选修六module2教案

选修六module2教案（精选7篇）

1.选修六module2教案 篇一

选修古代散文第六单元教材教法分析(1)(人教版高二选修教案设计)

文无定格贵在鲜活-------不拘一格的文章体式

课标定位：

1、学生精读一定数量的优秀古代散文，进一步培养诵读习惯和文言语感，背诵一定数量的我国古代诗文名篇，了解相关中国古代文化常识，体会其中蕴涵的民族心理、审美情趣和传统品格，丰富自己的情感世界，提高自己的审美能力，为形成传统文化的底蕴打下扎实基础

2.学习鉴赏散文的有关知识和基本方法，初步把握散文的不同艺术特性，注意从多个角度和层面发现作品意蕴，使阅读体验更多元。

考纲说明：

探究：指对某些问题进行探讨，有见解、有发展、有创新，是在识记、理解和分析综合的基础上发展了的能量层级。

选修古文单元，一方面，要继续必修古文狠抓基础落实的传统做法：熟读成诵，字词句的疏通整合，内容情感主旨的理解;另一方面，可以很好地用来培养学生深度和广度思维，合作探究意识，读写结合能力等。稳中出新，实中求活。

单元定位：

1、本单元是选修三个单元的收束篇，应完成对前两个单元的呼应，使选修古文浑然一体：

选修古代散文第四单元：“创造形象，诗文有别”重“形象”分析;

选修古代散文第五单元：“散而不乱，气脉贯通”重“意蕴”解读;

选修古代散文第六单元：“文无定格，贵在鲜活”重“写法”赏析。

所谓“鲜活”，主要是指“形象”和“意蕴”的鲜活，三个单元内在的思想情感逻辑前后贯通，

体现了文学艺术的完整统一。

同时，本单元还是高三总复习前最后一个古文单元，充分利用本单元，系统梳理整合高中必修和选修古文，帮助即将迈入高三的学生，扎扎实实加强语文素养，提高阅读和写作能力。

2、“文无定格”。

“文无定格”是指散文的体式灵活多变，形式多样，自由活泼，不拘一格。了解高中古文常见文体基本知识，能帮助教师确定课文需突破的教学点，帮助学生迅速大体把握文章的写作内容和意图。对必修选修课程中最常见的几种古文文体稍作梳理：

序---------必修：《兰亭集序》、《滕王阁序》，选修：《伶官传序》、《陶庵梦忆序》、《春夜宴从弟桃花园序》。“序”有书序(《伶官传序》、《陶庵梦忆序》，意在简介文章内容、写作目的、心路历程、情感世界等)、赠序(韩愈《送区册序》、宋濂《送东阳马生序》，主要意图应是对所赠之人的态度、评价、情感等，以及借此来抒已之怀)、宴集序。

记-----必修《游褒禅山记》;选修《文与可画oY谷偃竹记》、《狱中杂记》、《苦斋记》

志-----选修：《项脊轩志》。记和志都是古代记叙类文体。“记”通常用以记事、景、物;“志”则大多用于记录人物事迹，如墓志、人物志等。要理解作者写了何事、何景、何物、何人来抒发什么情感，表达何种观点。

传-----必修《廉颇蔺相如列传》、《苏武传》、《张衡传》;选修《大铁椎传》、《种树郭

橐驼传》。“传”体由先秦两汉历史散文发展而来，常用于记述人臣和庶民事迹的列传。高考古文阅读常选人物传记类作品，一般先介绍人物基本情况，再叙二三事来表现人物性格情态和精神品质。

赋(辞)-----必修：《赤壁赋》、《归去来兮辞》;选修：《阿房宫赋》。侧重于借景抒情，而于结尾部分往往发一点议论。把握借何景，抒何情，发何感慨。

论(说)-----必修：《过秦论》、《师说》;选修：《六国论》。“说”用记叙、议论或说明等方式来阐述事理的文体。“论”重在析理推论，《过秦论》、《六国论》均为史论，要明确作者借何古讽何今。

