The Water Hyacinth 学案
小学英语：五年级上册《Water》导学案
新修订小学阶段原创精品配套教材五年级上册《Water》导学案教材定制 / 提高课堂效率 /内容可修改The fifth grade "Water" tutorial case教师：风老师风顺第二小学编订：FoonShion教育五年级上册《Water》导学案教学目标：1、帮助学生了解look and learn中的词组。
2、通过listen and say的情景对话，让学生开展听录音朗读、问答等活动，帮助学生掌握核心句型。
读写说安排：读：读懂本单元的核心词汇，了解怎样询问和介绍水的用途。
写：正确书写本单元的核心句型：we use water to wash our hands.说：用how do we use water?询问水的用途；用we use water to简单介绍水的用途。
教学重难点：词汇：use, clothes, farmer, useful, grow crops, put out fires.句型：we use water to wash our hands.stepi : pre-task preparations1、利用谜语引出主题water。
教师说谜语，让学生猜教师描述的是什么。
it has no colorit is everywhere around usit is in the riverit is in the seawe use it to wash our handswe are thirsty, we can drink itwhat is it?stepii: presentation1、提问where does water come from?并出示一些跟水有关的图片，如水龙头、井、湖、海、河流等，与学生讨论。
it comes from the sea.it comes from the tap.it comes from the rain.it comes from the lake.2、与学生讨论水的用途，导入核心句型及单词use和useful。
XX年七下英语Unit5 Water上课学习上课学习教案(牛津深圳版)
XX年七下英语Unit5 Water教案（牛津深圳版）本资料为woRD文档，请点击下载地址下载全文下载地址Unit5water教案课题:Unit5water课时:第课时，共4课时课型:Reading教学目标:.Studentscanknowhowwatercomesintoourhouse2.Developthereadingabilityandspeakingskills3.Totrainstudents’readingskill---skinningandscanning4.Tomakestudentsbeawareofhelpingthoseinneed教学重点:Readthepassageandknowhowtosavewater。
教学难点:knowhowthewatercomesintoourhouse教学准备:PPT,Blackboard教学步骤:Step1:Freetalk:.AskSstotalkabout“Howmuchdoyouknowaboutwater?”and“what’sthecycleofwater?.2.TalkabouthowthewatercomesintoourhomeStep2:Fastreading)Beforereading,askSstofinishPartAandB1，thenchecktheiranswers.2)SkimmingReadthetextquicklyandanswerthequestions:)whoaretalkinginthestory?2)whatdidthewaterandDaisytalkabout?Readitagainandanswersomequestions:)whywasDaisyatthebathroom?2)whydidthevoicesoundangry?3)waswatercleanordirtyafteritsjourney?4)wherewasitcleanedup?5)wheredidwaterfirstcomefrom?Step3:while-reading..Learnsomenewwordsandphrases.2.Dosomeexercisesandchecktheiranswers.3.carefulreadingReadthearticleagain,thenchoosethebestanswer.Readingcomprehension.Readthetextindetailsandfinishtheblankfillingexercis einasheet,thenchecktheanswers,afterthat,trytodesign questionsaccordingtothetextandaskyourclassmatestoan swerit.Step4:Post-reading..DcomprehensionLookatthemapofthewater’sjourney.Thentalkaboutthewater’sjourney.checktheiranswer.2.ReadadiarybetweenDoraandadropofwater.Thenfillinth eblanks.3.D2AskSstoreadthearticleagainandanswersomequestions.Step5:morepractice.Usetherightformsoftheexpressionstofinishthesen tences.2.TranslatethechinesesentencesintoEnglishbyusingthe importantphrasesinthetext3.workingrouptochecktheanswers.step6:SumupStep7:HomeworkStep8TheblackdesignUnit5waterbeon,turnoff,wastewater,adropof,itistimefor...to...,theendof,makemeclean,pollute...,comeoutof,travelthrough,wastetime课题:Unit5water（听说课）课时:第2课时，共4课时课型:Listening&Speaking教学目标:)Toteachstudentssomeskillsoflistening2)Toteachstudentstoexplaintheirownideas3)Totrainstudents’listeningskill---graspthemissingwordsbytherelatedtopic4)Totrainstudents’speakingskill-----discussthetopicwithclassmates.教学重点:Totrainstudents’listeningskill---graspthemissingwordsbytherelatedto pic教学难点:Tocatchthemissingwordswhenlistening教学准备:PPT,Blackboard,music教学步骤:Step1.Pre-taskPresentation.GreetingsHowareyou?2.workingroupstotalkaboutthejourneyofwater.Step2:Dothelistening.playthelisteningmaterials,stopwhennecessary.An dthenchecktheanswers2.DothelisteningandfillintheblankofPartB.Step3.Speaking.