英语选修6教案(汇编6篇)。
英语选修6教案 篇1
一、教学目标
1、知识目标
学生能够理解阅读材料中的重点词汇、短语和句型。
学生掌握不同类型阅读题目的解题技巧，如细节理解题、主旨大意题、推理判断题等。
2、能力目标
提高学生的阅读理解能力，包括快速浏览、精读和信息提取的能力。
培养学生的逻辑思维能力和批判性思维能力，能够对阅读内容进行分析和评价。
3、情感目标
激发学生对英语阅读的兴趣，增强学习英语的自信心。
培养学生的跨文化意识，了解不同国家的文化和风俗习惯。
二、教学重难点
1、教学重点
理解阅读材料的主要内容和细节信息。
掌握阅读题目的解题方法。
2、教学难点
对阅读材料中的`长难句进行分析和理解。
培养学生的批判性思维能力，进行深层次的文本分析。
三、教学方法
1、任务型教学法：通过设置不同的任务，引导学生积极参与阅读活动。
2、合作学习法：组织学生进行小组讨论，培养学生的合作意识和交流能力。
3、情景教学法：创设相关的情景，帮助学生更好地理解阅读材料。
四、教学过程
1、导入（Lead-in）
通过展示与阅读主题相关的图片、视频或问题，引起学生的兴趣，导入新课。
例如，展示一幅关于国外旅游的图片，提问学生：“What do you think of traveling abroad? What are the advantages and disadvantages?”
2、预习（Pre-reading）
分发阅读材料，让学生快速浏览标题、图片和段落开头句，预测文章内容。
引导学生学习阅读材料中的新词汇和短语，为阅读做好准备。
3、阅读（While-reading）
快速阅读（Skimming）：让学生在规定时间内快速阅读文章，回答一些简单的问题，如文章的主题是什么、主要内容有哪些等。
精读（Intensive reading）：仔细阅读文章，完成细节理解题、主旨大意题、推理判断题等不同类型的阅读题目。教师可以引导学生分析题目类型，讲解解题技巧。
小组讨论（Group discussion）：组织学生进行小组讨论，讨论文章中的难点问题或开放性问题，如 “What can we learn from the article?”“Do you agree with the authors opinion? Why or why not?” 培养学生的批判性思维能力和合作意识。
4、巩固（Post-reading）
总结文章内容：让学生用自己的话总结文章的主要内容和重点信息，锻炼学生的语言表达能力。
拓展活动：根据文章内容，开展拓展活动，如角色扮演、辩论、写作等。例如，可以让学生以小组为单位进行角色扮演，模拟文章中的情景；或者让学生就文章中的某个观点进行辩论，发表自己的看法。
5、作业布置（Homework）
布置课后作业，如完成阅读练习册上的相关题目、写一篇关于阅读主题的短文等。
鼓励学生在课后继续阅读相关的英语文章，提高英语阅读能力。
六、教学反思
在教学过程中，要注意观察学生的反应和表现，及时调整教学方法和进度。课后，要对教学过程进行反思，总结经验教训，为今后的教学提供参考。同时，要关注学生的个体差异，对学习困难的学生给予更多的帮助和指导。
英语选修6教案 篇2
教学目标
知识目标
1.Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目标
1.Let students read the passage Martys Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目标
1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students sense of cooperative learning.
教学重难点
教学重点
Get students inspired by positive stories of the people with disabilities.
教学难点
1.Develop students reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教学过程
Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily life?
What have they achieved?
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair. She has walking difficulty.
Richard has difficulty with eyesight，so he cant read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Downs Syndrome，which is a mental disability. Some Douns Syndrome Downs Sufferers have made a good career as actors.
Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers：
1.To give ordinary young people with a disability a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step 3 Reading
1.Skimming
Give students 2 minutes;ask them to read the passage fast to fill in the blanks：
Sum up the main idea of each paragraph：
Paragraph 1：A(n)______ to Marty and his muscle disease.
Paragraph 2：How the disease ______.
