牛津教材2AU6_maintask
牛津小学英语2B Unit 6 第二课时(标准版)
牛津小学英语2B Unit 6 第二课时stepscontentsmethodspurpose1questions and answerswhat do you see in the picture?i see a ______.运用简笔画和图片进行问答，复习前面所学内容，激发学生的兴趣。
2introduce new words：fork, knifelisten and look, what is this? oh! it’s a fork.（教师将*子的图片贴在黑板上）what’ that? oh! it’s a knife. （教师又将小刀的图片贴在黑板上）用学过的对话引出本课的新授内容，让学生通过直观的画面和图片来认识新单词。
activity 2 sound the new words1、教学辅助(aids)1）电脑（2b-u6-7）2）屏幕2．活动过程（process）stepscontentsmethodspurpose1learn the sound of the new word: fork教师现在媒体中出现旧单词short,复习字母组or在单词中的发音，继而由or引出新单词fork。
通过多媒体中字母组在单词中发音的展示，把单词的音，形相结合。
既复习了旧单词并能很自然地引到新单词。
2make some examples with the sound “or”教师引导学生找出一些别的相同发音的单词，或者在媒体中出示一些相同发音的单词来让同学认读。
运用学生学过或没学过的单词进一步巩固发音。
养成学生通过字母组的发音自学单词的能力。
可以用类似的方法练习knifeactivity 3 practice the new words1、教学辅助(aids)1）电脑（2b-u6-8）2）屏幕3）实物2．活动过程（process）stepscontentsmethodspurpose1match教师在媒体中出现本课新授单词的字型与图片，请学生进行配对。
牛津小学英语2B Unit 6 第六课时(标准版)
牛津小学英语2B Unit 6 第六课时stepscontentsmethodspurpose1look and listen:老师给学生讲一个故事： having a picnicinto the park.up the hill to look at the vies.down to the pond to feed the ducks.where’s the picnic? here it is.who’s this? look out! ducks!they’ve taken the buns.have a good picnic.引起学生的视觉注意，激发学习兴趣，创造一个picnic 的情景。
2question:教师问学生野餐时需要准备哪些餐具。
复习单词，加以合理运用，加深学生理解activity 2 （jigsaw reading）1、教学辅助 (aids)1) worksheet 2．活动过程（process）stepscontentsmethodspurpose1jigsaw reading:两个学生一组，分别有不同填空内容的worksheet,在齐读后，根据对方提供的信息，完成自己的空格。
e.g. a; there are two _____ on the table.b. there are ______ bowls on the table.(复习餐具名称)同组的学生手中的worksheet中的内容之间存在信息差，有利与激发学生的兴趣，提高交际的质量。
2check:请个别学生朗读句子，其余同学检查 jigsaw reading做得正确与否。
教师检查活动的质量，培养学生听说能力。
stepscontentsmethodspurpose1look and discuss:电脑画面(2b-u6-13)上出现爸爸、妈妈和孩子。
桌子上有一些水果、饮料、一台照相机、一块垫子，教师和学生一起讨论他们准备干什么。
Unit6教案-上海牛津全国版英语二年级上册
一．教学课题Unit6 Christmas Lesson 1二．学生素质发展目标：Language focus: Using nouns to identify objects.Using prepositions to indicate the position.三．教学重点和难点：Teaching aims: 1. Teach the new words: in on under bell star present tree 四．主要教学方法：1． Read and say:2． Look, read and learn:3． Look and say:4． Think and guess:5． Look and read:五．教具：Teaching aids: tape recorder, tape, word and picture cards, some objects.一．教学课题Unit6 Christmas Lesson 2二．学生素质发展目标：Language focus: Using imperatives to give simple instructions.三．教学重点和难点：Teaching aims: 1. Teach the new words: Put…in…Put…on …Put…un der…四．主要教学方法：1． Read and say:2． Look, read and learn:3． Look and say:4． Think and guess:5． Look and read:五．教具：Teaching aids: tape recorder, tape, word and picture cards, some objects.六．教学过程：Teaching procedure:一．教学课题Unit6 Christmas Lesson 3二．学生素质发展目标：Language focus: Using formulaic expression to greet people at Christmas.Using formulaic expression to offer offer people things.Using formulaic expression to express thanks.三．教学重点和难点：Teaching aims: 1. Teach the new sentence: Merry Christmas!Her e are your presents.Thank you.四．主要教学方法：1． Read and say:2． Look, read and learn:3． Look and say:4． Think and guess:5． Look and read:五．教具：Teaching aids: tape recorder, tape, word and picture cards, some objects.一．教学课题Unit6 Christmas Lesson4二．学生素质发展目标：Language focus: Using formulaic expression to greet people at Christmas.三．教学重点和难点：Teaching aims: 1. Teach the new sentence: Tell a story.四．主要教学方法：1． Read and say:2． Look, read and learn:3． Look and say:4． Think and guess:5． Look and read:五．教具：Teaching aids: tape recorder, tape, word and picture cards, some objects.一．教学课题Unit6 Christmas Lesson5二．学生素质发展目标：Language focus: Using formulaic expression to indicate the position.三．教学重点和难点：Teaching aims: 1. Teach the new sentence: Rhyme四．主要教学方法：1． Read and say:2． Look, read and learn:3． Look and say:4． Think and guess:5． Look and read:五．教具：Teaching aids: tape recorder, tape, word and picture cards, some objects.六．教学过程：Teaching procedure:。