继续学习辅音连缀/spl/,/spr/and/skr/2.AskSsreadaftertheteacherorthetape.3.A1AskSstolistentothetapeandcirclethewordtheyheareachpair.Thenchecktheiranswer.4.A2listenandrepeatListentothetapeandpayattentiontothelettersinbold.Step4:Speakupe “first;then;nextandfinally”tomakeuptheconversation.Step5:HomeworkStep6Unit5waterTheblackboarddesign.abittalktosbpickupgivesthtosb2.辅音连缀课题:Unit5water（语法及运用课）课时:第3课时，共4课时课型:Grammar&morePractice教学目标:Talkaboutthequantities,mastersomephrasestotalkabout quantities.教学重点:LearnsomelanguagepointsinmorePractice教学难点:Alotof,alittle,notmuch,no,afew,notmany,howmuch,h owmany,enough教学准备:PPT,Blackboard教学步骤:Step1:Freetalk.UseHowmuchandHowmanytotalkaboutyourdailylife.ethemtodosomeexercisesandchecktheiranswers.3.Showsomewordsandphrasestotalkaboutthethingsyouwan ttotalkaboutLike,abit,toolittle,toomuch,toomany,few, afew,alittleStep2:Learnaboutthewordsandphrasesaboutquantity..ReadPartA,andfindouttherulesaboutalotof，alittle,abit,afew,few,many,notmany,ect.2.LookatthepicturesandcompletethesentencesinPartA.Step3:morepracticeHowtoaskquestionsbyusinghowmany,howmuchandknowhowto answerthequestionsStep4:PartBShowtheanswersonpptandcheckthemwithstudents.Step5:morepracticeFinishthedialogueinPartBandpracticethedialoguewithp artners.Step6:HomeworkStep7TheblackboarddesignUnit5waterhowmany+名词复数howmuch+不可数名词课题:Unit5water（写作课）课时:第4课时，共4课时课型:writing教学目标:)Toknowhowtowriteanexperimentreport2)Toaskstudentstoretellthewholearticlebysomekeyword s教学重点:knowhowtousethewordslike,first,second,then,atlas t教学难点:Disappear,bemadeupof\continue教学准备:PPT,Blackboard教学步骤:Step1:FreetalkandpreparationforwritingTalkaboutthepictures:whatistheboydoing?Step2:Readthepassage.Discusswithyourpartnerabouttheorderoftheexperi ment2.Helpstudentstomarkdowntheimportantpointsaboutther escuestoryStep3:writing.completethepassageandcheckitwithyourpartner2.Remindstudentstopayattentiontotheirhandwritingandcheckthemistakesstudentsmake,andtrytousethewords,fi rst,second,ect.Step4:morepractice.AskSstoreadtheonlionarticleaboutwater.Thencomp letethenotes.2.chektheiranswer.3.workingroupstotalkaboutwhatelsewecandotosavewater.Step5StudyskillsPartsofabook:Theindex.)Theindexusuallycomesattheendofthebook.2)DosomeexercisesonPage69andchecktheanswers.Step6.culturecorner---VeniceAskSstoreadthearticleaboutVeniceandknowVeniceisfamo usthroughouttheworld.Step7SumupHowtoorganizethewriting.Step8:HomeworkStep9TheblackboarddesignUnit5water.Anexperiment学习永无止境First…Then…Next..Finish…2.FactsaboutwatermakeupmostofItisadjforsbtodosthinsteadof3.Theindex4.Venice专业的学习。
小学英语：五年级上册《Water》导学案
小学英语：五年级上册《Water》导学案
小学英语新课程标准教材
英语教案( 2019 — 2020学年度第二学期 )
学校：
年级：
任课教师：
英语教案 / 小学英语 / 小学五年级英语教案
编订：XX文讯教育机构
小学英语教案
文讯教育教学设计五年级上册《Water》导学案
教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于小学五年级英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
教学目标：1、帮助学生了解look and learn中的词组。
2、通过listen and say的情景对话，让学生开展听录音朗读、问答等活动，帮助学生掌握核心句型。
读写说安排：读：读懂本单元的核心词汇，了解怎样询问和介绍水的用途。
写：正确书写本单元的核心句型：we use water to wash our hands.
说：用how do we use water?询问水的用途；
用we use water to简单介绍水的用途。
教学重难点：词汇：use, clothes, farmer, useful, grow crops, put out fires.
句型：we use water to wash our hands.
