《Water》教案（精选6篇）

《Water》教案篇1

chapter1water

第一节 reading（1）

一、 课型 阅读课

二、 时间 45分钟

三、 本节与上节相关性分析

作为本单元的第一课，希望能够在话题上充分引起学生的兴趣，激发学生探索的热情，并使学生理解水循环的基本过程，为本单元往后的学习打好基础。

四、  本节课教学目标

1.基本掌握文中四会词语,理解水循环的过程。

2.本节所需掌握的单词：liquid,solid,gas,cover,stream,tap,pour,freeze,waste,sound,angry,obey,nod,treatment,travel,pipe,etc.

五、  教学过程

教学步骤 

设计意图 教学过程

教师活动/方法 学生活动/学法 条件/手段(在课件中体现)

step1:warming-

up

leadtothetopic“water”

用竞猜谜语的方式，激发学习兴趣，吸引学生注意力，既引出所学课题，又增添了教与学的乐趣 1. greetings.

2. showariddletothess. 1. greetings.

2. competetogiveananswertotheriddle.

愉快教学法

小组竞赛

step2:

lead-in 通过两张关于地球和火星图片的强烈对比，引导学生认识到水资源的重要性。从现实出发，导入课文主旨---节水。 1. showtwopictures.

2. askss“whichpictureismorebeautifulandwhy?”

3. guidesstorealizetheimportanceofwater. 1. lookatthepicturescarefully.

2. answerthequestion.

3. realizewatermakestheearthmorebeautiful. 直观展示法

自由抢答

小组竞赛

图片

step3

pre-taskstage:

whereiswater?

水的

分布 1. 用播放短片和分角色表演的形式，激发兴趣，吸引注意力，既生动地展示出地球表面水分布这个较为理性的话题，又通过设问引导学生意识到地表淡水资源的紧缺，为下一环节作好铺垫。

2.通过抢答及时反馈学生对水分布的理解。 1.askss“whereis waterontheearth?”

2. playavideoaboutwaterandask4sstoactitout.

3. guidessto

knowaboutfourformsofwater.

4. asksssomequestionstochecktheirunderstanding. 1.thinkaboutthequestion

2.role-play:

4studentsrepresent‘saltywater,freshwater,solidwaterandwatervapor’.

3.therestssappreciatetheperformance.

4.answerquestionsabouttheformsofwater.

愉快教学法

视听法

分角色表演

小组竞赛

视频短片

step4

while-

taskstage:

howdoeswatercome?

水的

循环 看---听---读---写，四个步骤循序渐进，环环相扣，使学生不断深化对课文重点内容水循环的理解。

1.通过看图排序，使学生初步认识水循环的基本过程，为后续练习降低难度。

2.通过听录音判断正误可训练学生听力能力。

3.通过朗读课文课文可以训练学生的口语发音和朗读能力。

4.通过笔头练习，可强化学生对重点词汇的掌握，并及时反馈对水循环的理解。

1. showapictureaboutwaterrecycleandasksstoarrangesomesentencesaccordingtothepicture.

2. playtherecordingandasksstochoosetrueorfalseofsomestatements.

3.asksstoreadthepassagealoudandanswerquestionsaboutit.。

4. asksstousekeywordstocompletethewatercycleonblackboard. 1.ssobservethepictureandarrangethesentences.

2.sslistentothetapeandchooset orf.

3.readaloudthepassageanddiscussthequestionsingroups,thenanswertheminpairs.

4.readthepassageagainandcompletethewatercycle.

合作学习法

视听法

分角色扮演

小组竞赛

录音

step5

post-taskstage:

morepractice 将课本morepractice中介绍水资源的阅读练习穿插到这里，可以进一步唤起危机感，提高学生的阅读理解技能，并自然过渡到下一个任务：讨论节约用水的办法。 1.guidesstoreadthepassagebythemselves.

2.asksstodiscussthefivestatementsingroups.

3.ask5pairstogivetheiranswers. 1.readthepassage.

2. discussthestatementsingroups.

3.5pairsgivetheiranswers. 合作学习法

任务型阅读

step6

homework 

巩固复习 giveassignments:

1. retellthestory.

2. finishthereadingexercisesinworkbook. 1. retellthestory.

