上海牛津英语七上Module 3 Unit 3 Sea water and rain water Period 3教案

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

12、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 w

13、ater 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