stepi : pre-task preparations
1、利用谜语引出主题water。
教师说谜语，让学生猜教师描述的
是什么。
it has no color
第2页共5页。
Unit2Water微课程设计方案
Unit 2 Water微课程设计方案
设计亮点：
（请你从教学方法、案例选取、媒体选择、互动设计、技术细节等方面来说明你的设计亮点，以便其他教师更好地关注微课程的设计细节，不超过300字。
）
本节课采用多媒体教学法、任务型教学法、互动式教学法等。
所谓任务型英语教学（Task-based English Teaching），就是在英语课堂教学中让学生用英语完成各种真实的生活、学习、工作等任务，其运用英语的能力，教学中要以具体的任务为载体，以完成任务为动力，把知识和技能融为一体。
它是20世纪80年代在语言习得理论和交际教学思想的研究和实践基础上发展起来的有重要影响的语言教学理论。
Unit 13 The Water Planet教案
Unit 13 The Water Planet教案Unit 13 The Water PlaPeriod 1 ReadingTeaching goals:1.To gunderstand the mawater bg them wa and learning to explaa.2.To enablbe awaance of water, making good use of water in away andg wauTeaching steps:: LeadRead aand guame: A l_______. (Water)Dear Uau all, the IgnoraI am your lBut youvaluGive me allFal lIf you continue abusingurely, alllife will wither awayHave you ever imagined,Life without me?I tell you, it will be unbearableThink twFor every drop couQs: 1) What does “Dear user”?2)What dalusers?3)On which planet dxist? －arth, walso called the water pla)Do you know wa lled “The water planet”?－Because abouquaavered by wa2: Pre-reading Look alxt below. Dad the whole text. Pick out the subach paragraph. Uuctures below to make sixqulatedubjects.(P.19): While reading:d basic facts about lag paragraph:Larth begaans aboubillion years ago;99%living space on eaans;There are about five million (known)ans;Lans ranglagiant whal2．Quiz: True or false questions:1）Water is a liquid aature, and it has a relatively higg2）The reason why water can dissolvubstaaat water has high heat capa）Like allubstances, water gets smaller (contract 缩小) w) Pure water has a higg point and lighter than salt wa) The salarth’s oceans is about 3.5%.6) When wada)urses such as oil, gas, goldaus asa da) There are about five billans ranginglagiants like sharks and whales. (billion --- million)9) The water molecule is made of two hydrogen atoms and one oxygen atom. 10) Pure water has a higg point and is lighter than salt water. (made of --- made up of)11) If a substance has a dg/will float on Wa2) The heat capalatively higat most animals don’t likeliving(temperature stable----like)13) Tant thing we can learn about waat we muand use it wisely. (TFFFFTTFFTTFT)ultipl:( A )1. Based on Para. I, the author tells us thaare variouans, indicating that ____.A. Water plays a great role for marine lB. Ocean is a good place for lThere are many realankton and giants like sharks and whalesD. Ocean is paa( C ) 2. The waan is always moving in that _____.A. Tatua walatively high.B. Water’s density aanges in salinity and temperatuanges in salinity and temperature havwater’s dD. Wavers always flowan.( D ) 3. Generally speaking ,human beings are ______ to large or suddenly changatuA. generous B. objective C. subjective Dvan you answllowing questions?1) Whaaal structure of water?Tal structure of water makes it an excellent medium for life and also makes it dalmost everything else on ea2) Whaalarth’s oceans?The salarth’s oceans is abou-five pausand, meanig thaare about 35 gradissolved solidsand galogramme of wa) How about density and heat capacity? Dlabetween mass and volume, measured in kilograubHeat capaamougy it taaature of a substanceby one deggradFurther understanding by looking aures: Read following statement and think what conclusion you can draw? Or whad?It is said that a man of 60kg loses about 1L waugh breath and skin evaporation (皮肤蒸发) every day. Iwordal heat is releasedwo ways. If so much heat wuman body, it would raise bodature by 9℃an you imagult?Water has a relatively high heat capacity and can accommodalimate automatically. It can absorb and release a lat without big changature, thus creatinga stable envHere aamiliaa, whawater alated to?The coastal areas ald.Ice floats on waWa water in a contavaporated (蒸发)will balt lIrrigate in winter can help ral temperatuPeople swimmingDead Sea float; they can even read a paper while lyingbawaDiscussion: In thepassage maave been talked about.Aauad?Homework: Tas many examples as possiblw that waade ubring buman beings.Period 2 Post-reading ListeningTeaching goals:1.To get students have a better understanding of wa2.To leaw words anductuTeaching procedures:Part one Post-readingI. Better understandwa“Wwalife!” Can you uallustrate it?－Water is a medium for lar as we know, life only exarth, becauwa2. Our planet is a water planet of which two thirdurfavered by water. What’ur body is also mainld of water. Do you know following figures ww how much waaur body? 60%, 70%, 82%, 90%Up to _____uman body iswa______brad of wa______ blood is made up of waThe lungs are nearly _____ waWaurce of life. That’s why water is an excellent m edium for life. And you know allbecause of water’s uniquII. RevwaWhat awater?Walar.Water is liquid aatuWater has a relatively higgWater has d000kg/Water has high heat capa…2. What causes waave such uniqu?