作為一名教學工作者，時常需要編寫教案，借助教案可以恰當地選擇和運用教學方法，調動學生學習的積極性。如何把教案做到重點突出呢？以下是小編為大家收集的《選修六module2教案》，供大家參考，更多范文可通過本站頂部搜索您需要的內容。
第一篇：選修六module2教案
小學新標準英語三年級起點第5冊Module2Unit2教案設計Module2Unit2Howmanyicecreamsdoyouwant
小學新標準英語三年級起點第5冊
Module2Unit2教案設計
Module 2Unit2 How many icecreams do you want? 教學目標：
認知目標：單詞：cheesekilolist 句型：Howmanyicecreamsdoyouwant? Howmuchcheesedoyouwant? Howmuchisitgoingtocost? 能力目標：使學生學會如何詢問數量，如何購物。
教學重點：Howmany/much...doyouwant? 教學難點：Howmuchisitgoingtocost? 教學準備：課件，圖片，單詞卡片等。 教學設想：step1:Warmer: 1.GreetingsandsingWearegoingtohaveapicnic. 2.出示課件A“一分鐘十問十答”step2:Teachingandlearning1.Newwords
(1)出示各種食品圖片,讓生齊讀出來,但是當看到可數名詞時坐下讀,當看到不可數名詞時要起立讀出來. (2)最后一張出示奶酪,引入單詞cheese.教說該單詞,分小隊,分排練讀. (3)出示課件B:一個大蘋果從上掉到臺秤上,指針指到數字1上,引入單詞kilo.使生理解該單詞意為一公斤。教說、練說該單詞。 (4)出示課件C：一牙香蕉從上掉到臺秤上，指針指到數字1一半的位置上，引入詞組halfakilo。使生理解為“半公斤”。教說、練該詞組。
(5)出示課件D：一個大西瓜從上掉到臺秤上，指針指到數字2上，引入詞組2kilos。使生理解該詞組意為“2公斤”。教說、練說該詞組。
將所學新詞齊說一遍，并利用cheese練說。e.g.akiloofcheese2.Newsentences (1)T:Tomorrow,wearegoingtohaveapicnic.Whatarewegingtotakeonourpicnic?Whocaay?找學生說出野餐時想帶的東西.老師板書,并適時穿插說Whataboutcakes?Letshavesomeicecream.當黑板寫滿時,引出Thereisalist.教說單詞list. (2)老師利用板書中的可數名詞問:Howmany...doyouwant?再用Howmuch...doyouwant?問板書中的不可數名詞.讓學生理解這兩個句型是物品詢問數量的.然后讓他們總結出兩個句型分別用在何種情況. (3)讓學生兩兩一組,就黑板上的單詞進行問答練習. 然后出示課件E:練習兩個新句型.放第一遍課件,指名根據畫面回答問題;放第二遍課件時,全班跟讀. (4)老師仍然利用板書提問Howmuchisitgoingtocost?啟發學生理解該句意思是詢問價錢。在練說時速度要由慢到快，拍手有節奏地練說該句。
(5)Game：Moreorle 課件F依次出示三種物品，找一個學生上教室前面來背對屏幕猜價錢，其它同學根據他說出的價錢說more或le來給他提Step3:Drill1.T:TodayisMid-Autummnday.Letshaveapartyattonight.But,thereothing.Letsmakealistatfrist.Andthen,letsgoshoing. 1.讓學生6人自由結組，并發給他們每組一張紙，讓學生先來列一個清單。待學生列好清單后，利用實物投影展示幾組。大家一起看一看，說一說清單上都有什么東西。
2.出示課件G：一個購物的對話范例。老師先與一個學生做一個示范，然后讓學生在每組里找
一、兩個學生當售貨員，其它同學買東西，進行購物對話。
3.對話展示。Step4Homework (
1、)為即將出差的父親列一個清單
(
2、)將本課單詞每個抄寫一行板書設計：listHowmanyicecreamsdoyouwant?Howmuchcheesedoyouwant?Howmuchisitgoingtocost?
第二篇：外研社新標準小學英語四年級上次Module2 Unit2教案
《新標準英語》三年級起點第四冊
Module 2 unit 2 What are you doing教案
一、教學知識點分析：
能聽、說、認讀表示正在發生的動詞短語：reading a book/watching TV/listening to music并能在日常生活中運用。能聽懂，會說句型：what are you doing ? I am ...,并在實際情景中運用。培養學生探究能力，鼓勵學生積極思維，挖掘語言的創造和運用能力。
二、教學內容：
教學重點：what are you doing ?I am ...并詢問對方講述自己正在發生的事情，及回答時動詞的ing形式的使用。新授詞組及單詞listen to 、 read。
教學難點：what are you doing ?I am ...和 what is she/he doing ..?She/he is...在真實情景中綜合運用。
三、教學目標：
1、知識目標：能聽懂、會說本課句型“What are you doing? I’m„”
2、技能目標：培養學生聽、說、做、讀的能力。
3、情感目標：激發和培養學生學習英語的興趣，使其主動參與課堂實踐活動，從而培養他們的合作意識。
四、運用任務
任務型教學法，聽說領先教學法,直觀演示法、TPR活動教學法等
五、教具準備
多媒體課件，單詞卡片等等。
六、教學過程：
Step1.Warming up
1、Greetings
2、Let’s do. T: talking to her friend, playing with a toy, writing a letter, taking pictures.”
