Unit 9 Life in the year 2050教学设计实例

Lesson1

教学目标:

一、知识与技能目标

1、能使用will结构表达将来发生的事情,能用i think i will... i don’t think so. 表达同意或不同意。

2、能够基本正确地听、说、读、.新出现的词和词组。

3、初步了解同意或不同意的观点

4、通过本单元课文的学习,学生能够正确朗读课文,并运用所学的句型根据图片描述故事大意。

二、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。进而理解本单元的重点内容。

三、情感、策略、文化意识目标:

通过学习本单元的故事内容,通过本课课文的学习,通过对未来世界的想象,说明环境保护的重要性,我们应该怎样做才能更好的保护环境。热爱生命生活,对未来充满希望

教学重点:

1、理解、复述故事,能使用将来时表达,并理解其用法。

2、通过故事内容的学习,学生能够掌握课文中出现的一些单词和词组,并且会灵活的运用。

教学难点:

难点是让学生带着一些问题来理解主题课文内容。灵活使用将来时和理解Yes,i think so. No , i don’t think so.句型。

教学用具:

录音机、课件,单词图片。

教学过程:

Step 1

Warming-up

Step 2

Preview Set the scene.

Ask students if they have ever done anything to help clean up the environment, by picking up trash. Explain the meaning of to plant trees.

Step 3

Presentation Present the new language.

(1)Say that in the story the BINGO Kids are talking about their ideas about life in the year 2050.

(2)Ask a concept question: “Are we talking about the past, present, or future. ”

(3)Listening drill.

(4)Choral repetition: Students listen and repeat after you three times.

(5)Individual check.

(6)Present the second model: in the year 2050 computers will do everything : Repeat steps 2-5 above.

(7)Practice the first and second models.

(8)Elicit the other five models by following steps 2-5

Revise all seven models.

Watch the video for second time and answer some questions: Q1: What does Sue think about the future?

Q2: What does Ann think about the future?

Q3: What does Ken think about the future?

学生在听课文时找到上面三个问题的答案。同时学习high-tech, different, 等并理解其意思。

Step 4

Practice

1. Now play the tape and have students look at the picture.

2. Play the tape again and have the students read the words. Step 5

Read and fill in the blanks

Step 6

Homework

1、Tell the story to your parents by yourself and read the story or retell the story .

2、Copy the words for twice time .

板书设计;

Unit 9 Life in the year 2050 I think I will … .

I don’t think so. I think....