Unit 3 Sea water and rain water（精选2篇）
Unit 3 Sea water and rain water（精选2篇）
1.Unit 3 Sea water and rain water 篇一
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.学生在接受时会遇到困难，应该多加以机械操练。
2 祈使句已经在前两册中出现过，本单元继续加强。fixing dripping taps. turn dripping taps off.
3 作为情感态度发展的目标，教师要对学生进行节约能源的教育。
（二）重点（unit points）
1 关键词：
关于如何节约用水：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.
介词for 的用法(后跟一段时间); 介词by, under的用法
重点掌握情态动词can表达建议的用法
3 语法点：
use for doing sth. we can save water by doing sth. for,by 介词后跟动名词。二、 教学设计（teaching designs）
教学内容：课本18-19页
这两页都是讲节约用水的内容，建议放在一起教授。p18 页的上讲述不要浪费水，并介绍了新单词。p19 页上讨论如何节约用水，有对话和写报告两部分内容，从口头和笔头上巩固所学新内容。本课教师要培养学生节约用水的意识，在传授知识的同时，对学生进行情感态度价值观的教育。
1用图片引入新单词：a dripping tap , a running tap, a shower. 教师可以提供浪费用水的图片，学生也可以上网搜集关于此项的图片。
2节约水的重要性，给出p18 页的图片，学生看图说出：don’t brush your teeth under a running tap. turn dripping taps off 等。
3根据p18 页的内容，引出p19页的内容，介绍新的句型：how can we save water? we can save water by fixing dripping taps.可以根据句型内容作分组活动，进一步巩固此句型。
4学生用how can we save water? we can save water by fixing dripping taps. 做pair-work.
5最后小组活动，学生写出p19页的report 。并在全班范围内加以反馈。说明：作为课堂的延伸，并使学生对所学内容能主动练习和实践，以下提供一些学生调查实践的内容（家庭用水的情况）和关于水的一些信息，供教师参考利用。
家庭用水量的统计： 观察统计自己家里的用水情况：
keep a record of all the activities you and your family
do each day that use water including:
2.Unit 3 Sea water and rain water 篇二
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.