英语牛津译林九上Unit6金品教案(7)(MainTask)
英语牛津译林九上Unit6：金品教案（7）（Main Task）Teaching Plan for 9A Unit 6 Main TaskMain Task一教学目的:1.To arrange pictures in chronological order2.To complete a story by filling in blanks.3.To match sentences with pictures4.To write a detective story二教学重点:1.words: necklace, diamond, except, wonder, shocked, jewellery, rob2.phrases: see sb. doing sth, be charged with, get along with, do for a living, beshocked3. To write a detective story三教学手段: Multi-media四教学过程:Step One: Lead-inReview the contents of reading.Step Two: Read and answer PartA11.Read the context first and match the words in the left-hand column with thecorrect meanings2.Encourage more able students to describe the four pictures at the top of the page3.Ask questions: What is happening in picture 1? What is the man going to do inpicture2? Can you describe something about picture 3. What happened to Tom?4.Work in pairs. Ask students to match the sentences with the pictures by writingthe correct letter in each box.5.Ask students to read out their answers.Step Three: Complete PartA2Tell students to complete Part A2 individually. They should use the words from Part A1 to complete Millie’s story.Check the answers as a class. And read it together, discuss the end of the story.( Have a discussion in a group of four.)Step Four: Part B11.Look at the pictures in Part B1.Ask six students to read out one speech bubble each.2.Match the sentences with the pictures. When students have finishedmatching the speech bubbles with the pictures, choose four students to eachplay a role( the young man, the young woman, Nick Nelson and the policeofficer)3.Then ask students to work in pairs and report what each character in Part B1said.Ask students to think about what happened in Part B1. AskWho do you think was murdered--- a man or woman ? How do you think he/ she was killed? Is there any blood ? Who do you think is guilty ? Why do you think he/ she is guilty ?Step Five: Part B21.Tell students to write their own detective stories. They can use the pictures inPart B1 or write an ending to Millie’s story on Page 109.2.Read their own detective stories.3.Explain the elements in writing detective stories.Homework : Writing1. A jewellery shop was robbed. If you are a detective, what questions will you ask the witness ? How can you get the clues ?1.Write your own detective story。
牛津2A第6单元
1.T: Put the pencil in the pencil-box.…
2.T: Put the bag on the desk.…
4.T: Put the rubber under the book.
5.Listen and say. Listen to the tape .Let students read after the tape.
3、情感目标：教育学生做一个爱卫生讲卫生的好孩子。
重难点
句型的灵活运用。
教学准备
录音，课件，单词卡片
预设教与学的过程
第一课时
一、Pre-task preparation
1. Greetings: T: Hello, boys and girls. Ss: Hello, teacher. T: How are you? Ss: Fine, thank you. And you? T: Very well. Thanks.
教后记
第40课时
Unit6
课题
Christmas
课时
3~4
个性化修改
教学目标
知识目标：Using imperatives to give simple instructions.
