高中译林牛津英语模块二Unit2教案
Unit2SportsCultureIntegratedskills教案高中英语牛津译林版(2020
牛津译林版（2020）选择性必修第二册Unit 2 Sports CultureIntegrated skills教材分析：牛津译林版（2020）选择性必修第二册Unit 2 Sports Culture Integrated skills这一课程主要内容是关于体育文化的学习。
教材包括Introduction、Reading和Writing三个部分，通过阅读和写作任务引导学生了解体育文化的重要性、学习如何参与体育竞赛以及如何写一篇体育竞赛报道。
教学目标：1. 知识目标：了解体育文化的重要性，认识不同的体育项目及其规则；2. 能力目标：学会获取和理解阅读材料中的关键信息，培养运用英语进行交流和写作的能力；3. 情感目标：培养学生的团队合作精神、竞争意识和对体育健康的兴趣。
教学重点：1. 学习关键词和短语，如sports culture, Olympics, participate in, pete, spectators等；2. 阅读理解：通过阅读材料，获取关键信息；3. 写作技巧：学习如何写一篇体育竞赛报道。
教学难点：1. 阅读理解：理解阅读材料中的细节信息和隐含意义，包括人物态度、目的等；2. 写作技巧：组织语言，运用适当的时态和词汇，写一篇连贯、具有逻辑性的体育竞赛报道。
学情分析：学生是高二学生，已经具备了一定的英语基础，能够进行基本的英语交流和阅读理解。
学生对体育可能有一定的兴趣，但对于体育文化的了解和体育竞赛报道的写作技巧可能还不够熟悉。
教学策略：1. 引导学生主动参与：通过讨论、小组合作等形式，激发学生的学习兴趣，增强学生的主动性和参与性；2. 针对性教学：结合学生实际情况，选择与学生生活经验相关的材料和话题，提高学习效果；3. 多媒体辅助教学：使用图片、视频等多媒体资源，激发学生的学习兴趣，帮助学生更好地理解和记忆知识点。
教学方法：1. 合作学习：鼓励学生进行小组讨论、合作解决问题，培养学生的团队合作能力；2. 探究式学习：引导学生通过自主阅读和讨论，发现问题，解决问题，培养学生的思维能力和独立解决问题的能力；3. 情景教学：通过设置情境和角色扮演，使学生在真实场景中练习口语表达和写作技能。
英语必修ⅱ牛津译林版unit2教案2
模块2 unit 2 Wish you were herePeriod 3 (Task & Project)1.教材分析（1）三维目标Knowledge and skills:1.Train students' listening, speaking, reading and writing abilities.2.Learn some useful skills about learning English.3.Get the students to talk about planning a holiday and making a travel leafle t.4. Get the students to write an e-mail.5. Draw conclusions and make recommendations through the statistics.Process and methods1.Questions-and-answer activity2.Individual, pair or group work to make every student work in class.3.Listening, reading and writingEmotion, attitude and values1.Encourage Ss to take part in the tasks2.Help students to develop the ability of cooperative learning3.Improve the students’ ability to finish the tasks.(2)教学重点1. Finish the task of listening to improve the students’ listening ability.2. Finish the task of choosing a holiday destination to train the Ss’speaking ability.3. Finish the task of writing an e-mail.4. Finish the task of making a travel leaflet to train the students’ speaking ability.5. Get the students to cooperate with others.(3)教学难点1. How to t rain the students’ listening and speaking abilities.2. How to help the students finish the talks of writing and speaking.(4)教学建议1.Encourage the students to work in pairs or in groups.2.Apply multimedia to teaching新课导入设计Review the Grammar by doing the following exercises:1.He has been writing the composition the whole morning and he still ________.A.has beenB.doesC.hasD.is2.If city noises ________ from increasing，people ________ shout to be heard even at the dinner table 20 years from now.A.are not kept; will have toB.are not kept; have toC.do not keep; will have toD.do not keep; have to3.The price ________，but I doubt whether it will remain so.A.went downB.will go downC.has gone downD.was going down4.—How long ________ each other before they ________ married?—For about a year.A.have they known; getB.did they know; getC.do they know; are going to getD.had they known; got5.You can’t move in right now.The house ________.A.has paintedB.is paintedC.is being paintedD.is paintingKEYS: DACDC。
苏教牛津译林高中英语模块2_Unit2_Reading优质导学案
Unit2 Reading优质导学案Teaching Aims:1. Revise the reading passage by retelling it.2. Get the students to grasp the usage of some important words and expressions.3. Get the students to practice two important drills.Teaching Aids:1. The multimedia2. The blackboardTeaching Procedures;Step 1 Revision1. Question:What topic does this letter refer to?2. Ask the students to retell the three adventurous activities the writer will do during his coming travel in Africa according to the following clues:1)to travel on camels:where to leave and how to gohow and where to travelhow long to travel2)to travel down the Nile:when and where to starthow to travel and whywhat to wear3)to travel to see wild animals:where to livewhat to drink and eatwhat to buy and whyhow to get close to wild animalsStep 2 Related language points ---- words and expressions1.expecte.g. I expect there would be strong agreement about this.TIP:expect + clauseexpect + n. (sb. / sth.)expect to doexpect sb. to doexpect soexpe ct not = don’t expect so2.on camelse.g. Watch out for dangers while traveling on