Unit3Electricity

Teaching Plan
Material: Oxford English 8B Module1 Unit3
Topic: Water Talk
Teaching aims:
a) Knowledge objectives:
1)Learn the new vocabulary and phrases.
For example, a drop of water, a water treatment works, a sewage plant, float, speed down, thorough, vanish, impatient……
2) Improve skills in using some verbs to describe the journey of a drop of water
b) Ability objectives:
1)To improve students’ English reading skills by using some reading strategies,
such as skimming, scanning.
2)To encourage the students to practice, participate and co-operate in the
activities.
c) Emotion objectives: To arouse the students’ awareness of the importance and necessity of saving water.
Key points and difficult points:
a) Learn the new vocabulary and phrases.
b) How to describe the journey of a drop of water.
Teaching aids: Multi-media, video
8B Unit2 Water Talk
Daisy was in the bathroom. She was brushing her teeth and the tap was on. Water was pouring into the washbasin and vanishing down the drain.
‘Turn that tap off,’ a voice said loudly. Daisy froze. She looked around, but saw no one. ‘Turn that tap off. You’re wasting water!’ The voice sounded impatient.
This time Daisy obeyed. ‘Who … who are you?’ Daisy’s voice was faint.
‘I’m a drop of water. It’s not easy for me to get here. Do you know where I’m from?’
‘From the tap, I suppose,’ said Daisy.
‘Yes, but before that?’ Water said. ‘A few days ago, I was floating comfortably in a cloud in Jiangxi, enjoying the view. Then the cloud dropped me into a stream and I sped down the mountain into the Yangtze River. The Yangtze River carried me to a lake. I relaxed there for a few days, and then I travelled a long way and ran into the Huangpu River. Then it was time to get cleaned up.’
‘Cleaned up?’ Daisy sounded puzzled.
‘Yes. I was dirty after my journey so th ey took me to a water treatment works. They gave me a thorough cleaning and added a few chemicals to me. Then I travelled in the pipes under the streets. I waited there until you called me, and here I am.’Daisy said, ‘So this is the end of your journey.’
‘No. When you’ve finished with me, I’ll go to a sewage plant. Then they’ll pump me into the river and I’ll be back in the sea again.’
‘Again?’
‘Yes. That’s where I came from in the first place. Remember not to waste me or pollute me. I’m precious, like liquid gold. See you.’
‘Wait a minute. What do you mean by liquid gold?’ But there was no reply. The water had gone.
Daisy came out of the bathroom. Her brother said, ‘Who were you talking to?’‘I was talking to the water,’ Daisy said.
‘Sometimes you’re strange, Daisy,’ her brother said.
8B Unit 2 Water Talk 说课
By 宣桥学校: 张萍本节课是Unit2的第1课时。

采用情境教学法，整节课由我—a drop of water带大家旅行贯穿全文，每个学生扮演成一滴水进行自我介绍，初步了解学生对水的熟悉程度同时为下面的教学埋下伏笔和铺垫。

老师和学生都扮演成水滴的目的是增加课文学习的趣味性，激发学生的学习兴趣，促使学生全身心地投入到课文的学习中。

在这节课中，主要是尝试课文整体教学，力求从整体着眼，在理解整体的基础上去理解部分内容。

通过三个教学活动来达到对课文的理解:一、根据三个问题大体理解课文的前四段内容，然后通过进一步的提问和图片直观地学习生词、了解细节。

二、从第五段到第十一段是讲述水的循环，是本课时的重点也是难点。

先让学生快速圈出水去过的地方，突出地点这条主线，理清逻辑顺序。

再让学生细读第二遍来填写出不同的地点水做了什么事，以进一步了解水循环的过程。

三、要求学生第三遍研读段落然后画出水循环的过程，鼓励学生发挥他们的想象力和创造力，更进一步地巩固所学内容。

最后，水循环的过程使学生体验到水的来之不易，并产生节约用水的共鸣。

在水循环段落中的生词教授,我尝试了新的方式—即，让学生认真听录音，对照被改写的段落，找出不同的地方，看似简单的任务，
却很好地调动了学生的积极性，学生学到了新的单词又轻松地掌握了生词的英语释义。

总之，让学生带着问题细读文章，可以加深对课文细节的理解，提高学生获取信息和处理信息的能力。

阅读的学习由浅入深，循序渐进地安排，有利于学生对课文内容的理解。

小组合作完成水循环图，为学生提供自主学习和相互交流的机会，有利于培养同学之间的合作意识。

My journey : (Read Para5-11 in 3 min)
My journey: Draw a flow chat(流程图)
float comfortably in a cloud。