能力目标：提高学生实际运用英语的能力。
情感目标：激发学生热爱祖国热爱家乡的美好情感。
重难点
句型的灵活运用。
句型的正确使用和读音。
3.T: Put the rubber under the book.
4.Listen and say. Listen to the tape .Let students read after the tape.
2022年牛津译林版《U6 TV programmes Task》精品省优获奖教案
7B Unit 2 Neighbour教学内容掌握单词 future/ police station/ job/ post/ artist/ sound/ stick 句型①What are you going to be in the future②I’m going to be a computer engineer.教学工具：多媒体Revision: Answer the questionsHow many people are there in Wendy’s homeWhat’s Wendy’s fatherWhere does Wendy’s mother wo rkHow does her sister go to work二、Presentation1, Show some pictures to introduce some jobs. And let students discuss, lead to the topic.Teacher says: look at these jobs. Are they interesting Which is your favourite Students answer with their own information.Teacher says: oh, I see, ……is going to be……in the future.Write down on the blackboard: “Future and this sentence〞In the same way, show an artist with colourful chalk.2, PracticeTeacher says, Millie is talking with her classmates about their future jobs. Listen to the conversation and do “true or false〞 exercises.1〕 Daniel likes computerMillie is going to be a computer engineer.Sandy is going to be a teacher.Amy is going to be a doctorSimon is going to be a basketball star.2〕 listen to the tape again, then read after the teacherPlease open your books and repeat after the tape. Sentence by sentence, if need read more.四．PresentationLook at some phrases : an apple ,stand up ,in an hour teacher read these phrases, let Ss pay attenti on to the pronunciation what’s the difference among them.1 We usually link a consonant with a vowel sound.2.When the first word ends –r or –re and the next word begins with a vowel sound, we join them together with a /r/ sound between them3.When there re two vowel sounds, we join them as if there were a /j/ or /w/sound between them.4.When two consonant of two words meet, we sometimes do not need to pronounce the first consonant sound .二． PracticeListen to the tape about them. Please work in pairs .read them to your partner.三．Homework。
牛津高中英语模块六Unit 2 , Task 板块教学设计
译林版《牛津高中英语》﹙必修模块六﹚Unit2 What is happiness to you ?Task Write a website article to give advice教学设计牛津高中英语模块六Unit 2 , Task 板块教学设计牛津高中英语Task 板块是一个要求学生在课堂内进行开放型任务型活动的教学内容。
该板块以单元话题为主线，让学生在教学活动中用英语参与和完成各种真实而有意义的与生活，学习，工作有关的活动。
教师可设计一系列的课堂活动步骤来完成一项具体的任务，学生在完成的过程中使用英语，培养听，说，读，写的语言技能，提高综合语言运用能力。
一、教学内容分析：本单元的Task板块内容由三个任务组成。
任务一要求学生识别消极性的情绪语言，通过阅读和有步骤的听力训练迅速抓住要点，找出问题。
任务二要求学生在找出问题后，通过小组讨论，相互合作等活动来处理问题。
任务三要求学生综合前两个任务的结果，完成一篇短文。
三个任务的环环相扣，科学训练了学生听说读写等各项语言运用能力，使得整个Task板块中任务与任务之间的衔接水到渠成。
二、学生分析：我所任教班级为高二普通班，学生怕说，怕写。
为了减轻课堂压力，我把Task中的新词汇及学生不太熟悉的词组进行了罗列，形成Task 词汇表；在听力材料播放之前，充分估计学生的问题，搭建一些较容易回答的过渡平台，帮助学生更好得理解材料。
三、设计理念：采用任务型教学模式，充分培养学生听，说，读，写的语言技能。
四、教学设计：1、教学目标⑴Make students find Ma Jie’s problems quickly while reading and listening. Train students’ abilit y to get information through listening and reading.⑵ Help Ma Jie solve problems in pairwork , in groupwork.. Encourage students to learn to cooperate with each other.⑶Train students’ writing ability.⑷Improve the students’cooperative abilities. Get the students to have positive attitudes to help others.2、教学方法Task-based teaching method.3、教学重难点How to obtain correct information during listening and reading ?How to give advice ?4、教学辅助用具A multimedia classroom .5、教学过程Step 1 Greetings设计意图：通过问候，拉近师生距离。
牛津版二年级下册精品资源教案 unit6 Lesson2
(沪教牛津版)二年级英语下册教案Unit6Unit 6 Eating and drinkingThe second period一、主要新授内容(new contents)Let’s learn—fork, knifeLet’s act-- Give it to Kitty, Sam.二、学习目标(Objectives)1、学会认读单词fork, knife，增加学生生活用品的词汇量。
2、学习句型Give it to Kitty, Sam.以及应答，在情境中进一步巩固新授单词并正确运用这些单词。
