一步简化任务，让更多的学生能够积极参与进来。
二、unit 2 project的教学设计1.从米尔顿的小说the lost horizon导入shangri-la。
课文中提到shangri-la一名及描述源于米尔顿的小说the lost horizon，这本小说与课文密切相关。
在具体引入过程中，笔者展示了许多关于shangri-la的图片，并在美丽的图片上写上文字，并配以云南民乐，给学生带来视觉和听觉上的双重震撼。
英语10译林牛津版unit2project教案
英语10译林牛津版unit2project教案Project Making a classroom displayPart A: ReadingIntroduction: The reading material is website article about a group of people who are spread out all around the world. This part is designed to give you a chance to practice your English by completing a project. During the course of the project you will discuss what should be included in your display and how to organize the facts they found. In order to finish the project, you will need to cooperate and to complete each part of the project together. By conducting the activities in this part, you will get some information about different people and the history of their distinct culture.1. Answer the following questions:Do you know that there is a group of people in the world who keep traveling from place to place? Have you ever read some books or watched some films or TV programmes about these people? Do you know who they are and why they are always traveling?2. Read the guidelines and website article. Answer the following questions.1). what does the word’ wander ’mean and what does the title’ the wondering Roma’ mean?2). What do you think the article is going to tell us after reading the first paragraphs?3. Read the article and find out the information about the history pf the Roma.During World War Ⅱ1001—1200 1500—18001930until 1973in the 1970s4. Read the article once more to point out the two aspects of reasons for the Roma’s movement.Part B:1. Read the passage again and ask each group to discuss the following questions:1). What differences are identified in the article that shows the Roma are a distinct cultural group?2). What examples are given that show European’s prejudice Against the Roma throughout history?2. Group work. Discuss the other six questions of Part B.Homework:1. Read the passage in project and try to remember something about the Roma.2. Surf the Internet and gain more information about Roma.。
牛津必修2Unit2project教案本
M2U2Wishyouwerehere 教案常德市一中卢嘉彬Module2Unit2ProjectMakingatravelleafletTeachingAims:GetstudentstoknowtheinformationaboutShangri-la.Encouragestudentstostudyhowtomakealeaflet.Improvestudents’writingandspeakingabilities.Instructthestudentstolovenatureandourschool.TeachingImportantandDifficultPoints:Howtoleadstudentstomakealeafletaboutourschoolthroughcooperation.TeachingMethods:OpeningteachingTask-basedlanguageteachingInterest-inspiringteachingTeachingAids:AcomputerandtheblackboardTeachingprocedures:StepILead–inShowsomepicturesabouttheteachers’travellingexperienceinThailand,andhaveafreetalkaboutit.oneofthestudentstocometothefront,andshowlittleperformancetotheirclassmates.