2.finishthereadingexercisesinworkbook. 巩固练习

本节

板书设计 chapterone  water

watercycle:

cloud→ stream→  dongjiangriver  → reservoir

↑                                          ↓

sea←   sewageplant ←   bathroom←  watertreatmentworks

《Water》教案篇2

unit13thepropertiesofwater

teachinggoals

1.talkaboutwaterandtheocean.

2.practicecommunicativeskills.

3.reviewmodalverbs.

4.writeanexplanationparagraph.

thefirstperiod

teachingaims:

1. learnandmasterthenewwordsandtheusefulexpressionsofthispart.

2. learnsomethingaboutwaterbydoingexperiment.

3  dosomelistening.

4. improvethestudents’speakingabilitybytalking.

teachingimportantpoints:

1. makethestudentsbefreetotalkaboutwater.

2. improvethestudents’listeningabilitybylistening.

teachingdifficultpoints:

1. howtofinishthetaskofspeaking.

2. howtoimprovethestudents’listeningability.

teachingmethods:

1. listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial.

2. individual,pairorgroupworktomakeeverystudentworkinclass.

teachingaids:

1. themultimedia

2. theblackboard

3. anemptyglass,abottleofwaterandabottleofvegetableoil

teachingprocedures:

step1greetingsandlead-in

readashortpoemandguessitsname:aletterfrom_______.(water)

dearuser,

shametoyouall,theignorant,

iamyourlife

butyouseemnottovalueme

givemealltherespect

forinmeiseternallife

ifyoucontinueabusingme

surely,allformsoflifewillwitheraway

haveyoueverimagined,

lifewithoutme?

itellyou,itwillbeunbearable

thinktwice

foreverydropcounts...

qs:1)whatdoes“dearuser”herereferto?

2)whatdoesittalktoitsusers?

3)onwhichplanetdoesitexist? －ontheearth,whichisalsocalledthewaterplanet.

4)doyouknowwhyitiscalled“thewaterplanet”?

－becauseaboutthreequartersoftheearthiscoveredbywater.

step2:pairwork:collectasmanywordsaspossiblerelatedtowater.

qs:

howmuchdoyouknowaboutwater?

isallwaterfreshorsalty?

step3:talkaboutthepropertiesofwater.

1.pairwork

t:waterisaroundusandinsideus.wecan’tgowithoutwater.

qs:whyiswatersoimportanttolivingthings?

canyoupointoutsomeofitspropertiesorcharacteristics?

suggestedvocabulary:

it'scolorless,tasteless,odorlessanduniversaldissolvent.

itfeelswet;

itexistsinthreeforms:liquid,solid,gas,andiscycledthroughthewatercycle;

itcanabsorbalargeamountofheat;

itstickstogetherintobeadsordrops;

it'spartofeverylivingorganismontheplanet;etc.

2.groupwork

learnmoreaboutwater’spropertiesbydoingsomesimpleexperimentsandlearntodescribeanexperiment.

whatpropertyofwaterdoeseachofthefourexperimentsillustrate?

whatcausesthisphenomenon?

what’sthisphenomenonrelatedto?

①experiment1showshowairpressurecausesapieceofthickpapertoclingtoanupturnedglassofwater.

②experiment2illustrateshowsubstanceswithdifferentdensitybehavewhenplacedinthesamecontainer.

③experiment3isanexampleofhowwaterdissolvessubstancesandobjects.

④experiment4illustratessomeofthedifferencesbetweensaltwaterandfreshwater.

3.t:whatotherpropertiesofwaterdoyouknowabout?

whatcausesthefollowingphenomena?canyouexplain?

①wecangetalotofnutrientsbydrinkingwaterandhavingsoup.

②woodfloatsonwaterwhileironsinks.

③thecoastalareasareoftenneithertoohotnortoocold.

④whycansomelivingthingsliveatthebottomoftheoceanwherethereis     nosunshine?

(ifthesequestionsaretoodifficult)tryaskingquestionsaboutthepropertiesofwaterandthengiveanswerstothem.

step5:homework

1. readthetextcarefullyandfindoutthedetailedinformationaboutwaterproperties.

2. thinkasmanyexamplesaspossibletoillustratewaterproperties.

thesecondperiod

teachingaims:

1.learnandmasterthesomenew wordsandphrases.

2.improvethestudents’readingability.

3.enablethestudentstorealizethatitisimportanttoprotectthewateronourplanet.

teachingimportantpoints:

1.improvethestudents’readingability.

