Unit11 Water 第1课时教学设计
【内容来源】上海教育出版社（2014年版）五年级上册Module4 Unit11
【主 题】Listen and say, Look and learn, Culture comer
【课 时】第1课时
一、教学目标(Teaching aims)
1. 帮助学生学习Look and learn中的词组。
2. 通过Listen and say的情景对话，让学生开展听录音朗读、问答等活动，帮助学生掌握核心句型。
3. 通过Culture comer栏目，帮助学生了解傣族的传统节日泼水节。
二、教学重难点(Teaching points and difficulties)
1. 词汇：use, clothes, farmer, useful, grow crops, put out fires.
2. 句型:We use water to wash our hands.
三、教学准备(Teaching preparation)
课件、音频。
四、教学过程(Teaching process)
Pre-task preparations
1. 利用谜语引出主题water。教师说谜语，让学生猜教师描述的是什么。
It has no taste. It has no smell. It has no colour. It is everywhere around us. It is in the river. It is in the rain. It is in the waterfall. What is it?
2. 提问Where can we find water? 并出示一些跟水有关的图片，如水龙头、井、湖、海、河流等，与学生讨论。然后朗读歌谣Water all around us。
Water has no taste at all.
Water has no smell.
Water is in the waterfall.?
The fountain, pump and well.
Water is everywhere around us.
Water is in the rain,
In the bath, in the pond,
And in the sea again.
While-task procedures
1. 与学生讨论水的用途，导入核心句型及单词use和useful。
T: Water is everywhere around us. Water is very important. It is very useful, (write Useful water on the blackboard) We use water to do a lot of things, We use water to wash our hands, (write use under useful) U-S-E, use. We use water to wash our hands.
S: U-S-E, use. We use water to wash our hands.
T: Water is very useful. U-S-E-F-U-L, useful.
S: Water is very useful. U-S-E-F-U-L, useful.
2. 出示Look and learn的图片，并提问学生水的用途。
T: (show the picture for put out fires) Look at this picture. The fireman is using water to put out fires. Put out fires.
S: Put out fires.
T: What do farmers use water for? (show the picture for grow crops)
S: They use water to grow crops.
3. 学生结对讨论How do we use water? 将学生讨论的答案以思维导图的形式出示在黑板上。
4. 播放课文Listen and say录音，学生先跟读，然后分角色朗读课文，并完成课本第75页 Listen and say的后续练习。
Post-task activities
1. 仿照Listen and say的后续练习，让学生分组整理出一份关于水的报告。收集一些关于水的图片，包括水的来源、用途并说一说。
S1: Water comes from the sea, the rain and the tap.
S2: Water comes from rivers, lakes and wells too.
S3: Water is very useful. We use water to clean things and to cook food at home.
S4: We use water to put out fires, grow crops and make drinks too.
S5: Water is very useful. We must save water.
2. 出示Culture corner的图片，引导学生讨论内容。
T: Look at this picture. What are the people doing? Who are they?
S1: They’re splashing water at each other.
T: Yes. They’re the Dai people in Yunan, China. They are celebrating the Water Festival. Water brings good luck to them.
【板书设计】
Unit11 Water
use, clothes, farmer, useful,
grow crops, put out fires.
We use water to wash our hands.
Unit11 Water 第2课时教学设计
【内容来源】上海教育出版社（2014年版）五年级上册Module4 Unit11
【主 题】Ask and answer. Learn the sounds
【课 时】第2课时
一、教学目标(Teaching aims)
1. 通过Ask and answer的语言输出活动，帮助学生巩固本单元的生词及句型。
2. 通过语音部分的儿歌，帮助学生了解字母组合th在单词中的发音。
二、教学重难点(Teaching points and difficulties)
语音：th (this, that)
三、教学准备(Teaching preparation)
课件、音频。
四、教学过程(Teaching process)
Pre-task preparations
1. 复习核心句型，让学生说说自己每天都用水做些什么。
T: How do you use water every day?
S: I use water to clean my teeth, wash my face...
2. 展示一些有关节约用水的图片、海报，导入主题并与学生展开有关珍惜用水的讨论。
T: Water is very useful. It is very important. But water resources are limited. We should save water. How can we save water?
S: We can turn off the taps. We can keep rivers clean.
While-task procedures
1. 提问并板书句型: How do people use water? 学生结对子讨论。
T: We use water to clean things at home.
What else can we use water to do?
S1: Farmers use water to grow crops. Firemen use water to put out fires.
…
出示课本Ask and answer的图片和词组，让学生根据图片提示，结对子互相问答。
2. 鼓励学生围绕How do we use water? 以思维导图的方式整理报告。根据人物工作的不同整理出水的不同用途。
T: How do cooks use water?
S1: They use water to cook food and make drinks.