(Homeworkchecking)ShowstudentsaphotoofoneofstudentsinShangri-la,andaskthemtoguesswheresheis.ShowstudentsavideoclipaboutShangri-la.T:Todaywe’llwanderaroundthebeautifulplaceShangri-la.StepII ReadingatravelleafletaboutShangri-laActivity1:Readingandanswering(Part1&2)Askoneofthestudentstoreadthefirsttwopartsandasktwoquestions.Q:1.WhereisShangri-la?(B)A.DaliB.ZhongdianQ:2.Howcanyougetthere?Whichwaydoyouwanttochooseandwhy?Activity2:Listeningandselecting(Part3&4)Listentopart3&4andselectsomebeautifulsentencesdescribingShangri-la.Activity3:MatchingthepicturesfromthetexttodescribeShangri-laFinisht histaskthroughstudents’competition.Activity4:DiscussionDiscussinpairs,thenchooseonewordtosummarize(总结)eachpart: sceneryhistoryactivitiesweatherfoodintroductionLocation(位置〕culturetransport(交通)StepIIIMakingatravelleaflet-----Aleafletofourschool ShowsomepicturesaboutMiddleSchoolofChangde.Givetipsformakingaleafletofourschool.3.Dividethewholeclassintoseveralgroupsandask themtocreatetheirownleafletofMiddleSchool.4.Presentincompetition,withtheaidofpraisingthestudents.StepVHomework yourleafletperfectandputitonthewall.PartD1andD2onpage97intheworkbook.StepVIIBlackboarddesignM2U2Wishyouwerehere-------ProjectIReadingIIMakingatravelle afletbriefintroducti onLeafletLe afletantransportleaflet12 andcultureLeafletLea flet34Module2Unit2Project: Makingatravelleaflet教学设计特色一、说教材本节课讲授的是译林牛津英语Module2Unit2Project:Makingatravelleaflet.此课型共分为 A、B两个局部。
牛津英语模块一Unit2课文、Project原文和翻译及单词表(2010版)
M1U2Home alone Act OneMom and Dad arrive back from vacation a day earlier than expected. The curtains are closed and the living room is dark when Mom and Dad enter.Dad: It’s so nice to be home!Mom: Yes, I can’t wait to surprise the boys!Suddenly the door opens and a soccer ball flies through the room. Eric runs in after it, followed by a big dog, walking very slowly.Eric: Mom! Dad! You’re back early! (looking around room, sounding frightened)But, but … you weren’t supposed to come home until tomorrow!The dog slowly walks to Mom and Dad.Mom: (bending to touch dog) Eric, he’s so tired and hungry! (looking at table) The money for dog food is gone, but Spot looks like he is starving! What did you do with the cash we left?Dad: And look at this room—garbage all over the place! Where is your brother? (shouting angrily) Daniel!Daniel: (running into room) Mom, Dad, I can explain …Dad opens the curtains and light comes into the room. The room is in a mess, with pizza boxes on the floor and dirty dishes in the sink. In the corner, there is a garbage can around which are pieces of garbage and waste paper.Mom and Dad both turn towards Daniel.Dad: (sounding very angry) Listen to