2021-2022年小学六年级英语《life in the year 2050》教案

2021-2022年小学六年级英语life in the year 2050教案教学目标：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：活动过程教师活动学生活动设计意图热身问候学生问候老师 活跃课堂氛围 引入新课1出示并教读课题.T: Today, we are going to learn a new story: Life in the year 2050. 2T:I will be 73 years old in the year 2050. Oh! I am so sad. I will be an old woman. What can I do? 3T: Thank you for your ideas. I canBut old Miss Liao will not want to live in the big cities. I will want to live in the beautiful forest. But I dont know what will the forest like in the year 2050. How do you think?4T: I love your answers. The bingo kids are waiting for us in the forest. Lets go and meet them.1学生读课题，注意2050的读法。2Ss: You can3I think.谈论与课题相关的内容，引出新课，并为新课讲解做好铺垫。教师和学生一起进行整篇课文的学习。教师结合每幅图的提问讲解课文.图1：T: Where are they? When will they go to the forest? What will they do in the forest?(出示短语卡片clean up the forest plant some trees并解释、教读。图2：What are they doing in the forest? Which activity is right? Leave trash in the forest or put trash in the trash cans? Is Lisa happy? Why? 图3：Are there many trees in picture 3?Please read picture 3 and tell me in which part of the woods will they plant trees? Why?（黑板左部画有很多树，右部树木很少）图4：Now, the Bingo Kids are having a rest. Charile thinks that the trees will be very big in the year 2050.解释huge. And Ken think the life in 2050 and the life in xxwill be different.教师板书:huge :very very bigdifferent: not the same图5:How old willAnn be in the year 2050? What does Ann think? Does Sue want to live on the other planets?图6:What are they talking about in Picture 6?Yes. They are talking about puters. They think conputer can do everything,do you agree?Can puter plant trees?图7:In Picture 7,they are talking about robots.What will the Robot do for Sue and Daniel?Do you like doing chores? If you dont like ,you can buy a robot to help you ,That will be wonderful!图8:Daniel think every one will live in the modern cities, do you agree? Ann agree with him,but he is so sad,why?图9: Where does Lisa want to live?Lisa want to live on the farm with horses and cows and chickens.Thats wonderful because she can ride horses, dring milk and eat chichen. Do you want to go with her?But we have to think about the present, lets go back to work.小结:Do you like the story, why?学生通过回答每幅图的提问对图片进行理解和学习，从而理解整篇课文。图1：S: They will clean up the forest and plant some trees.图2：学生答问。图3：学生答问。待学生理解后，请两名学生分别把卡片clean up the forest 置于树木较多的黑板左部；卡片plant some trees置于右部。图4: 学生理解老师的讲述,做笔记.图5:回答问题. 图6-图9:答问,听讲解.教师对每幅图片提出13个能帮助学生理解图片内容的问题，在问答中讲解课文。对其中的新单词和句型在整个情景中进行讲解。学生跟读课文录音教师要求学生跟读课文对话部分。 跟读课文对话部分。通过学生的跟读对课文进一步理解。完成练习CAI课件出示练习题：出现外星球和地球（地球上分为城市和农场），请学生读课文后判断7位BIGNO KIDS在2050年分别会居住在什么地方，并从书上找出推论理由。 学生自读课文，分小组讨论。分组汇报。（每组只说一位BIGNO KID的居住地.)(一位学生汇报,另一学生把头像贴在EARTH 或OTHER PLANETS 的图框里.)检测学生对课文的理解拓展练习请学生讨论三个问题。1.How old will you be in the year 2050?2.Where will you want to live?3.What will you do?教师根据学生的回答作出相应评价.小组讨论,汇报。拓展学生的思维，训练学生用英语思维的能力。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。附送：2021-2022年小学六年级英语Lsst Weekend教案 教学目标1.能够听、说、读、写以下动词短语：learned Chinese，sang and danced，took pictures，climbed a mountain，ate good food。2.能够询问别人在假期里所做的事情并做答。 教学重点和难点1.本课时的教学重点是掌握五个动词短语的过去式形式。2.本课时的教学难点是以下六个单词的拼读和拼写：took，learned，sang，danced，ate，climbed。教师要多示范，通过有针对性地反复操练直到学生熟练掌握。 教学准备本课时的动词短语卡片；照相机、食物、一首歌曲，一张照片；本课时的单词卡片。 教学过程（一）Warm-up1.教师放五年级下册的歌谣“Lets go on a field trip.” 学生边唱歌边跟教师做相应的动作。2.教师放Lets chant的录音，学生跟着录音说。（二）Preview1.“猜一猜”游戏：教师呈现学生小时候的照片问：Whos he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, its me. I was . years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。2. Lets start 教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。（三）Presentation and PracticeLets learn1. 教师问一名学生：Whats your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。2. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/.last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, thats right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对动词原形和过去式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/.Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.3. 教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。4. 教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.5. 教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。6. 教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced.7. 教师放A Lets learn部分的录音，学生跟读。8. 教师带领学生说唱下面的歌谣：What did you do on your holiday?What did you do on your holiday?I took, took pictures.What did you do on your holiday?I climbed, climbed a mountain.What did you do on your holiday?I learned, learned Chinese.What did you do on your holiday?I sang, sang and danced.9. 快速抢答：全班学生分成四个大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ . and climbed a mountain/. 哪个小组首先猜出正确答案就得一分，最后总分最高的小组获胜。10. 学生两人一组，轮流抽取学生卡片编对话。Lets play 学生两人一组，每人在长纸条上写运用过去式的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。Good to know1. 教师介绍普通相机一些基本零部件的名称和简单的摄影常识。2. 教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。（四）Consolidation and Extension1. 完成活动手册的相关内容。2. 学生课后进一步熟悉照相的基本步骤，教师鼓励有条件的学生拍下几张照片，下节课进行班级交流。