3、“贵在鲜活”。

鲜活体现在：

(1)、情感真切真挚真诚。如《种树郭橐驼传》中作者关注民生和社会的责任感和爱国情;《子路、曾皙、冉有、公西华侍坐》中老师关爱学生，学生敬重老师的师生情;《春夜宴从弟桃花园序》中热爱自然热爱生命的豪迈之情;《项脊轩志》中感人至深令人泪下的亲情。白居易说“根情”，此言极当，情是文章的根本，无情，何来文章的鲜活。

(2)、取材世俗化和生活化。如《种树郭橐驼传》中驼背之人种树;《子路、曾皙、冉有、公西华侍坐》中师生聊天;《春夜宴从弟桃花园序》中饮酒作诗;《项脊轩志》中非常平常的生活场景和日常小事，保持生活原汁原味，呈现生活千姿百态，生活气息扑面而来。

(3)、形象鲜明生动活灵活现。如《种树郭橐驼传》中豁达自信技艺高超的种树者;《子路、曾皙、冉有、公西华侍坐》中各具鲜明性格的师生;《春夜宴从弟桃花园序》中飘逸洒脱的太白;《项脊轩志》中的慈母爱妻。

(4)、意蕴不落俗套，平中有味。如《种树郭橐驼传》以种树之道喻为官之道，不乏理趣;《春夜宴从弟桃花园序》中作者一扫“喜而复悲”的陈套，给人以乐观情绪的感染;《子路、曾皙、冉有、公西华侍坐》中高妙的教育艺术;《项脊轩志》一句嘘寒问暖的话，一棵亭亭如盖的枇杷树，把对亲人的思念之情表达得含而不露，韵味悠长。

(5)、语言极富个性，闻其声，如见其人。《种树郭橐驼传》中种树秘诀一番话，非常贴近生活真实;《子路、曾皙、冉有、公西华侍坐》中，短短的对话中，情态性格志向各异的师生形象跃然纸上。《春夜宴从弟桃花园序》的诗化语言;《项脊轩志》中一句话见神态性格情感。

(6)、鲜活还体现在文章体式的自由活泼，不拘一格。比如：《种树郭橐驼传》，名为传记，实为寓言;《子路、曾皙、冉有、公西华侍坐》开对话体小品文之先河;《春夜宴从弟桃花园序》揉诗、文、赋一体成为独具特色的诗化散文，《项脊轩志》，名为记物，但实际内容是记人。

4、，借助读写结合练习，引导学生扎扎实实提高写作能力。

(1)、选择熟悉的生活素材来写，内容细腻具体，避免空洞无物;

(2)、刻画鲜明灵活的形象，尽量避免枯燥乏味的说教;

(3)、具有真实情感和体验，让自己的文章充满情趣理趣，不作无病呻吟;

(4)、锤炼个性化语言，“唯陈言之务去”，鲜活生动;

(5)、写出有内容有情感，形象鲜明，意蕴丰富的好文章来。

5、引导学生初步探索阅读通法：读懂---读通---读透。

读懂是为了引导学生抓准文章主体，即景、人、事、物;

读通是为了引导学生明确景、人、事、物的特点;

读透是为了引导学生感悟景、人、事、物所蕴含的观点、道理、情感、思想、精神等。

散文体式 课文 散文读法：读懂

散文读法：读通 散文读法：读透 课时安排

寓言类传记 《种树郭橐驼传》 事：种树 特点：生活化理趣 情感：顺天致性 精读，三课时

语录体 《子路、曾皙、冉有、公西华侍坐》 人：师生 特点：个性化语言 情感：形象鲜明 略读，二课时

序 《春夜宴从弟桃花园序》 景：宴游 特点：真切化感情 情感：乐观洒脱 略读，二课时

志、记 《项脊轩志》 物：书斋 特点：世俗化情趣 情感：醇厚亲情 精读，三课时

这样的一个阅读通法，可以打通高考的`古文阅读，诗歌鉴赏，现代文大小阅读。以08高考为例：古文阅读写人(韩延寿)，通过实施道德教化、下属自责、下属敬父等事，表现人物主张文德教化、和睦礼让等理政观念和律己严待人宽等人格魅力，表明作者对儒家“仁政”和修身等思想的赞同。诗歌鉴赏写人(顾炎武自己)，人物特点是：惊、愁、存肝胆、鬓华;情感是：两鬓已白，惊时光易逝，叹年岁已高，愁复国无望，但依然有矢志不渝坚持到底的爱国志肝胆心。现代文小阅读写物(塑料袋)，物的特点是：污染重，解决难;情感是：环保意识。现代文大阅读写景(碧云寺的秋色)，景的特点是：丰富多彩，情感是：唤起欢快情感，古今感受相通。