－It’s molecule form / chemical structuWhat is water molecule like?Chemical structure: two hydrogen atoms and one oxygen aDa: a slightlve end and a slightly negative endlar.The fu: it causes water to be able to dissolve both solids and gases, and that’s why water can break down nuquickly.III. ReflTa close relabetwwaxample, salinity, density and oceaHow do they affect ea?2. Suu aawater (resolvability, salinity, density …). Youu aant and hav e the grealife. Tuadby describing: 1) What you a2) What au.3) What you are madby human beings.Part two ListeningI. Pre-listeningGive a very bduThe RAariner and its author Samuel Taylor Coleridge. HvariaII. While-listening1.L(Part 1) and findation about it. (When, where, who, what?)When:ury? (Nd)Where: on aWho: sailors / maWhat:ailors kills a bird that brings good luby doing was brought bad luck and d time andllowing true or falsequ)Twas written by a Bamuel Taylor Coleridg00s. 2)Iailors kills a fish und)It is believed that the animal he killat brings good lu)Other sailors aghtened and angry thall the sail)The sailors are extremelbuan’t dwaa, becaud(Keys: TFTFF)d time and answllowing questions:1)Who tell?2)What dailors do?3)What do you think will happen next?4)Why aailors frightened?Lart 2 and complllowing)Finally they decide that he must die －_______ the mariner who _______ the bird.2)He must _____ _______ it all and will ______ by having to tell…3)_____ _______________aariner su__________ and ______.4)H_____, the ________ mariner says _________ and alea___________: 1) ex; 2) live through, pay 3) Left alone, drifting, lonelar; 4) told, aarewell, sufferingLart 2 again and answllowing questions:1)What haailors?2)What haariner?3)Wlling?4)Wactually?II. While-listening1.Reflection: What do you lea?－Everything existingworld hawn certain values, we should understand and2.CreaWork with partner andup with a good, scalabout the maHomewPreview Integrating Skills “Nature’s Nursery: Estuaries” on page 22Period 3 Integrating SkillsTeaching goals:1.To get studw what estuaries are andu2.To learn to write an explanation paragraphTeaching procedures:I. Lead-inLook at the maa, answquestions:an you naarkedap?Where are they? (Chongqing, Shanghai, Dalian )I 2.How much do you know about them?Iwell-developed or not?3.Wdeveloped? Why?N ow let’s look aap and then answllowing questions:an you tell what map it is? W?2.Is the waal?What’s the place called where river andan meet?II. While-readingg1) Find out the dua(An estuabody of water wherea rivan. Salt waan and fresh waver mix togan estuary. This mixingand salt water creates a unique envlled with life of all kinds---- a zone betwland and sea.)2) What fuuaries have bdassage?(Great plaature’s young animals clean our water by absorbing nuand pollutawagland sources; provide bation and educauman beings.)3) DiscuWhat living conditions do you think are needed for nature’s young ones?Do estuaries have such cond?2. DiscuWhat living conditions do you think are needed for nature’s young ones?Do estuaries have such cond?an the passage and answllowing quWhy are estuaries such good plaature’s young ones?What does “density” meaassage?How do estuaries awater that paugh them?Why are estuave to pollution thaareas?Why are estuaant to human beings?(Answer to qu) In estuaries, animals caall the bans without having to face madangers. Tides provide energbut estuaries ad from waves andby islands, mud or sand. Nubland andan arrivua(Answer to question 2) It means the degree to which an area is filled wgle. (Answer to qu) They absorb nuand pollutawag inland souus cleaning our wa(Answer to qu) Because estuaries act as filters(过滤器), many pollutants end u(Answer to qu) Estuavide bation and educauman beings. For example, people cawim and have fubeach;and students have endluudy a valabitat. Estuaries albuugh tourism and fishingFllowing passage with wordxuaries are bodies of water along coasts that are ________ (形成) wwavers ________ with salt waan. In estuaver water is blockedaminganburrounding mainland, or islands. This mixingand salt water _______ a unique env______ with life of all kinds -- a zone betwland and sea known as an estuary. The estuary gathers and holds a ______ of life--giving nuland andag aat contaatures thana________auaries are alauman beings. Twater quality by ________ pollutawagland sources. Theya_______(娱乐) and educauaare treasu(formed, mixes, creates, filled, vaabitat, absorbingainment)III. Post-reading DiscuAs we leaassage, mawhich are built around estuaries, like Shanghai, Guangzhou, Ningbare very developed. Can you explain why?