Paragraph 3：Marty met a lot of ______ at school.
Paragraph 4：How his life has become ______.
Paragraph 5：The ______ of his disease.
Suggested answers：
Paragraph 1：An introduction to Marty and his muscle disease.
Paragraph 2：How the disease developed/started.
Paragraph 3：Marty met a lot of difficulties at school.
Paragraph 4：How his life has bec ome easier.
Paragraph 5：The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Martys leg?
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(标本).
C.Because they w ould transplant(移植) the new muscle.
D.Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
①What is Martys ambition?
②What is Martys achievement?
③What is Martys hobby?
Suggested answers：
①Martys ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
③As well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Martys advice in paragraph five.
Suggested answers：
Dont feel sorry for the disabled.Dont make fun of them.Dont ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.
?Step 4 Consolidation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false?
A.Although there are a few students who look down upon him，Marty never gets annoyed.
B.Marty leads a meaningful life and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Martys disability has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C (2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.
Suggested answers：disabled;sorry;enjoys
?Step 5 Discussion
1.Ask students to discuss the following questions in small groups.
(1)How did Martys feeling changed over time?
(2)What kind of person do you think Marty is?Can you use adjective words to describe him?
Suggested answers：
(1)The change of Martys feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
?Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles (Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—Gods ultimate plan.
When there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
课后习题
Homework
1.Retell Martys Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
英语选修6教案 篇3
一、教学目标
1.知识与技能：学生能够理解并概括文章大意，识别文章中的关键词汇和短语，掌握并运用相关语法结构。
2.过程与方法：通过预读、精读、讨论、总结等环节，提高学生的阅读策略，如预测、扫读、详读、推断等。
3.情感态度与价值观：激发学生对英语阅读的兴趣，培养跨文化意识，学会尊重不同文化和观点，形成批判性思维习惯。
二、教学内容
1.选择贴近学生生活、具有时代性、文化多样性的阅读材料，如科普文章、新闻报道、文学节选、历史故事等。
2.确保材料难度适中，既有挑战性又能促进学生的阅读自信。
三、教学过程
1. 导入环节（5分钟）
背景介绍：简短介绍文章背景或相关话题，激发学生的兴趣和好奇心。
预测活动：根据标题、插图或第一段内容，让学生预测文章大意，培养学生的预测能力。
2. 预读环节（10分钟）
快速阅读：学生快速浏览全文，识别文章主题和段落大意。
词汇障碍处理：鼓励学生使用上下文猜测词义，教师可适当提供关键词汇的解释。
3. 精读环节（20分钟）
分段精读：选取文章中的关键段落进行细致阅读，教师引导学生关注细节、理解深层含义。
小组讨论：分组讨论文章中的观点、事件或问题，鼓励学生表达自己的看法，培养批判性思维。
语言点讲解：针对文章中出现的重点词汇、短语和语法结构进行讲解和练习。
4. 总结与拓展（10分钟）
文章总结：学生个人或小组总结文章大意，分享学习收获。
拓展活动：设计相关练习题（如阅读理解题、完形填空题、写作题）巩固所学，或引导学生进行角色扮演、辩论等活动，深化理解。
文化对比：如果文章涉及跨文化内容，引导学生进行文化对比，增进对多元文化的理解和尊重。
5. 作业布置
阅读类似主题的文章，撰写读后感或评论。
完成课后练习题，巩固词汇和语法知识。
准备下次课上的'小组讨论话题，促进学生课外自主学习。
四、教学评价
1.过程性评价：观察学生在课堂上的参与度、合作情况、阅读能力提升等。
2.成果性评价：通过作业、测试、小组讨论表现等方式，评估学生对阅读材料的理解程度、语言运用能力和批判性思维能力的发展。
通过这样的教学设计，可以全面提升学生的英语阅读能力和综合素养。
英语选修6教案 篇4
一、教学内容
议论文写作训练，以“九年级的学生应不应该进行体育锻炼”为话题，针对学生不知道如何才能写好一篇议论文的情况，开展一节如何写好一篇议论文的专题课。