2.masterthefollowingphrases:

alltheway,thatis,mixwith,takeadvantageof,managetodo

teachingdifficultpoint:

howdowemakethestudentsunderstandthereadingpassagebetter.

teachingmethods:

1.discussionbeforereadingtomakethestudentsinterestedinwhattheywilllearn.

2.fastreadingtogetageneralideaofthetext.

3.discussionafterreadingtomakestudentsunderstandwhatthey’velearnedbetter.

4.carefulreadingtogetthedetailedinformationinthetext.

teachingaids:

1.themultimedia

2.theblackboard

teachingprocedures:

step1greetings

step2revisionandlead-in

asksomeonetoillustratewaterproperties.

step3:pre-reading

lookatthetitlesinthetextbelow.donotreadthewholetext.pickoutthesubjectofeachparagraph.usethestructuresbelowtomakesixquestionsrelatedtothesubjects.

whatis/are________?  

whatdoes_________looklike?

whataredifferentpartsof______?

whatcan________becomparedto?

howdoes_______work?

whataresomeexamplesof________?

skimtofindthewordsandphraseswhichdescribethepropertiesofwaterinthereadingtext.

scantofindoutsomebasicfactsaboutlifeintheoceans.

lifeonearthbeganintheoceansaboutthreebillionyearsago;

99%ofthelivingspaceonearthisintheoceans;

thereareaboutfivemillion(known)speciesintheoceans;

lifeintheoceansrangesfromtinyplanktontogiantwhales.

t:yesterdayyouwererequiredtoaskmorequestionsaboutwater’spropertiesandfindoutthedetailedinformationaboutwaterpropertiesaswell.sonowlet’shavealittlequizaboutthepropertiesofwater.

trueoffalsequestions:

1) waterisaliquidatroomtemperature,andithasarelativelyhighfreezingpoint.

2) thereasonwhywatercandissolvemostsubstancesonearthisthatwaterhashighheat  capacity.

3) likealltheothersubstances,watergetssmaller(contract)whenitfreezes.

4) purewaterhasahigherfreezingpointandlighterthansaltwater.

5) thesalinityoftheearth’soceansisabout3.5%.

6) whenwaterfreezes,itsdensityincreases.

7) otherrecoursessuchasoil,gas,goldetcisaspreciousasadropofrain.

(tffttff)

step4.while-reading

asweallknow,charlesdarwinisfamousforhis“theoriginofspecies”.(accordingtohistheoryofevolution)

qs:1)wasthereanylifeontheearthbillionsofyearsago?

2)ifany,whatwastheoriginallifelikeatthattime?

3)wherediditlive? －inthedeepblueseas.

4)howdoestheworldtakeitsshape,whichisquitedifferentfromwhatitusedtobe,especiallythosevariousorganisms?－billionsofyears’naturalselection.

2.itissaidthat99%ofthelivingspaceonearthisintheoceans.

qs:1)whatdoesthisfactresultin?   －marinelifeisincrediblyrichandvaried.

2)canyougivesomespecificnumbersorexamples?

－thereareaboutfivemillionspeciesintheoceans.theyrangefromthetiniestplantsallthewayuptogiants(e.g.sharksandwhales).

3)whatdoesthisfactimply?doyouagree?

－waterisanexcellentmediumforlife.

4)whydoyouagreethatwaterisanexcellentmediumforlife?(basedoncommonknowledge)

 waterisaliquidatroomtemperatureandhasarelativelyhighfreezingpoint;

 alllivingcreaturesneedfoodtosurvive,butonmanyoccasionsthenutrientsbecomeavailabletolivingthingsonlywhentheyaredissolvedbywater.

3.soweknowthatoneofwater’spropertiesisitsdissolvability(溶解性).

qs:1)doyouknowwhatgiveswatersuchauniqueproperty?

－thechemicalstructureofwater.

2)whatdoesthewatermoleculelooklike?

－awatermoleculeconsistsoftwohydrogenatomsandoneoxygenatom.thetwohydrogenatomsarebondedtooneoxygenatomtoforma'v'shape.thetwohydrogenatomsformapolarmolecule,thatis,onewithaslightlypositiveendandonewithaslightlynegativeend.

3)canyougivesomeotherexampleswhicharealsoresultedfromwater’suniquechemicalstructure?