Ss: Do the actions. (老師先發指令，學生做動作，再利用多媒體課件依次播放圖片，讓學生看圖說出完整的句子, 如：He’s „/ She’s„).
Step2. Presentation
1、老師先示范“看電視”的動作，讓學生跟著做動作，邊做邊說：“I’m watching TV.”師適時提問：“What are you doing?”引導學生回答：“I’m watching TV.”
2、老師再分別示范“聽音樂和讀書”的動作，讓學生跟著做動作，邊做邊說：“I’m listening to music./I’m reading a book.”(老師采用升降調講授新單詞：listen to、read.)并展開對話：
T: What are you doing? Ss: What are you doing? Ss: I’m listening to music. T: I’m reading a book.
3、Listen to the tape and answer the questions. Q1: What is Sam doing? Q2: What is Amy doing? Q3: What is Tom doing? Step 3 Consolidation
1、Play a game “I act, you guess.”
一個學生做動作,另一個學生躲在其身后, 全班齊問What are you doing? S2根據動作猜出并回答：“I’m„”教師讓全班同學評出最佳默契獎,并以stickers獎勵。
2、Play a game again“find your friend.”
師事先準備好許多動作卡片，分發給學生,以四人一小組為單位，通過在組內對話，讓他們尋找自己的朋友，看誰找得快。
3、Listen and try to sing, then do the actions. Step 4 Summary
本課主要學習句型“What are you doing? I’m „”及其延伸拓展到句型“What’s he/ she doing? He’s/She’s„” Step 5 Practice Pair work.(就歌曲下方的圖片，同桌兩人問答，老師先給出示范。) A: What’s he/she doing? B: He’s/She’s„” Step 6 Homework. After class，use these sentences “What are you doing? I’m„” and “What’s he/ she doing? He’s/ She’s„” to make a short dialogue.
七、板書設計 Module2 Unit2 What are you doing? A: What are you doing? B: I’m listening to music/ reading a book, A: What’s he/she doing? B:He’s/She’s....
第三篇：選修六Unit5-教學設計
Book6 Unit 5 The power of nature
教學設計
1.教學目標: To get a general idea of natural disasters Gain some information about volcano Grasp important words 2.教學重難點:
Gain some information about volcano Grasp important words 3. 教學過程： Step I Lead-in
Let’s share some pictures Do you familiar with these disasters? Step Ⅱ Some information about colcano
1. What’s happened in the picture? 2. How is a volcano formed? 3.Where is most possible for a volcano to erupt? 4. What types of volcanoes do you know? 5.Answer “yes”or “no” to the following questions Step III Pre-reading 1. What kind of things should a volcanologist do? 2. What is the volcanologist wearing when getting close to the crater? Step IV Summary
Discussion: Having learned a little more about the work of a volcanologist, 1. What qualities are needed for a volcanologist? 2. Are you suitable for being a volcanologist ? Step V Homework
Surf on the internet . Try to find the answers to the following questions and write a report.
1. Which volcano killed the most people ? 2. How many active volcanoes are there in the world ? 3. What is the biggest volcano ? 4. What is the tallest volcano? 教學反思
整堂課上下來，比較順暢，環節一個接一個，比較緊湊，學生配合挺好，積極性很高
第四篇：選修六 unit4 reading 逐句翻譯
Unit 4
THE EARTH IS BECOMIG WARMER-BUT DOES IT MATTER?
全球在變暖——這會帶來什么影響嗎?
During the 20th century the temperature of the earth rose about one degree Fahrenheit. 在20世紀期間，地球溫度大約升了華氏1度。That probably does not seem much to you or me, but it is a rapid increase when compared to other natural changes. 這個數值對你我來說很可能是無所謂的，但是，跟多數自然變化相比較而言，這卻是種快速的增長。So how has this come about and does it matter? 這種溫度的增長是怎么產生的呢，它要緊嗎? Earth care’s Sophie Armstrong explores these questions. “關愛地球”組織的索菲·阿姆斯特朗就在探究這些問題。
There is no doubt that the earth is becoming warmer(see Graph 1) and that it is human activity that has caused this global warming rather than a random but natural phenomenon. 毫無疑問，地球是在變暖。但是全球變暖的原因是人為的呢，或者僅僅是一種自然現象呢?