二、学情分析
本堂课的教学对象是九年级的学生。他们积累了语言运用的一定基础，班级整体英语学习的氛围较好，有能力完成本堂课的写作任务。但是大部分学生缺乏谋篇布局的能力：句子结构单一，篇章缺乏逻辑性和条理性;尤其是对议论文的写作，很大一部分学生不能抓住重点，写出的文章观点不明确，论据不充分。在这样的`情况下，给予学生正确的方法和理念的指导是非常必要的。
三、教学目标
(一)、写作技能目标
1、了解并掌握议论文的写作的基本技能，并能运用这些基本技能更好地完成一篇短文。
2、培养学生发现问题的能力，提高学生解决问题的水平。
3、学会把握语篇的整体性、关联性和逻辑性。
4、培养写作中的创新意识和想象力。
5、学会运用正确的评价方式反思自己的写作行为和结果。
(二)、学习策略目标
1.从字词到句子再到文章的整体教学流程，使学生能学会如何思考一篇文章的写作流程。
2.采取小组合作形式，与同伴合作交流，互相帮助共同提高写作技能。
(三)、情感目标
使学生能明白体育锻炼和抓好学习二者之间的辩证关系，能过正确对待合理的体育锻炼;培养学生的合作学习的意识，为今后的学习打好基础。
四、教学重点与难点
1. 如何掌握议论文的基本结构，写好一篇议论文。
2.掌握议论文的基本写作技巧;怎样把握文章的整体性、关联性和逻辑性。
五、教学过程
Pre-writing
Activity 1. Show the students some sentences in Chinese, get the
students to translate them into English.
1. 作为九年级的学生，我们每天都有大量的功课要做。
2. 学习对于我们来说是重要的。
3. 进行必要的体育锻炼对于我们来说是必要的。
4. 体育锻炼可以使我们有一个健康的身体。
5. 劳逸结合才能提高工作效率。
Activity2. Write an outline
标题：(要求每个字母都大写)
Let students discuss the title of the composition in groups. Then call out some students to show their answers on the blackboard.
首段：引出话题-----提出论点
Let students think it over, and show their ideas to the class.
第二段：至少三个观点，每个观点之后至少有一句阐述性的语言。
First,
Second,
Third，
Finally,
Let students list their ideas on the notebooks, then call out some students to read them in class.
尾段要先总结，再重申一遍观点，最后要有升华。
All in all,
While-writing:
Activity3. Write an out line about the topic that you give.
Activity4. Write the composition.
1. Let students write down the main ideas on the notebooks.
2. Put the ideas into sentences.
3. Put the sentences into passages
4. Let students write the composition, using linking words and relative pronouns.
While carrying out this work, the teacher may walk around the students to give some help when necessary.
Post-writing:
Activity5：Get the students to evaluate their compositions in groups.
1. Exchange their writing with other members in the groups (two or four students in a group), and ask the students to give some comments on the one he or she has read.
2. The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.
(1). Basic skills (spelling, capitalization, punctuation)
(2). Key points
(3). Suitable words and expressions
(4).Grammar (tense, voice, sentence structures)
(5). Logical problems (conjunctions, orders)
3. Get each group to recommend one or two passages and share it with the rest of the class. And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)
4. Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.
Homework:
练习是学习中一个重要环节。通过英语练习，我们可以查缺补漏，拓展知识，提高成绩，但是有人认为做大量的英语练习增添负担，浪费时间，使人疲劳请你围绕九年级学生是否应该做大量的英语练习(English exercises)这一话题展开思路谈谈你的感想。
英语选修6教案 篇5
③Thinking of key points/phrases :
1.Let the students work in groups of four to get the key words of each point orally.
2. Ask several students to report their answers to the rest of the class. Present these key words and phrases to the whole class. (Point 7&8 is flexible, encourage students to express whatever they want to say freely. If they can’, Chinese is also allowed. Then help them to translate what they say into English.)