－plantscanpullwateruptheirrootsviaacapillary(毛细管)process;

－wecangetalotofnutrientsbydrinkingsoup.

that’swater’sanotherproperty－dissolvability.

4.sincewaterissuchauniversalsolvent,itcandissolvejustaboutanythingincludingmanygasesandsolids.asaresult,thereisseawater.

qs:1)doyouknowthesalinityoftheearth’soceans?－about3.5%.

2)whatdoesitmean?

3)haveyouevernoticedsuchaphenomenonthatinwinterwaterinsomecontainersorsmallriversoftenfreezeswhilethatinseasnot?canyouexplainit?

－thesalinityofseawatercanaffectthefreezingpointofwater.seawaterhasalowerafreezingpoint,soevenwhenthetemperatureofseawaterfallsbelow0℃,seawaterisstillliquid.

5.however,nomatterwhetheritisseawaterorpurewater,“woodfloatsonwaterwhileironsinks”alwaysworks.howdoyouexplainthat?whatpropertyofwateristhis?

－ifasubstancehasalowerdensitythanwaterdoes,itwillfloatonwater;otherwise,itwillsink.

qs:1)whatisdensity?andwhat’sthedensityofpurewater?

－densityistherelationshipbetweenmassandvolumeandismeasuredinkilospercubicmeter(kg/m3).thedensityofwateris1,000kg/m3.

2)doesitalsogoforthephenomenonthaticelookslargerthanwaterofequalmass?

－yes.water’sdensitydecreaseswhenitturnstoice,soitsvolumeincreases.

3)doesallthewaterinthesameriveroroceanhaveequaldensity?tellyourreasons.

—no.changesinsalinityandtemperatureaffectwater’sdensity.coldwaterofhighsalinityusuallyismostdenseandwilltendtosinktothebottomoftheocean.

6.qs:1)whatdodifferentdensitiesintheoceanresultin?

－densewatersinksandlessdensewaterispushedtothesurface.thuswaterintheoceanisalwaysmoving.

2)whatphenomenacanthisresulthelpusexplain?pleasegiveexamples.(ifnecessary,givestudentssomehintssuchasshowingapictureetc.)

oceanmotionhelpsmovenutrientsaroundandaddsenergytothemarineecosystems.

differentmarinecreaturesliveindifferentlevelsoftheocean.(becauseofthefoodstheyneed,sunshineetc.)

7.readfollowingstatementandthinkwhatconclusionyoucandraw?orwhatpropertydoesitreferto?

itissaidthatamanof60kglosesabout1lwaterthroughbreathandskinevaporation(皮肤蒸发)everyday.inotherwords,539kcalheatisreleasedinthesetwoways.ifsomuchheatwerekeptinhumanbody,itwouldraisebodytemperatureby9℃.canyouimaginetheresult?

－waterhasarelativelyhighheatcapacityandcanaccommodatetheclimateautomatically.itcanabsorbandreleasealotofheatwithoutbigchangesinitstemperature,thuscreatingastableenvironment.

8.herearesomemorefamiliarphenomena.

whatpropertyofwateriseachofthemrelatedto?

 thecoastalareasareoftenneithertoohotnortoocold.(water’shighheatcapacity)

 icefloatsonwater.(density)

 whentheseawaterinacontainerisevaporated(蒸发),therewillbesomesaltleft.(dissolvability)

 irrigateinwintercanhelpraisethesoiltemperature.(water’shighheatcapacity)

 peopleswimminginthedeadseafloat;theycanevenreadapaperwhilelyingontheirbackinthewater.(salinityanddensity)

step5languagepoints

1.provide…for

e.g.thecompanywillprovidefoodanddrinkforthem.

2.haveanopportunitytodosomething

e.g.ihadnoopportunitytodiscusstheproblemwithheryesterday.

3.avarietyof

e.g.heleftforavarietyofreasons.

thereareavarietyofpatternsforyoutochoosefrom.

4.contributeto

e.g.hisworkhascontributedtoourunderstandingofthisdifficultsubject.

step6.homework

trytothinkasmanyexamplesaspossibletoshowthatwaterismadeuseoftobringbenefittohumanbeings.