( They are near Yangtze River Delta, Pearl River Delta…)(Convansportaurces…)IV. WritingDo you still remember what we learn abouwater? In that passage, the wdual structure and severalwater to us, such as salinity, dat capawe know when we are explaining whagw things haant that our explanauld be well organized and easy to understand. TIf we are describing a，we’d better explaineader it happens. Tell the readers about the causes andand use words ldw the ordFirst…Second…Third/ Then…Last…Tip twIf we are writing aboug that has several parts, we should describe each part and explaunction and structuThe following quay help:What is it? How many paade up of?What’ucture of each part? How does it work? HomewImagine that youacher ask you to explallowing questions:Why does an ice cube float?What will haaal if you puwater?Why do so malivuaries?Why have so mabeen built by estuaries?quand write a passage, using what you know about nature andand what you have learneduPeriod 4 Grammar and Word StudyTeaching Goals:◆To review Modal verbs.◆To make students gamili ar wdal and practiseusingdua◆To enable studaw words and exTeaching Procedures:Part One: GRAMMAR — MODAL VERBSRevWe have talked abouwater and we know that water can be used in many ways dulease answllowing quWhat awater?Can you givxamples that show we can bwater? Accordingabove discussion, we know thawater are vant and help us a lot. Just becauwater, water cale’s needs of livingarth. We can say that wa“life food”arth. It is auman beings and allliving things. However, have you ever imagined the following situations?II. PresentaWithout oceawhat would the earth be like?(Without oceaarth would…)If the dwere larger than that of water, what would the seabed be like?(If the dwere larger than that of waabed would…) Suppose water had a much lowgwhat would the world be like?(Suppose water had a much lowgworld would…)III. Try to ldal verbs accordinguPossibilityCertaAbilityPRequestSuggNAdv IVuations givactice using Modal Verbua:As many as 7 billle throughout the world could face a waage by 2050uaues. Bglobal populaxpected to reach 9.3 billion. Many bigluding Beijing, Shanghai and Tianjin, will suffer severe waag)Iue, what may hauture?2)What can our country do wblem?3)What should we do in our daily life?uation two: Three Gorges Plargest wavaver builwater. It is said that the wholwill be completedar 2009 as planneddiscullowing questions:1)Iletedar 2009, what advantages will it bring to us?2)Iletedar 2009, what problems may it cause? How can we deal wblems? What should we do to solvblems? V.ConsolidaFillblanks wdal verbs.will would can could must should may might DeaThank you for your letter. I don’I ________ give you any advice. I don’anager ______ trust you. It sounds aas decided that you ______ bDo you havueworking aany? Maybe you ______ find ab wle adly. Iat you ________aIf you stay aat fau __________ not be able to be happy. Besidu sta_______ dg bad to you.I don’at _______ be very pleasant. If he played a badu, the manage __________ say you wand calllice. That _________ have serious results. Ibg you_________ do now is to lab andat it __________ turn out buary2. Finish all the grammar exB WB.Part Two: Word StudyI. The lllowing words have been mixed up. Try to put the lder. （P.21－Ex.1）VI. Complllowingwllowing phraTemperaturehere__________10°C to 30°C.2.A volleyball teax players while a football team ______eleven plaHe is au will ___________ his good examplu can ___________drive youThe talks betwwo big companies ____________wo managers had to laade pavelThe engwas out of order and the bad weather ___________ the helplw at seaIt’s now twutes past four, _________, the doctor has gwo houUnclllowed him _______ dowThe powd________ waterandgs, and made into ddd0.The chairman encouraged ev__________ the discuHomewFinish all the grammar exBWB.2. Review the whole unit。
Unit 13 The water planet教学设计
Unit 13 The water planet教学设计Unit 13 The water plaTeaching goals:Talk about water andan2. Practice making suggand expressingReview Modal VerbWrite an explanation paragraphTeaching Plan: (Six Periods)d: Warming-up and Speaking2nd period: Listening3rd period: Readingd: Integrating Skilld: Grammad: ExPeriod 1 Warming up SpeakingTeaching Aims and Demands:To gunderstand the mawater bg them wa and learning to explaa.2. To enablbe awaance of water, making good use of water in away andg wauTeaching Difficult Point: Talk about how to use water andTeaching Aids:wal and a glass; blackboard and multimediaTeaching Procedures:Lead-inAquas followsT: Water is around us and inside us. We can’t go without water. Qs:Why is waant to living things?Can youuara?Suggested vocabulary:It's colorless, tasteless, odorless and universal dissolvIt feels wet;It ex: liquid, solid, gas, and is cycled through the water cycle;It can absorb a large amouat;Igbeads or drops;It's part of every living orgalanet;Ask studaans and:The Paan, the Atlaan, the India Ocean, the Aan; Asia, Africa, EuNorth Americauth America, Antarctica, Oceania2.Warming upUse the wal and the glass to dxLeaabout water’by doingle exand learn to describe an exWhawater does eaur exllustrate?What cau?What’lated to?