camels.TIP:by camel / on the camel(s) / on camelsby bike / on the bike(s) / on bikesby car / in the car(s) / in cars3.so many exciting placese.g. I feel shamed that I’ve m ade so many mistakes.TIP:1) so many + n. (countable)so much + n. (uncountable)so few + n. (countable)so little + n. (uncountable)2) such little toys4.on clear nightse.g. The newly-wedded couple often takes a heart-to-heart talk in the moonlighton clear nights.TIP:at night / in the nighton a cold nighton Saturday nighton the night of…5.go white-water raftinge.g. To our embarrassment, we turned ourselves upside down while doingwhite-water rafting.TIP:go mountain climbinggo house huntinggo Internet surfing6.go on a tripe.g. They are longing to go on a honeymoon trip to Venice.TIP:1)go on a visit (trip, tour, journey) / visits (trips, tours, journeys)go on duty (strike, business, sale)2) go on with a visit = continue …7.include / containe.g. Whisky contains a large percentage of alcohol.Detailed instructions are included in the booklet.TIP:All the persons, including him, got invited.who include him(with) him included8.get close toe.g. The fire fighters couldn’t get close to the burning wreck on time.TIP:1)be (get) close to adj.2)follow sb. close behind adv.3)with one’s eyes closed vt.4)close v.s. closely9.scare the animals awaye.g. The sight of the snake scared the boy away.TIP:1) s care…away (off, stiff, to death…)2) scared / scary3) scare = frighten10.supplies of foode.g. The draught-hit areas are more dependent upon supplies of food.TIP:1)n.a supply of fooda food supplysupplies of foodfood supplies2)vt.supply A to Bsupply B with AStep 3 Related language points ---- two important drills1. in case + clausee.g. In case anything important happens, please contact me in time. TIP:In case of fire, please call 119.You’d better take an umbrella in case.in this / that / on / any / many case(s)2. whatever (however) + n.-clausese.g. I’ll just say whatever comes into my head.Whoever breaks the law should be punished.TIP:whatever / however / … + adv.-clauses = no matter what / how / …Keep calm, whatever happens.= no matter whatStep 4 Multiple choice for consolidation1. Those flowers are so special that I would do ___ I can to save them.A. whateverB. no matter whatC. whicheverD. that2. He sat ___ against the wall and listened to the teacher ___.A. close; closeB. closely; closelyC. closely; closeD. close; closely3. John may phone tonight. I don’t want to go out ___ he phones.A. as long asB. in order thatC. in caseD. so that4. We have ___ in your bill the cost of the teapot you broke just now.A. increasedB. includedC. containedD. charged5. You should try to get a good night’s sleep ___ much work you have to do.A. howeverB. no matterC. althoughD. whatever6. A middle-aged woman came ___ to the bus stop only ___ the bus had gone.A. to run; to findB. running; to findC. and ran; findingD. running; finding7. – Have you heard from Janet recently?-- No, but I ___ her over Christmas.A. sawB. will be seeingC. have seenD. have been seen8. With ___ electrical equipment, wood and paper in one place, there is a danger of fire.A. so manyB. so muchC. such manyD. such much9. On seeing the accident, he felt ___.A. scaryB. scaredC. scareD. scaring10. The car ___ he goes to school is made in Japan.A. by whichB. in whichC. by thatD. with which(suggested answers: ADCBA BBBBB)Step 5 HomeworkFinish exercises on page 94 to 95.。
高中英语牛津译林版(2020)必修第二册Unit 2 教学PPT课件
Extended reading, Project, Assessment &am1. satisfaction to one's satisfaction=to the satisfaction of sb. 令某人满意的是 with satisfaction 满意地；欣慰地 satisfy vt.使满意，使满足 satisfied adj.满意的，满足的 be satisfied with... 对……感到满意 satisfying adj. 令人满意的 satisfactory adj. 令人满意的 练习：He was purring with _s_a_ti_sf_ac_t_io_n_.
he felt tai chi classes were fun and easy, not like what he had thought before. The third one is
“bored”. After learning the basics of tai chi in those first few classes, he found herself aching
2. hesitate hesitate to do sth. 犹豫做某事 hesitate about/over (doing) sth. 对（做）某事犹豫不决 hesitant adj.犹豫的 without hesitation 毫不犹豫地 hesitation n. 犹豫 have no hesitation in doing sth. 毫不犹豫地做某事 练习：Simon saw she was___h_es_it_a_ti_ng__ and pressed home his advantage.