《Water》教案篇3

module1thenatural

unit3seawaterandrainwater

一、分析（unitanalysis）

（一）地位（unitposition）

1 6b中已出现了usewatertodosth.,本单元介绍了此句型的另为一种表达方式：usewaterfordoingsth.,教师可以从use…todo.. 引出use…fordoing用法。教师让学生用身边的例子和生活经验，导入此句型。，鼓励用此句型进行操练。

2 本单元出现了if…will…的复合句，要加强操练。学生对复合句的用法不很熟练，应设计各种情景，强化此句型的操练，以达到熟练运用。

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（unitpoints）

1 关键词：

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

2 功能：

熟练掌握usesth.fordoingsth./weusewaterforshowering./weusewaterforcooking.

if…will…复合句的掌握，结合阅读的材料进行操练。

用what/why/where/when/who/how…?询问对方，获取信息。

3 语法点：

⑴ if引导的状语从句主句的谓语动词是一般将来时态，从句的谓语动词是一般现在时态。

⑵ usefordoingsth.wecansavewaterbydoingsth.for,by介词后跟动名词。

二、教学设计（teachingdesigns）

教学内容：课本16-17页

这部分讲水的用途，在6b中已经讲解过此部分的内容，在本单元中用了新的句型讲水的用途，教师可以以旧带新，可以先就水的重要性展开话题，然后阅读课文，操练句型：if…will…,最后做classproject:theuseofwater.应用句型：weusewaterfordoingsth.

把学生学习英语的成果用小报或是别的形式予以展示，可以很好的调动学生学习英语的兴趣，使他们学习英语有了成就感。班级里要留出一定的空间把小组的classproject展示出来。1.教师可由关于水的重要性的问题引入：wheredoeswatercomefrom?whydoanimalsandplantsneedwater?howlongcanwelivewithoutwater?

2.请学生谈谈若是缺水或是没水的情况下会发生什么。

3.播放录音，阅读文章。向学生介绍句型:ifthereisnorain,whatwillhappen?学生回答：ifthereisnorain,therewillbenowatertodrink.if表示可能性和条件。

4.学生分成小组讨论如果没有水的情况，用句型：if…will…讨论结束后，小组派代表讲述小组的讨论结果。

5.继续讨论水的用途，介绍新句型：weusewaterfordoingsth.学生回答：weusewaterforbrushingourteeth.weusewaterforshowering.并操练此句型的用法。

6.小组活动。完成p17页上的表格；然后小组讨论关于水的用途的更多的信息，可分成：athome,atschool,atwork三部分进行讨论;小组最后请代表汇报讨论的结果。对于学生讨论的结果，小组可以做成小报，在班级里予以展示。

《Water》教案篇4

牛津英语（深圳版）8achapter1water教案

chapter1water  periodone

知识目标：（1）学生了解水的来源。（2）学生了解水的有关知识。（3）学生学习新词汇。（4）了解一般过去时和过去进行时的用法。

技能目标：（1）用英语解释词汇。（2）说——用一般过去时来叙述过去的事。

过程与方法

1. 通过粗略地看课文，学生了解水的来源。

2. 通过课文，掌握一般过去时。

情感、态度与价值观

让学生了解水的重要性。

教学步骤：

pre-taskpreparation

1.askstudentshowmuchtheyknowaboutwater.askthemtofinishexerciseaonpage2.

keys:acacc

2.askthestudentstofinishexerciseb1onpage2.

3.askthestudentstotellsomethingaboutwater.(freetalk)

suggestedtopic

wheredoesthewaterathomecomefrom?

whatcanweusewatertodo?

theimportanceofwater

while-taskprocedure

1. newwordsandexpressions

pouring---flowing

froze---stoppedmovingbecauseofsurprise

wasting---usingmoreofsomethingthanyoushould

obeyed---didaccordingtoinstructions

cleanedup---madesomethingclean

inthefirstplace---inthebeginning

valuable---ofgreatvalue

2. otherphrasesandsentence

pourinto  lookaround  drop…into  carry…to  watertreatmentworks  sewageplant  pump…into  remembernottodosth.  shakeone’shead

itis+adj.forsb.todosth.

3. askthestudentstofinishexerciseb1onpage2andthinkaboutexerciseb2onthesamepage.

4. 一般过去时

一般过去时的构成

句式 结构 举例

肯定式 主语+动词过去式+其它 theyhadagoodtimeyesterday.

否定式 主语+didnot(didn’t)+动词原形+其它 theydidn’twatchtvlastnight.

