作为一名教学工作者，时常需要编写教案，借助教案可以恰当地选择和运用教学方法，调动学生学习的积极性。如何把教案做到重点突出呢？以下是小编为大家收集的《选修六module2教案》，供大家参考，更多范文可通过本站顶部搜索您需要的内容。
第一篇：选修六module2教案
小学新标准英语三年级起点第5册Module2Unit2教案设计Module2Unit2Howmanyicecreamsdoyouwant
小学新标准英语三年级起点第5册
Module2Unit2教案设计
Module 2Unit2 How many icecreams do you want? 教学目标：
认知目标：单词：cheesekilolist 句型：Howmanyicecreamsdoyouwant? Howmuchcheesedoyouwant? Howmuchisitgoingtocost? 能力目标：使学生学会如何询问数量，如何购物。
教学重点：Howmany/much...doyouwant? 教学难点：Howmuchisitgoingtocost? 教学准备：课件，图片，单词卡片等。 教学设想：step1:Warmer: 1.GreetingsandsingWearegoingtohaveapicnic. 2.出示课件A“一分钟十问十答”step2:Teachingandlearning1.Newwords
(1)出示各种食品图片,让生齐读出来,但是当看到可数名词时坐下读,当看到不可数名词时要起立读出来. (2)最后一张出示奶酪,引入单词cheese.教说该单词,分小队,分排练读. (3)出示课件B:一个大苹果从上掉到台秤上,指针指到数字1上,引入单词kilo.使生理解该单词意为一公斤。教说、练说该单词。 (4)出示课件C：一牙香蕉从上掉到台秤上，指针指到数字1一半的位置上，引入词组halfakilo。使生理解为“半公斤”。教说、练该词组。
(5)出示课件D：一个大西瓜从上掉到台秤上，指针指到数字2上，引入词组2kilos。使生理解该词组意为“2公斤”。教说、练说该词组。
将所学新词齐说一遍，并利用cheese练说。e.g.akiloofcheese2.Newsentences (1)T:Tomorrow,wearegoingtohaveapicnic.Whatarewegingtotakeonourpicnic?Whocaay?找学生说出野餐时想带的东西.老师板书,并适时穿插说Whataboutcakes?Letshavesomeicecream.当黑板写满时,引出Thereisalist.教说单词list. (2)老师利用板书中的可数名词问:Howmany...doyouwant?再用Howmuch...doyouwant?问板书中的不可数名词.让学生理解这两个句型是物品询问数量的.然后让他们总结出两个句型分别用在何种情况. (3)让学生两两一组,就黑板上的单词进行问答练习. 然后出示课件E:练习两个新句型.放第一遍课件,指名根据画面回答问题;放第二遍课件时,全班跟读. (4)老师仍然利用板书提问Howmuchisitgoingtocost?启发学生理解该句意思是询问价钱。在练说时速度要由慢到快，拍手有节奏地练说该句。
(5)Game：Moreorle 课件F依次出示三种物品，找一个学生上教室前面来背对屏幕猜价钱，其它同学根据他说出的价钱说more或le来给他提Step3:Drill1.T:TodayisMid-Autummnday.Letshaveapartyattonight.But,thereothing.Letsmakealistatfrist.Andthen,letsgoshoing. 1.让学生6人自由结组，并发给他们每组一张纸，让学生先来列一个清单。待学生列好清单后，利用实物投影展示几组。大家一起看一看，说一说清单上都有什么东西。
2.出示课件G：一个购物的对话范例。老师先与一个学生做一个示范，然后让学生在每组里找
一、两个学生当售货员，其它同学买东西，进行购物对话。
3.对话展示。Step4Homework (
1、)为即将出差的父亲列一个清单
(
2、)将本课单词每个抄写一行板书设计：listHowmanyicecreamsdoyouwant?Howmuchcheesedoyouwant?Howmuchisitgoingtocost?
第二篇：外研社新标准小学英语四年级上次Module2 Unit2教案
《新标准英语》三年级起点第四册
Module 2 unit 2 What are you doing教案
一、教学知识点分析：
能听、说、认读表示正在发生的动词短语：reading a book/watching TV/listening to music并能在日常生活中运用。能听懂，会说句型：what are you doing ? I am ...,并在实际情景中运用。培养学生探究能力，鼓励学生积极思维，挖掘语言的创造和运用能力。
二、教学内容：
教学重点：what are you doing ?I am ...并询问对方讲述自己正在发生的事情，及回答时动词的ing形式的使用。新授词组及单词listen to 、 read。
教学难点：what are you doing ?I am ...和 what is she/he doing ..?She/he is...在真实情景中综合运用。
三、教学目标：
1、知识目标：能听懂、会说本课句型“What are you doing? I’m„”
2、技能目标：培养学生听、说、做、读的能力。
3、情感目标：激发和培养学生学习英语的兴趣，使其主动参与课堂实践活动，从而培养他们的合作意识。
四、运用任务
任务型教学法，听说领先教学法,直观演示法、TPR活动教学法等
五、教具准备
多媒体课件，单词卡片等等。
六、教学过程：
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. (老师先发指令，学生做动作，再利用多媒体课件依次播放图片，让学生看图说出完整的句子, 如：He’s „/ She’s„).
Step2. Presentation
1、老师先示范“看电视”的动作，让学生跟着做动作，边做边说：“I’m watching TV.”师适时提问：“What are you doing?”引导学生回答：“I’m watching TV.”
2、老师再分别示范“听音乐和读书”的动作，让学生跟着做动作，边做边说：“I’m listening to music./I’m reading a book.”(老师采用升降调讲授新单词：listen to、read.)并展开对话：
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.”
