Oxford English 7A, Module 3 Unit 3 - 给力英语
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Oxford English 7A, Module 3 Unit 3

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Oxford English 7A, Module 3 Unit 3 ( Page 53 of Sea water and rain water)
Teaching Design  
Teaching aims:
1. To develop the students’ abilities of listening, reading, writing and speaking
2. To further understand the importance of saving water and arouse their awareness of saving water
Language focus:
1. Asking “How” questions to find out means
2. Using connectives to express conditions
3. Further understanding of the importance of saving water
Materials:
1. Student’s book 7A
2. A computer
3. Forms copied for each student
4. Several pieces of paper for making posters
Teaching procedure:
Pre-task preparation:
1. Review an English poem: Water
2. A dialogue about the knowledge of water given by the students on duty. Raise questions and answer these questions about it . ( students vs. students activity)
(该部分通过让学生朗读我们学过的一首关于水的诗歌和每日的小品表演及学生针对表演的提问和回答来引出水的重要性。)
3. Review the usage of the water
Ask students to name as much ways of using water as they can.
Have a group competition.
(通过一个游戏类的设计来复习我们学过的有关水的不同用途。)
4. Ask the students to think about the following question, “What will happen if there is no water?” Show a set of pictures of water shortage and ask them to identify them. Encourage them to say more .
( 在此,提出了一个假设,请同学们设想一下没有水的生活。从另一个层面肯定水的重要性,并引出课文。)
While-task procedure:
Introduce the new dialogue:
1. Students watch the slides and listen to the recording, “Think and Say” (P53)
2. Ask them to answer the questions they have heard from the tape.
3. Students listen again and repeat.
4. Students read the dialogue with their partners.
(该部分中,我先让学生通过听两段对话带出新句型,并通过一问一答来进行操练,加深记忆。)
5. Show more pictures of saving water and ask the students to use the sentences they’ve learned to talk about them.
----How can we save water?
----We can save water by (not)…
Students do pair work.
(在熟练句型的基础上,给出不同的用水的画面来让学生运用句型进行讨论,提高了学生的学习兴趣。)
6. Students look at the picture of a house in which people are using water in different ways and listen to the tape . Then ask them to identify which actions are wrong and give their reasons.
(本节中,采取听和看相结合的方式,鼓励学生大胆的指正生活中的一些常见的浪费水的现象。
避免了简单的机械操练,激发了学生用所学的新句型来表达自己的想法。)
Post-task activities:
1. Divide the class into groups of four. Students make some short plays about saving water.
2.Invite several groups to act at the front and ask students to give conclusions after each performance.
(此部分是一个综合应用的部分。要求同学们通过小剧表演来再现生活中的用水场景,并对
如何节约用水来加以讨论。)
3.Distribute a form to each student , “How can we save water?” Ask students to finish them. Invite a
more able student to come to the front to complete it .
(表格的填写把同学的所学落实于笔头。)
4. Distribute a piece of paper to each group of four and ask them to design posters.
5. Invite the students to introduce their posters at the front and put their posters on the blackboard .
(这里,设计了一个出海报的环节,让同学们通过写写画画,来表达他们对节水的认识和理解,最后,把每小组的小海报集中在一起,贴在黑板上,就构成了一张大的节约用水的海报,让学生们在成功的喜悦中,加深了对节水的认识。)
Assignment:
Ask each student to do a survey among his neighbors.Try to find out how they use water every day and what they can do to save water and write a report .
(回家作业让学生去观察一下家人及邻居的用水情况,为他们提供节约用水的建议,并写一份
报告,让课堂所学再反馈到现实生活中去,培养了同学的多种能力。)

(区教研所 张 红)


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