Unit 3 Sea water and rain water（精選2篇）
Unit 3 Sea water and rain water 篇1
unit 3 sea water and rain water
一、分析（unit analysis）
（一）地位（unit position）
1 新的句型：we can save water by doing sth.學生在接受時會遇到困難，應該多加以機械操練。
2 祈使句已經(jīng)在前兩冊中出現(xiàn)過，本單元繼續(xù)加強。fixing dripping taps. turn dripping taps off.
3 作為情感態(tài)度發(fā)展的目標，教師要對學生進行節(jié)約能源的教育。
（二）重點（unit points）
1 關鍵詞：
關于如何節(jié)約用水：fix a dripping tap, turn a running tap off, take a shower
2 功能：
掌握句型：how can we use water? we can use water by doing sth.
介詞for 的用法(后跟一段時間); 介詞by, under的用法
重點掌握情態(tài)動詞can表達建議的用法
3 語法點：
use for doing sth. we can save water by doing sth. for,by 介詞后跟動名詞。二、 教學設計（teaching designs）
教學內容：課本18-19頁
這兩頁都是講節(jié)約用水的內容，建議放在一起教授。p18 頁的上講述不要浪費水，并介紹了新單詞。p19 頁上討論如何節(jié)約用水，有對話和寫報告兩部分內容，從口頭和筆頭上鞏固所學新內容。本課教師要培養(yǎng)學生節(jié)約用水的意識，在傳授知識的同時，對學生進行情感態(tài)度價值觀的教育。
1用圖片引入新單詞：a dripping tap , a running tap, a shower. 教師可以提供浪費用水的圖片，學生也可以上網(wǎng)搜集關于此項的圖片。
2節(jié)約水的重要性，給出p18 頁的圖片，學生看圖說出：don’t brush your teeth under a running tap. turn dripping taps off 等。
3根據(jù)p18 頁的內容，引出p19頁的內容，介紹新的句型：how can we save water? we can save water by fixing dripping taps.可以根據(jù)句型內容作分組活動，進一步鞏固此句型。
4學生用how can we save water? we can save water by fixing dripping taps. 做pair-work.
5最后小組活動，學生寫出p19頁的report 。并在全班范圍內加以反饋。說明：作為課堂的延伸，并使學生對所學內容能主動練習和實踐，以下提供一些學生調查實踐的內容（家庭用水的情況）和關于水的一些信息，供教師參考利用。
家庭用水量的統(tǒng)計： 觀察統(tǒng)計自己家里的用水情況：
keep a record of all the activities you and your family
do each day that use water including:
Unit 3 Sea water and rain water 篇2
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 , 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.