me, young man—we left you in charge! We thought you could act like anadult, but look at the mess! I don’t know why the houseis so dirty ...Mom: Daniel, we thought you were an adult, a person who would make good decisions ...Dad: How can we trust you any mo re? We won’t tolerate such behavior in our house!Daniel: (shouting) Stop shouting at me. I’m still a teenager! Why is everything always my fault?Daniel runs into his bedroom and shuts the door angrily. Mom and Dad look at each other as lights go out.End of Act OneAct Two, Scene OneDaniel and Eric’s bedroom. Eric sits on his bed. Daniel has his arms crossed and looks upset.Daniel: They never even gave me a chance to defend myself.I hate them!Eric: You don’t h ate them. I can tell them we had an emergency. Then they won’t be mad any more.Daniel: No, don’t tell them anything. Anyhow, they didn’t trust me. They don’t deserve an explanation. Let them think what they want.Eric: But Daniel, if they knew that Spot was sick and we used the money to take him to the clinic ...Daniel: And that we spent all of yesterday waiting there for him, and that is why we had no time to clean the house ... but no, Eric, why didn’t they ask me what happened instead of shouting at me?Act Two, Scene TwoMom: Do you think we were too hard on Daniel? Perhaps there is a reason why the house is a mess ...Dad: Maybe, but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.Mom: Oh, why does this have to be so difficult?Mom sighs.End of Act Two小鬼当家第一幕妈妈和爸爸外出度假，比预期的时间提前一天返回家中。
Unit2OutofThisWorldProject教学设计高二下学期英语牛津译林版(2020)选择
牛津译林版（2020）选择性必修第三册Unit 2 Out of This WorldProject教材分析：本节课程来自牛津译林版（2020）选择性必修第三册Unit 2 Out of This World。
本节课的主题是探索宇宙，通过学习探险家威廉·哈勃和他的伽利略太空望远镜，以及参观NASA太空探索中心，让学生了解人类对宇宙的探索和太空科学的发展。
教学目标：1. 掌握课文中的重点词汇和短语。
2. 了解威廉·哈勃的贡献以及伽利略太空望远镜的重要性。
3. 了解NASA太空探索中心的建设与发展。
4. 培养学生对宇宙科学的兴趣和探索精神。
教学重点：1. 重点词汇和短语的掌握与运用。
2. 威廉·哈勃和伽利略太空望远镜的介绍。
3. NASA太空探索中心的介绍。
教学难点：1. 威廉·哈勃和伽利略太空望远镜的相关知识的理解和运用。
2. 学生对NASA太空探索中心的建设与发展的理解和探讨。
学情分析：学生是高二年级的学生，已经具备一定的英语基础。
他们对科学和宇宙有一定的兴趣，但对相关知识了解可能较为有限。
学生可能对威廉·哈勃和伽利略太空望远镜的故事和NASA太空探索中心的发展有浓厚的兴趣，希望能通过这节课进一步了解。
教学策略：1. 引导学生观看相关视频和图片，激发学生的兴趣。
2. 组织小组讨论和合作学习，促进学生之间的互动和合作。
教学方法：1. 师生互动教学：教师以讲解和引导的方式，让学生主动参与课堂讨论。
2. 合作学习：通过小组合作和小组讨论的方式，让学生共同学习和分享。
导入环节（约5分钟）：导入活动：通过展示一张风景画或者播放一个与太空相关的短视频来引起学生的注意。
导入内容：引入本节课的主题——太空。
导入活动：教师可以请学生观察画面或者视频中的元素，并提出以下问题进行导入：1. 你认为这是什么地方？2. 你对外星生物有什么了解？3. 你有过类似的太空梦吗？描述一下。
牛津译林版英语八年级上册Project2教学设计
3.小组成员相互交流、讨论，对对话或短文进行修改和完善。
4.教师巡回指导，解答学生疑问，给予建议和鼓励。
（四）课堂练习
1.教师设计一系列练习题，包括选择题、填空题、改错题等，让学生巩固所学知识。
2.针对学生的不同层次，设计难易程度不同的题目，使每位学生都能得到有效训练。
二、学情分析
牛津译林版英语八年级上册的学生，经过前期的学习，已经具备了一定的英语基础，能够运用简单的日常用语进行交流。在此基础上，他们对未来主题的内容充满好奇，有较强的探索欲望。然而，在语言运用方面，学生对一般将来时和将来进行时的掌握程度参差不齐，部分学生可能存在运用困难和混淆现象。此外，学生在阅读理解、分析和推理能力上还有待提高。
3.教师及时批改学生练习，给予反馈，帮助学生发现并改正错误。