要点序号
关键单词和短语
1.Limit freedom
2.Have little chance to get in touch with
3.Interests and hobbies/ fully developed
4.The best place to get knowledge
5.Put one’s heart into
6.Lack the ability to control / affect
7.It is ….to keep students at school / (dis)agree to
8.Organize various activities /develop .
④Forming sentences (pay attention to the use of conjunction)
Ask students to say sentences one by one according to the points given.
Step 4 Presentation
1. Three keys to improving your composition:
A. learn to use superior phrases.
B. learn to use abundant sentences.
C. learn to use suitable conjunction.
逻辑角度
合适的过渡性词汇
时间顺序
first, then, finally/at last , soon after, immediately, suddenly, next
空间顺序DM566.coM
here, there, on one side…on the other side,
in front of, at the back of, next to
并列关系
and, as well as, also
转折关系
but, however, yet, instead, though, otherwise, despite, on the contrary, in spite of
因果关系
because, since, as, thanks to, as a result, thus, owing to, due to
条件关系
as long as, so long as, on condition that, if, unless
对比关系
similarly, like, unlike, on the contrary, on the other hand,
递进关系
Besides, in addition, moreover, what’s more, furthermore,
what’s worse, to make matter worse
举例
for example, for instance, such as, in other words, that is to say
让步关系
though, as, even if/though, whether, who/where/what/when+ever
总结归纳
in general, generally speaking, above all, after all, in short,
in a word, in brief, in conclusion, all in all
过渡性
插入语
I think, I’m afraid, you know, as we all know, as far as I know,
in my opinion, personally
2.Change sentences:(Present some typical sentences written by the students to the class. Ask students to use superior phrases or sentences to change the sentences)
⑴. In addition, students don’t have the ability to control themselves.
→In addition , students lack the ability to control themselves. /In addition, students can’t manage themselves well due to a lack of self-control.
⑵ They may play computer games and forget to study.
→They may spend much time playing computer games instead of studying. /They may get addicted to playing computer games instead of studying hard.
⑶ In school we should study hard.
→ In school we should concentrate on/be absorbed in /devote our body and soul to studies.
⑷ Keep students in school all day are bad for students.
→It’s bad to keep students at school all day.
⑸School is the best place to get a lot of knowledge, students should put their heart into their studies in school.
→School is the best place to get a lot of knowledge so that students should put their heart into their studies in school.
⑹Some students can’t behave themselves well but for teachers remind us.
→Some students couldn’t have behaved themselves well but for/without teachers’ help ./Some students can’t behave themselves well unless teachers remind us to do so .
⑺Some students leave the school may do something unrelated to their studies.
→Once they leave school, they may do something unrelated to their studies.
⑻We can only enjoy ourselves when we have school holidays..
→Only when schools break up can we enjoy ourselves.
3.Fill in the blanks: Present the model one (without some conjunction )to the whole class, ask students to fill in suitable conjunction ,
Nowadays a lot of schools keep their students in school all day long. Students have different opinions about it.
Some of the students think they enjoy less freedom , and have little chance to get in touch with society .They are not able to fully develop their interests and hobbies ,______they have less interest in their studies.
Some other think school is the best place to get knowledge _________they should put their heart into their studies.________, Some students lack the ability to control themselves ._______out of school, they may lose control of themselves and do something that will affect their studies.
_________, it is necessary to keep students at school .________at the same time schools should organize various activities ______ students can enjoy their school life.
Step 5. Feedback
1. Let the students work in groups to correct each other’s composition and try to find out as many mistakes as they can.
2. Classify the typical mistakes.
Step 6. Suggestions:
1 remember as many words and phrases as you can .
2.Have a good knowledge of language points.
3.Practise more
4.Recite good passages regularly.
5.Do a lot of reading
Step 7. Assignment
Write another composition as homework.