T: (write cook, cook food and make drinks on the blackboard)
最后，在黑板上整理出一张思维导图。根据学生情况可拓展出其他用途，如flush the toilet, take a shower, water the plants等。
3. 展示一些水的其他用途的视频、照片等，丰富学生的想象力。如水滴画、用
水作乐器演奏、泼水节、打水枪、游泳、水床等等。
S: We can use water to paint, play music and play games.
…
4. 出示Learn the sounds的语音单词卡片th (this, that),请学生跟读并感知th在单词中的发音。
T: th, /d/, this, this.
Ss: th, /a/, this, this.
T: th, /6/, that, that.
Ss: th, /6/, that, that.
然后，教师播放Learn the sounds的儿歌录音，请学生跟录音模仿朗读儿歌。鼓励学生模仿录音中的语音语调。
Post-task activities
1. 出示主题Water is useful,让学生根据主题，试着介绍水的用途。然后让学生围绕主题Water is useful和所学的句型We use water to ...，写一段短文。
S: Water is useful. We use water to wash our hands and faces. My mum uses water to make juice. Farmers use water to grow fruit and vegetables. Firemen use water to put out fires. Water helps us in many ways. So we need to save water.
2. 与学生展开讨论，看看一天当中，大家怎么用水，写一个My water diary。
In the morning, I use water to...
In the afternoon, I use water to...
At night, I use water to...
【板书设计】
Unit11 Water
th (this, that)
Unit11 Water 第3课时教学设计
【内容来源】上海教育出版社（2014年版）五年级上册Module4 Unit11
【主 题】Read a story
【课 时】第3课时
一、教学目标(Teaching aims)
1. 通过阅读故事《小水滴的旅行》，帮助学生认识水循环的过程。
2. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识和技能。
二、教学重难点(Teaching points and difficulties)
词汇：up, shine, over, tree, ground.
三、教学准备(Teaching preparation)
课件、音频。
四、教学过程(Teaching process)
Pre-task preparations
1. 学生有节奏地朗读儿歌Water all around us。
Water has no taste at all.
Water has no smell.
…
2. 出示与故事有关的大自然景物的截图，如the sun, clouds, rivers, mountains, trees, ice, snow, rain, water drop。让学生说说哪些地方可以找到水。然后引入课文主题。
T: (show a picture of a tap) What’s this?
S1: It’s a tap.
T: What’s coming out of the tap?
S2: Water.
T: Yes, it’s a drop of water. This is Little Water Drop. It travels a lot. Let’s see where it goes.
While-task procedures
1. 学生独立阅读课文后回答问题。
Picture 1
Where is Little Water Drop? (It is in the sea.)
Picture 2
Where is Little Water Drop now? How does it get there? (It is in the sky. It gets hot and goes up.)
Picture 3
Where is Little Water Drop sitting? (It is sitting on a cloud.)
Picture 4
Little Water Drop comes down. How does it come down? Where does it go now? (It comes down as rainwater. It goes inside a tree.)
2. 播放Read a story的录音，学生跟读课文。 然后出示课本第77页Read a story后续练习的句子，让学生结对完成排序练习。
3. 根据故事，在黑板上画出海、山、太阳、云、大树等，构成一幅水循环图。让学生根据课文内容在图中加入箭头，并以第一人称说出小水滴的经历。
S: Hi, I’m Little Water Drop. I live in the sea. I want to go up to the sky. The sun shines. I get hot and go up and up. I’m in a cloud now. The wind comes. I fly over rivers and mountains. I see some trees. They’re thirsty. I come down to the ground. I’m rainwater now. A tree drinks me. I’m in a tree now.
4. 鼓励学生根据故事，圆出水的循环(The water cycle),可做成海报或多媒体。让学生分组展示出来。可使用下面一些句子。
The water rises to the sky.
The water becomes clouds.
It rains. The water comes down as rainwater. It is very cold. The water comes down as snow.
Post-task activities
1. 安排学生分组演出课本剧。
2. 首先，教师以“金字塔” (Pyramid)的活动形式（底层从全体学生的个体思考，即每个人的意见开始；经过交流，合并相同、相近的意见；意见逐步集中，一直到顶层，即达成一致的认识。）组织学生讨论，完成《练习册》Task中的Think and discuss，讨论水的来源有哪些，教师根据学生的讨论在黑板上有选择地记录。接着，请学生用黑板上的短语来回答Where does water come from?
然后请学生结对子，共同完成Look and order部分，请个别学生试着说一说。
S: It rains. The raindrops fall into the river. The water in the river goes into a factory. In the factory, people make the water clean. The water then goes to homes through pipes. Finally, water comes out from the tap.
最后作为回家作业，请学生完成Think and write。
【板书设计】
Unit11 Water
up, shine, over, tree, ground