① Exws how aure causes aaling to an upturned glass of wa② Ex2 illustrates how substances with ddensity behave when placedame conta③ Exan example of how water dissolves substances and ob④ Exllustradbetween salt water and fresh waakingPre-speaking1) Do you agree waying “Without water, life would not exist.”?2)ly you and I agree wbut also the United Nald the same view. And that’s why we have World Water DaQ: Ianyone who knows w? － Mar. 223) Brief background information about World Water Day: World Day for Waablished by the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a unique occad everybody thavide clean drinking water and increase awarenessworld-widblems andluan help make the d) Last year we witnessed some great disasters such a“Yunna” and the tsunaIndia Ocean. What a coincidence thaWorld Water Day 2004 was “Water and Disaster”. World Water Day 2005 will be guided by the upcoming water decade'WaLife". It will barting daInternational Decade for AWaL2. While-speaking1) TxxWorld Water Day also implies that human beings cannot live without water. Why? Can you tell how water is being used in our life? Givxampl－Elagricultuuse, induaa2) Look aure (“el”)xtbook and talk abouThe water is being used to generateelBuilding up behind a high dam, water accumulaal energy (势能). Tansformedanical energy wwater rushes down. 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If we …, we can …It would be b…Can youa better waHomework:Rw words and exunit.Period 2 ListeningTeaching Aims and Demands:Lape and improv’ ability to landTeaching Difficult Point:Graain ideaby listeningaTeaching Aids:A tadblackboardTeaching Procedures:Pre-listeningGive a very bduThe RAariner and its author Samuel Taylor Coleridge. Hvaria2. While-listeningL(Part 1) and findation about it. (When, where, who, what?)When:ury? (Nd)Where: on aWho: sailors / maWhat:ailors kills a bird that brings good luby doing was brought bad luck and deaailLad time andllowing true or false quTwas written by a Bamuel Taylor Coleridg00s. (T)Iailors kills a fish und(F)It is believed that the animal he killat brings good lu(T)ailors aghtened and angry thall the sailor.(F)The sailors are extremelbuan’t dwaa, becaudirty. 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A less dense substance floats on a denser substa) Does waame ocean have the same density?－No. Denser waand pushes less dense waurfaThat’s wan water will nevving.  OceaQs:1) What does oceaan?2) How does oceawork?－Denser waand pushes less dense waurfaalps move nuaround and adds energa) What causes ocea?－Changes in salinity and temperatuTatuan water alwaady, makingan a safe andable habitat. Do you know why?－Water has a relatively high heat capaQs: 1) What is heat capacity?2) What’s the fuat capacity?－It dw a substance absorbs and releases heat; Iwaature steady;Iarth’ature steadLanguage PParagraphOne:ange from…to … range between …and … 在……和……之间变化There are 200 boys rangingagPrices ranged fro dollars to 10 dollaThe show had a massive audangingldren to grandpaange over 范围包括Our conversation ranged over many sub2. all the way 自始至终，一直，一路上All the way baalked abouand things thauld remember at school.It is very kind of youall the waWe stayedgame all the waby the way顺便一题 in no way绝不 in a way在某种程度上way阻碍3.a great place to live 不定式短语作后置定语修饰表示地点的名词时, 如果这个不定式中的动词时不及物动词, 后面必须跟一个介词。
中学生百科英语1-U3-L2 - The Water Hyacinth
U3 - Plants: Lesson 2 - The Water HyacinthThe water hyacint h grows in tropical countries. It has beautiful purple-blue flowers, but everybody hates it. Why?Millions and millions of these plants grow in rivers and lakes. Sometimes the plants become so thick that people can walk on them. People cannot travel in boats on the water, and they cannot fish in it. The plants stop the water from moving. Then the water carries diseases. Farmers cannot use the water on their land.Now scientists think that water hyacinths can be useful. The plants are really a free crop. No one has to take care of them. They just grow and grow and grow. What can farmers use them for?Some fish like to eat them. Farmers can grow these fish in the lakes and rivers.Workers can collect and cut the plants with machines. Then they can make fertilizer to make their crops grow better. They can also make feed for their farm animals.Maybe it will be possible to make methane gas (CH) for energy. (We burn gas from petroleum for energy. Methane gas can be made from plants.) Then poor tropical countries will not have to buy so much expensive petroleum. Maybe in the future people will love the water hyacinth instead of hating it. (209 words)中学生百科英语1-第三单元Plants第1页共1页。