目标定位：

1、理解：

理解并梳理高中古文常见文言实词、虚词、句式等的意义或用法，学会归类总结，注重在具体语境中来掌握文言知识，学以致用，举一反三;据文体知识和作家作品知识来理解作者创作背景和意图;理解所写为何事，何人，何景和何物，整体理解文意，把握文脉。

2、鉴赏：

鉴赏本单元选文各具特色的文学韵味。

鉴赏《种树郭橐驼传》全文充满理趣，及新颖活泼富有创意的写法;

鉴赏《子路、曾皙、冉有、公西华侍坐》个性鲜明的形象和亲切熟悉的生活气息;

鉴赏《春夜宴从弟桃花园序》抒发情感不落俗套，精心锤炼语言;

鉴赏《项脊轩志》平常小事日常细节见真情的选材和抒情特点。

3、探究：

(1)、深入发掘文本丰富意蕴：民族心理和情感，民族审美情趣，中国传统文化和民族品格。

(2)、重视文本的个性解读，就文本中的某些问题，提出自己的见解，并能成文;

(3)、掌握比较阅读方法，把高中必修选修勾连整合，提高思维广度;

(4)、注重课堂内外的小组合作探究，对某一专题有较深入的研究，提高思维深度。

邓仲达

2.选修六module2教案 篇二

Unit1 I’m Ms Smart.一、教学目标

1、基本能听懂、会说、会读How are you ?I ’m fine ,thank you.And how are you ?I ’m fine ,too.Thank you.的语言结构。

2、基本能听懂、会说、会读词汇Good morning，Ms Smart

3、使学生初步了解和感知 too 的用法；初步了解感知词汇boys and girls。

4、能够运用本单元所学习的语言结构与词汇进行口语交际。

5、培养学生主动去关心周围的人，并对别人的关心做出礼貌的回应，让学生养成尊敬师长的习惯。对运用英语参与游戏、竞赛产生浓厚的兴趣，在游戏和比赛中树立学习英语的自信心。

二、教学重点

1、学会并运用句型How are you ?I’ m fine ,thank you.And how are you ? I’ m fine , too.Thank you.三、教学难点

词汇的girls Ms Smart的发音

四、教学过程

(一)、导入

1、唱模块一学的歌曲“Hello,Hello”,活跃气氛。

2、热情和学生打招呼“Hello/Hi”和练习告别语“Goodbye./Bye-bye”.并引导学生回应。

3、复习介绍自己的句型“I’m+名字”。

（二）、活动1

1、播放第一遍动画，请学生看图。问学生：图中熊猫遇到了什么事情？学生回答后，听第二遍录音。学习新单词：boy,girl.2、学习“boy,boys”.请一位男生到讲台前面，告诉学生“This is a boy”,学习新单词“boy,boy,boy”.指向一组男生，告诉学生两个以上的要在后面加上“s”,学习”boys,boys,boys”.请全班男生齐读、分组读、个人读。

3、学习“girl,girls”.和学习”boy,boys”的过程一样。

4、听第三遍录音，跟读课文，全班齐读。

（三）活动2

播放第一遍动画，请学生思考：“I’m your English teacher.Who is Daming’s teacher? What happen in Ms Smart’s first class?”学生回答。

1、听第二遍录音，感知发音，学习“Ms、and、too”.出示单词卡片Ms、and、too,并向学生解释单词的意思。将单词卡按顺序排好，一一出示让学生齐读。分组“开火车”读、个别读。

2、再次播放录音，请学生看图，逐句跟读语句。教师可以逐句暂停，并做动作来解释相应的句子。

3、分角色朗读课文对话。教师扮演“Ms Smart”,其余的学生读。

（二）、教授重点句型。

1、复习上节课的句型，教师向全班学生说：How are you? 学生回答：I’m fine,thank you.2、承接上一环节的问好，告诉同学们，别人问你好吗，为了礼貌起见，应主动会问别人，将句子“I`m fine , thank you.”后加上“And how are you ?”及其答语“I`m fine,too.Thank you.”

