《Water》教案（精選6篇）

《Water》教案 篇1

　　chapter 1 water

　　第一節 reading（1）

　　一、 課型  閱讀課

　　二、 時間  45分鐘

　　三、 本節與上節相關性分析

　　作為本單元的第一課，希望能夠在話題上充分引起學生的興趣，激發學生探索的熱情，并使學生理解水循環的基本過程，為本單元往后的學習打好基礎。

　　四、   本節課教學目標

　　1. 基本掌握文中四會詞語, 理解水循環的過程。

　　2. 本節所需掌握的單詞：liquid, solid, gas, cover, stream, tap, pour, freeze, waste, sound, angry, obey, nod, treatment, travel, pipe, etc.

　　五、   教學過程

　　教學步驟 

　　設計意圖 教學過程

　　教師活動/方法 學生活動/學法 條件/手段(在課件中體現)

　　step1: warming-

　　up

　　lead to the topic “water”

　　用競猜謎語的方式，激發學習興趣，吸引學生注意力，既引出所學課題，又增添了教與學的樂趣 1. greetings.

　　2. show a riddle to the ss. 1. greetings.

　　2. compete to give an answer to the riddle.

　　愉快教學法

　　小組競賽

　　step 2:

　　lead-in  通過兩張關于地球和火星圖片的強烈對比，引導學生認識到水資源的重要性。從現實出發，導入課文主旨---節水。 1. show two pictures.

　　2. ask ss “which picture is more beautiful and why?”

　　3. guide ss to realize the importance of water. 1. look at the pictures carefully.

　　2. answer the question.

　　3. realize water makes the earth more beautiful. 直觀展示法

　　自由搶答

　　小組競賽

　　圖片

　　step 3

　　pre-task stage:

　　where is water?

　　水的

　　分布 1. 用播放短片和分角色表演的形式，激發興趣，吸引注意力，既生動地展示出地球表面水分布這個較為理性的話題，又通過設問引導學生意識到地表淡水資源的緊缺，為下一環節作好鋪墊。

　　2. 通過搶答及時反饋學生對水分布的理解。 1. ask ss “where is  water on the earth?”

　　2. play a video about water and ask 4 ss to act it out.

　　3. guide ss to

　　know about four forms of water.

　　4. ask ss some questions to check their understanding. 1. think about the question

　　2. role-play:

　　4 students represent ‘salty water, fresh water, solid water and water vapor’.

　　3. the rest ss appreciate the performance.

　　4. answer questions about the forms of water.

　　愉快教學法

　　視聽法

　　分角色表演

　　小組競賽

　　視頻短片

　　step 4

　　while-

　　task stage:

　　how does water come?

　　水的

　　循環 看---聽---讀---寫，四個步驟循序漸進，環環相扣，使學生不斷深化對課文重點內容水循環的理解。

　　1.通過看圖排序，使學生初步認識水循環的基本過程，為后續練習降低難度。

　　2.通過聽錄音判斷正誤可訓練學生聽力能力。

　　3.通過朗讀課文課文可以訓練學生的口語發音和朗讀能力。

　　4.通過筆頭練習，可強化學生對重點詞匯的掌握，并及時反饋對水循環的理解。

　　1. show a picture about water recycle and ask ss to arrange some sentences according to the picture.

　　2.  play the recording and ask ss to choose true or false of some statements.

　　3. ask ss to read the passage aloud and answer questions about it.。

　　4.  ask ss to use key words to complete the water cycle on blackboard. 1. ss observe the picture and arrange the sentences.

　　2. ss listen to the tape and choose t  or f.

　　3. read aloud the passage and discuss the questions in groups, then answer them in pairs.

　　4. read the passage again and complete the water cycle.

　　合作學習法

　　視聽法

　　分角色扮演

　　小組競賽

　　錄音

　　step 5

　　post-task stage :

　　more practice 將課本more practice 中介紹水資源的閱讀練習穿插到這里，可以進一步喚起危機感，提高學生的閱讀理解技能，并自然過渡到下一個任務：討論節約用水的辦法。 1. guide ss to read the passage by themselves.