《Unit4 The Water Journey 》教学案例
《Unit4 The Water Journey》教学案例重庆市涪陵外国语学校小学部李甜培养对未知世界的探索能力。
2.学生能在小组合作中，培养团结、合作的良好品质。
3.学生能在复述和表演对话的活动中开展多元智能和自己特长。
4.借助水形成的过程，让学生明白生活中水的重要性，能对水资源目前面临的严峻形势引起共鸣，懂得、学会节约用水。
学情分析六年级是小学高年级阶段的“大"学生了，他们的思维活泼，有一定的自控能力；但同时也处于懵懂时期，不太愿意积极的展现自我。
六年级下学期，面临着小升初的毕业测试，心里和学习上有了很大的压力。
在英语学习方面，词汇量有了一定程度的积累，但语法根底薄弱，对于新知识的浓厚兴趣较低年级的学生来说有点下降，需要灵活多样的教学方法来引导学习。
因此在教学中，可以运用设疑-解决问题和构建思维导图的教学方式来帮助学生理清思路，复习掌握所学的语言知识，从而到达综合运用的目的。
教学重难点整体教学采用思维导图的目的。
读和运用。
教学环境设计（含多媒体教室、教具或教学材料）多媒体教室、电子白板课件、单词卡片、句型条、水、球课堂教学过程结构设计教学环节教师活动学生活动设计意图或媒体使用工程内容解决方法及策略教学重点能够读懂水的形成过程，并能在表示步骤单词的引导下，复述这篇文章。
的方式帮助学生理清思路和步骤，最终到达语用1.能正确认读finally；采用动图展示和实物动教学难点 2.能正确理解和运用turn into、fall 作展示，让学生理解、认down o通过一个问题，直接给出最后的结果，让学生去猜想发生了什么，为本篇故事的开展设置了悬念，调动了学生们的好奇心。
同时，教师在黑板上贴上水产生的示意图和思维导图。
Step4：Post-rea ding 读后13分钟通过对最后答案的揭晓，总结了本课时主题，首尾照应。
通过对课文句子的重新排序，复习和检测了学生对本篇文章的理解和对表示步骤词汇的掌握情况。
以水为主题的活动方案教案中班
以水为主题的活动方案教案中班英文版Title: "Teaching Plan for a Water-Themed Activity for Middle-Level Classes"Introduction:Water is an essential element of life, and understanding its importance and conservation is crucial for our younger generations. To foster environmental awareness and appreciation for water, we have designed a water-themed activity for middle-level classes. This activity aims to engage students in hands-on learning experiences that promote understanding and respect for water resources.Objectives:To introduce students to the importance of water in our daily lives and the environment.To raise awareness about water conservation and the need to protect our water resources.To foster creativity and teamwork skills through hands-on activities.Materials Used:Containers (e.g., buckets, bowls)WaterFood coloringMeasuring cupsTimersCharts and posters about water conservationProcedure:Introduction: Begin by discussing the importance of water in our lives, its role in the environment, and the challenges we face in water conservation. Use charts and posters to illustrate these points.Activity 1: Water Cycle ExperimentDivide students into groups and provide them with containers, water, and food coloring. Ask them to simulate the water cycle by pouring colored water into their containers andobserving how the water flows, evaporates, and condenses. This activity helps visualize the water cycle and its key processes.Activity 2: Water Conservation ChallengeSet up a timer and challenge students to collect and measure as much water as they can in a given time using only the containers provided. Encourage them to work together and use their creativity to maximize their water collection. This activity promotes teamwork and creativity while emphasizing the need for water conservation.Conclusion: Discuss the lessons learned from the activities and how they can apply these ideas in their daily lives to conserve water. Encourage students to share their ideas and experiences with their peers.Conclusion:Through this water-themed activity, students gain valuable insights into the importance of water conservation and the role they can play in protecting our water resources. The hands-on activities foster creativity and teamwork skills while promotingenvironmental awareness and responsibility. By engaging students in meaningful and fun activities, we can help them develop a deeper understanding and appreciation for the vital role of water in our lives.中文版以“水”为主题的活动方案教案中班介绍：水是生命的重要元素，了解它的重要性和保护水资源是至关重要的。
〖2021年整理〗《Unit11 Water 》优秀教案99
Unit11 Water 第3课时教学设计【内容版）五年级上册Modue4 Unit11【主题】Read a tor【课时】第3课时一、教学目标Teaching aim1 通过阅读故事《小水滴的旅行》，帮助学生认识水循环的过程。
2 通过学习任务Ta，帮助学生巩固和综合运用本单元所学的知识和技能。
二、教学重难点Teaching ing out of the tae down How doe it come down Where doe it go now It come down a rainwater It goe inide a tree2 播放Read a tor的录音，学生跟读课文。
然后出示课本第77页Read a tor后续练习的句子，让学生结对完成排序练习。
3 根据故事，在黑板上画出海、山、太阳、云、大树等，构成一幅水循环图。
让学生根据课文内容在图中加入箭头，并以第一人称说出小水滴的经历。
S: Hi, I’m Litte Water Droe I f over river and mountain I ee ome tree The’re thirt I come down to the ground I’m rainwater now A tree drin me I’m in a tree now4 鼓励学生根据故事，圆出水的循环The water cce,可做成海报或多媒体。
让学生分组展示出来。
可使用下面一些句子。
The water rie to theThe water become coudIt rain The water come down a rainwater It i ver cod The water come down a nowid的活动形式（底层从全体学生的个体思考，即每个人的意见开始；经过交流，合并相同、相近的意见；意见逐步集中，一直到顶层，即达成一致的认识。
八年级：牛津英语8AChapter1Water教案