3、将男女生分组，教师分别向男女生问好。如：

T:Good morning ,boys.B:Good morning ,Ms Zhang.T: How are you ?

B: I`m fine , thank you.And how are you ?

T: I`m fine,too.Thank you.如此，向女生问好。

4、把全班男女生分组，男女同学之间进行相互问好。

G:Good morning ,boys.B:Good morning ,girls。

G: How are you ?

B: I`m fine , thank you.And how are you ?

G: I`m fine,too.Thank you.来源：小精灵儿童资讯站

4、请两名学生进行相互问好，请两组学生展示。

A:Good morning ,A B:Good morning ,B。A: How are you ? B: I`m fine , thank you.And how are you ? A: I`m fine,too.Thank you.来源：小精灵儿童资讯站

五、课堂练习

一、根据汉语意思，在正确的句子后面画“√” 1． 你好，艾米。

How are you, Amy? [ ] Hi, I’m Amy.[ ]

2．我很好，你好吗？

I’m fine, thank you.[ ] I’m fine, and how are you?

3． 早上好，同学们。

Good morning, Ms.Smart.[ ] Good morning, boys and girls.六、板书设计 Module2

Unit1 I’m Ms Smart.1、2、Good morning,boys and girls.How are you? I’m fine,thank you.And how are you? I’m fine too,thank you.Unit 2 What’s your name?

一、教学目标

1、技能与知识目标：

（1）能听懂并会说、会读Good afternoon 和What’s your name? I’m x x的句型。

（2）能听懂并会说、会读词汇 your, name, afternoon.（3）能利用所学的对话进行语言交流。如：Good morning!/ Hello!/ How are you? I’m fine.And how are you?I’m fine ,too.Thank you.2、运用能力目标：

能在不同时间段，正确地向他人问好。（上午：Good morning!下午：Good afternoon!)能用What’s your name?来询问他人姓名。并可以用I’m …….对他人的提问进行回答。

3、素质教育目标: 使孩子在英语交流中能理解并尊重他人，做到有礼貌；使学生知道Mr.不仅可以指男教师，还可以表示对男士的尊称； Ms.不仅可以指女教师，还可以表示对女士的尊称。通过歌曲的学习培养孩子的乐感与美感，增强学科间的融合。

二、教学重点

1、能识记本节课的重点单词what is your name？ afternoon、Mr.2、灵活运用“What`s your name ?”询问别人的姓名，并能运用”I`m Sam这类句子进行回答。

3、正确区分Mr和Ms以及afternoon和morning.三、教学难点

1、灵活运用“What`s your name ?”询问别人的姓名，并能运用”I`m Sam这类句子进行回答。

2、正确区分Mr和Ms以及afternoon和morning.四、教学过程(一)复习

1、进入教室，与学生们问好：

T:Good morning , boys and girls.S:Good morning ，T:How are you ?

S:I`m fine , thank you.And how are you ?

T:I`m fine ,too.Thank you.2、将全班分为男女生两大组，互练上述对话。

3、教师与学生单个人练习对话，对说得好的学生进行鼓励。

(二)活动1

1、播放动画，请学生看图，思考警察在干什么？学生看完回答。

2、学习新单词your/name/please, 教师教读单词，全班读，分组分男女生读，开火车读单词。

3、播放动画，请学生逐图模仿录音跟读句子，教师带读课文。学生分A、B两组分角色朗读课文，分男、女生朗读课文，评价哪一组学生读得最好。

4、学习句型：Your name,please?及回答I’m……

教师面对一个学生问：Your name,please? 学生回答：I’m…………

进行几组练习后，让学生感知到这个句型的运用，就让两个学生为一组进行对话练习。每组派两个学生进行展示，对表现好的学生进行表扬。

（三）活动2

1、学习新单词afternoon / M / rwhat’s

(1)播放动画，让学生感知情境。出示单词卡afternoon,讲解它与morning的区别，教学生认读。教师变换着与学生打招呼，告知Good morning与Good afternoon时间段的不同，提醒学生辨认。

