《Unit 5 Water Reading》教案

Ateaching plan

Unit 5 Water Reading

延津县魏邱乡中心学校**

TeachingContents:

1. Vocabulary：valuablethroughchemicaladd turn offadd to

2. Structure: It runs into rivers.

It rises from the sea to the sky.

Water falls from the clouds as rain.

3. Dialogue:water talks

ⅠTeachingObjectives:

Teaching Aims and Demands

(1) Instructional Objectives

Talk about how water becomes rain

(2) Ability Objectives

Read a story about a girl talking to a drop of water.

Be able to use listening skills to comprehend their dialogues, such as listen for specific information etc.

.(3)Educational Objectives

Arousing students’ interest and helping them learn by using pictures.

Building their confidence by step by step .

(4) Personal objectives

To set up the consciousness of saving water .

ⅡTeaching Difficulties

To enable the students to understand how water becomes rain.

To enable the students totalk about how water becomes rain.

Ⅲ Teaching Aids

Multi-media computer, Tape recorder and so on.

Ⅳ The Teaching Methods

(1)Communicative teaching method.

(2)Audio-visual teaching method.

(3)Task-based teaching method.

Ⅴ Studying Ways

(1)Let the studentspass "Observation—Imitation—Practice" to studylanguage.

(2)Let the students pay attention to the key information in listening practice.

(3)Enable the studentsto study English language by Communication.

(4)Let the students know that conclusions and being good at thinking are necessary to learn English well.

Ⅵ TeachingProcedures

step1:Warming-up

Ask and answer between the teacher and students.

Before class,the teacherdivides students into six groupsl.Get studentsto enjoy an English song named we will rock you fortwominutes to warm up.(The purpose of the task-based activities is to Interest the students)

step2:Lead-in

Guessing game (通过猜谜语导入新课）

T: First let’s play a game. Pleasereadsentences and guess who am I?

Step3: presentations ( dialogue“water talks”)

一.(Part Bbefore you read)

1. Look at the picture below and put the following sentences in the correct order.Ask students write the numbers 1-5 in the boxes.

2. Check the answer.

T: Now let’s check your answers together. I’d like to ask some of you to report your answers. Who wants to try?

3. Show the pictures and ask the students to talk in pairs together in class. Finally invite some groupmembers to say the answer in front of the class.

(The purpose of the task-based activities is to let the students learn to cooperate with each other and practice the language points, improve the students’ abilities of speaking.)

二．: Conversation“water talks”

1. Listen to the tape , underline the new words，and thenread the conversation, find the answer to the following questions.

l Who does the drop of water talk to?

l What does the drop of water ask thegirl to do? Why?

l What does the drop of water mainly talk about?

2．Pair work

Ask the students to talk about these questions in pairs together in class. Finally invite some groups to tell the answer in their own wordsin front of the class, at last the teacher summarizes the key points.

（The purpose of the task-based activities is to train their communication skills and grasp the expressions in this lesson.）

step4.Consolidation.

Repeat after the tapeand then let students role-playing the dialogue.

step5. Extension （Make a report）

First letthe students see some pictures andwatch a short filmfor several minutes to prepare the reportusing the target language to ask and answer, next make a report in front of the class.Finally invite students to make a promise together: Let’s save water together.

Questions:

What can we do to save water?

Make some water conservation slogans in groups.

(The purpose of the task-based activities is to make everyone participate in the class and oral practice to improve students’ interest. It also can train their communication skills.)

step6.Summary(What do you learn today?)

Summarize the key language points in groups , and show them on the screen to help the Ss take notes.

(The purposeis to teach students to learn absorption capacity)

ⅦHomework

1. Copy the following words and phrases ：

add，chemical，drop，fresh，journey，on，pipe，reservoir，salt，through, valuable，voice；add … to …，natural elements，turn off.

2. Write a composition with the title:

The importance of water in our daily lives

Ⅷ Blackboard design

课后教学反思：

学生的课堂活动以整体练class work－>小组练group work－>同桌练pair work－>大组合作 team work的形式有机结合而展开。导入和热身以训练学生听与说的语言微技能为主，活动以class work全班整体练为主，目的是调动全班同学的学习欲望。呈现新课的环节注重指导预测的学习策略，活动以pair work为主，体现对话的功能。听取个体段落的信息之后，让学生翻开课本整体感知并跟录音齐读，目的在于对所学的对话有个整体的了解。初步熟悉内容之后，进入“细节理解”的环节，设计不同的问题和练习检测学生对所学对话的认知程度，开始的练习设计以了解“水循环”为主，接着考查对课文的理解能力，此环节以学生pair work为主，因为是节对话课，检测时要体现话语的交际功能。接着的游戏环节－巩固新知以Team work开展的，目的就是培养学生的团队合作意识。最后的话题讨论环节，以四人小组的形式开展的，目的让学生把刚学到的话语完成交际任务。

在语言教学的环节当中，先考查学生对关键词的掌握，接着是课文的关键句，在已掌握关键词和关键句的情况之下，最后以游戏的方式检测学生对文中段落描述的再现。此对话课里长句较多，内容较杂，要求初一的学生在40分钟的学习之后完全复述出来，显有难度，所以设计练习的时候做了大量的提示符号。从学生的整体反应来看，过多的提示，有利有弊，“利”在于能鼓励基础薄弱的同学开口锻炼的机会，“弊”于不利于发展能力强的学生真正的表达能力。以后我会多加注意调整和改进。

反思设计与课堂的不足之处：

* 对学生关注要更广，不能忽视部分的角落生。

* 设计的提问练习有点多，没有给足够的时间让学生自主学习消化。

* 今后要更好的做好多元化评价，做更多的鼓励，消除学生的紧张感，如果能让学生在更轻松，自由的课堂气氛下参与活动，也许效果能更好。