3、结合学习Bring me …这个句型以及应答，引出本课的主题------从小懂得要做一些力所能及的事。
4、结合新句型Give it to Kitty, Sam.，根据名词的单复数不同，可数与不可数的不同，学习比较it和them之间的区别。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。
也就是我们常说的：Input。
在这个环节主要让学生获得对新语言材料的第一次感知。
Activity 1 Questions and answers1、教学辅助(Aids)1) 简笔画2）图片2．活动过程（Process）Activity 2 Sound the New Words 1、教学辅助(Aids)1）电脑（2B-U6-7）2）屏幕2．活动过程（Process）可以用类似的方法练习knifeActivity 3 Practice the New Words1、教学辅助(Aids)1）电脑（2B-U6-8）2）屏幕3）实物2．活动过程（Process）2、任务中期实施阶段（While-task procedure section）While-task Procedure，这是指语言技能的习得过程。
牛津上海版高中二年级下学期Unit 6 Problems and solutions课件
3. How does it persuade the consumers to buy their products?
4. What will happen to the company if its products are unsafe?
5. What does the company do to make sure that their products are safe?
Task2 Have a good knowledge of the Body Shop
It was
to make
she explained …in about language.
the qualities of her cosmetics.
images of beautiful
women, she
D. did not want her customers to look beautiful
4. The writer suggests in Paragraph 5 that some of The Body Shop’s customers __C__. A. like the look of their old cosmetics bottles B. do not need cosmetics bottles C. do not want to create more rubbish D. can refill old cosmetics bottles for free
牛津译林版英语七年级下册U6 Task 教案
《英语》（七年级下册）Unit 6 Outdoor funTaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. learn how to make an outline before writing;2. choose suitable words and structures for an article;3. write about what they think will happen to Alice next.II. Teaching contents1. New words and phrases: sweet, become, enough, decide, enter, towards, forget, reach, climb,fail, a little, too ... to2. New sentences: She was too small to reach the key.III. Focus of the lesson and predicted area of difficulty1. Learn how to make an outline before writing.2. Choose suitable words and structures for an article.IV. Teaching proceduresStep 1 Warm-up1. RevisionT: Look at the pictures and describe what happened to Alice.S: One Sunny day, Alice sat by a river with her sister. Then she heard a sound. She looked up and saw a rabbit passing by. She stood up and ran across the field after the rabbit. Then she jumped down a hole after the rabbit. She fell for a long time. At last she found herself in a hall. She noticed a small door and she could see a lovely garden on the other side, but she couldn’t go through the door, because she was too big.2. Lead-inT: Do you want to learn more about Alice’s adventure? Now, listen to the tape and get more information.【设计意图：通过复习已学内容的方式，导入本课主题，让学生逐步进入状态。
初中英语牛津版七年级上Unit6Main task
Shirt: white (I think the color will match well with any other color.) cotton looks clean
Jumper: white and pink cotton looks colorful Boots: white leather look modern
The trainers are made of ________. leather
First,the colour of the T-shirt is _______because I think this colour white makes the T-shirt look ______ and it will go well with any other clean colour. Next, I am going to design a _____ jumper. The jumper is not too red long or too big and it looks ______.
初中英语牛津版7A
Unit 6
Fashion
Main task
Free talk
What’s this? It’s a … What’re these? They’re… What color is it? It’s … What color are they? They’re… What’s … made of…? It’s made of… What are … made of …? They’re made of …
smart
Then, I don’t want my jeans to be too _____. I want them to be____________ tight comfortable light blue to wear. My jeans are__________. Finally, I am going to design a pair of trainers. They must be______and light comfortable. These are favourite shoes for young people.They will be white and red _____.
