牛津英语模块六第一单元Task精品教案1
牛津英语模块六第一单元Reading精品教案1
Reading Stand-up for Your Health
Step 1: Lead-in
T: Do you know who this person is?
S: Charlie Chaplin, a famous American comedian.
T: What kind of imagine will appear in your mind?
S: He always wears a small black hat, very wide trousers and a moustache, and carries a stick that he swings in the air as he walks.
T: How do you feel at the sight of him?
S: He is humorous and makes us laugh.
T: what’s the style of his film?
S: In his film, he’s never the Mr. Big and he always has much trouble in his life. However, he uses his sense of humor to teach people that there are always ways to face problems if you are able to laugh.
T: Do you think laughing is good for people’s health?
牛津译林版九年级下册英语Unit 1 Task教案
牛津译林版九年级下册英语Unit 1 Task教案
班级姓名学号
【教学目标】
1. 掌握下列词汇、词组和句型，并能熟练朗读和运用。
词汇：population, IT, technology, fair, Indian
词组：mainly speak Hindi, over one billion, a large iron and steel industry,
be famous for its IT industry, some famous attractions
句型：It lies in South Asia.
India has the second largest population in the world.
The Taj Mahal is well worth a vi sit. It’s one of the wonders of the world.
2. 理解身体语言在不同的文化背景下有不同的含义。
3. 能借助笔记完成一篇旅游指南并学会写一篇关于韩国的旅游指南。
【教学重难点】
学会写一篇关于韩国的旅游指南。
【教学手段】
PPT
【教学过程】
Step1. Presentation and practice
1. Present a gesture and explain to Ss body language is different from culture to culture.
2. Have Ss read a table about the meanings of some common kinds of body language
初中英语牛津译林版七年级下册Unit6《TaskMore of Alice in Wonderland》优质课教案公开课教师面试试讲教案
初中英语牛津译林版七年级下册Unit6《Task:More of Alice in Wonderland》优质课教案省级比赛获奖教案公开课教师面试试讲教案
【名师授课教案】
1教学目标
1.学生已经在Unit6学习了Chapter One Down the Rabbit Hole, 通过阅读泛读材料Chapter
Two The Pool of Tears,了解本章节故事情节和部分细节;
2.学生能够使用正确的阅读技巧来完成本章节的阅读;
3.学生通过阅读来训练想象力和拓展性思维,乐于表达自己的观点。
2学情分析
学生已在7B Unit 6 学过了Chapter One,对Alice in Wonderland有初步的了解。在此基础之上继续阅读Chapter Two,初一学生还不具备阅读原版的能力,所以继续把改编版作为泛读材料。但此版本难度和长度比起课本的版本都有所增加。学生对课外阅读还有些畏难情绪,本课旨在激发学生的课外阅读的兴趣。
初一学生还没有养成课外阅读英语小说的习惯,要培养学生课外阅读习惯绝非易事。把泛读材料引入课堂的目的是让学生在课堂上来进行长篇幅英语文章的阅读,以此来激发学生的课外阅读兴趣;教学设计突出学生的主体地位,尊重学生个体差异;不同的学生尝试不同的阅读任务。
3重点难点
1.英语阅读技巧训练;学生能够从泛读材料中获取目标信息;
2.学生能够根据上下文猜测生词词义,必要时能够借助字典等工具进行阅读;
3.学生能够对所获取的信息进行分析,推理和判断,从而准确理解文章的内容和思想,领会作者
的意图。
牛津译林版英语七年级下册Unit1 Task精品教案
Unit1 Task精品教案
Teaching Aims:
1. Complete a questionnaire and learn to talk about one’s dream homes
2. Learn article about his dream home and write an article about the dream home of one’s own.
Step 1 Presentation
Present the new words by showing some pictures:
study machine washing machine at the foot of …
field football field invite stay
Step 2 Pair work
Ask each other the following questions to talk about their homes.
Where do you live?
Is your home a flat or a house?
How many floors does it have?
Do you have a garden?
What place is your favorite?
How many rooms are there in your home?
How many people live in your home?
What things do you have in your home?
高中英语 Unit1《School life》Task教案3 牛津译林版必修1
Unit 1 School life
Task Reporting school activities
As we all know, there are various school activities for students to attend. What school activities do you often have? Can you name some? This section consists of a series of activities which provide you with opportunities to practise your language skills of listening, reading, speaking and writing. It is divided into three steps, and each step is preceded with a skills building activity. Through the three steps, you will learn to solve a practical problem in your daily life--how to talk about school activities and how to write a notice about a school activity.
