英语：Module 3 Unit 3 Sea water and rain water Period 3教案（上海牛津七年级上）

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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:
Vocabulary build-up: a dripping tap , a running tap , a shower , 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 objectives:
To develop 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 life.
II. Teaching methods:
Task-based teaching method
Situational language teaching
Multi-media method
Communicative language teaching
III. Studying methods
Encourage 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 from.Then 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 running 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 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 water 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.这个时候,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,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 you waste water when you use it 在学生开始思考的同时,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,原来水就是在这样的声音中无声无息地流走了.这样, 通过逼真的声音和生动的图片,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 water.进一步接近主题.
第三,学习句型.向学生介绍新的句型: We can save water by___ing; We can save water by not ___ing.之后,通过多媒体展示各种节约水的方式,学生很自然地就进入了节水的情景之中.通过学生两两对话的形式,目标句型得到了很好的操练.然后,鼓励学生思考其他的节水的方法,这既是一个思维的拓展,又能进一步巩固新学的句型.
第四,活动安排.在学生能正确运用所学句型后,我又给他们提出一个问题: Where do people usually waste water 学生会陆续说出几个主要场合.这是一个很好的过渡.因为接下来,我设计了一个活动,即让学生选择一个场合,小组编对话,表现节约用水的主题.这个环节也就是第三步句型学习的拓展.学生因此更能自如地表达了.最后,我安排小组根据他们的对话,做一张节约用水的海报.这也是本课时情感教育的切入点,学生通过制作海报,既能将新学的句型落实到笔头上,达到进一步的巩固和加深,又能切实地体会到,节约用水无处不在,应该时刻注意节约每一滴水!
总之,本课时是一个 “理论结合实践”的课.通过指导学生学习新词新句,表演对话和制作海报,教学目标达到,教学任务较好的完成.
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