一个学生做动作,另一个学生躲在其身后, 全班齐问What are you doing? S2根据动作猜出并回答：“I’m„”教师让全班同学评出最佳默契奖,并以stickers奖励。
2、Play a game again“find your friend.”
师事先准备好许多动作卡片，分发给学生,以四人一小组为单位，通过在组内对话，让他们寻找自己的朋友，看谁找得快。
3、Listen and try to sing, then do the actions. Step 4 Summary
本课主要学习句型“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.(就歌曲下方的图片，同桌两人问答，老师先给出示范。) 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、板书设计 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：选修六Unit5-教学设计
Book6 Unit 5 The power of nature
教学设计
1.教学目标: To get a general idea of natural disasters Gain some information about volcano Grasp important words 2.教学重难点:
Gain some information about volcano Grasp important words 3. 教学过程： 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? 教学反思
整堂课上下来，比较顺畅，环节一个接一个，比较紧凑，学生配合挺好，积极性很高
第四篇：选修六 unit4 reading 逐句翻译
Unit 4
THE EARTH IS BECOMIG WARMER-BUT DOES IT MATTER?
全球在变暖——这会带来什么影响吗?
During the 20th century the temperature of the earth rose about one degree Fahrenheit. 在20世纪期间，地球温度大约升了华氏1度。That probably does not seem much to you or me, but it is a rapid increase when compared to other natural changes. 这个数值对你我来说很可能是无所谓的，但是，跟多数自然变化相比较而言，这却是种快速的增长。So how has this come about and does it matter? 这种温度的增长是怎么产生的呢，它要紧吗? Earth care’s Sophie Armstrong explores these questions. “关爱地球”组织的索菲·阿姆斯特朗就在探究这些问题。
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. 毫无疑问，地球是在变暖。但是全球变暖的原因是人为的呢，或者仅仅是一种自然现象呢?
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. 所有的科学家认为，人们为了生产能量而燃烧化石燃料(如煤、天然气和石油等)，从而引起了地球温度的升高。Some byproducts of this process are called “greenhouse” gases, the most important one of which is carbon dioxide. 这个升温过程的副产品就叫做“温室”气体，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”. .贾尼丝·福斯特博士解释说：“你知道，有一种科学称之为‘温室效应’的自然现象。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.这种现象发生在大气层中少量的气体(如二氧化碳、甲烷、水蒸气等)吸收太阳的热量，因而，使地球变暖。
Without the‘greenhouse effect ，the earth would be about thirty-three degrees Celsciu cooler than it is. 如果没有这种‘温室效应’，地球的温度将比现在的温度还要低33摄氏度左右。So, we need those gases. 因此，我们需要这些气体。The problem begins when we add huge quantities of extra carbon dioxide into the atmosphere. 而当我们因为燃烧化石燃料而使大气层中增加了大量额外的二氧化碳时，问题就来了。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着更多的热量被困在大气层中，从而引起了全球温度上升。
We know that the levels of carbon dioxide have increased greatly over the last 100 to 150 years. 我们知道，在过去100~150年期间，二氧化碳的含量急剧增加了。It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. 有一位名叫查尔斯·奎林的科学家曾经把1957~1997年期间大气层中二氧化碳的含量做了精确的统计。 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)他发现，在这些年里，大气层中的二氧化碳含量从百万分之三百一十五上升到百万分之三百七十。
All scientists accept this data. 所有科学家都接受这个数据。They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. 他们还认为，正是由于燃烧的化石燃料越来越多而导致了二氧化碳的增加。So how high will the temperature increase go? 那么温度会到达多高呢? 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. 贾尼丝·福斯特博士说，在今后的100年里，全球变暖的量可能低到1~1.5摄氏度，但是也有可能高达5摄氏度。
However, the attitude of scientists towards this rise in completely different. 然而，科学家们在对待这个问题的态度上却是大不相同的。
On the one hand, Dr Foster thinks that the trend which increases the temperature by 5 degrees would be a catastrophe?一方面,福斯特博士认为气温升高5度的趋势 可能是一场大灾难。
She says, “ We can’t predict the climate well enough to know what to expect, but it could be very serious.” 她说"对于未来的气候,我们不可能作出精确的预测,但是那时的天气可能是很糟糕的."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. 同意她的观点的其他科学家认为,全球变暖会导致海平面上升好几米:也有人预言会出现严重的风暴、洪涝、干旱、饥荒、疫病和物种的绝灭.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,还有一些人,像科学家乔治·汉布利,反对上面的观点,他们认为我们不必担心空气中会有高含量的二氧化碳.They predict that any warming will be mild with few bad environmental consequences. 他们预言说,变暖的情况不会很严重, 对环境的影响也不会太坏.In fact, Hambley states, “More carbon dioxide is actually a positive thing. 汉布利实际上是这样说的: "二氧化碳含量的增加实际上是件好事。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. ”它使植物成长更快,庄稼产量更高,还会促进动物的生长 一一所有这些都能改善人类的生活."
Greenhouse gases continue to build up in the atmosphere. 温室气体继续在大气层中聚集.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. 即使我们开始减少二氧化碳和其他温室气体的含量,在(未来)几十年或几个世纪内,气候仍会持续转暖.No one knows the effects of global warming. Does that mean we should do nothing? 没有人知道全球变暖会带来什么样的影响.这是不是意味着我们就不必采取任何措施昵?Or, are the risks too great? 还是说,这样不采取任何措施危险性会很大呢?
第五篇：Module2自我检测题
Module2检测题
一、写出下列单词的现在分词(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、根据中文提示，将下列句子补充完整。
1.______
______ these pictures.(看看这些图片) 2.She likes ______ (她喜欢跑步) 3.This is ______
______ (这是我的朋友) 4.He’s______ picture.(他正在拍照) 5.She’s_____ TV.(她正在看电视)
三、连词成句
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 (.)