All scientists subscribe to the view that the increase in the earth’s temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy. 所有的科學家認為，人們為了生產能量而燃燒化石燃料(如煤、天然氣和石油等)，從而引起了地球溫度的升高。Some byproducts of this process are called “greenhouse” gases, the most important one of which is carbon dioxide. 這個升溫過程的副產品就叫做“溫室”氣體，其中最重要的就是二氧化碳。 Dr Janice Foster explains: “There is a natural phenomenon that scientists call the “greenhouse effect”. .賈尼絲·福斯特博士解釋說：“你知道，有一種科學稱之為‘溫室效應’的自然現象。This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and therefore warm the earth.這種現象發生在大氣層中少量的氣體(如二氧化碳、甲烷、水蒸氣等)吸收太陽的熱量，因而，使地球變暖。
Without the‘greenhouse effect ，the earth would be about thirty-three degrees Celsciu cooler than it is. 如果沒有這種‘溫室效應’，地球的溫度將比現在的溫度還要低33攝氏度左右。So, we need those gases. 因此，我們需要這些氣體。The problem begins when we add huge quantities of extra carbon dioxide into the atmosphere. 而當我們因為燃燒化石燃料而使大氣層中增加了大量額外的二氧化碳時，問題就來了。It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up.二氧化碳含量的增加意味著更多的熱量被困在大氣層中，從而引起了全球溫度上升。
We know that the levels of carbon dioxide have increased greatly over the last 100 to 150 years. 我們知道，在過去100~150年期間，二氧化碳的含量急劇增加了。It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. 有一位名叫查爾斯·奎林的科學家曾經把1957~1997年期間大氣層中二氧化碳的含量做了精確的統計。 He found that between these years the carbon dioxide in the atmosphere went up from around 315 parts to around 370 parts per million(see Graph 2)他發現，在這些年里，大氣層中的二氧化碳含量從百萬分之三百一十五上升到百萬分之三百七十。
All scientists accept this data. 所有科學家都接受這個數據。They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. 他們還認為，正是由于燃燒的化石燃料越來越多而導致了二氧化碳的增加。So how high will the temperature increase go? 那么溫度會到達多高呢? Dr Janice Foster says that over the next 100 years the amount of warming could be as low as 1 to 1.5 degrees Celsius, but it could be as high as 5 degrees. 賈尼絲·福斯特博士說，在今后的100年里，全球變暖的量可能低到1~1.5攝氏度，但是也有可能高達5攝氏度。
However, the attitude of scientists towards this rise in completely different. 然而，科學家們在對待這個問題的態度上卻是大不相同的。
On the one hand, Dr Foster thinks that the trend which increases the temperature by 5 degrees would be a catastrophe?一方面,福斯特博士認為氣溫升高5度的趨勢 可能是一場大災難。
She says, “ We can’t predict the climate well enough to know what to expect, but it could be very serious.” 她說"對于未來的氣候,我們不可能作出精確的預測,但是那時的天氣可能是很糟糕的."Others who agree with her think there may be a rise of several metres in the sea level, or predict severe storms, floods, droughts, famines, the spread of diseases and the disappearance of species. 同意她的觀點的其他科學家認為,全球變暖會導致海平面上升好幾米:也有人預言會出現嚴重的風暴、洪澇、干旱、饑荒、疫病和物種的絕滅.On the other hand, there are those, like George Hambley, who are opposed to this view, believe that we should not worry about high levels of carbon dioxide in the air. 在另一方面,還有一些人,像科學家喬治·漢布利,反對上面的觀點,他們認為我們不必擔心空氣中會有高含量的二氧化碳.They predict that any warming will be mild with few bad environmental consequences. 他們預言說,變暖的情況不會很嚴重, 對環境的影響也不會太壞.In fact, Hambley states, “More carbon dioxide is actually a positive thing. 漢布利實際上是這樣說的: "二氧化碳含量的增加實際上是件好事。It will make plants grow quicker; crops will produce more; it will encourage a greater range of animals-all of which will make life for human beings better. ”它使植物成長更快,莊稼產量更高,還會促進動物的生長 一一所有這些都能改善人類的生活."
Greenhouse gases continue to build up in the atmosphere. 溫室氣體繼續在大氣層中聚集.Even if we start reducing the amount of carbon dioxide and other greenhouse gases, the climate is going to keep on warming for decades or centuries. 即使我們開始減少二氧化碳和其他溫室氣體的含量,在(未來)幾十年或幾個世紀內,氣候仍會持續轉暖.No one knows the effects of global warming. Does that mean we should do nothing? 沒有人知道全球變暖會帶來什么樣的影響.這是不是意味著我們就不必采取任何措施昵?Or, are the risks too great? 還是說,這樣不采取任何措施危險性會很大呢?
第五篇：Module2自我檢測題
Module2檢測題
一、寫出下列單詞的現在分詞(ing)形式
1.read 2.listen 3.watch 4.do 5.talk 6.play 7.take 8.fly 9.row 10.drink 11.sing 12.draw 13.jump 14.write 15.ride 16.dance 17.make 18.run 19.swim 20.skip
二、根據中文提示，將下列句子補充完整。
1.______
______ these pictures.(看看這些圖片) 2.She likes ______ (她喜歡跑步) 3.This is ______
______ (這是我的朋友) 4.He’s______ picture.(他正在拍照) 5.She’s_____ TV.(她正在看電視)
三、連詞成句
1.is she to friend talking her (.) 2.are you what doing children (?) 3.am I listening music to Mum (.) 4.writing am a I letter (.) 5.my doing I’m homework (.) 6.like playing I football (.)