附：假如你叫李华，今年读高三。在下午的班会课上同学们展开了一场讨论，主题是高三学生要不要参加体育锻炼。请你根据下表提供的信息，给某英文报社写一封信，介绍讨论情况。
55%的同学认为
45%的同学认为
每天应该进行适量的体育锻炼
锻炼浪费时间
可以做早操，打乒乓球、篮球，但时间不要太长
锻炼使人疲劳
锻炼能增强体质、减少生病的机会
运动后很兴奋，耽误学习时间
运动能使大脑得到休息，学习效率更高
运动时还有可能受伤
注意：词数150左右，开头已为你写好。
Dear editor,
I’m writing to tell you about a discussion we have had about whether Senior Three students should take physical exercise or not…
教师可以根据英语写作教学情境的.需要和教育对象的特点确定合理的教学目标，选择适当的英语写作教学方法、教学策略，采用有效的教学手段，创设良好的教学环境，实施可行的评价方案，从而保证英语写作教学活动的顺利进行。
英语选修6教案 篇6
一、教学目标：
1.学会描述良好的的生活习惯。
2.学习根据所给词或词组, 写出关于均衡的饮食对于保持健康的重要性的文章。
3.重点和难点：描述出保持健康的方法，以及自己的看法。
二、课前准备：
1．掌握描述健康的词汇：eating habit , important , food , strong, keep, healthy 等词语。
2．收集自己亲身经历过的如何保持健康的方法与经验以供讨论。
三、教学过程：
1.导入（Lead in）:通过讨论不同保持健康的方法，引出本节课的大任务。吸引学生，激发其学习兴趣，提高学生作为学习主体课堂参与意识。
2.通过展示大量单词、词组以及学生本人的提出的保持健康方法，将他们注意力吸引到课堂中，此时老师恰到好处地让学生汇报导入任务切入主题。
3、具体活动——设计本话题的习作：
良好的生活习惯，尤其是均衡饮食对于保持健康非常重要请就该内容写一篇英语短文，谈谈你的看法。
词语：eating habit , important , food , strong , keep …
句子：1、As we know ,having a balanced diet is good for our health/It is important for us to have a balanced diet.
2、The more healthy food we eat, the healthier we will be.
3、通过让学生先写作，然后在指导学生确定写作的主题：“告诉他们本篇习作通过阐述好的生活习惯对健康的重要性来提倡健康的生活方式。”
4、指导学生如何谋篇布局：
文章的结构：采用“总—分—总|的结构来写。
每个段落的具体写法：
①总述好的生活习惯对健康的重要性。
②具体介绍有哪些良好的生活习惯对健康有益；
③总结概括，呼吁大家要养成健康的生活习惯。
5、评比最佳习作。本次的任务是让学生在活动中灵活的运用所学过的有关描述保持健康的句子。利用多媒体教室的.幻灯片展示学生的作文，并进行必要的修改，评出谁是最优秀作文获得者，并给予相应的奖励。
6、本环节任务：开放性小结本课的内容。教师用上个任务的活动结果引出本单元的重点句型，并要求学生写出所学的重点句型。鼓励学生写出今日自己所学或使用的其他句型，要求越多越好。要求学生把自己所写的句子在小组内进行交流，同时记下其他组员所说的新的句子。
7、Homework:具体实践：
假如你是康康，请你根据所给提示给你的美国朋友吉姆写封信，就如何保持身体健康，给他一些建议。80词左右。
提示：①吃各种各样的食物，多吃蔬菜和水果；
②多做运动；
③少吃或不吃垃圾食品；
五、课后小结
1. 有部分学生平时背记词语与词汇量不够，生活经历也不够造成一定的写作困难。
2. 一些学生还是中式思维句式，逻辑思维也较混乱。
3. 口语表达能力不够，无法运用英语来较好的表达。
六、今后措施：要求写作要 1. 认真审题，抓住要点，切中题意，文理通顺 2. 语句完整 语言准确，使用得当3. 写作前要草拟提纲，理清思路 4、要求学生多背诵好词好句