Skills building 1: understanding a programme
江苏省南京市外国语学校牛津版高中英语选修六：Unit1 Task 教案
M6 Unit1 Task
南京市外国语学校
Aims and requirements
1. To learn some useful words and expressions.
2. Listen to an answering machine message and a radio talk show
words and expressions from the text
1. Ding Guangquan, a well-known master of crosstalk (a Chinese comedy form), has been teaching this unique art form to foreigners since 1989.( page 11)
Master n. 1) a person who is very skilled in a particular job or activity:
He was a master of disguise.
vt. to learn how to do something well:
He quickly mastered the art of interviewing people.
2 In a interview, he told us that he is always happy to take on new foreign students. (page 11)在一次采访中，他告诉我们他总是乐意接受外国新生。
take sb. on =to employ someone:
牛津英语上海版六年级上册Module1Unit1FamilyandRelatives4课时英文教案
Module 1 Family and friends
Unit 1 Family and Relatives
一. 知识与技能：
掌握单词：daughter, dead, else, granddaughter, grandson, nephew, niece, photo, relative, able, botanical, call, environment, friendly, hardwork ing …
理解词组：find out …,family tree, get it right
应用句型：Be+ 形容词，friends of the earth …,promise (sb.) to do sth.
二. 过程与方法: 感受：人与人之间的关系，了解在一个家族里每个人的称呼是怎么用英语表达的，在写出自己的家谱的同时要求学生能用英语说说每个人之间的关系。三．情感态度,价值观: 感悟：因为有了家庭，我们每个人才能快乐地生活，与家人和睦相处，共建和谐社会。
Period One ——Family tree
Language focus:
Using demonstratives to refer to people or objects
Materials:
1. Student 's Book 6B page 27
2. Workbook 6B page 17
3. Photocopiable page 37 Pre-task preparation:
1 Introduction of relatives and revision of family vocabulary items
新牛津译林版八年级英语下册Unit1 task教学案
Unit1 task教学案
课前参与
一、预习书本P18-19，完成书本填空。
二、尝试热身(重难点辨析):
1. Many changes have taken place in Moonlight Town over the years.
在过去的几年，月光镇发生了很多变化。
take place 是动词短语，意为“发生，举行”
奥运会每四年举行一次.
1.The Olympic Games _________ ________ every four years.
北京已经发生了很大的改变。
Great changes _________ ________ _________ in Beijing.
2. But now the streets are wide and clean, with many green trees on both sides.
但是现在街道变得又宽阔又干净，道路两边有很多绿树。
Both 指“两者都”，通常放在行为动词之前，助动词、情态动词或be动词之后。
1.我们两个都会回答这些问题。We can ___________________________.
2.他们俩都来自美国。They _______________________ the USA.
Both… and… 意为“。。。和。。。”两者都，作主语时，谓语动词用复数。
3.吉姆和他父母都喜欢看足球比赛。________________________ watching football matches. 课中参与
一、词汇：
新沪教牛津版六上Unit 1教案
Module 1 Getting to know each other
Unit 1 Growing up
Teaching Aims(教学目标):
知识目标：
1.能听、说、读、写本课的核心词汇：month, cute, pretty, handsome, catch
2.能熟练掌握核心句型：She was two months old.
She was small and cute.
Her hair was short and her eyes were big.
能力目标:
1.能听懂对Sally不同成长阶段年龄和特征的描述。
2.能综合运用所学语言描述人在不同成长阶段的情况。
情感目标：
对所学内容能主动联系生活实际，能尽量用英语交流，培养学生的小组合作精神。
Teaching Importances and Difficulties (教学重难点)：
1.能在语境中运用本课的核心词汇和句型。
2.在句型His/her...was/were... 中根据名词的单复数形式正确使用was
或were.