（2）、出示单词卡Mr,讲解它与Ms的区别，教学生认读。举例用本班其他学科男老师与女老师的称呼，注意辨别。

（3）出示what’s=what is的单词卡片，教学生认读，注意读音，可让学生分组读、男生女生读和个人读，熟记单词。

2、学习新句型What’s your name?及其回答。出示课件，让学生感知what`s your name?这个句型，和一个学生作一个例子，老师说： “Good morning．I’m Ms Smart，”鼓励学生说出：“Good moning，Ms Smart，”老师说：What’s your name？”学生必须说：“I’m……….．”

3．在黑板上写出下列结构：

A：Good moning I’ m…

B：Good moning…

A：What’s your name？

B：I’m…

4．选一个学生和师一起做一个对话，师是A，他是B.5．两人一组练习。他们必须使用黑板上的句型。

6．在黑板上写出下列句型：

A：What’s your name？

B：I’m….7．请两个人为一组的几组学生用这个对话练习。

3、学习了询问名字的两种方式：Your name,please?和What’s your name?老师告诉学生：警察问他人的名字，教师询问学生的名字，医生询问病人的名字，都是出于工作的需要。小朋友可以询问同伴的名字，但是孩子一般不能问大人的名字。

五、板书设计

3.选修六module2教案 篇三

Help the students to use the subjunctive mood correctly in different situations.2.Ability Aim

To learn the subjunctive mood freely and properly in speaking and writing.3.Emotional Aims 1)Encourage the students learn more about the grammar.1)Help the students to form the good habit in learning.2)Encourage the students to do more exercise consolidate the knowledge.Teaching Important Point

Enable the students to use the correct form o f of the subjunctive mood Teaching Difficult Point

To know the differences between the attributive and the predicative.Teaching Methods: Summarizing, comparative method;practicing activities Teaching Aids

Multi-media classroom and other normal teaching tools Teaching Procedure StepⅠ Greeting Greet the whole class.StepⅡ Dictation StepⅢ Homework checking StepⅣ Grammar 虚拟语气(Subjunctive Mood)这一语法项目是各类英语考试中心测试的重点之一。虚拟语气是一种特殊的动词形式，用来表示说话人所说的话并不是事实，而是一种假设、愿望、怀疑或推测。判断是真实条件句还是非真实条件句。只有在非真实条件句中才使用虚拟语气。通过句子意思，看假设的条件是否能够实现，能够实现是真实条件句，不能使用虚拟语气；假设的条件不能实现则是非真实条件句，要用虚拟语气.判断这个假设是与哪个事实相反。通常有三种情况：①与过去事实相反。②与现在事实相反。③与将来事实可能相反 I:虚拟条件句: 1.虚拟现在时表示与现在事实相反的假设，其if 从句的谓语形式用动词的过去式(be 一般用were)，主句用would/ should/ could/ might +动词原形。

If places were a like, there would be little need for geographers.如果各个地方都一样，就不需要地理学家了。

2.虚拟过去时是表示与过去事实相反的假设，if 从句的谓语形式用过去完成时即had＋过去

分词，主句用would / should / could / might + have +过去分词。

If he had known your address yesterday, he would have telephoned you.3.虚拟将来时是表示对将来实现的可能性很小的或不确定的假设。If从句的谓语形式用一般过去式或用were to / should +动词原形，主句用would / should/could/ might +动词原形。

If he were to leave today, he would get there by Friday 4.省略if 采用倒装语序的条件句。有时可以把含有助动词、情态动词、be或have的虚拟条件句中的连词if省去，而将had , should, were 等词提到主语之前，即用倒装结构。

Had he worked harder, he would have got through the exams.Were he to leave today, he would get there by Friday.Were I in your place, I wouldn’t do that.5混合虚拟语气

有时主句和从句的谓语动词指不同的时间，这时需要用混合虚拟语气。一般来说，在这种情况下，主从句谓语动词指代的时间不同，所以我们又可以错综时间条件句，在这种虚拟情况，动词形式应根据实际情况灵活使用，在做这些题目时候尤其要注意每道题目的提示语：时间状语。绝大多数情况下，从句或者主句都有相关的时间状语，这是我解题的关键。