　　2. ask ss to discuss the five statements in groups.

　　3. ask 5 pairs to give their answers. 1. read the passage.

　　2. discuss the statements in groups.

　　3. 5 pairs give their answers. 合作學習法

　　任務型閱讀

　　step 6

　　homework 

　　鞏固復習 give assignments:

　　1. retell the story.

　　2. finish the reading exercises in workbook. 1. retell the story.

　　2. finish the reading exercises in workbook. 鞏固練習

　　本節

　　板書設計 chapter one   water

　　water cycle:

　　cloud →  stream→   dongjiang river   →  reservoir

　　↑                                           ↓

　　sea ←    sewage plant  ←    bathroom ←   water treatment works

《Water》教案 篇2

　　unit 13 the properties of water

　　teaching goals

　　1. talk about water and the ocean.

　　2. practice communicative skills.

　　3. review modal verbs.

　　4. write an explanation paragraph.

　　the first period

　　teaching aims:

　　1.  learn and master the new words and the useful expressions of this part.

　　2.  learn something about water by doing experiment.

　　3   do some listening.

　　4.  improve the students’ speaking ability by talking.

　　teaching important points:

　　1.  make the students be free to talk about water.

　　2.  improve the students’ listening ability by listening.

　　teaching difficult points:

　　1.  how to finish the task of speaking.

　　2.  how to improve the students’ listening ability.

　　teaching methods:

　　1.  listening-and-answering activity to help the students go through with the listening material.

　　2.  individual, pair or group work to make every student work in class.

　　teaching aids:

　　1.  the multimedia

　　2.  the blackboard

　　3.  an empty glass, a bottle of water and a bottle of vegetable oil

　　teaching procedures:

　　step 1 greetings and lead-in

　　read a short poem and guess its name: a letter from _______. (water)

　　dear user,

　　shame to you all, the ignorant,

　　i am your life

　　but you seem not to value me

　　give me all the respect

　　for in me is eternal life

　　if you continue abusing me

　　surely, all forms of life will wither away

　　have you ever imagined,

　　life without me?

　　i tell you, it will be unbearable

　　think twice

　　for every drop counts...

　　qs: 1) what does “dear user” here refer to?

　　2) what does it talk to its users?

　　3) on which planet does it exist?  －on the earth, which is also called the water planet.

　　4) do you know why it is called “the water planet”?

　　－because about three quarters of the earth is covered by water.

　　step2: pair work: collect as many words as possible related to water.

　　qs:

　　how much do you know about water?

　　is all water fresh or salty?

　　step3: talk about the properties of water.

　　1. pair work

　　t: water is around us and inside us. we can’t go without water.

　　qs: why is water so important to living things?

　　can you point out some of its properties or characteristics?

　　suggested vocabulary:

　　it's colorless, tasteless, odorless and universal dissolvent.

　　it feels wet;

　　it exists in three forms: liquid, solid, gas, and is cycled through the water cycle;

　　it can absorb a large amount of heat;

　　it sticks together into beads or drops;

　　it's part of every living organism on the planet; etc.

　　2. group work

　　learn more about water’s properties by doing some simple experiments and learn to describe an experiment.

　　what property of water does each of the four experiments illustrate?

　　what causes this phenomenon?

　　what’s this phenomenon related to?

　　① experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water.

　　② experiment 2 illustrates how substances with different density behave when placed in the same container.

　　③ experiment 3 is an example of how water dissolves substances and objects.

　　④ experiment 4 illustrates some of the differences between salt water and fresh water.

　　3. t: what other properties of water do you know about?

　　what causes the following phenomena? can you explain?

　　①we can get a lot of nutrients by drinking water and having soup.

　　②wood floats on water while iron sinks.

　　③the coastal areas are often neither too hot nor too cold.

　　④why can some living things live at the bottom of the ocean where there is      no sunshine?

　　(if these questions are too difficult) try asking questions about the properties of water and then give answers to them.

　　step5: homework

　　1. read the text carefully and find out the detailed information about water properties.