Teaching Tools(教学用具)：录音机、自制课件、照片等
Teaching Procedures(教学过程)：
StepⅠ.Warm up and revision（热身与复习）
1. Greetings.
2. Do some warming-up exercises.
3. Review the numbers.
Step Ⅱ.Presentation and practice（呈现新语言知识和练习）
1. Lead in.
Unit1 Task教案2020-2021学年牛津译林版英语七年级下册
7B Unit3 Welcome to Sunshine Town
Period 7 Task
【Teaching content】
本单元的主题是“欢迎来到阳光小镇”。你能描述一下你的家乡吗？本课让学生思考家乡，写一篇关于家乡的文章。
【Teaching objectives】
1. 使用正确的所有格来指代人或事物
2. 学习获取有关学生家乡的写作信息。
3. 学会用生词谈论学生的家乡。
【difficult points】
Words: hometown raise smell row
Phrases: come from, live with sb.grow wheat,grow wheat，hear the birds sing…
Patterns: 1. I show you around our hometown.
2. My father often drives us to do some shopping.
【Teaching procedures】
Step 1 Lead-in
1. 向学生展示一些塔山的图片。请他们观看并尝试说出他们可以看到多少个不同的地方。
2. 介绍塔山有趣的地方名称。
3. 告诉学生约翰，一个交换生，制作了他家乡的视频。
同学们要仔细看图片，并尽量仔细地给图片编号。
【教学目的：我想用一些图片来引起学生的兴趣，引导新课】
Step 2 Presentation
1. 展示约翰关于他家乡的笔记。
2. 仔细阅读笔记，完成不同的任务。
a. Do T or F questions
b. Answer some questions
牛津译林版英语八年级下册Unit1 Task精品教案
Unit1 Task精品教案
Teaching aims:
1. Complete Amy’s report on the changes in Moonlight Town.
2. Learn to write a similar article about the changes in one’s hometown.
Step 1 Revision
Work in pairs. Talk about the changes in your hometown by asking the following questions:
Where do you live?
What were the roads like in the past?
What are the roads like at present?
How did your father go to school when he was young?
…
Step 2 New words
Present the new words: narrow, open space with some pictures.
Step 3 Read about the changes in Moonlight Town and learn some useful expressions
… has changed a lot over the years.
Many changes have taken place in …
People are enjoying a … life.
牛津上海版(三起)六年级上册英语 Module 1 Unit 1 Growing up--Little Justin精品教学设计
Title：Little Justin
1. Retell the story and share with your parents.
2. Act out the story with your partners.
Level 2
1.Draw a picture about frog life cycle and talk about
it.
2. Read more picture books and share with us.
Black
board
Design
牛津译林版英语七下Unit 1《Dream homes》(Task)教学设计
牛津译林版英语七下Unit 1《Dream homes》（Task）教学设计
一. 教材分析
《Dream homes》是人教版牛津初中英语七年级下册Unit 1的一篇课文，主要讲述了几个人对于自己理想家园的描述。通过本课的学习，学生可以掌握一般现在时态的被动语态，学会使用相关词汇描述房屋的布局和设施。本课内容贴近学生生活，激发学生对英语学习的兴趣。
二. 学情分析
初中学生活泼好动，对新鲜事物充满好奇。他们已经掌握了基本的英语语法知识和一定数量的词汇，具备一定的听说读写能力。但部分学生在英语学习中存在恐惧心理，缺乏自信心。因此，在教学过程中，教师需要关注学生的情感态度，激发他们的学习兴趣，提高课堂参与度。
三. 教学目标
1.知识目标：
–能够听懂、会说、会读、会写本课的生词和重点句子。
–掌握一般现在时态的被动语态。
–学会用英语描述房屋的布局和设施。
2.能力目标：
–能够运用所学知识进行日常交流，如描述自己的理想家园。
–提高学生的阅读理解能力和听力水平。
3.情感目标：
–增强学生对英语学习的兴趣，树立自信心。
–培养学生热爱生活、追求美好的情感态度。
四. 教学重难点
•一般现在时态的被动语态。
•描述房屋布局和设施的词汇及句子。
•一般现在时态的被动语态的运用。
•听力理解能力和阅读理解能力。
五. 教学方法
1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设真实情境，让学生在实践中学习英语。
3.交际法：鼓励学生进行小组合作，培养他们的沟通能力。
六. 教学准备
1.教师准备：
牛津译林初中 task教案
牛津译林初中 task教案
一、教学背景
1. 教材分析
本课选用牛津译林版初中英语教材，针对八年级学生设计。教材以任务型教学法为核心，注重培养学生的语言运用能力和合作精神。本文以教材中《Task: My ideal school》为例，进行教学设计。
2. 学情分析
八年级学生已具备一定的英语基础，对学校生活有了一定的了解和体验。他们渴望表达自己的观点，寻求共鸣。因此，在设计任务时，应充分考虑学生的兴趣和需求，激发他们的学习积极性。
二、教学目标
1. 知识目标
（1）学生能够掌握描述学校生活相关的词汇和表达方式。
（2）学生能够运用所学知识，完成关于理想学校的任务。
2. 能力目标
（1）学生能够在小组活动中，提高口语表达能力和听力理解能力。
（2）学生能够通过合作，完成任务，提高团队协作能力。
3. 情感目标
（1）学生能够尊重他人的观点，学会倾听和理解。
（2）学生能够在完成任务的过程中，增强自信心。
三、教学重难点
1. 教学重点
（1）学生能够运用所学词汇和句型，描述自己的理想学校。
（2）学生能够在小组活动中，积极表达自己的观点，完成任务。
2. 教学难点
（1）学生能够正确使用情态动词，表达自己的意愿和看法。
（2）学生能够在听力理解的基础上，完成任务。
四、教学过程
1. 导入
教师通过提问方式引导学生谈论学校生活，激发学生的兴趣。例如：“Do you like your school? Why?”学生分享自己的学校生活，为后续任务做好铺垫。
2. 呈现
教师展示一篇关于理想学校的文章，引导学生关注文章中的关键词汇和句型。例如：“I want to join the Swimming Club because I like swimming.”学生通过阅读，了解任务要求。
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Task Writing to a foreign friend
This section consists of a series of activities which provide you with opportunities to learn and practice the listening, speaking, reading and writing skill. This section is divided into three steps and each step is preceded with a skills building part. Through listening and reading, you will get information about Chinese crosstalk. You are asked to use the information you have got to write an e-mail to a foreign friend answering his questions about Chinese crosstalk.