4.组织课堂竞赛，鼓励学生积极参与，提高他们的学习兴趣。
（五）总结归纳
1.教师邀请学生总结本节课所学的一般将来时和将来进行时的用法，以及相关词汇和句型。
2.学生分享自己在小组讨论和课堂练习中的收获和感悟。
3.教师对学生的表现进行评价，强调团队合作的重要性，鼓励他们在课后继续探索未来主题的阅读材料。
1.创设情境：通过引入与未来相关的图片、视频等教学资源，激发学生的学习兴趣，为他们提供真实的语境，促进他们对目标语言的感知和运用。
2.任务驱动：设计不同层次的任务，引导学生运用所学知识完成预测、讨论、编写对话等任务，提高他们的实际运用能力。
3.分组合作：将学生分成小组，进行角色扮演、讨论等活动，培养学生的合作意识和沟通能力。同时，教师要注意观察各小组的活动，给予适当的指导和鼓励。
牛津译林版英语八年级上册Project2优秀教学案例
1.导入：以一幅描绘不同人物爱好的图片引导学生进入话题，激发学生的学习兴趣。
2.呈现核心词汇和句型：通过多媒体展示本节课的核心词汇和句型，让学生进行大声朗读，加深对知识点的印象。
3.小组讨论：让学生分成小组，讨论自己的爱好，并用英语进行表达，培养他们的自主学习能力和口语表达能力。
4.课堂展示：邀请部分小组进行课堂展示，鼓励其他学生进行评价和补充，提高他们的参与度。
5.角色扮演：设计一个关于询问和描述爱好的情景，让学生进行角色扮演，锻炼他们的英语口语表达能力。
6.总结与作业：对本节课的内容进行总结，布置相关作业，让学生巩固所学知识。
四、教学评价
1.口语表达：通过课堂展示、角色扮演等活动，评价学生在口语表达方面的进步。
2.作业完成情况：检查学生作业的完成质量，评价他们对知识的掌握程度。
在教学过程中，我发现学生们对于描述自己的爱好非常感兴趣，但在使用英语进行表达时，很多学生存在词汇贫乏、语法错误等问题。因此，我决定通过制定一份优秀教学案例，帮助学生更好地掌握本节课的内容，提高他们的英语水平。
二、教学目标
（一）知识与技能
1.让学生掌握本节课的核心词汇，如hobby, interest, often, usually等，并能熟练运用这些词汇描述自己的爱好。
（四）反思与评价
1.在课堂结束前，让学生对自己在课堂上的表现进行反思，思考自己在口语表达、团队合作等方面的优点和不足。
2.引导学生对自己的学习过程进行评价，如“我在学习过程中遇到了哪些困难？我是如何克服的？”等，培养他们的自我评价能力。
3.鼓励学生互相评价，共同进步，如“你觉得你的小组成员在本次活动中表现如何？他们有哪些优点和不足？”等，培养他们的团队合作精神。
高中英语 Unit2 People on the move Project教案 牛津译林版选修10-
LeftIndia
in several waves
Originally lived in northernIndia
Killed in large numbers by theNazis
1. Where did the Romanyfirst come from?
The Romany are thought to have first come fromIndia.
2. Whatis the Romany’s main characteristic?
Their main characteristic is that they do not stay settled for a long period of time,andalways moveon to another place.
2.Get ready for the classroom display about the Jewish people.
[TeachingImportantand DifficultPoints]
1. Learn to write a report by reading an article.
2. How to complete the project by cooperating.
Model 10 Unit 2： People on the move
Project
[Teaching Aims]
1.Get to know some important information about the Romany.
2.Learn some important words and expressions.
高中英语新牛津译林版精品教案《Project(2)》80
Unit 2 The univera anguagethe bue to e coe to 10 _____be a an recordAnwer: createHow man uic be divided into according to the writerFive uicSte uic and gue what ind of muic the beong toOn ouShae,Ratte and RoLoe ourefScarborough fairHigh Mountain and Running WaterSte uic do ou ie bet Whband i our favoritei our favorite inger or bandSte ation coected to mae a web to the caSteeworour ear to the ound of the word, now a man a muica te;a uica te另附:教学反思寓教于乐——记一堂快乐的英语课涟源一中英语组刘媛斌我从接受录课任务开始就一直在思考该选择什么内容。
按照传统的上课模式，一般是学生阅读，然后把课文内容设计成阅读理解、语法填空、短文改错等使之与高考融入。
不知为什么，我对此有点厌倦。
正好最近学到一篇关于西方流行音乐的进化史的文章，任务是要求学生做关于他们喜欢的音乐类型、乐队、歌星的网页。
我班的学生很多是英语学霸，但是却不敢开口说英语，更不用说唱英语歌了。
为了鼓励他们开口说英语，唱英语歌，我决定选择这个主题。
然后我就开始寻思怎样让学生快乐地度过这一堂课，感受音乐的神奇魅力。
斟酌再三，我选择了模块八第二单元roect的第二堂课，上课内容主要是学生的才艺展示。
我考虑让每个环节都环环相扣，用上一步的内容引出下一步的内容。
所以我将整堂课的内容分为三大板块:首先为一个与高考题型相适应的小测验,接下来让学生们猜五段不同的音乐类型,最后是学生们精彩的才艺表演。