　　2. think as many examples as possible to illustrate water properties.

　　the second period

　　teaching aims:

　　1. learn and master the some new  words and phrases.

　　2. improve the students’ reading ability.

　　3. enable the students to realize that it is important to protect the water on our planet.

　　teaching important points:

　　1. improve the students’ reading ability.

　　2. master the following phrases:

　　all the way, that is, mix with, take advantage of, manage to do

　　teaching difficult point:

　　how do we make the students understand the reading passage better.

　　teaching methods:

　　1. discussion before reading to make the students interested in what they will learn.

　　2. fast reading to get a general idea of the text.

　　3. discussion after reading to make students understand what they’ve learned better.

　　4. careful reading to get the detailed information in the text.

　　teaching aids:

　　1. the multimedia

　　2. the blackboard

　　teaching procedures:

　　step 1 greetings

　　step 2 revision and lead-in

　　ask someone to illustrate water properties.

　　step3: pre-reading

　　look at the titles in the text below. do not read the whole text. pick out the subject of each paragraph. use the structures below to make six questions related to the subjects.

　　what is/ are ________?  

　　what does _________ look like?

　　what are different parts of ______?

　　what can ________ be compared to?

　　how does _______ work?

　　what are some examples of ________?

　　skim to find the words and phrases which describe the properties of water in the reading text.

　　scan to find out some basic facts about life in the oceans.

　　life on earth began in the oceans about three billion years ago;

　　99% of the living space on earth is in the oceans;

　　there are about five million (known) species in the oceans;

　　life in the oceans ranges from tiny plankton to giant whales.

　　t: yesterday you were required to ask more questions about water’s properties and find out the detailed information about water properties as well. so now let’s have a little quiz about the properties of water.

　　true of false questions:

　　1) water is a liquid at room temperature, and it has a relatively high freezing point.

　　2) the reason why water can dissolve most substances on earth is that water has high heat   capacity.

　　3) like all the other substances, water gets smaller (contract) when it freezes.

　　4) pure water has a higher freezing point and lighter than salt water.

　　5) the salinity of the earth’s oceans is about 3.5%.

　　6) when water freezes, its density increases.

　　7) other recourses such as oil, gas, gold etc is as precious as a drop of rain.

　　(tfftt ff)

　　step4. while-reading

　　as we all know, charles darwin is famous for his “the origin of species”. (according to his theory of evolution)

　　qs: 1) was there any life on the earth billions of years ago?

　　2) if any, what was the original life like at that time?

　　3) where did it live?  －in the deep blue seas.

　　4) how does the world take its shape, which is quite different from what it used to be, especially those various organisms? －billions of years’ natural selection.

　　2.it is said that 99% of the living space on earth is in the oceans.

　　qs: 1) what does this fact result in?    －marine life is incredibly rich and varied.

　　2) can you give some specific numbers or examples?

　　－there are about five million species in the oceans. they range from the tiniest plants all the way up to giants (e.g. sharks and whales).

　　3) what does this fact imply? do you agree?

　　－water is an excellent medium for life.

　　4) why do you agree that water is an excellent medium for life? (based on common knowledge)

　　 water is a liquid at room temperature and has a relatively high freezing point;

　　 all living creatures need food to survive, but on many occasions the nutrients become available to living things only when they are dissolved by water.

　　3.so we know that one of water’s properties is its dissolvability(溶解性).

　　qs: 1) do you know what gives water such a unique property?

　　－the chemical structure of water.

　　2) what does the water molecule look like?

　　－a water molecule consists of two hydrogen atoms and one oxygen atom. the two hydrogen atoms are bonded to one oxygen atom to form a 'v' shape. the two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.

　　3) can you give some other examples which are also resulted from water’s unique chemical structure?

　　－plants can pull water up their roots via a capillary(毛細管) process;

　　－we can get a lot of nutrients by drinking soup.

　　that’s water’s another property－dissolvability.

　　4. since water is such a universal solvent, it can dissolve just about anything including many gases and solids. as a result, there is sea water.

　　qs: 1) do you know the salinity of the earth’s oceans? －about 3.5%.

　　2) what does it mean?

