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。
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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
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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?