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 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 , mu

2、g 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 v

3、ocabulary. 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

4、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 group

5、s . 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

6、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? (

7、 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 )

8、 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) Pict

9、ure 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 pai

10、rs , 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 wate

11、r 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 sa

12、ving water. Assignment : Oral: Read and recite the dialogue on P .44 Written : Write a report about different ways of saving water 教學設計說明 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,應該能夠掌握更多關于水的詞匯,知道如何表達節(jié)約用水,并在實際生活中真正做到節(jié)水.為了更好的調動學生的積極性并有效達成教學目標,我

13、運用了多媒體技術,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,并調動學生的積極性,我設計了一個競賽: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,也極大地調動了學生的積極性,使他們不知不覺地進入我設計的氛圍中. 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 water when you use it ? 在

14、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.向學生介紹新的句型: 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.通過學生兩兩對話的形式,目標句型得

15、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,應該時刻注意節(jié)約每一滴水! 總之,本課時是一個 “理論結合實踐”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,教學任務較好的完成.