2022_2023学年新教材高中英语Unit2TheUniversa教案牛津译林版选择性必修第一册
Unit 2The universal languageExtended readingI. Learning objectivesBy the end of the lesson, the students will be able to:1.learn about Beethoven’s life and his works;2.discuss the personality of Beethoven;3.master the writing techniques of this article.II. Key competence focusL earn about Beethoven’s life and his works.III. Predicted area of difficultyMaster the writing techniques of this article.IV. Teaching proceduresStep 1 Lead-inT plays a Quiz with Ss to arouse their interest in the well-known musician:T lists relevant information and encourages Ss to guess the name of the musician. 【设计意图：学生通过猜名人游戏对即将阅读的故事主人公相关信息有一定的了解，同时吸引学生对高雅艺术的求知欲望，为下一步分析人物品质打下基础。
】Step 2 Global reading1. T asks Ss to go through the passage quickly and sum up the main idea of each paragraph.2. T encourages Ss to analyze the structure of the passage.【设计意图：指导学生通过获取、概括、整合等思维活动定位归纳段落主题句，概括段落大意，学会从宏观层面把握文脉，理清语篇整体结构，快速找出文章主旨，培养学生查找、处理、整合信息的能力。
高中译林牛津英语模块二Unit2教案
Module3Unit2 教课方案课题AWEM1U2 主备人邱东项目话题语言知识语言技术感情态度目标要求Languageanditshistory语音NaturalandfluentpronunciationandintonationVocabulary,nowadays,mainland,occupy,mixture,official,phrase, contribution,defeat, replace, entire, servant,raise,therefore,process,distinction,concern,ban,pure,unique,access,gentle,character,embarrass,backwards,conclusion,词汇custom,interrupt,mistaken,deed,appearance,represent,simplify,combine,distinguish,indicate,press,convenient,practicalBemadeupof, consist of, aside from, takecontrol of, mothertongue,oughtto,differfrom,standfor,asawhole1.nounclauses introduced byquestion words: what,which,who,语法whom,whose,when,where,why,andhow2.preparatorysubjectit1.describingpointoftimeandsequences功能2.statereasonsBytheendoftheunit,studentswillbeableto听Listenforspecificinformation Discussthedevelopmentoflanguagesandmakeasurvey说PresentareportaboutChineseandWesternbodylanguageReadanarticleaboutthehistoryofEnglish,areportabout读howChinesecharactersdevelopedandthestoryofBrailleExpandvocabularyrelatedtocountriesandlanguagesWriteabookleteitheraboutthedevelopmentofalanguageor 写someChinesecharacters StudentshavearightattitudethedifferencesbetweenEnglishandChinese.StudentsaremoreactiveinlearningEnglishafterknowingmoreabo utthedevelopmentanditshistory. StudentsareencouragedtoknowmoreaboutthedevelopmentofC hinesecharacters. Studentsaremoreawareofthedifficultyoftheblindpeopleandthed evelopmentofBraille.Summarizewhatisinlisteningandreading;putmoreeffortonthe学习策略difficulties;cooperatewithothers;expandknowledgeinotherways课时主备教课方案课型 Welcome+WordpowerLearningobjectivesBytheendofthisperiod,studentswillbeabletolearnaboutfivedifferentlanguageforms;2.dealwithwordsandexpressionsrelatedtolanguageanddistinguishformalEnglishfrominformalEnglish;3.enlargetheirvocabularybylearningcountriesandtheirlanguages；4.develop their speaking ability byexpressing their opinionsinthediscussion.PredictedareaofdifficultieshowtoimprovethelearningofEnglishhowtouseformalEnglishandinformalEnglishproperlyPPTblackboardLearningprocedures:PROCEDURE CONTENT二次备课1.Dailyreport:Ss’ownknowledgeaboutlanguage:Warmingup(1)howmanylanguagesarethereinthePPT1-3world?(2)howmanycanyouspeak?Extensiveknowledge KnowmoreaboutdifferentlanguagesinthePPT4-9worldIntroducing other forms oflanguages in thefourpictures :Welcometothe (1)emoticon sunitPPT10-25(2)signlanguage(3)Braille(4)animallanguagePresentthe result ofthe discussion of eac hOutputof groupWelcometothe Otherwaysinwhichinformationis unit conveyed:PPT26-33Flowers;smoke;WhyisEnglishimportant?broad;standfor;Presentationofinform⋯about/of⋯.;languagefocusincircles;PPT34-36exchange;form;FillintheblankswiththewordsandPracticephrasesabove.Homework Previewthereadingpassage.PPT37课型Reading〔I〕LearningobjectivesBytheendofthisperiod,studentswillbeableto knowmoreinformationaboutthehistoryanddevelopmentofEnglish; learnthebasicskillsofhowtoreadahistoryarticle; formapositiveattitudetowardslearningEnglish.Focusofthelessonelementsofahistoryarticle:times,places,eventsthehistoryofEnglishPredictedareaofdifficultiesOldEnglish;MiddleEnglish;ModernEnglishLearningmethodsPPTblackboardLearningprocedures:PROCEDURE CONTENT二次备课Warmingup 1.DailyreportPPT1-4 2.Lead-in：historyReading 1.Introducethereadingstrategies:howtostrategies readahistoryarticleetheskillstogetthemaindates,PPT5places,andeventsReading Useskimmingtogetthemainstructure. Classassessment—timesandeventsPPT6-15Task-basedreading Post-reading Discussingroups:PPT16-19HomeworkPPT20Whatcausedthelanguagetochange? HowwillyoulearnEnglishnow? IsChineselikelytobemostwidelyusedin theworld?1.Finishthetimechart.2.Readthetextagain;underlinethewords, phrasesandsentencesthatyouthinkare importantoryoudon’tunderstand.