先锋英语BUniifeintheyear教案

先锋英语6B Unit9 Life in the year2050教案www.5y单元主题：Unit9Lifeintheyear2050单元内容概述本单元是先锋英语六年级6B的第三单元，重点学习孩子们到森林里种树、清除垃圾的情节，在休息期间，孩子们由自己种的树想到2050年已经长大引发的讨论。

从而谈及畅想未来的生活。

重点学习了现在进行适合一般将来时，在孩子么的讨论中学习表示同意或者不同意别人的观点的表达法sodoI/Ido,too.NeitherdoI/Idon’teither.单元教学目标知识与技能目标：1、知识目标：语音：了解有些字母在单词中不发音的情况。

词汇：SodoI.\Ido,too.NeitherdoI.\Idon’t,either.语法：进一步了解一般将来时的用法。

2、能力目标：能用一般将来时（含有will和begoingto两种句式）谈论未来发生的事情。

能用SodoI.\Ido,too.NeitherdoI.\Idon’t,either.表达同意或不意。

过程与方法：通过模仿、操练、应用、表演等活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。

情感态度、学习策略、文化意识目标：通过学生植树、清理垃圾这一主题故事的学习，增强学生热爱自然、保护环境的意识。

通过畅谈2050年的未来生活，培养学生热爱生活的态度，激发学生探索未来的欲望。

教学重点能用SodoI.\Ido,too.NeitherdoI.\Idon’t,either.表达同意或不同意。

教学难点能用SodoI.\Ido,too.NeitherdoI.\Idon’t,either.表达同意或不同意。

学生情况分析学生在前面的学习中已经接触了will 引导的将来时学生曾经学过，因此在故事教学前可以让学生说一说对未来世界的想象，发挥想象力进行表达，从而为后面的故事教学作铺垫。

本单元容易出现的问题及措施本单元重点学习表达同意或者不同意的几种观点的说法，因此对于句型结构要让学生理解清楚，再进行练习，以降低学习的难度。

module4《lifeinthefuture》unit1教案2（外研社初一下）Teaching target: To learn the new wordsStudents will go…Will students go…?Yes, they will./No, they won’t.Teaching points: will + verbTeaching difficulty: find the differences between be going to and will+ verbTeaching method: Five –step Teaching Method and Task—based Method.Teaching aids :computer, tape—recorder, blackboardTeaching plan:Step1.To learn the new wordsRead these words:Blackboard calculator computercable TV chalk Emailradio ruler dictionarycell phone Internet satellite TVpaper pen pencilStep2. Which words can you use to describe your classroom?I use a pen and a dictionary to study English.I don’t use a calculator to study EnglishStep 3 Everyone will study at home.They will use the Internet.They will send their homework to the teacher by email.Students will talk to their teacher on their computers.Everyone will have a computer on their desk.I think students will use computers.They will read books.The teachers won’t write on a blackboard.Step 4PracticeWork in pairs and answer the questions.----What are you looking forward to?---What are you going to do?---Why are you going to do it?.Choose the best answers to the questions.Step 5. They will use the Internet.They won’t use….Will they use…?Yes, they will./ No, they won’t.Step6. Homework.。

初中lifeinthefuture教案Objective: To be able to describe future expectations and imagine life in the future. Materials: Whiteboard, markers, worksheetsStep 1: Introduction (10 minutes)- Begin the class by asking students what they think life will be like in the future. Encourage them to share their expectations and predictions.- Explain that today's lesson will focus on imagining life in the future and discussing possible changes that may occur.Step 2: Group Discussion (15 minutes)- Divide students into small groups and give each group a worksheet with a list of future scenarios. Examples include: "Imagine you are living in the year 2050. How do you think technology will have changed?" or "Picture a world where cars no longer exist. How would people travel?"- Instruct each group to discuss the scenarios and brainstorm possible answers. Encourage them to be creative and think outside the box.Step 3: Share and Compare (10 minutes)- Bring the class back together and have each group share their findings with the rest of the class. Encourage students to ask questions and provide feedback.- Discuss the similarities and differences between the different groups' ideas. Explore possible connections and implications of the scenarios.Step 4: Visual Representation (15 minutes)- Have students individually create a visual representation of their ideal future. This could be a drawing, collage, or any other form of art that captures their vision.- While students are working, circulate around the room to provide assistance and encourage creativity.Step 5: Group Presentation (10 minutes)- Divide students into new groups and have each group present their visual representation to the class. Encourage them to explain their vision and discuss possible challenges and solutions.- Allow time for questions and comments from the audience.Step 6: Reflection and Conclusion (10 minutes)- Have students reflect on what they learned during the lesson and their own personal visions of the future.- Conclude the class by discussing the importance of imagination and critical thinking when considering the future. Encourage students to continue exploring and questioning possibilities.Extension: Have students write a short story or essay about their vision of the future, including specific details and explanations of possible changes.。

