八年級英語上冊CHAPTERONEWater教案牛津深圳版.doc

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教學資料參考范本 八年級英語上冊 CHAPTER ONE Water教案 牛津深圳版 撰寫人：__________________ 時 間：__________________ 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(tài)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 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(fā)生的動作或存在的狀態(tài) He suddenly felt ill yesterday. 表示過去經常發(fā)生的動作或存在的狀態(tài) I wrote home once a week at college. 表示過去連續(xù)發(fā)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(jié)約用水 情感、態(tài)度與價值觀 讓學生了解水的重要性，養(yǎng)成節(jié)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 student 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(huán)節(jié)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?shù)墓P記。 3. 根據(jù)文字內容，給圖片排序。 情感、態(tài)度與價值觀 通過給圖片排序，培養(yǎng)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 4 / 4