一般疑问句 did+主语+动词原形+其它？

肯定回答：yes,主语+did.否定回答：no,主语+didn’t. didtheyhaveameetingtwodaysago?

yes,theydid./no,theydidn’t.

特殊疑问句 特殊疑问句+did+主语+动词原形+其它？ whattimedidyoufinishyourhomework?

5. 一般过去时的用法：

表示过去某个特定时间发生的动作或存在的状态 hesuddenlyfeltillyesterday.

表示过去经常发生的动作或存在的状态 iwrotehomeonceaweekatcollege.

表示过去连续发生的一系列动作 thestudentswentupearlyinthemorning,didmorningexercisesandthenreadenglishaloudintheopenair.

consolidation

reviewnewwordsandexpressions

chapter1water  periodtwo

知识目标：（1）学生精读课文，深入理解课文内容，进一步巩固词汇和句型。（2）学生学习用流程图表示步骤。（4）用because回答why的提问。技能目标：（1）用英语解释词汇。（2）说——学生能用自己的话说出水的来源。

过程与方法

1. 通过精读课文，学生掌握词汇和句型。

2. 通过课文，掌握一般过去时。

3. 学生讨论水的重要性以及如何节约用水

情感、态度与价值观

让学生了解水的重要性，养成节约用水好习惯。

教学步骤：

pre-taskpreparation

1. reviewwordsandexpressions.

2. askthestudenttomatchthewordswithexpressions.

nodded---movedone’sheadupanddown

traveled---wentfromoneplacetoanother

until---uptothepointintime

pump---pushwater,air,etc.bymachine

pollute---makeair,water,etc.dirty

3. 比较remembertodosth.和rememberdoingsth.以及其它的词组搭配

remembertodosth.

记得要做某事（还没做过） rememberdoingsth.

记得曾经做过某事

forgettodosth.

忘记做某事（还没做过） forgetdoingsth.

忘记做过某事

stoptodosth.

停下来做某事 stopdoingsth.

停止做某事

while-taskprocedure

1. askthestudentstofinishexercisedonpage5.

2. askthestudentstoanswerthequestionsinexerciseeandthenmakeadialogue.

whydiddaisyfreeze?

whywasthevoiceangry?

whydiddaisynodherhead?

whydidthewatergotoatreatmentworks?

whydidthewatersay,‘i’llgobackintotheseaagain.’?

whydidthewatersay,‘…likeliquidgold.’?

whydiddaisy’sbrothersay,‘sometimesyou’rereallystrange,daisy.’?

3. askstudentstodiscusstheimportanceofwaterandhowtosavewater.

suggestedsentences

wecansavewaterbydoingsth.

wecansavewaterbynotdoingsth.

post-taskactivities

比较because，since和as

原因状语从句是表示原因或理由的从句结构。引导这类从句的3个最常用的连词是because，since和as。because引导的原因状语从句表示直接原因。because引导的从句通常放在句末，语气最强；since引导的原因状语从句，表示已知的理由、原因；as引导的原因状语从句，放在句子前面的说明明显的原因，放在后面的说明结果。

additionalexercises

consolidation

askstudentstotellwherewatercomesfrom.

chapter1water  periodthree

知识目标：（1）学生学习给图片排序。（2）学生学习新词汇。（3）学生学会使用流程图。

技能目标：（1）听说——学生学会从听这个环节中捕捉信息。（2）读写——学生能用自己的语言描述每幅图片。学生学会设计流程图。

过程与方法

1.通过听力练习，学生掌握图片排序的技巧。

2.在听力过程中，学生做好适当的笔记。

3.根据文字内容，给图片排序。

情感、态度与价值观

通过给图片排序，培养学生的观察能力和逻辑思维能力。

教学步骤：

pre-taskpreparation

1. askstudentstopayattentiontothefollowingthingsbeforelisteningtothetape.

toputthepicturesintherightorder,youneedto

lookatthepicturesbeforeyoulisten,andthinkabouttheircontent.

payattentiontothedetailsinthepictures,andtrytolistenforthesedetails.

listenforkeywordssuchasverbsandadjectives,andwritethemdown.