B4M1 Life in the FutureTeaching aims:1.To enable the students to get the main idea and detailed information of the reading passage.2.To improve students’ abilities of cooperation, communication, and creative thinking. Teaching difficulties:1.It’s difficult for most students to make a mind map of the reading passage.municating with each other in English on the topic is a challenge.Teaching focus:Based on the understanding of the passage, the students are able to grasp reading skills. Learning strategy:1.Cooperative learning and practice2.Task-based TeachingTeaching procedureStep 1 Warm upRead the VocabularyStep 2: Leading in Brainstorm1.In which ways will a changing city change?2.What do you think of the life in the future?(pictures help)Step 3 Pre-reading1.What topics do you think will be mentioned in a passage with the title “ The city in the future〞?2.A dialogue between I and Siri to talk about the topic of the passage.Step4 While-readingTask 1: Fast Reading: How many parts of the passage? What’s the main idea of each?Task 2: Listen and fill in the blanks about Para 1. Try not to refer to the text.Task 3: Read Para 2 together.Do you have difficulty understanding it?(if no, I will arouse one.)Task4:Make a mind map about the city in the future.(teacher help)Task 5: Discuss in pairs. Find out which news items on the Baisha Daily are different according to the passage.Step6 ConclusionHow can we achieve a better future?From now on, let's make our future better by making an effort step by step, day by day.Step7 Homework1.Exercise book P52 &P532.Review the passage and finish tasks 4 & 5 on P33.Preview the language Points。

英语：Module1《Life in the Future》教案（1）（外研版必修4）IntroductionWords: brick ,concrete, mudStep 1A)Ask the students to do this individually, then discuss their answers with a partner.B)Call back answers in a whole-class situation.C)List the suggestions on the board, and try to open up a discussion.1.What is it ?2.Where do you think it is ?3.Would you like to live in it ?Step 2 Choose the building material to complete the sentences.A)Read through the words in the box, and have the students repeat them chorally and individually. Pay attention to the pronunciation of this word, where the stress doesn’t fall on the first syllable: alu min iumB)Make sure the students know what all the materials are, either by eliciting or by using dictionaries.C)Ask them to do the activity individually, then check with a partner.D)Call back the answers in a whole-class setting, asking students to read complete sentences.1.Aluminium is a very light metal.2.Steel is a very strong metal.3.Both rubber and wood come from trees.4.Plastic is light, strong, very popular, and man-made.5.Bricks are often used to build walls.6.Concrete is very strong and used in many modern buildings.7.Mud is wet earth.8.Glass is used to make windows.Step 3 Pairs worksWorks in pairs . Discuss what materials your school is made of / from.A)Pair the students to discuss the school. Ask them to make a list.B)Ask the pairs to discuss the house in the picture.C)Call back answers in a whole –class setting and list the answers on the board.Step 4 ExerciseWorkbook p68 EX.5 Choose the correct answers. Finish them in the class.Keys: 1. b 2 a 3 a 4 a 5 bReading And V ocabulary The City of the FutureActivity 1 Look at the title of the passage. Tick the topics you think it will mention.•• Read through the list of the topics to the class and have the students repeat them individually and chorally.• Ask the students to read the title and tick the topics .• Call back suggestions from the whole clas s, write the suggestions on the board.• Add other topics to the list. E.g.Public services ( garbage ), traffic ( cars )Activity 2. Read the passage and check your ideas.Activity 3 Match the words and phrases from the text with their meanings.1.Read through the words to the class and have them repeat chorally and individually.2.Ask the students to complete the task individually. They can check with a partner.3.call back the answers from the whole class.1．a problem which prevents you from doing something disability2．not in a building outdoors3．from the sun solar 4．free time activities, such as sport and entertainment recreation 5．You can use this to catch a lot of fish at the same time net 6．Through the Internet online 7．a place where you can get medical treatment clinic 8．to do with town or city life urban 9．a shopping centre mall 10．to use up or finish completely run out 11．medical treatment in which the doctor cuts open your body surgeryActivity 4 Match the words and phrases in Box A with those in Box B.Keys : arrest --- criminals , carry out --- operation , load --- huge spaceship , Recycle --- material , rely on --- alternative energy , waste (v) --- natural resource,Activity 5 Find the words or phrases in the text which mean these things.1 not a wise thing to do a risky business2. someone who needs medical treatment but doesn’tneed to stay in hospital outpatient3. remove get rid of4. old people senior citizens5. you don’t have to pay for something free of charge6. a hole in the ground filled with garbage that can’t be recycled landfillActivity 6 Work in pairs .Ask and answer these questions about the passage.1.What have students in a Texas university done ?---- They’ve thought how to run a city in 2025 .2.Where will garbage ships go ? ------ To the sun3.Who will batman pets catch ? ---- Criminals4.Where won’t pe ople be allowed to smoke ? ------- Within a city’s limits5.How will people go shopping ? --- Online6.What number will people keep for life ? ---- Their telephone number .7.What won’t people have to pay for ? ----- Recreation8.How will cars be different ? ---- They’ll be powered by electricity9.What will doctors do from a distance ? ---- Surgery10.Where will old people go without moving ? --- Anywhere in the worldActivity 7 Discuss these questions in pairs.Which prediction …1 is the strangest ?2 is the most useful ?3 will come true first ?4 will come true last ?Homework Page 68 Ex.5Language points :1.care for , care aboutcare for “喜欢” ，常用于疑问句或否定句；“照顾”是较正式的用语I don’t really care for tea. 我其实不太喜欢喝茶。