课型Reading〔II〕Learningobjectives Bytheendofthisperiod,stu dentswillbeableto writeoutthetransformatio nofthekeywordsandphras escorrectly; usethekeywordsproperlyi nrelevanttasks; knowsomeborrowedword sandphrasesinenglish; raisetheawarenessoflear ningnewwordsorphrasesi nacontext.Focusoftheles son usageofthekeywordsand expressions strangerulesinEnglishPre dictedareaofdifficulties1.theusageofthefollowingwordsandphrases‘bemadeupof‘consist of‘nameafter’defeat‘take control of’leaddistinction’andsoon ’‘occupy’to’raise’2.theproperusage ofnounclauses LearningaidsPPT blackboardLearningprocedures:PROCEDURE CONTENT二次备课1.Dailyreport.Warmingup 2.Brainstorming :RetellthehistoryofEnglishbriefly. allthroughhistorybemadeupoftheEnglishoccupyconsistofbenamedafterasidefrombemixedwithbepuzzledaboutplayapartindefeattakecontrolofaffectleadtodoingKeywordsand ontheotherhand resultinexpressionsraiseserve⋯tosbmakecontributionstoconquestthelattercomeinto(widespread)usebecomeKingofEnglandmothertongueofficialeventsduringtheRenaissancegothroughkeepondoing/keepdoingItiscertainthat⋯DistinctionbetweenDoingtherelevantexercise:Blank-fillingPracticeMultiplechoicesDialogueOutput Makingupashortpassagewiththenewwords.Homework Schoolassignments课型Grammar&UsageLearningobjectivesBytheendofthisperiod,studentswillbeableto1.betterunderstandthegrammaticalfunctionsofnounclauses;equestionwords:when,where,why,how,what,who,whom,whose,howmany⋯.3.knowaboutpreparatorysubject“it〞;enjoytheneatnes s&beautyofnouncla usescomparingthe mwithsimplesenten ces.Focusoftheless on theusageofquestio nwords;2.thestructureofpre paratorysubject“it〞Predictedareaofdiffi culties1.theusageof“that〞and“what〞;2.howtodistinguish“that〞and“which〞,“that〞and“what〞. LearningaidsPPT blackboardLearnin gprocedures:PROCEDURE Warmingup Revision PPT1-3Lead-inPPT4-8CONTENT二次DailyreportRevisionofnounclausesintroduced.1.Tellthetypesofnounclauses.2.Fill intheblanks withwhich,whom,etcHowtomakeupanounclauseintroducedbyquestionwords.Sumuptheorderofaclauseshouldastatementonedon’tleaveoutanyquestionwordConsolidation ExercisesandanswersPPT9-10Practice Tipsforeachclause PPT11-15Practice Makeupasmanynounclausesaspossible usingquestionwords.NorepeatingofthePPT16-17sentencesinclass.Theuseof“ItRevisionof“it〞asapronoun.〞PPT18-32Caseswhere“it〞canbeused. PracticeHomework WorkbookPPT33Schoolassignments课型TaskLearningobjectivesAttheendofthislesson,studentswillbeableto: predictwhatisgoingtobesaidnextwhilelistening;knowhowtowritequestions; organizetheinformationproperlyintoareportFocusofthelesson readingforkeypointsandmainideaPredictedlearningdifficultieshowtogetthekeypointsofallinformationLearningaidsPPTblackboardLearningprocedures:PROCEDURE CONTENT二次备课WarmingupDailyreportLeadin Getstudentstoreadtheinstructions and knowhowtoguesstheanswers.PPT1-3BehavioraldifferencesbetweenChineseTasks andwesterners. Predictanswers.PPT4-8Checktheanswers Discussion WritewrittenquestionsPPT9-13Reading PPT14-21 Homework Organizeareport. Readanexample. Schoolassignments课型ProjectLearningobjectives:Bytheendofthisperiod,studentswillbeableto knowmoreabutthedevelopmentofChinesecharactersandastoryofBraille; identifythethreetypesofformationofChinesecharacters; learnanddevelopChinesecultureworldwide; learntoinspectthelifeoftheblindandrespectthedisabled.threekindsofformationofChinesecharactersthestoryofBraillemulti-mediaPPTblackboardLearningprocedures:PROCEDURE CONTENT二次备课Warmingup 1.DailyreportPPT1-2 2.Lead-inReading 1.leadinPPT3-6PictographofsomeChinesecharactersPPT7-9 2.fastreading---questionsandanswersPPT10 3.structureofthearticlePractice KeywordsandphrasesPPT11-13Post-reading HowtospreadChineseculture?PPT141.DoingexercisesintheexercisebookHomework2.Readthetextagain;underlinethewords,phrasesandsentencesthatyouthinkareimportantoryoudon’tunderstand.。
牛津译林版高中英语必修模块二 Unit2 Reading教案-新版
Unit2 Reading教案Teaching Aims:Train the students’ reading ability and know how to write an informal letter.1.Get the students to know the main idea of the text.2.Develop the students’ creative, comprehensive and consolidating abilities.Teaching Important Points;1.Develop the students’ reading ability.Teaching Difficult Points1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidatingabilities.Teaching Methods:1.Fast-reading method to get the general idea of the passage.2.Careful -reading method to get the detailed information in the text.3.Discussion after reading to help the students finish the tasks.4.Actingtodevelopthestudents’creative,comprehensiveandconsolidatingabilities.Teaching Aids:the multimediaTeaching Procedures:Step 1RevisionStep 2Free-talk and Lead- inShow a map of Africa to students and ask them to discuss the following questions;1.Can you tell me where the pyramids are located?2.Apart from the grasslands, what else do you know about Africa?Prepare some pictures. Encourage students to talk about Africa after watching them.Step 3Fast ReadingAsk students to skim the passage and answer the following questions:1.who wrote the following letter?Toby wrote this letter.2.What animal is uncomfortable to sit on?Camel3.How long will the author stay in Africa?About four weeks.Step4.GuidestudentstotheReadingStrategyofthisunitandthenaskthemsome questions:1. Are address included?(Yes/No) (Yes)2. Are dates included?( Yes/No) (Yes)3. Are friendly greetings usually used at the beginning of the letter?( Yes/No) (Yes)4. I s the reader’s surname addressed? (Yes/No) (No)Step 5Reading1.Reading the letter again carefully and then choose the best answer.2.Then complete the following form:Toby’s travel planParagraphPar.2RoteThrough theSahara DesertPar.3Down the riverGo white-waterraftingHow to travelOn camelsWhat to takea tent,a torcha sleeping bagSpecial clothing aWhy to takeSee sth inthe darkNot to gethelmet, a life jacketturnedupside orsinkPar.4-5In Kenyawalkinga backpackCarry foodand waterPPar.6Step 6Iii in TanzaniaCclimbingTry to put the activities in the correct order:___3_______ travel down the River Nile___2______travel on camels through the Sahara Desert___5_______climb Mount Kilimanjaro in Tanzania___4_______see wild animals in Kenya___1_______fly to Morocco___6______ go to the HimalayasStep 7VocabularyChoose the correct meanings for the words below. Write the letters in the blanks onpage 24.Step8Discussion1.Which part of the world would you like to visit? Why?2.Adventures such as mountain climbing and whit-water rafting can be dangerous.Do you think it is worth risking your life for adventures? Why or why not?Step 9 Homework:1. Finish the exercises in part D ,E on page 24,252. Unit Revision: P77: Period 1.。