2. askstudentstolookatthepicturesandtrytoguessthemeaningofeachpicture.

while-taskprocedure

askstudentstolistentothetapeforthefirsttimeandtrytotakedownsome

《Water》教案篇5

module1thenatural

unit3seawaterandrainwater

一、分析（unitanalysis）

（一）地位（unitposition）

haveyoueverseen…?的句型在6a，6b中都已出现，但作为知识难点，教师在学习过程中还要再复现与强调。

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（unitpoints）

1 关键词：

关于海洋生物的介绍：acoralreef,seaweed,dolphin,shark,intelligent.

2 功能：

用what/why/where/when/who/how…?询问对方，获取信息。

3 语法点：

usefordoingsth.wecansavewaterbydoingsth.for,by介词后跟动名词。二、教学设计（teachingdesigns）

教学内容：课本（14-15)

这两页主要是介绍海洋的知识，教师可以先搜集一些关于海洋生物的图片，也可以让学生上网收集图片和照片。本课没有新的语言点，教材上安排了教学活动，主要是引起学生的兴趣，如班级里海洋知识的竞赛，教师也可以多收集一些类似的题目。另外要注意阅读技巧的培养。

说明：任务型教学活动多，学生有了更多的学习的自主空间，教师如何收放自如是关键，另外还要对学困生进行指导。竞赛是学生喜欢的学习方式，每班的竞赛方式可以根据教师平时教学组织的习惯来安排本节课的竞赛内容。

1  从杂志，网络上收集海洋生物的照片。问学生海洋生物的名字，可以用brain-storm

的形式。并用适当方式巩固海洋生物名称。

2  播放录音，让学生阅读文章。也可以在巩固海洋生物的基础上把p14-p15的阅读语

篇作为听力练习,让学生对文章内容先有个整体理解。

3  教师就文章内容设计提出一些问题，或是复述课文等活动，巩固复习阅读内容。

wheredowefindwater?whatcanwefindintheocean?howcanwegetdrinkingwaterfromseawater?

4 小组竞赛，可以提高学生学习英语的兴趣，问题见：p15。也可以收集其他多个问题与材料，进行全班检测与反馈。

《Water》教案篇6

教学目标：1、帮助学生了解look and learn中的词组。

2、通过listen and say的情景对话，让学生开展听录音朗读、问答等活动，帮助学生掌握核心句型。

读写说安排：读：读懂本单元的核心词汇，了解怎样询问和介绍水的用途。

写：正确书写本单元的核心句型：we use water to wash our hands.

说：用how do we use water?询问水的用途；

用we use water to简单介绍水的用途。

教学重难点：词汇：use,clothes,farmer,useful,grow crops,putoutfires.

句型：weusewatertowashourhands.

stepi:pre-task preparations

1、       利用谜语引出主题water。教师说谜语，让学生猜教师描述的是什么。

ithasnocolor

itiseverywherearoundus

itisintheriver

itisinthesea

weuseittowashourhands

wearethirsty,wecandrinkit

whatisit?

stepii:presentation

1、       提问wheredoeswatercomefrom?并出示一些跟水有关的图片，如水龙头、井、湖、海、河流等，与学生讨论。

itcomesfromthesea.

itcomesfromthetap.

itcomesfromtherain.

itcomesfromthelake.

2、       与学生讨论水的用途，导入核心句型及单词use和useful。

t:wateriseverywherearoundus.waterisveryimportant.itisveryuseful.(writeusefulwaterontheblackboard)weusewatertodoalotofthings,weuse watertowashourhands.

s:use,u-s-e,weuse watertowashourhands.

t:waterisveryuseful.u-s-e-f-u-l,useful.

s:waterisveryuseful.u-s-e-f-u-l,useful.

3、       出示lookandlearn的图片，并提问学生水的用途。

t:（showthepictureforputoutfires）lookatthispicture.thefiremenisusingwatertoputoutfires.

s:putoutfires.

t:whatdofarmersusewaterfor?(showthepictureforgrowcrops)

s:theyusewatertogrowcrops.

4、       学生结对讨论howdoweusewater?将学生的答案出示在黑板上。

5、       播放课文listenandsay的录音，学生先跟读，然后分角色朗读课文，并完成课本75页的练习。

completethesentences.

1watercomesfromthesea,

therain and thetap .

2weusewatertowashourhands,

washvegetables,washclothes,

growcrops,and putoutfires.

6、       板书

washhands.

washclothes.

weusewatertocookfood.

washvegetables

putoutfires.

growcrops.