　　3) have you ever noticed such a phenomenon that in winter water in some containers or small rivers often freezes while that in seas not? can you explain it?

　　－the salinity of sea water can affect the freezing point of water. sea water has a lower a freezing point, so even when the temperature of sea water falls below 0℃, sea water is still liquid.

　　5. however, no matter whether it is sea water or pure water, “wood floats on water while iron sinks” always works. how do you explain that? what property of water is this?

　　－if a substance has a lower density than water does, it will float on water; otherwise, it will sink.

　　qs: 1) what is density? and what’s the density of pure water?

　　－density is the relationship between mass and volume and is measured in kilos per cubic meter (kg/m3). the density of water is 1,000kg/m3.

　　2) does it also go for the phenomenon that ice looks larger than water of equal mass?

　　－yes. water’s density decreases when it turns to ice, so its volume increases.

　　3) does all the water in the same river or ocean have equal density? tell your reasons.

　　—no. changes in salinity and temperature affect water’s density. cold water of high salinity usually is most dense and will tend to sink to the bottom of the ocean.

　　6. qs: 1) what do different densities in the ocean result in?

　　－dense water sinks and less dense water is pushed to the surface. thus water in the ocean is always moving.

　　2) what phenomena can this result help us explain? please give examples. (if necessary, give students some hints such as showing a picture etc.)

　　ocean motion helps move nutrients around and adds energy to the marine ecosystems.

　　different marine creatures live in different levels of the ocean. (because of the foods they need, sunshine etc.)

　　7. read following statement and think what conclusion you can draw? or what property does it refer to?

　　it is said that a man of 60kg loses about 1l water through breath and skin evaporation (皮膚蒸發) every day. in other words, 539kcal heat is released in these two ways. if so much heat were kept in human body, it would raise body temperature by 9℃. can you imagine the result?

　　－water has a relatively high heat capacity and can accommodate the climate automatically. it can absorb and release a lot of heat without big changes in its temperature, thus creating a stable environment.

　　8. here are some more familiar phenomena.

　　what property of water is each of them related to?

　　 the coastal areas are often neither too hot nor too cold. (water’s high heat capacity)

　　 ice floats on water. (density)

　　 when the sea water in a container is evaporated (蒸發), there will be some salt left. (dissolvability)

　　 irrigate in winter can help raise the soil temperature. (water’s high heat capacity)

　　 people swimming in the dead sea float; they can even read a paper while lying on their back in the water. (salinity and density)

　　step5 language points

　　1.provide…for

　　e.g. the company will provide food and drink for them.

　　2. have an opportunity to do something

　　e.g. i had no opportunity to discuss the problem with her yesterday.

　　3.a variety of

　　e.g. he left for a variety of reasons.

　　there are a variety of patterns for you to choose from.

　　4. contribute to

　　e.g. his work has contributed to our understanding of this difficult subject.

　　step6. homework

　　try to think as many examples as possible to show that water is made use of to bring benefit to human beings.

《Water》教案 篇3

　　module 1 the natural

　　unit 3 sea water and rain water

　　一、分析（unit analysis）

　　（一）地位（unit position）

　　1 6b 中已出現了use water to do sth.,本單元介紹了此句型的另為一種表達方式：use water for doing sth., 教師可以從 use…to do..  引出 use … for doing用法。教師讓學生用身邊的例子和生活經驗，導入此句型。，鼓勵用此句型進行操練。

　　2 本單元出現了 if… will… 的復合句，要加強操練。學生對復合句的用法不很熟練，應設計各種情景，強化此句型的操練，以達到熟練運用。

　　3 作為情感態度發展的目標，教師要對學生進行節約能源的教育。

　　（二）重點（unit points）

　　1 關鍵詞：

　　without, teeth, shower, wash, dish, nothing, nowhere

　　2  功能：

　　熟練掌握use sth. for doing sth. / we use water for showering. / we use water for cooking.

　　if… will…復合句的掌握，結合閱讀的材料進行操練。

　　用what/why/where/when/who/how…?詢問對方，獲取信息。

　　3 語法點：

　　⑴  if 引導的狀語從句主句的謂語動詞是一般將來時態，從句的謂語動詞是一般現在時態。

　　⑵  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16-17頁

　　這部分講水的用途，在6b中已經講解過此部分的內容，在本單元中用了新的句型講水的用途，教師可以以舊帶新，可以先就水的重要性展開話題，然后閱讀課文，操練句型：if…will…,最后做class project: the use of water. 應用句型：we use water for doing sth.

