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英语词汇在英语学习中起着举足轻重的地位，虽然在教师招聘中出现的频率较低，尤其是在高中学段，但不排除有出现的可能性。因此，词汇教学设计也需进行相应的准备。本文以译林版牛津高中英语必修三Unit 3 Back to the Past词汇课为例进行教学设计。

Greeting:

Good morning/afternoon, my dear judges. I’m number 4. I appreciate very much to have this opportunity to stand here and interpret my lesson. Today, my topic is Unit 3 Back to the past. My whole presentation consists of several aspects, the analysis of teaching material and students, analysis of teaching aims and so on.

1. Analysis of teaching materials

The Firstly, please allow me to illustrate my teaching material. The lesson I’m going to talk about today is extracted from Module 3 Unit 3 Back to the past, Word power. In this lesson, students may get to know some new words about heritage and archeology. After learning this lesson, students can express themselves freely on the target topic about world heritage. Their ability of reading and speaking will be enhanced through diversified instruction activities. What’s more, this lesson is in a very important position of the whole book, it may lay a good foundation for their further study.

2. Analysis of students

As for my students, They have learned English for several years, they must have accumulated considerable words and expressions, their reading and speaking abilities have been greatly improved, but they may be afraid of expressing themselves for the sake of not making any mistakes, so in my class, I will provide them more chance and arrange diversified activities for them to practise themselves.

3. Analysis of teaching aims

According to the English curriculum standard, teaching material and students, I set the following teaching aims:

(1) Knowledge aims:

Students can fully master the target new words.

Students are able to understand the given reading material.

(2) Ability aims:

Students can express their opinions about world heritage by using the target language through discussion.

(3) Emotional aims:

Students’ cooperative and communicative spirits will be enhanced.

Apart from that, students can cultivate an awareness of loving and protecting world heritage.

4. Analysis of teaching key points and difficult points

Thus, accordingly, The key and difficult point of this lesson are that students can master the spelling and usage of some new words and apply them into daily communication.Their confidence and desire of learning English will be boosted through instruction activities.

5. Analysis of teaching methods and learning methods

In order to achieve teaching aims and breakthrough key and difficult points, I will adopt some teaching methods for example, communicative language teaching approach, task-based language teaching method and so on to march on the instruction, with the help of Video. As for students, I think cooperation may help them learn better.

6. Analysis of teaching procedures

Step 1 Warm-up and Lead-in

Now, let’s come to the most important part- the analysis of teaching procedures. It includes certain steps:

At first, I will greet my students as usual, and then in order to create an English learning atmosphere and lead in my class naturally, I I’d like to play a documentary of world heritages published by BBC. Meanwhile, you are supposed to answer me two questions: What is UNESCO? What are the three types of World Heritage sites?

Step 2 Presentation

Then I’d like to give my students two minutes to read the small passage on page 46 and underline the new words and expressions. After 2 minutes, we will match the meaning of the new words after reading. The “cultural heritage sites” refers to “文化遗址”，the expression “natural heritage sites” means “自然遗产” and “cultural and natural heritage sites” implies “自然文化遗产”. Then I will tell them that these are the three types of World Heritage sites.

After that, several gorgeous pictures of World Heritage sites will be presented on the screen, the students are asked to work in pairs and clarify them with three types in line with the clarification above. Two students will be chosen to share their answers. 3 minutes would be given to them and I will also walk around to supervise. After 3 minutes, the students get the answer that picture 1 Pompeii and picture 4 the Great Wall are cultural heritage sites, picture 2 Yellowstone National Park belongs to natural heritage sites and picture 5 Mount Tai is a kind of cultural and natural heritage site. I would praise them for their correct answers.

Then I will ask them a question: “guys, what these historical figures impress you most?” My students may answer me the beauty of nature as well as the hard work of ancient people. Additionally, these fabulous historical sites could not have been preserved so well without the protection of related organizations and archaeologist. Meanwhile, I will present some other words related to archaeology. They are supposed to check the meaning with the help of dictionaries and have a discussion the following three questions with their partners. Q1: what are the paraphrase of these words and expressions? Q2: Can you list the antonym and synonym of these words? After discussion, 2 groups will be chosen to share the answers.

In addition, they need to make a sentence by using at least two new words we have learned today: the words are discover, remove the word “discover” means “to be the first person to become aware that a particular place or thing exists” and its synonyms are “find” “seek out” and “realize”; the word “remove” represent “to take sth./sb. away from a place” and its synonym are “take away” and “get rid of”. Also, its antonym is “bring”.

Then we will focus on the analysis of “archaeology” “archaeologist” and “archaeological site”. These three words deprives from archaeology, which means the study of cultures of the past, and of the study of history by examining the remains of buildings and objects found in the ground. Archaeologist is a noun, referring to those who work on archaeology. The area that is being studied is called an archaeological site. Here, the students can have a brief understanding of the target words, including the meaning, the synonyms and antonyms.