以下是威廉希尔app 为您推荐的Unit 3 Sea water and rain water，希望本篇文章对您学习有所帮助。

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.

相关推荐：

七年级英语上册unit6单元复习学案 

七年级英语上册Starter Unit 5单元复习学案 

更多初一英语教案，请关注威廉希尔app