Unit2Extendedreading教案 牛津译林版高中英语选修性必修第二册
Unit 2 Sports cultureExtended reading: Sports idioms◆内容分析：【What】本板块的语篇围绕单元话题“体育文化”，介绍了从足球、棒球和拳击这三项广为流行的体育运动中演变而来的一些英语习语，并详细解释了这些习语的由来、含义和它们在日常生活中的应用。
【Why】本板块的语篇通过对英语体育习语的介绍，旨在让体育更加贴近生活，引导学生了解不同体育运动的知识，并感知体育、语言和文化三者之间的关系。
阅读本文能够激发学生对英语的学习兴趣，帮助学生学会辨析语言和文化中的具体现象，有效提升英语语言能力。
【How】本文是一篇杂志说明文。
作者首先通过简单介绍习语的定义和作用引出体育习语的话题，然后使用小标题的形式介绍每种运动和相关习语，使文章结构一目了然；在介绍具体习语时，作者利用风趣幽默的语言和丰富多彩的例子来阐明习语的由来、含义和实际运用，使学生更好地理解并掌握这些习语的用法；最后作者巧妙地使用文中所介绍的几条习语结束全文，使语言丰富生动的同时也增加了表达的深度。
◆教学目标：By the end of this section, students will be able to:1. understand the meaning and usage of the sports idioms mentioned in the article;2. make sentences using the sports idioms;3. compare the similarities and differences between English and Chinese sports idioms;4. use English to express Chinese idioms.◆教学重难点：Students will figure out a little bit hard for them to:1. make sentences using the sports idioms;2. use English to explain the Chinese sports idioms.◆教学过程：Step 1 Lead-inEnjoy a video. Do a quiz about the sport idioms.Key: 1. keep your eye on the ball; 2. saved by the bell; 3. to win hands down.Step 2 DefinitionTell students the definition of IDIOM:An idiom is a group of words that have a different meaning when used together from the one they would have if you took the meaning of each word separately.Step 3 AppreciationAsk students the four idioms they may have known the meanings.1. Raining cats and dogs;2. Killing two birds with one stone;3. As cool as a cucumber;4. Don’t look a gift horse in the mouth.Step 4 Reading—Fill in the blanksHave students read the article and fill in the following chart.Step 5 Careful readingHave students read each paragraph and answer the questions: Para. 1:Q: What are the definition and function of idioms? Paras. 2-4: Football idiomsParas. 5-6: Baseball idiomsParas. 7-8: Boxing idiomsPara. 9: ConclusionTranslateSport is challenging and so is life. However, when you are thrown a curveball, do not throw in the towel—work hard, be careful not to score an own goal, and you are sure to make it!运动是有挑战性的，生活也是如此。
高中译林牛津英语模块二Unit2教案
Module2, Unit2 教学设计注：目标要求可参阅南京外国语学校仙林分校《英语教学实施纲要》第四部分“目标内容”中的相关描述。
课时主备教案课型 Welcome + Word powerLearning objectives:After learning, students will be able to#1. know what an adventure is;2. tell some activities of adventure;3. remember some items we have to prepare for adventures;4. know the functions of the necessities and how to use them in some situations. Learning difficulties：1. names of all the necessities functions2. proper necessities and the preparation according to different situations Learning methods:`Learning procedures:'课型 Reading（I）Learning objectives:By the end of this period, students will be able tothe contents of a passage based on the title, the first paragraph and some adjectives;2. grasp the main idea of each paragraph accurately;3. think critically by raising some questions concerning the passage;$4. know more about the mummies, the Pyramids and Egypt.Focus of the lesson:1. the new words and phrases in this article2. the main idea of each paragraphPredicted area of difficulties：comprehension about how the deaths happenedLearning methods:1. PPT?2. blackboard课型 Reading（II）Learning objectives:At the end of this period, students will be able to1. write out the transformation and phrases of the key words correctly ;—2. use the key words properly in relevant exercises;3. make up a short passage with these words reasonably and accurately. Focus of the lesson:usage of the key wordsPredicted area of difficulties:1. th e usage of the phrase ‘in case’2. the difference betw een words ‘close’ and ‘closely’3. the proper usage of the words in the composition{Learning aids:1. PPT2. blackboardLearning procedures:What will you do to relax yourselfthe key words 1.I went to a live concert to relax myself. *Haveyou ever been to any concert Last year, I planned to go to Fish Liang’s concert.arrange, arrangement2.《3.What should I do to make arrangements for thisactivity in advance4.*What will you take with you include (cf.contain)5.Can you guess why I took my umbrella in case6.My friend Alice usually takes pepper spray withher. defence, defend scare, scared, scared7.*What arrangements should the organizer of theconcert make supply8.The sticks shine beautifully. in the dark *Ifyou were a singer, how will you appear on thestage9.