Skills building 1: identifying priorities
In this part, you will learn how to identify the most important part and the least important part of a task.
Now look at the sentences on the blackboard.
I need to know how many of you will go to watch the play this Saturday. I’ll have to book the tickets.
I want to know why you are so interested in the play.
I would like to know how you will go to the theatre.
Discuss in your groups and decide which one means the most important request and which one is the least important request. And give me your reasons. ( Do not judge whether their answers are right or not directly. Take notes of the reasons beside the sentences on the blackboard.) If you want to know whether your judgment is right or wrong, you can refer to the guideline and the three points in skills building 1 on page 10.
Now have you known how to identify the most urgent request? Let’s come back to the sentences on the blackboard and check if you have judged correctly.
Step 1: answering questions
This part is designed to help you develop your listening skills. You are first asked to take some notes while listening to a telephone message and decide which requests are the most important, somewhat important or the least important, according to what you have learnt in Skills building 1. Then you will listen to an English radio talk show and read a magazine article to get more information needed to find the answers to the questions asked by a foreign friend.
1 read Part A on page 10 to make sure what you are asked to do when listening to the recording. While listening, you should take some notes and pay attention to the words used in Bill’s requests,
2 Now read the guidelines of Part B on page 11 to know what you should do to finish this part. Then listen to the radio talk show and make corrections. If you are not sure about your answers,
questions to which you have not found the answers. Let’s read the article in Part C and underline
Skills building 2: asking questions orally
In this part, you will practise asking questions orally in various forms and using the correct question words.
1. You need to answer the following questions and I’ll write down your answers on the blackboard.
What do we say when we want to ask whether someone knows something or not?
(Do you know…?)
Are there any other ways we can use to ask the same question?
(Could you please tell me if/whether…? Please tell me if/whether….? Would you mind telling me if/whether…?)
If we want to know someone’s name, what do we say?
(Who is…? Please tell me his/her name.)
If we want to know the time or the place that something happened, how will we ask the question?
(When/ Where did…? Please tell me when/where…)
2 Read the guidelines in this part and go over the sentence structures listed.
Step 2: taking part in a radio talk show
This part is designed to have you use what you have learnt in Skills building 2 to practice asking different forms of questions.
1 Read the guidelines and make sure you know what you are going to do in this part. And go over Column A on the right and decide what question words you should use according to the information in this column. You should know that for people’s names, you will use who or what name, that for a place, you should use where or at what place, and that for the year, you should use when or in which year. Are you clear?
2 Now work in pairs to ask and answer questions according to the two columns. You can ask more questions according to other information you have got in Steps 1 and 2. Try to use different ways to ask the same question. Minutes later, I’ll check your answer and see who can ask more