If you _____ that late movie last night, you wouldn’t be so sleepy.A.haven’t watched

B.didn’t watch

C.hadn’t watched

D.wouldn’t have watched 答案选C。

Had Paul received six more votes in the last election, he would be our chairman now.混合虚拟语气还有一种情况就是事实和虚拟假设的混合句，这样的句子不仅仅是时间的不同，而重要是事实和假设的混合。

I would have gone to visit him in the hospital had it been at all possible, but I was fully occupied the whole of last week.该句前半部分是假设虚拟，而后半部分是事实的陈述。

Your math instructor would have been happy to give you a make-up examination had you gone and explained that your parents were ill at the time.该句前半句用的是假设虚拟，后半句主句也用的是假设虚拟（如果你去并且解释的话），但是后半句的从句用的是事实语气，因为“父母病了”是客观事实，故不需要用虚拟形式had been。

6.含蓄虚拟条件句

含蓄条件句是指句中没有明显的虚拟条件句，而是利用其他手段来暗示存在虚拟条件。但是这类隐含式虚拟条件句往往都可以转化为if引导的条件句。常来表示含蓄虚拟条件的手段有：

（1）介词或介词短语，如but for, but that, without, in case of, under more favorable condition等。

Without the leadership of the party, we could not be living a happy today.=If there hadn’t been the leadership of the party, we could not be living a happy today.A.In spite of

B.But for

C.Because of

D.As for 答案选B。

(2)连词，如：so that, unless, in case, supposing, lest, provided(倘若……)，for fear that(唯

恐)，in order that, on condition that, if only(要是……就好了)等。

She listened carefully in order that she might discover exactly what he wanted.=if she listened carefully, she might discover exactly what he wanted.If only I had more money, I could buy a car.(注：lest, for fear that 和 in case 引起的从句中谓语动词多用should+动词原形，但可以不用虚拟语气，而用动词的陈述语气形式。)例如：

The foreign teacher spoke slowly in case we misunderstood him.这位外籍教师说得很慢以免我们听不懂。

Care must be taken in using this method lest overflow should occur.在使用此法时要小心谨慎，以免会发生溢流现象。

II: wish 后的 that 从句中: 1.表示现在或将来的愿望,从句中过去式.I wish I knew his address.I wish I were young.2.表示过去没有实现或不可能实现的愿望, 从句用过去完成式或would, could, might + have + 过去分词.I wish you had written to him.I wish I could have slept longer this morning, but I had to get up and come to class.3.如果将wish改成wished, 其后that 从句中的动词形式不变.4.如果that 从句中用would , 一般表示 对现状不满或希望未来有所改变或请求

4.选修六module2教案 篇四

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

5.选修六module2教案 篇五

Knowledge Objective:

Vocabulary and Listening

1.ss can grasp the usage of the new words ,phrases and sentence structures.2.Students learn how to make comparison between things.Ability Objective: Students enable to improve their listening and speaking ability.Emotional Objective:

Ss can cultivate the logical thinking of turning and contrast 2.Teaching important point : Students know more about the comparison and how to improve their listening ability.3.Teaching difficult points: Ss enable to listen effectively and use comparisons correctly.4.Teaching methods : Audio-lingual method 5.Teaching procedures: Step1.Lend-in 1.Check the words previewing in A1.2.Vocabulary learning in A1.3.Race to answer the A1.4.Check the answer:

Step2 Pre-listening Work in pairs to predicate the A2, each group give its predicative answer.Step3 While-listening 1.Extensive listening: listen to the tape, race to answer the A3.2.Careful listening: listen again, finish A4, each group give its final answer.3.Check the answer and praise the winner.Step4 Post-listening Work in groups to retell what you hear in the conservation.Step6.Summary & homework

Review the new words and listen the conversation where you feel confused again Blackboard Design Teaching Reflection

6.选修六module2教案 篇六

Teaching aims:

(1) Encourage the Ss to grasp the main topics of the three sections---types of stand-up, a famous comedian and the fact that laughter is good for your health.

(2) Stimulate the Ss’ interest in learning English by talking about their own opinions when it

comes to the topic “Laughter is the best medicine”.

