牛津上海版英语七上Unit3Seawaterandrainwater3篇

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Module 3 The natural elements

Unit 3 Sea water and rain water

Topic: Oxford English For Grade Seven---

“ Sea water and rain water ”

Period : The third period

Name: Chenran

I. Teaching aims:

1. Knowledge objectives:

V

ocabulary build-up: a dripping tap , a running tap , a s

hower , fix , mug

Sentence patterns: How can we save water ?

We can save water by ____ing…

We can save water by not ____ing …

Introduction of different ways of saving water

2. Ability obje

ctives:

To develo

p the students’ communication skills by learning useful structures

and vocabulary.

To improve the students’ competence of working in pairs and groups.

3. Emotion objectives:

To enable the students to understand that water is important for us.

To tell students how to save water in daily li

II. Teaching methods:

Task-based teaching method

Situational language teaching

Multi-media method

Communicative language teaching

III. Studying method

Encou

rage the students to study language through “ observation

--- Imitation---

Practice ”.

IV

. Teaching Procedure:

Pre-task preparation:

1. A competition to review the uses of water

Divide Ss into six groups . Ss take turns to say how to

use water by using the sentence pattern :

We use water for ___ing. To see which group say the most.

Ss think about the question : Do you waste water when you use it?

While-task procedure:

1. Introduce new words.

Ss

listen

to

three

different

sounds

and

guess

where

it

is

introduce

new

words

by

pictures: a dripping tap , a running tap , a shower

2. Show Ss some pictures of people wasting water.

Picture One : What is the boy doing ? ( He is brushing his teeth

He is brushing his teeth under a running tap.

What should we say to him? ( Don’t brush your teeth under a runni

ng tap.)

Picture Two: What is the woman doing ? ( She is washing dishes and vegetables under a running

tap.)

What should we say to her ? ( Don’t wash dishes or vegetables under a running

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tap. )

Picture Three: What is this ? ( a

dripping tap )

What should we do when we see a dripping tap ? ( We should fix it / We should

turn the dripping tap off )

Picture Four : Taking a shower and having

a bath , which is a waste of water ?( Having a bath )

What should we do ? ( We should take a shower rather than have a bath)

Picture Five : What is the child doing ? ( He is playing with water )

What should we say to him ? ( Don’t waste water for playing games )

Ss think about : How can

we save water ?

Introduce : We can save w

ater by ___ing…

We can save water by not ___ing …

Show Ss different pictures. In pairs , Ss talk about how to save water .

eg. S1: How can we save water?

S2: We can save water by fixing dripping taps.

S1: How can we save water?

S2: We can save water by not brushing our teeth under

a running tap.

Encourage Ss to think about more ways to save water

eg. We can save water by not washing our face under a running

tap.

Post-task activity

1. Ss make a conclusion : Where do people usually waste water ?

At home

At school

In the factory

2. In groups , Ss choose a place and make a dialogue or a short play about saving water.

3. In groups , Ss make a poster about saving water.

Assignment : Oral: Read and recite the dialogue on P .44

Written : Write a report about different ways of saving water

教学设计说明

本单元的主题是水

,

本课是本单元的第三个课时

.

,

学生已经通过前两个课时了解了

有关水的基本知识和用途

,

第三个课时和学生 的实际生活联系非常紧密

.

学生在学习后

,

应该

能够掌握更多关于水的词汇

,

知道如何表达节约用水

,

并在实际生活 中真正做到节水

.

为了更

好的调动学生 的积极性并有效达成教学目标

,

我运用了多媒体技术

制作了形象生动活泼

,

道

理通俗易懂的课件

.

以下具体阐述本 课我的设计

第一

,

< br>引入主题

.

好的开始是成功的一半

.

为了在第一时间抓住学生的注意力

,

并调动学生的积

极性

,

我设计了一个 竞赛

:

学生分组

,

用之前学过的句型

“

We

use

water

for

___ing”

列举水的

用途

,

最后评出优胜组

.

这种方式

,

既能很好的复习已学的知识

,

为今天的学习做好铺垫

,

也极大

地调动了学生的积极性

,

使他们不知不觉地 进入我设计的氛围中

.

第二

,

切入正题

.

学生通过竞赛的热身

,

已经很有说的欲望了

.

这 时

,

我用一个问题正式切如主题

:

Do yo

u waste water when you use it ?

在学生开始思考的同时

,

< br>我给他们听几种声音

,

包括滴水

声

,

流水声等

,

在不同的水声中

,

学生恍然大悟

,< /p>

原来水就是在这样的声音中无声无息地流走了

.

< br>这样

,

通过逼真的声音和生动的图片

< br>,

新词的讲解也就顺理成章

.

接 着

,

我利用书上的图片

,

分

别展示各种各样的浪费水的行为

,

引入问题学生思考

:

How

can

we

save