英语春节教案情感目标Lesson Plan: Celebrating Chinese New Year in EnglishObjective: By the end of the lesson, students will be able to express their feelings and emotions associated with the Chinese New Year traditions and festivities in English.Materials:- Pictures of Chinese New Year celebrations (dragon dances, fireworks, family reunions, etc.)- Traditional Chinese New Year foods (e.g., dumplings, rice cakes, oranges)- Music from the Chinese New Year celebrations- Word cards with emotions (happy, excited, joyful, nostalgic, etc.)- Writing materials (paper, pens)Warm-up Activity (10 minutes):1. Begin with a discussion about the students' favorite holidays and why they enjoy them.2. Introduce the topic of Chinese New Year and ask if any students have experienced or know about it.Direct Instruction (15 minutes):1. Show pictures of Chinese New Year celebrations anddescribe the events and traditions.2. Play traditional Chinese New Year music to set the moodand ask students how it makes them feel.3. Introduce the word cards with emotions and discuss the vocabulary.Guided Practice (20 minutes):1. Divide students into small groups and give each group a set of word cards.2. Have each group discuss the emotions on the cards and how they might relate to the Chinese New Year.3. Assign each group a specific aspect of the Chinese New Year (e.g., family reunion, dragon dance, fireworks) and have them create a short dialogue or skit that incorporates their assigned aspect and the emotions they discussed.Independent Practice (20 minutes):1. Have students write a short essay or poem about their feelings and emotions during a holiday they celebrate or one they would like to experience.2. Encourage them to use the vocabulary from the word cards and the context of the Chinese New Year.Closure (5 minutes):1. Invite a few students to share their essays or poems with the class.2. Summarize the lesson by emphasizing the importance of understanding and expressing emotions during cultural celebrations.Assessment:- Participation in group discussions and skits.- Quality of written work, including the use of emotion vocabulary.- Engagement in sharing and reflecting on emotions associated with holidays.Extension Activity (Optional):- Have students research and present on how differentcultures around the world celebrate the New Year, focusing on the emotions and feelings that are common during these celebrations.。

Unit2LifeintheFuture教案Unit2LifeintheFuture教案作为一名无私奉献的老师，常常要写一份优秀的教案，教案是实施教学的主要依据，有着至关重要的作用。

那么写教案需要注意哪些问题呢？下面是小编收集整理的Unit2LifeintheFuture教案，希望对大家有所帮助。

【本讲教育信息】一. 教学内容：book 15 unit 2 (i)会使用动词一般将来时描述预测将要发生的事件，未来的生活。

明白will, shall 和be going to 的区分。

二. 本周教学重点：1. 一般将来时2. 重点词汇和词组3. 课文主要内容三. 具体内容：（一）一般将来时用法：1. 表示将要发生的动作或存在的状态。

he will go to new york next year.2. 表示将要反复发生的动作或习惯性动作。

we shall have two p.e. lessons per week this term.结构：1. shall/ will + 动词原形shall 用于第一人称。

