上海牛津英語七上Module 3 Unit 3 Sea water and rain water Period 3教案

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1、Module 3 The natural elementsUnit 3 Sea water and rain waterTopic: Oxford English For Grade Seven- “ Sea water and rain water ” Period : The third periodName: ChenranI. Teaching aims:1. Knowledge objectives:Vocabulary build-up: a dripping tap , a running tap , a shower , fix , mug Sentence patterns:

2、 How can we save water ? We can save water by _ing We can save water by not _ing Introduction of different ways of saving water2. Ability objectives:To develop the students communication skills by learning useful structures and vocabulary.To improve the students competence of working in pairs and gr

3、oups.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 methodSituational language teachingMulti-media methodCommunicative language teachingIII. Studying methodsEncourage

4、the students to study language through “ observation-Imitation-Practice ”.IV. Teaching Procedure:Pre-task preparation:1. A competition to review the uses of waterDivide 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 grou

5、p 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 shower2. Show Ss some pictures of people

6、 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? ( Dont brush your teeth under a running tap.)Picture Two: What is the woman doing ? ( She is washing dishes and vegetables under a running tap.)

7、What should we say to her ? ( Dont 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 w

8、aste 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 ? ( Dont waste water for playing games )Ss think about : How can we save water ?Introduce : We can sa

9、ve water by _ingWe 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

10、 Ss to think about more ways to save watereg. We can save water by not washing our face under a running tap. Post-task activity1. Ss make a conclusion : Where do people usually waste water ?At home At school In the factory2. In groups , Ss choose a place and make a dialogue or a short play about sav

11、ing 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教學設(shè)計說明本單元的主題是水,本課是本單元的第三個課時.這個時候,學生已經(jīng)通過前兩個課時了解了有關(guān)水的基本知識和用途,第三個課時和學生的實際生活聯(lián)系非常緊密.學生在學習后,應(yīng)該能夠掌握更多關(guān)于水的詞匯,知道如何表達節(jié)約用水,并在實際生活中真

12、正做到節(jié)水.為了更好的調(diào)動學生的積極性并有效達成教學目標,我運用了多媒體技術(shù),制作了形象生動活潑,道理通俗易懂的課件.以下具體闡述本課我的設(shè)計.第一,引入主題.好的開始是成功的一半.為了在第一時間抓住學生的注意力,并調(diào)動學生的積極性,我設(shè)計了一個競賽:學生分組,用之前學過的句型 “ We use water for _ing” 列舉水的用途,最后評出優(yōu)勝組.這種方式,既能很好的復習已學的知識,為今天的學習做好鋪墊,也極大地調(diào)動了學生的積極性,使他們不知不覺地進入我設(shè)計的氛圍中.第二,切入正題.學生通過競賽的熱身,已經(jīng)很有說的欲望了.這時,我用一個問題正式切如主題: Do you waste w

13、ater when you use it ? 在學生開始思考的同時,我給他們聽幾種聲音,包括滴水聲,流水聲等,在不同的水聲中,學生恍然大悟,原來水就是在這樣的聲音中無聲無息地流走了.這樣, 通過逼真的聲音和生動的圖片,新詞的講解也就順理成章.接著,我利用書上的圖片,分別展示各種各樣的浪費水的行為,引入問題學生思考: How can we save water.進一步接近主題.第三,學習句型.向?qū)W生介紹新的句型: We can save water by_ing; We can save water by not _ing.之后,通過多媒體展示各種節(jié)約水的方式,學生很自然地就進入了節(jié)水的情景之中

14、.通過學生兩兩對話的形式,目標句型得到了很好的操練.然后,鼓勵學生思考其他的節(jié)水的方法,這既是一個思維的拓展,又能進一步鞏固新學的句型.第四,活動安排.在學生能正確運用所學句型后,我又給他們提出一個問題: Where do people usually waste water ? 學生會陸續(xù)說出幾個主要場合.這是一個很好的過渡.因為接下來,我設(shè)計了一個活動,即讓學生選擇一個場合,小組編對話,表現(xiàn)節(jié)約用水的主題.這個環(huán)節(jié)也就是第三步句型學習的拓展.學生因此更能自如地表達了.最后,我安排小組根據(jù)他們的對話,做一張節(jié)約用水的海報.這也是本課時情感教育的切入點,學生通過制作海報,既能將新學的句型落實到筆頭上,達到進一步的鞏固和加深,又能切實地體會到,節(jié)約用水無處不在,應(yīng)該時刻注意節(jié)約每一滴水!總之,本課時是一個 “理論結(jié)合實踐”的課.通過指導學生學習新詞新句,表演對話和制作海報,教學目標達到,教學任務(wù)較好的完成.