牛津英语（深圳版）8a chapter 1 water教案

chapter 1 water   period one

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-task preparation1.ask students how much they know about water. ask them to finish exercise a on page 2.keys: a c a c c2. ask the students to finish exercise b1 on page 2.3. ask the students to tell something about water. (free talk)suggested topicwhere does the water at home come from?what can we use water to do? the importance of waterwhile-task procedure1. new words and expressionspouring---flowingfroze---stopped moving because of surprisewasting---using more of something than you shouldobeyed---did according to instructionscleaned up---made something cleanin the first place---in the beginningvaluable---of great value2. other phrases and sentencepour into   look around   drop…into   carry…to   water treatment works   sewage plant   pump…into   remember not to do sth.   shake one’s headit 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 they had a good time yesterday.否定式 主语+did not(didn’t)+动词原形+其它 they didn’t watch tv last night.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. did they have a meeting two days ago?yes, they did. / no, they didn’t.特殊疑问句 特殊疑问句+did+主语+动词原形+其它？ what time did you finish your homework?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 he suddenly felt ill yesterday.表示过去经常发生的动作或存在的状态 i wrote home once a week at college.表示过去连续发生的一系列动作 the students went up early in the morning, did morning exercises and then read english a（请记得收藏本站-一路高升范文网，以获取更多新鲜内容）loud in the open air.consolidationreview new words and expressions

chapter 1 water   period two

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-task preparation1. review words and expressions.2. ask the student to match the words with expressions.nodded---moved one’s head up and downtraveled---went from one place to anotheruntil---up to the point in timepump---push water, air, etc. by machinepollute---make air, water, etc. dirty3. 比较remember to do sth.和remember doing sth.以及其它的词组搭配remember to do sth.记得要做某事（还没做过） remember doing sth.记得曾经做过某事forget to do sth.忘记做某事（还没做过） forget doing sth.忘记做过某事stop to do sth.停下来做某事 stop doing sth.停止做某事while-task procedure1. 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 sentenceswe can save water by doing sth.we can save water by not doing sth.post-task activities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。additional exercisesconsolidationask students to tell where water comes from.

chapter 1 water   period three

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-task preparation1. ask students to pay attention to the following things before listening to the tape.to put the pictures in the right order, you need tolook 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 pictur（请记得收藏本站-一路高升范文网，以获取更多新鲜内容）es and try to guess the meaning of each picture.while-task procedureask students to listen to the tape for the first time and try to take down some

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