　　把學生學習英語的成果用小報或是別的形式予以展示，可以很好的調動學生學習英語的興趣，使他們學習英語有了成就感。班級里要留出一定的空間把小組的class project 展示出來。 1.教師可由關于水的重要性的問題引入：where does water come from? why do animals and plants need water? how long can we live without water?

　　2.請學生談談若是缺水或是沒水的情況下會發生什么。

　　3.播放錄音，閱讀文章。向學生介紹句型: if there is no rain, what will happen? 學生回答：if there is no rain, there will be no water to drink. if表示可能性和條件。

　　4.學生分成小組討論如果沒有水的情況，用句型：if… will…討論結束后，小組派代表講述小組的討論結果。

　　5.繼續討論水的用途，介紹新句型：we use water for doing sth. 學生回答：we use water for brushing our teeth. we use water for showering. 并操練此句型的用法。

　　6.小組活動。完成p17頁上的表格； 然后小組討論關于水的用途的更多的信息，可分成：at home, at school, at work 三部分進行討論;小組最后請代表匯報討論的結果。對于學生討論的結果，小組可以做成小報，在班級里予以展示。

《Water》教案 篇4

　　牛津英語（深圳版）8a chapter 1 water教案

　　chapter 1 water   period one

　　知識目標：（1）學生了解水的來源。（2）學生了解水的有關知識。（3）學生學習新詞匯。（4） 了解一般過去時和過去進行時的用法。

　　技能目標：（1）用英語解釋詞匯。（2）說——用一般過去時來敘述過去的事。

　　過程與方法

　　1. 通過粗略地看課文，學生了解水的來源。

　　2. 通過課文，掌握一般過去時。

　　情感、態度與價值觀

　　讓學生了解水的重要性。

　　教學步驟：

　　pre-task preparation

　　1.ask students how much they know about water. ask them to finish exercise a on page 2.

　　keys: a c a c c

　　2. ask the students to finish exercise b1 on page 2.

　　3. ask the students to tell something about water. (free talk)

　　suggested topic

　　where does the water at home come from?

　　what can we use water to do?

　　the importance of water

　　while-task procedure

　　1. new words and expressions

　　pouring---flowing

　　froze---stopped moving because of surprise

　　wasting---using more of something than you should

　　obeyed---did according to instructions

　　cleaned up---made something clean

　　in the first place---in the beginning

　　valuable---of great value

　　2. other phrases and sentence

　　pour into   look around   drop…into   carry…to   water treatment works   sewage plant   pump…into   remember not to do sth.   shake one’s head

　　it is + adj. for sb. to do sth.

　　3. ask the students to finish exercise b1 on page 2 and think about exercise b2 on the same page.

　　4. 一般過去時

　　一般過去時的構成

　　句式 結構 舉例

　　肯定式 主語+動詞過去式+其它 they had a good time yesterday.

　　否定式 主語+did not(didn’t)+動詞原形+其它 they didn’t watch tv last night.

　　一般疑問句 did+主語+動詞原形+其它？

　　肯定回答：yes,主語+did. 否定回答：no, 主語+didn’t. did they have a meeting two days ago?

　　yes, they did. / no, they didn’t.

　　特殊疑問句 特殊疑問句+did+主語+動詞原形+其它？ what time did you finish your homework?

　　5. 一般過去時的用法：

　　表示過去某個特定時間發生的動作或存在的狀態 he suddenly felt ill yesterday.

　　表示過去經常發生的動作或存在的狀態 i wrote home once a week at college.