*Whom will a singer invite to her live showusually close, closely10.Fish rode on a blue dolphin, which reallysurprised us. v-ing课型 Grammar & Usage·Learning objectives:By the end of this period, students will be able to1. understand the grammatical meanings of the future continuous tense and future in the past accurately;2. employ the future continuous tense and future in the past correctly in various situations.Focus of the lesson:understand the grammatical meaning the two tensesPredicted area of difficulties:1. the usage of future continuous tense in proper situations）2. the usage of different forms of future in the past properlyLearning aids:1. PPT2. blackboardLearning procedures:1.How to form the future continuous tense(PPT4-19)In statement: Sb. will (not) be doing sth.In questions: Will sb. be doing sth.In short answers: Yes, sb. will./No, sb. willnot (won’t).2.How to employ future continuous tense in propersituations、being used in progress over a period of timein the future.being used happening at a certain time in thefuture.making polite enquiries about other people’s future plans.3. How to form future in the past(PPT21-28)would dowas/were going to dowas/were to dowas/were about to。
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
Unit 2The universal languageGrammar and usageI. Learning objectivesBy 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 focus1. 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 difficulty1. Use verb-ing forms as subjects and objects in different situations.2. Write a passage using verb-ing forms correctly.IV.Teaching proceduresStep 1 Lead-inT 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.T: Hello, everyone. First, I’d like to show you some sentences with verb-ing forms in the previous units. Go through these sentences and figure out the functions of these verb-ing forms.·Sliding into the habit was easy, but it was difficult to quit the habit. (B3 U3)(verb-ing forms as subject)·We’ll come back more frequently and we’re also consideringtaking them to the city to live with us. (B2 U3)·As the largest rainforest in the world, the Amazon rainforest plays a significantrole in maintaining the fine balance of the Earth’s ecosystem. (B3 U1)·I was used to checking the news and my friends’ social media updates every few minutes. (B3 U3)(verb-ing forms as objects)T: In the first sentence, “sliding into the habit” serves as a subject. In the next three sentences, the underlined parts function as objects.【设计意图：学生在之前的课文中，已经接触了一些verb-ing形式用作主语和宾语的句子。
牛津译林版高中英语必修模块二 Unit2 Reading教案-新版
Unit2 Reading教案Teaching Aims:Train the students’ reading ability and know how to write an informal letter.1.Get the students to know the main idea of the text.2.Develop the students’ creative, comprehensive and consolidating abilities. Teaching Important Points;1.Develop the students’ reading ability.Teaching Difficult Points1. How to make the students understand the passage better.2. How to help the students finish all the exercises.3. How to help the students develop their creative, comprehensive and consolidating abilities.Teaching Methods:1.Fast-reading method to get the general idea of the passage.2.Careful -reading method to get the detailed information in the text.3.Discussion after reading to help the students finish the tasks.4. Acting to develo p the students’ creative, comprehensive and consolidating abilities.Teaching Aids:the multimediaTeaching Procedures:Step 1 RevisionStep 2 Free-talk and Lead- inShow a map of Africa to students and ask them to discuss the following questions;1.Can you tell me where the pyramids are located?2.Apart from the grasslands, what else do you know about Africa?Prepare some pictures. Encourage students to talk about Africa after watching them. Step 3 Fast ReadingAsk students to skim the passage and answer the following questions:1.who wrote the following letter?Toby wrote this letter.2.What animal is uncomfortable to sit on?Camel3.How long will the author stay in Africa?About four weeks.Step4. Guide students to the Reading Strategy of this unit and then ask them some questions:1. Are address included? (Yes/No) (Yes)2. Are dates included? ( Yes/No) (Yes)3. Are friendly greetings usually used at the beginning of the letter?( Yes/No) (Yes)4. Is the reader’s surname addressed? ( Yes/No) (No)Step 5 Reading1.Reading the letter again carefully and then choose the best answer.2.Then complete the following form:PStep 6Try to put the activities in the correct order:___3_______ travel down the River Nile___2______travel on camels through the Sahara Desert___5_______climb Mount Kilimanjaro in Tanzania___4_______see wild animals in Kenya___1_______fly to Morocco___6______ go to the HimalayasStep 7 VocabularyChoose the correct meanings for the words below. Write the letters in the blanks on page 24.Step8 Discussion1.Which part of the world would you like to visit? Why?2.Adventures such as mountain climbing and whit-water rafting can be dangerous.Do you think it is worth risking your life for adventures? Why or why not?Step 9 Homework:1. Finish the exercises in part D ,E on page 24,252. Unit Revision: P77: Period 1.。
Unit2BeSportyBeHealthyReading教学设计高中英语牛津译林版(2020)
牛津译林版（2020）必修第二册Unit 2 Be Sporty,Be HealthyReading教材分析：本节课的教材来源于牛津译林版（2020）必修第二册Unit 2 Be Sporty,Be Healthy Reading。
此单元是围绕运动和健康展开的，通过阅读一篇关于研究运动和健康的文章，让学生了解运动对健康的重要性。
教学目标：1.了解运动对健康的好处；2.学习阅读策略，获取文章中的关键信息；3.培养学生的阅读理解能力，能够理解文章的主旨和细节内容。
教学重点：1.学习课文中的生词和词组；2.理解文章的主旨和细节；3.了解运动对健康的好处。