i shall go to shanghai after graduation.they will go to shanghai after graduation.基本句式：肯定句：主语+shall/will+动词原形+其他our teacher will have a meeting tomorrow.否定句：主语+shall/will not+动词原形+其他they won’t go swimming this weekend.疑问句：shall/will +主语+动词原形+其他？will tom finish his homework on time?yes, he will. /no, he won’t.2. be going to +动词原形be 随主语的变化而变化。

it is going to rain.we are going to swim this weekend.基本句式：肯定句：主语+be going to +动词原形+其他i am going to buy a dictionary this afternoon.否定句：主语+be not going to +动词原形+其他we are not going to stay here long.疑问句：be + 主语+ going to + 动词原形+其他is it going to rain tomorrow?yes, it is. /no, it isn’t.3. will/shall 和be going to 的区分：1）will 表示说话人认为，希望或假定要发生的事。

《Lifeintheyear》教案《Life in the year 2050》教案范文教学目标：一、知识与技能目标1、通过学习，让学生能够运用语法知识进行交流。

能够对故事内容进行简单的情景对话表演。

2、了解字母或字母组合在单词中不发音的现象，并会对所含字母的单词进行判断比较。

二、过程与方法通过模仿、操练活动，引导学生有意识的`将新旧知识结合，积极运用语言进行表达和交流。

三、情感、策略、文化意识目标：通过语音的学习和游戏的练习，培养学生学习英语的兴趣。

教学重点：通过学习让学生掌握字母或字母组合在单词中不发音的现象，并对所含字母或字母组合的单词进行判断比较。

并且能够正确的朗读所含字母的句型同时能够准确找出字母组合或字母不发音的单词。

教学难点：区分含有字母组合或字母不发音与其他单词发音的区别对学生来说是个难点。

教学用具：录音机，课件教学过程：Step 1Warming-upStep 2Preview Pair work and read the story .Step 3Presentation Learn the pronunciation1） Have the children look at the pronunciation exercises and explain that we are going to practice saying the four sentences.2） Have the children read and follow silently and explain the meaning of listen, neighbor, knocking knot knife, scissors knee, wrist, thumb, know, ghost, islandHave the children read the sentences to each other.Then ask them say what do you find out . at last tel them those words with silent letters.3） perfect your pronunciation .Ask children listen to the tape and repeat after each sentences. Then find out which letter is silent.4） Bingo kids quiz.Have the children look at the quiz for this unit and guess the answer to some puzzles about things that you can guess what am I ? Read them and try to do them.Check the correct answer.设计意图：通过一些句子的提示，培养学生的阅读理解能力，为后面的练习作铺垫。

北师大版六年级英语下册教案Unit9 life in the year 2050教学目标：情感目标：1. 通过学生植树、捡拾垃圾这一主题故事的学习，增强学生热爱自然、保护环境的意识。

2. 通过畅谈2050年的未来生活，培养学生热爱生活的态度，激发学生探索未来的欲望。

知识目标：1．让学生能通过循序渐进的学习理解课文，完成阅读练习。

2．在语境中能理解本单元出现的新词汇和短语。

3．理解两种表达将来时态的方法：will/be going to能力目标：1．通过较大容量的语言输入，初步培养学生用英语思考和交流的习惯。

2．通过小组练习，培养学生合作学习的能力。

教学重点：理解课文的主要内容。

教学难点：能通过阅读提取相关信息，并对课文内容有自己的理解，从而完成阅读练习。

教具：CAI课件BINGO KIDS头像教学过程：3.What will you do?教师根据学生的回答作出相应评价.结束教学总结全课，评价学生。

自我评价。

鼓励学生，增强自信心。

附：教案格式模板所在单位所属教研室课程名称授课教师《******》教案（宋体二号，标题加粗）一、课程性质：（注：填公共基础必修课、公共基础选修课、专业基础必修课、专业核心必修课、师范技能必修课、师范技能选修课）二、总学时∕学分:三、课程类型：理论课（）实践（含实验）课（）四、学时分配：理论课（）学时实践（含实验）课（）学时五、授课专业、层次：六、本课程的教学目的和要求：七、本课程的教学重点、难点：八、教材和参考书：《******》教案内容（宋体二号，标题加粗）一、章节内容：（正文：宋体五号，标题加粗，18磅）二、课时：三、教学目的：四、教学重点与难点：五、教学方法：六、教学过程设计：小结：七、作业布置：八、教具：想要了解更多，请访问我的豆丁主页：。