牛津小学英语2A精品教案unit6
D、Practise
活动手册P21
1、观察每组图中的职业，请学生说一说；
2、解释做题要求，请学生听句子答题。
E、Assign homework
（1）听录音，熟练朗读B部分单词。
（2）鼓励学生平时用所学的日常交际用语相互打招呼。
教学随笔
小学外语备课用笺
课题
Unit6 Apicnic
第3课时
总第20课时
教学目标：
（1）进一步巩固单词an ant，a butterfly，a flower，a tree单复数形式，发音准确。
B、Look and learn
1、结合教学光盘，点出蝴蝶动画
T：Look，what`s that？
点击动画录音，It`s a butterfly.示范朗读，再听录音朗读，学生跟读。
逐一点出一只、两只、三只等等，
T：One，two，three，they are.示范朗读，再听录音朗读，学生跟读。
教师指着TV中的蝴蝶动画
S：They are bananas.
T：Do you like bananas？
引导学生肯定回答
T：Do you like the picnic？
出示picnic朗读，教师讲解词意。
接着出示本课的课文插图，引导学生仔细观察
T：Look！Here is Helen`s family. They are having a picnic.（出现远处地上的一群蚂蚁）What are those？
S：It`s a carrot.
2、继续出示图片：
T：What are these？
S：They are carrots.
结合教学光盘上这部分的内容，点击相关图片，请学生以男、女生或同桌对话的形式练习。
英语：Unit-6-Main-task-课件(译林牛津版七年级下)
Unit 6
Unit 6 Pets Main task
Amy’s cat.
small, green eyes, grey fur, appearance tail, white paws,
personality lovely, clever, quiet, friendly, happy, lazy
Conclusion Why your favorite pet is special?
Which verbs can describe the activities of these animals?
Animals
Activities
bark, bite, jump, fight, hunt,
Describe your pet.
appearance
eyes, ears, nose, colorful feathers/tail, blue and green wings, paws
personality lovely, clever, friendly
1. feeding habits seeds and nuts
trees, play with balls, eat fish…
bubble, sleep with eyes open, swim around, move, live in Fish water, float, stay on the sea bed…
Байду номын сангаас
Please write about your favorite pet.
lifestyle 2. sleeping places sleep in the cage
Unit 6 Pets Main task课件(牛津译林版)PPT教学课件
Personality: clever, helpful food eat bones, meat
Lifestyle: home like chase cats and balls
activities dislike stay at home
How to look after him •Give it water, feed it everyday. •Walk it once a day. •Clean its house often.
She is usually very friendly and quiet. We
never frighten her or pull her tail. If he is
hungry, she will miaow.
2021/01/21
7
Usually, she eats cat food from a tin, but her favourite food is fish. She likes milk if it is not too cold. She likes sleeping in a basket. When she is not sleeping, she plays with balls and pieces of string. She does not like dogs and she hates the rain.
Main task
学习目标：
描述宠物的特征和性格 简述宠物的生活方式，包括饮食习惯、
住所及喜好
What do you know about Eddie?