　　表示過去連續發生的一系列動作 the students went up early in the morning, did morning exercises and then read english aloud in the open air.

　　consolidation

　　review new words and expressions

　　chapter 1 water   period two

　　知識目標：（1）學生精讀課文，深入理解課文內容，進一步鞏固詞匯和句型。（2）學生學習用流程圖表示步驟。（4）用because回答why的提問。技能目標：（1）用英語解釋詞匯。（2）說——學生能用自己的話說出水的來源。

　　過程與方法

　　1. 通過精讀課文，學生掌握詞匯和句型。

　　2. 通過課文，掌握一般過去時。

　　3. 學生討論水的重要性以及如何節約用水

　　情感、態度與價值觀

　　讓學生了解水的重要性，養成節約用水好習慣。

　　教學步驟：

　　pre-task preparation

　　1. review words and expressions.

　　2. ask the student to match the words with expressions.

　　nodded---moved one’s head up and down

　　traveled---went from one place to another

　　until---up to the point in time

　　pump---push water, air, etc. by machine

　　pollute---make air, water, etc. dirty

　　3. 比較remember to do sth.和remember doing sth.以及其它的詞組搭配

　　remember to do sth.

　　記得要做某事（還沒做過） remember doing sth.

　　記得曾經做過某事

　　forget to do sth.

　　忘記做某事（還沒做過） forget doing sth.

　　忘記做過某事

　　stop to do sth.

　　停下來做某事 stop doing sth.

　　停止做某事

　　while-task procedure

　　1. ask the students to finish exercise d on page 5.

　　2. ask the students to answer the questions in exercise e and then make a dialogue.

　　why did daisy freeze?

　　why was the voice angry?

　　why did daisy nod her head?

　　why did the water go to a treatment works?

　　why did the water say, ‘ i’ll go back into the sea again.’?

　　why did the water say, ‘…like liquid gold.’?

　　why did daisy’s brother say, ‘sometimes you’re really strange, daisy.’?

　　3. ask students to discuss the importance of water and how to save water.

　　suggested sentences

　　we can save water by doing sth.

　　we can save water by not doing sth.

　　post-task activities

　　比較because，since和as

　　原因狀語從句是表示原因或理由的從句結構。引導這類從句的3個最常用的連詞是because，since和as。because引導的原因狀語從句表示直接原因。because引導的從句通常放在句末，語氣最強；since引導的原因狀語從句，表示已知的理由、原因；as引導的原因狀語從句，放在句子前面的說明明顯的原因，放在后面的說明結果。

　　additional exercises

　　consolidation

　　ask students to tell where water comes from.

　　chapter 1 water   period three

　　知識目標：（1）學生學習給圖片排序。（2）學生學習新詞匯。（3）學生學會使用流程圖。

　　技能目標：（1）聽說——學生學會從聽這個環節中捕捉信息。（2）讀寫——學生能用自己的語言描述每幅圖片。學生學會設計流程圖。

　　過程與方法

　　1. 通過聽力練習，學生掌握圖片排序的技巧。

　　2. 在聽力過程中，學生做好適當的筆記。

　　3. 根據文字內容，給圖片排序。

　　情感、態度與價值觀

　　通過給圖片排序，培養學生的觀察能力和邏輯思維能力。

　　教學步驟：

　　pre-task preparation

　　1. ask students to pay attention to the following things before listening to the tape.

　　to put the pictures in the right order, you need to

　　look at the pictures before you listen, and think about their content.

　　pay attention to the details in the pictures, and try to listen for these details.

　　listen for key words such as verbs and adjectives, and write them down.

　　2. ask students to look at the pictures and try to guess the meaning of each picture.

　　while-task procedure

　　ask students to listen to the tape for the first time and try to take down some

《Water》教案 篇5

　　module 1 the natural

　　unit 3 sea water and rain water

　　一、分析（unit analysis）

　　（一）地位（unit position）

　　have you ever seen…? 的句型在6a，6b中都已出現，但作為知識難點，教師在學習過程中還要再復現與強調。

　　作為情感態度發展的目標，教師要對學生進行節約能源的教育。

　　（二）重點（unit points）

　　1 關鍵詞：

　　關于海洋生物的介紹：a coral reef, seaweed, dolphin, shark, intelligent.