教学难点：1.理解文章的主旨和细节；2.增强学生的阅读速度和阅读理解能力；3.培养学生们对运动的积极态度。
学情分析：学生是高一年级的学生，他们英语基础扎实，具备一定的阅读理解能力。
他们对运动和健康的重要性可能有一定的了解，但对于具体的相关知识还需要进一步学习。
他们对新知识和新鲜事物比较感兴趣，希望能够通过本节课的学习，增加对运动和健康的了解，以及培养运动的兴趣。
教学策略：1.充分激发学生的学习兴趣和积极性，让学生更加主动参与课堂活动；2.灵活使用各种教学资源，如多媒体课件、图片、视频等，以多种形式呈现课文内容，增强学生的学习效果；3.设置多种练习形式，如个人练习、小组讨论、合作学习等，培养学生的合作精神和团队意识。
教学方法：1.预习导入法：让学生提前预习课文并回答问题，激发学生的学习兴趣，铺垫本节课的主题；2.师生互动法：教师与学生进行互动，引导学生思考和回答问题，开展课堂讨论，培养学生的深入思考和批判性思维能力；3.小组合作法：学生分成小组，进行小组讨论和合作学习，增强学生的合作意识和团队精神；4.练习巩固法：通过课堂练习巩固学生的知识掌握程度，检验学生的学习效果。
导入环节（约5分钟）：教学内容：为学生介绍课堂主题，激发学生的学习兴趣。
教学活动：1. 引入图片或视频，展示一些运动场景和运动健康的相关图片。
2022_2023学年新教材高中英语Unit2Let'sTalkTeens教案牛津译林版必修第一册
Unit 2 Let’s talk teensExtended readingI. Learning objectivesBy the end of the lesson, students will be able to:1. analyze basic elements of the short story and retell it according to the basic elements;2. develop the skill of prediction;3. have a better understanding of a happy home.II. Key competence focusAnalyze the setting, characters, plot and theme of the short story.III. Predicted area of difficultyUnderstand the elements of the short story.IV. Teaching proceduresStep 1 Free talkT asks students to express their ideas about ideal home.T: We all have our own home, but are you satisfied with your own home? What is your ideal home like?【设计意图：让学生自由表达对理想家庭的理解，引出本单元的主题话题“家”，为下文导入文章做铺垫。
】Step 2 Prediction1. T asks Ss to talk about the picture.T: What can you see from the picture? What are they doing?2. T asks Ss to predict what will be talked about according to the title.T: Can you predict what will be talked about in the short story? Mama? Or Bank account? What’s the relationship?T: Do you find anything special about the title? We can see a coin. It was a coin of a dime, worth one tenth of a dollar. A dime is a very small sum of money. What can we guess from this? Maybe the family didn’t have much money and lived a hard life. But then how could Mama have a bank account? Let’s read to check our guess. 【设计意图：从图片入手讨论，进而导入标题，让学生在情境中预测本文将会讲什么，从而培养学生对标题的理解能力和预测能力。
Unit2Integratedskills教案- 高中英语牛津译林版(2020)选择性必修第二册
Unit 2 Sports cultureIntegrated skills: Sharing your understanding of sportsmanship◆内容分析：本板块围绕单元话题“体育精神”，以一系列听、读、说、写等综合技能训练活动引导学生领会体育精神的内涵。
教学活动首先引导学生在听力材料中获取英格兰足球运动员博比·查尔顿爵士的有关信息并完成活动；接着让学生在一篇探讨公平竞争的文章中深入感知什么是体育精神；然后让学生在听、读的基础上自由讨论对于体育精神的理解；最后要求学生撰写一篇探讨体育精神的议论文。
本板块的学习重点是让学生通过具体人物的事迹，充分感知体育精神带给人的积极影响，并能将自己的观点以议论文的形式进行分享。
◆教学目标：By the end of this section, students will be able to:1.have a basic understanding of Sir Bobby Charlton’s career, achievements and qualities;2.discover the meaning of fair play;3.know how to provide clarification in conversation;4.write an essay about sportsmanship.◆教学重难点：1. knowing what is true sportsmanship;2. writing the article◆教学过程：Step 1 Lead-inAsk students the question: What is your understanding of “Sportsmanship”? Possible answer:(略）【设计意图：快速引入单元话题。
】Step 2 ListeningA1 Listen to the introduction and decide whether the following statements are true (T) or false (F). Circle the incorrect information in the false statements and correct it in the blanks.1. The air crash happened when Bobby was 22 years old.2. Together with his best friend, Bobby helped rebuild the team over the next few years.3. Instead of attending the celebrations after winning the European Cup, Bobby stayed alone to remember his former teammates.4. It can be seen in Bobby’s case that champions are not made in the gym or on thefield but in the heart.Suggested answers:1 F 22→202 F best friend → coach3 T4 TA2 Listen to the introduction again and complete the notes below.Sir Bobby CharltonPersonal informationWas born in England on 11 October (1) _______Began playing football as a young childCareer and achievementsReturned to the game less than (2) _________ after an air crashWon the European Cup (3) _________________ after the crashMade 758 appearances for Manchester United, scoring (4) _____ goals; scored 49 goals for EnglandEarned many honours including some of Europe’s highest athletic awards, as well as (5) ______________________ awardsIs known as one of England’s greatest football players and one of the leading players in the history of footballQualitiesAbility to control the midfield and to deliver striking blows and (6) _______________ with either footDetermination, strong willpower, fitness and hard workSuggested answers:1. 19372. a month3. ten years/ a decade4. 2495.lifetime achievement6. long-range shotsStep 3 ReadingB Daniel has found a website article about fair play. Read the article below and answer the following questions.Q1. Why does the author say “at any sporting event, you face two opponents”?Q2. Why was Monti awarded the Pierre de Coubertin Fair Play Trophy?Q3. Would you do the same if you were Monti? Why or why not?Suggested answers:1.Because on the one hand, sportspeople have to compete with their fellow players, and on the other, they must compete with themselves. But in both cases they must make the right decisions to play fair and with dignity.2.Monti helped a British competitor who had broken a part of his bobsleigh by lending him the same part of his own. It was a remarkable, unselfish decision, which sets an example to us all.3.Yes, I would do the same as Monti because as an athlete, I would feel responsible to demonstrate