small, dark
brown eyes
牛津版八年级英语Unit 6 Natural Disasters(9)MAIN TASK
牛津版八年级英语Unit 6 Natural Disasters(9)MAIN TASKPERIOD 9: MAIN TASKTeaching Objectives●To collect information and generate ideas about natural disasters●To talk about what they hear, what they see and how they feel during the disaster and after the disaster●To help the students develop an awareness of audience and registerTeaching ProceduresSTEP 1 Talking about picturesShow a picture of a snowstorm and get the students to talk about it.T: What’s the weather like in the picture?S: It’s snowy.T: When there is a snowstorm, what can you do hear?S: We can hear the wind.T: What can you see?S: We can see white snow everywhere. People hurried home.T: How do you feel?S: We feel cold. The land is so beautiful.T: What may happen in a snowstorm?S: We may lose the umbrella in the wind?T: What can you hear after a snowstorm?S: We can hear children playing with snow here and there.T: What can you see?S: We can see that the land is all white and everything is so beautiful. People are busyremoving the snow.T: How do you feel?S: I think the snowstorm was terrible.……STEP 2 Writing an article about a natural disasterExplain that Sandy wants to write an article about a natural disaster. Write the following sentences on the boardbeforehand with blanks.a.we lost our umbrella in the windb.I was at school and Mr. Wu told us to go homec.could hear the windd.I shared an umbrella with Milliee.heard the noise of traffic in the morningf.I looked out of the window at Millie’s home after I heard the noise.g.worried that there would be no busesh.It was Friday, 28th Januaryi.snowstorm hit Beijingj.the snowstorm was terriblek.snow on the roadsl.many people at the bus stopm.People remove the snown.Could only walk slowly in the snowGet the students to fill in the blanks. In this ways, they can get some idea about what sandy saw, what she heard and how she felt.Get the students to read the sentences one by one. Motivate the students to read it aloud.STEP 3 Making a flow chartTell the students that Sandy also makes a flow chart to organize her ideas. Divide the students into groups of 4. Invite the students to help Sandy complete the flow chart. Then ask them to discuss the answers in groups of 4. Check the answers.Direct students’ attention to the way that the flow chart was organized. Point out that introduction gives us some facts.Then Sandy is going to talk about the things that happened during the snowstorm and then after the storm. Sandy tells us what she saw, what she hear and how she felt during and after the snowstorm.After this it is important to point out that to organize the ideas will help people who are telling a personal story. It is also very important for the speaker to consider of the audience.STEP 4 Completing the sample articleGive the students 4-5 minute to complete the sample article. And then check the answers to it.Get the students to figure out the structure of the article.Part I: Introduction (Para 1)Part II: During the snowstorm (Para 2& 3)Part III: After the snowstorm (Para 4)STEP 5 Locating some important sentence patternsGo through the article and help the students to locate some important sentence patterns.A snowstorm hit Beijing…I shared an umbrella with her.Snow continued to fall around us.I nearly fell over.I looked out of the window and saw that people were working hard to remove the snow.STEP 6 Getting more ideas about what to writeAsk the student to open their books and turn to page 106. Go through the items listed here and make sure that the students can get more ideas about what to write about here.Explain some of the phrases here by action.Typhoon signal number/ weather report/ snowstorm warningRoll up trousers/ walk slowlySTEP 7 Deciding which disaster to write aboutGive the students 3-4 for them to decide which disaster to write about. Walk around to help the student to organize their ideas and get more ideas. Tell the students to write about their own experience because this may give their article power.STEP 8 Homeworka.Read the sample article once again and try to understand its structure.b.Write about a disaster you would like to write about.c.Finish off the exercises in the Evaluation Handbook and learning English.。
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(a person/an animal) every day.
goes
(a place) in (feeling)
One day, he/she drops (an object) (a place) . He/She is
.
© Oxford University Press 2009
3
You may photocopy this page for classroom use.
2A
6
Module: Fun and games
The Honest Woodcutter
Main task support My fairy tale
A
Do you like ‘The Honest WoodcutteFirst, think of a person or an animal. Tick ;.
One day, (a person/an animal) in (a place) .
drops
(an object)
© Oxford University Press 2009
1
You may photocopy this page for classroom use.
2A
6
Module: Fun and games
© Oxford University Press 2009
2
You may photocopy this page for classroom use.
2A
6
Module: Fun and games
The Honest Woodcutter
D
Now read Parts A–C again. Write your fairy tale on p. 67. Read your fairy tale to the class.
(e.g., a teacher, a frog, a farmer)
B
What does he/she/it drop? Where does he/she/it drop it? Tick ;. e.g., a watch, a water bottle, a key e.g., a fountain, a house, a park
The Honest Woodcutter
C
How does he/she/it feel? What happens in the end? afraid angry lonely tired
happy He/She/It is (feeling) .
sad
What happens next?
y y
Who comes to help? How does he/she help? What does he/she say? Is the person/animal honest, greedy, rude or polite?
What happens in the end?
y y y
Can the person/animal get back the thing? What else can the person/animal get? How does the person/animal feel?