　　2  功能：

　　用what/why/where/when/who/how…?詢問對方，獲取信息。

　　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（14-15)

　　這兩頁主要是介紹海洋的知識，教師可以先搜集一些關于海洋生物的圖片，也可以讓學生上網收集圖片和照片。本課沒有新的語言點，教材上安排了教學活動，主要是引起學生的興趣，如班級里海洋知識的競賽，教師也可以多收集一些類似的題目。另外要注意閱讀技巧的培養。

　　說明：任務型教學活動多，學生有了更多的學習的自主空間，教師如何收放自如是關鍵，另外還要對學困生進行指導。競賽是學生喜歡的學習方式，每班的競賽方式可以根據教師平時教學組織的習慣來安排本節課的競賽內容。

　　1   從雜志，網絡上收集海洋生物的照片。問學生海洋生物的名字，可以用brain-storm

　　的形式。并用適當方式鞏固海洋生物名稱。

　　2   播放錄音，讓學生閱讀文章。也可以在鞏固海洋生物的基礎上把p14-p15的閱讀語

　　篇作為聽力練習,讓學生對文章內容先有個整體理解。

　　3   教師就文章內容設計提出一些問題，或是復述課文等活動，鞏固復習閱讀內容。

　　where do we find water? what can we find in the ocean? how can we get drinking water from sea water?

　　4  小組競賽， 可以提高學生學習英語的興趣，問題見：p15。 也可以收集其他多個問題與材料，進行全班檢測與反饋。

《Water》教案 篇6

　　教學目標：1、幫助學生了解look  and  learn中的詞組。

　　2、通過listen  and  say的情景對話，讓學生開展聽錄音朗讀、問答等活動，幫助學生掌握核心句型。

　　讀寫說安排：讀：讀懂本單元的核心詞匯，了解怎樣詢問和介紹水的用途。

　　寫：正確書寫本單元的核心句型：we  use  water  to  wash  our  hands.

　　說：用how  do  we  use  water?詢問水的用途；

　　用we  use  water  to簡單介紹水的用途。

　　教學重難點：詞匯：use, clothes, farmer, useful, grow  crops, put out fires.

　　句型：we use water to wash our hands.

　　stepi : pre-task  preparations

　　1、        利用謎語引出主題water。教師說謎語，讓學生猜教師描述的是什么。

　　it has no color

　　it is everywhere around us

　　it is in the river

　　it is in the sea

　　we use it to wash our hands

　　we are thirsty, we can drink it

　　what is it?

　　stepii: presentation

　　1、        提問where does water come from?并出示一些跟水有關的圖片，如水龍頭、井、湖、海、河流等，與學生討論。

　　it comes from the sea.

　　it comes from the tap.

　　it comes from the rain.

　　it comes from the lake.

　　2、        與學生討論水的用途，導入核心句型及單詞use和useful。

　　t: water is everywhere around us. water is very important. it is very useful. (write useful water on the blackboard)we use water to do a lot of things, we use  water to wash our hands.

　　s: use, u-s-e, we use  water to wash our hands.

　　t: water is very useful. u-s-e-f-u-l, useful.

　　s: water is very useful. u-s-e-f-u-l, useful.

　　3、        出示look and learn的圖片，并提問學生水的用途。

　　t:（show the picture for put out fires）look at this picture. the firemen is using water to put out fires.

　　s: put out fires.

　　t: what do farmers use water for?(show the picture for grow crops)

　　s: they use water to grow crops.

　　4、        學生結對討論how do we use water?將學生的答案出示在黑板上。

　　5、        播放課文listen and say的錄音，學生先跟讀，然后分角色朗讀課文，并完成課本75頁的練習。

　　complete the sentences.

　　1 water comes from the sea,

　　the rain  and  the tap  .

　　2 we use water to wash our hands,

　　wash vegetables, wash clothes,

　　grow crops, and  put out fires.

　　6、        板書

　　wash hands.

　　wash clothes.

　　we use water to cook food.

　　wash vegetables

　　put out fires.

　　grow crops.