good sportsmanship, which is also in the spirit of the Olympic Games.Besides, as I would have to live with my decision, I would feel good because I played fair and helped a fellow athlete.Useful words and expressions1. more often than not2. walk on air3. keep everything in perspective4. live with your decisions5. win with humility, lose with grace, and do both with dignity6. in praise of7. be aware of8. without hesitation9. walk away a true heroStep 4 DiscussionC In pairs, discuss different aspects of sportsmanship. Use the ideas in the mind map below to help you and think of examples to support your ideas.Step 5 WritingD Write an article about online news media. Use your ideas from part C and the information in parts A and B to help you.Planning your writingLearning about the structureWhen writing an article about sportsmanship, you can follow the structure below:➢Introduce the topic of sportsmanship and state the main idea of your essay.Remember to take a clear stand on sportsmanship.➢Develop the body of your essay by giving your understanding of sportsmanship in detail. Use examples to support your opinion where necessary. You can also include an opposing opinion and state why you disagree.➢Sum up your opinion by reminding the reader of what you have written. Rather than repeating the exact words, express your main idea in a different way.Learning about writing techniquesUse transitional statements to conclude what you have written and introduce what you will write next, which will make your essay flow more smoothly. For example, after arguing that some people believe winning is all that matters, you can move on to an opposing idea: Though winning is very important in sport, I believe that …Checking your writingStep 6 HomeworkPolish up your writing and make a presentation to the class.【设计意图：明确语篇特点，锻炼写作技能。
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Module 3 Unit 2 教学设计
课时主备教案
课型Welcome + Word power
Learning objectives
By the end of this period, students will be able to
1. learn about five different language forms;
2. deal with words and expressions related to language and distinguish formal English from informal English;
3. enlarge their vocabulary by learning countries and their languages；
4. develop their speaking ability by expressing their opinions in the discussion. Predicted area of difficulties
1. how to improve the learning of English
2. how to use formal English and informal English properly
Learning aids:
1. PPT
2. blackboard
课型Reading（I）
Learning objectives
By the end of this period, students will be able to
1. know more information about the history and development of English ;
2. learn the basic skills of how to read a history article ;
3. form a positive attitude towards learning English .
Focus of the lesson
1. elements of a history article: times, places, events
2. the history of English
Predicted area of difficulties
Old English; Middle English; Modern English
Learning methods
1. PPT
2. blackboard
Learning procedures:
课型Reading（II）
Learning objectives
By the end of this period, students will be able to
1. write out the transformation of the key words and phrases correctly;
2. use the key words properly in relevant tasks;
3. know some borrowed words and phrases in english;
4. raise the awareness of learning new words or phrases in a context.
Focus of the lesson
1. usage of the key words and expressions
2. strange rules in English
Predicted area of difficulties
1. the usage of the following words and phrases …be made up of‟ …occupy‟ …consist of …name
after‟ defeat …take control of‟ lead to‟ raise‟ distinction‟ and so on
2. the proper usage of noun clauses
Learning aids
1. PPT
2. blackboard
Learning procedures:
课型Grammar & Usage
Learning objectives
By the end of this period, students will be able to
1. better understand the grammatical functions of noun clauses;
2. use question words: when, where, why, how, what, who, whom, whose, how many….
3. know about preparatory subject “it”;
4. enjoy the neatness & beauty of noun clauses comparing them with simple sentences. Focus of the lesson
1. the usage of question words;
2. the structure of preparatory subject “it”
Predicted area of difficulties
1. the usage of “that” and “what”;
2. how to distinguish “that” and “which”, “that” and “what”.
Learning aids
1. PPT
2. blackboard
Learning procedures:
课型Task
Learning objectives
At the end of this lesson, students will be able to:
1. predict what is going to be said next while listening;
2. know how to write questions ;
3. organize the information properly into a report Focus of the lesson
reading for key points and main idea
Predicted learning difficulties
how to get the key points of all information Learning aids
1. PPT
2. blackboard
Learning procedures:
课型Project
Learning objectives:
By the end of this period, students will be able to
1. know more abut the development of Chinese characters and a story of Braille;
2. identify the three types of formation of Chinese characters;
3. learn and develop Chinese culture worldwide;
4. learn to inspect the life of the blind and respect the disabled.
Focus of the lesson
1. three kinds of formation of Chinese characters
2. the story of Braille
Learning aids
1. multi-media PPT
2. blackboard
Learning procedures:。