(3) Students are expected to gain some knowledge about stand-up comedy and reinforce their reading comprehension.

(4) Develop the students’ reading ability---how to guess the meanings of new words.

Important points & difficult points:

(1) Find the main points in the three sections and express them.

(2) Understanding the text.

Procedure:

Step 1 Lead-in

(1) Warming up:

Learn about famous comedians and well-known forms of comedy.

(2) General questions:

1. What is the article about? Stand-up comedy.

2. How many types of stand-up are there? There are four main types.

3. What is laughter good for? Our health.

Step 2 Reading comprehension

Detailed information:

C1: Answer the following questions.

1.What is special about stand-up comedy?

2.What are the four main types of stand-up?

3.When did Billy Crystal begin practising stand-up?

4.What is one reason Billy Crystal has become so famous?

5. How many times has Billy Crystal hosted the Academy Awards?

6. Who were Bob Hope and George Burns?

7. What does your brain do when you laugh?

8. What is the English idiom about laughter mentioned in the text?

C2: (1)Choose the correct type of stand-up comedy.

1.Observational a. A comedian stands on stage and holds a banana to his ear. He says, ‘Hello? Hello? I’m sorry I can’t hear you. Something must be wrong with my phone.’

2.Prop b. A comedian puts on glasses, changes his or her voice and pretends to be someone else.

3.Physical c. A comedian walks on stage. As she introduces herself, she falls down.

4.Impressionist d. A comedian says, ‘My Grandmother started walking 1 km a day when she turned 60. She’s 89 now, and don’t know where she is!’

(2)Will you create similar situations to perform the four types of stand-up comedy?

Step 3 Further reading

Choose the correct answer:

1.A stand-up comedian _____ while performing.

A. enjoys laughing B. enjoys making fun of himself

C. usually takes advantage of the audience D. has prepared a lot of jokes in advance

2.Which of the following is the style of prop?

A. jokes in everyday life B. visual humour

C. body action D. imitation of a well-known person

3.Billy Crystal started his career ____.

A. as a television actor B. as a film actor

C. as a stand-up comedian D. as a host

4.What does the word ‘routine’ in Para 3 probably mean?

A. road B. performance C. lines D. style

5.What does the word ‘improvise’ in Para 4 probably mean?

A. perform without permission B. perform without preparation

C. act well D. act fast

6.At the Academy Awards, a very old actor ______ at first.

A. was asked to make a silent speech B. didn’t turn on the microphone on purpose

C. made the audience laugh D. couldn’t make himself heard

7.What does the word ‘appropriate’ in Para 4 probably mean?

A. proper B. clear C. silly D. enjoyable

8.We can infer from the 5th paragraph comedians are expected to ______.

A. enjoy a very long life B. work till the end of life

C. have no plans to stop work D. perform stand-up

Step 4 Developing reading ability through usage

1.Fill in the blanks according to the text.

(1)

One of the most well-known and well-loved types of ________ is called stand-up. There are different ______ of stand-up comedy. The main _____ are observational, prop, physical and impressionist. There has always been _______ in them to make people watching them laugh.

(2)

Billy Crystal, a famous stand-up ________, has hosted the Academy Awards ____ times. Each time, he performs his stand-up _______ in front of millions of people when the show is broadcast ____ on TV. His outstanding ability is to ________has impressed people around the world.

(3)

Doctors have discovered that people who laugh a lot live ____ after researching what _____ stand-up and other forms of comedy have on us. When we laugh, our ____ sends chemicals around the body that are good for us. _______ helps the body stay healthy, as the saying goes, ‘Laughter is the best ________’.

2. E(p5) Complete the passage.

1.American 2. observe

3. appropriate 4. comedy

5. television 6. actors

7. improvise 8. host

9. healthy 10. comedian

Step 5 Consolidation and Expansion (Choose one of the following.)

F(p5) Discuss the questions:

1. What kind of comedy do you enjoy the most? Why?

2. Laughter is good for you and for everyone else. How do you make other people laugh?

3. Tell a funny story to your classmates.

Step 6 Homework

1. Write a funny story.

7.选修六module2教案 篇七

Period 1 New words and warming-up

1. Learning the new words.

2. Warming- up

T: We depend on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?

Ss: Energy lights our cities; Energy heats our buildings; Energy entertains us.

T: So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Are they renewable or non-renewable? (课件)

3. Discussing (可先阅读再讨论)

What do you think the current situation of energy around the world?

4. Reading

EW 20th TOPIC READING; CULTURE BRIDGE

5. Discussing

What’s your opinion about greenhouse effect?

6. HW Read the new words. Preview the text and finish the reading task in EW 20th.

Period 2 Reading

1. Pre-reading

What is the greenhouse made and used for?

How does it work?

What are the “greenhouse gases”?

What do you think greenhouse gases do?

2. First-reading

Glance quickly at the magazine article and answer the questions on P27 Ex.1

3. Second-reading

Read the text, divide it into 4 parts and try to sum up the main idea.(or EW20th)

4. Third-reading

Fill in the blanks.

5. HW Finish P28 Ex 1; EW20th Part1.

Period 3&4&5 Language study

Period 3

1. Review the text.

A. Read the text together.

B. Finish the SUMMING UP in EW20th.

2. Underline and understand some sentences.

3. Learn some language points.

4. HW Finish P28 Ex2; EW20th Part2 (1,2)

Period 4

1. Check homework (P28 Ex 1-2)

2. Review the language points.

3. Go on the language points

4. HW Finish EW20th Part 2; Prepare for the dictation.

Period 5

1. Have a dictation.

2. Review the language points.

3. Finish the language points.

4. Check HW (EW20th Part 1&2)

5. HW

Sentences:

There is no doubt that…(EW)

Without the “greenhouse effect”, the earth would be about thirty-three degrees Celsius cooler than it is.

They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. (EW)

Words&phrases:

1. consume

1) 消耗, 消费, 耗尽 He consumed much time and energy in writing this book.

The air conditioner consumes a lot of electricity.

2) 大吃, 大喝, 吃完, 喝完 He consumed six eggs.

Before he died he had consumed a large quantity of alcohol.

be consumed with 充满

2. subscribe

1) vi. 订阅, 订购 I subscribe to English Weekly every year.

2) vi. 同意, 赞成 I’ve never subscribed to eating food in the classroom.

3) vt. 捐助, 签名 Last week each of us subscribed 10 yuan to the Hope Project.

I subscribed my name to the document.

3. tend 4. oppose

5. state vt. 陈述, 说明 She stated her opinion.

He didn’t state whether the article was true.

n. 状态, 国家, 州 In china the railway are owned by the state.

She was in a state of shock.

n. statement 说明, 声明, 陈述

6. glance

7. advocate vt. 拥护, 支持, 提倡, 主张

They advocate free trade.

We advocate keeping the earth from becoming too warm.

8. refresh vt. 使恢复, 使振作, 重新斟满

The long sleep had refreshed her. Let me refresh your glass.

refresh one’s memory 提醒, 提示, 使想起

He had to refresh his memory by looking at his notes.

9. consequence n.

1) [C] 结果, 后果 = result The consequence of his leg is a broken leg.

His illness is the consequence of overwork.

2) [U] 重要性 = importance Don’t worry. It’s of no consequence.

in consequence = as a result 结果, 因此 I overslept, and in consequence I was late of school.

as a / in consequence of = as a result of 由于……的缘故

In the consequence of your laziness and rudeness, I’m forced to fire you.

consequent adj. 因而引起的, 随之发生的

10. range n. 种类, 范围 There’s a wide range of ability in the class.

There’s a full range of activities for children.

It’s difficult to find a house in our price range.

11. steady

1) adj.平稳的, 持续的, 稳固的 Is the table steady?

The price of milk remains steady.

He is making steady progress during this term.

2) v. (使) 稳定, (使) 稳固 Stead the ladder for me.

Oil price steadied.

steadily adv. He is making progress steadily during this term.

12. come about 13. quantity of

14. go up 上升, 增长, 升起, 被兴建,被建造

Oil price have gone up again.

New buildings are going up everywhere.

15. result in

16. keep on 继续 Keep on until you get to the playground.

You keep on making the same mistake.

17. on the whole 大体上, 基本上 On the whole, I’m satisfied with her progress.