初中英语新课程标准教材英语教课方案( 2019—2020学年度第二学期)学校：年级：任课教师：英语教课方案 /初中英语/八年级英语教课方案编订： XX文讯教育机构牛津英语 8A Chapter 1 Water教课方案教材简介 : 本教材主要用途为经过学习英语的内容，提升学生的语言技术，增添一项语言能力，有益于国际化的平时沟通、生活、工作等，本教课方案资料合用于初中八年级英语科目 , 学习后学生能获得全面的发展和提升。
本内容是依据教材的内容进行的编写，能够放心改正调整或直接进行教课使用。
牛津英语（深圳版）8a chapter 1 water教课方案chapter 1 water period one知识目标：（ 1）学生认识水的根源。
（2）学生认识水的相关知识。
（3）学生学习新词汇。
（ 4）认识一般过去时和过去进行时的用法。
技术目标：（ 1）用英语解说词汇。
（2）说——用一般过去时来表达过去的事。
过程与方法1.经过大略地看课文，学生认识水的根源。
2.经过课文，掌握一般过去时。
感情、态度与价值观让学生认识水的重要性。
教课步骤：pre-task preparation1.ask students how much they know about water. ask them to finish exercise a on page2.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 b2on the same page.4.一般过去时一般过去时的组成句式构造举例一定式主语 +动词过去式 +其余 they had a good time yesterday.否认式主语 +did not(didn’ t)+动词原形+其余they didn’ t watch tv last night.一般疑问句 did+ 主语 +动词原形 +其余？一定回答： yes, 主语 +did.否认回答：no,主语+didn’ t.did they have a meeting two days ago?yes, they did. / no, they didn’ t.特别疑问句特别疑问句+did+ 主语 +动词原形 +其余？ what time did you finish your homework?5.一般过去时的用法：表示过去某个特准时间发生的动作或存在的状态he suddenly felt ill yesterday.表示过去常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, didmorning exercises and then read english aloud in the open air.consolidationreview new words and expressionschapter 1 water period two知识目标：（ 1）学生精读课文，深入理解课文内容，进一步稳固词汇和句型。
下ChapterWaterlk学案牛津上海版教案
下C h a p t e r W a t e r l k学案牛津上海版教案 Standardization of sany group #QS8QHH-HHGX8Q8-GNHHJ8-HHMHGN#Chapter 6 Water talk一 Learning aims：1.本章节通过一滴小水珠和主人的对话，以一种特殊的方式向人们讲述了水的循环利用。
让学生懂得水是宝贵的，我们不应该浪费和污染水源。
2.学会运用a lot of, much, a little, many, a few修饰可数名词和不可数名词。
二 New words：increase v. 增加 decrease v. 减少 remain v. 保持freeze v. 结冰 liquid n. 液体 solid n. 固体scientific a. 科学的 symbol n. 标志三 Main phrases：1. Turn off / turn on / turndown / turn up2. impatient 反义词impatient3. thorough 副词thoroughly4. at the end of5. in the end= at last = finally 最后，最终6. remember to do sth. 记着去做7. remember doing 记得曾经做过的事8. freeing weather 极冷的天气9. frozen food 冷冻食品up 加速奇怪的（近义词strange）eg. weird clothes 奇装异服weird idea 怪诞的念头四 Phrases:1．be on 开着，放映着2．pour into 倒入3．vanish down the drain 消失在水管里4．turn the tap off 关掉水龙头5．look round 环顾6．sound impatient 听上去不耐烦的7．be patient with sb. 对某人耐心的8．obey rules/orders 遵守规则，听从命令9．enjoy the view 欣赏景色10．carry sth to …把某物运送到。
Unit 4 The Water Journey Lesson 2 教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 The Water Journey Lesson 2 教案Teaching Content:Mastery words and expressions.Oral words and expressions.Teaching Aims:1. Let the students know the some tips for good interpersonal communication.2. Create the students' spirit of cooperation.Teaching Important Points:1. Talk about the tips for good interpersonal communication.2. Talk about interpersonal communication.Teaching Difficult Points:Talk about the tips for good interpersonal communication.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Come to “THINK ABOUT IT”.Do you know what the water journey means?Give the students five minutes to finish the task. Pay attention to all the students' feelings. Let all of them take part in the discussion.Step2. Work in pairs. Think about your family and friends. What makes you happy in the way they communicate with others? Talk about it.Step3. Read the text and tell the main idea of the text in the students' own words.Let the students speak in front of the class. Encourage them not to be shy when they stand there. Give the students chances to speak loudly in front of the class.Step4. Encourage the students to ask more questions about this part.Divide the class into groups of three or four to finish the task. Ask all of the students to take part in the discussion.Step5 Listen and answer1. Play the audiotape and ask the students to listen carefully.2. Pick some students out to answer the questions. Explain how to show ways and show some useful phrases.Step6 Read and comprehension1. Lead the students to understand the dialogue sentence by sentence.2. Ask the students to read the dialogue together. But before that, make sure the students can pronounce the words in this lesson correctly.3. Role-play.Step7 Sum up1. Let the students close their books. Ask them to say what they learned in this lesson. Ask some volunteers to write on the blackboard.2. Do some exercises.Step8 Homework1. Finish off the exercises in the textbook.2. Go on the next reading in the student book.。
关于水的英语阅读教学设计
关于水的英语阅读教学设计Title: English Reading Teaching Design on the Topic of WaterIntroduction:In this English reading teaching design, the focus will be on the topic of water. Water is an essential element of life and holds immense significance in various aspects. By incorporating engaging and informative reading materials, interactive activities, and language exercises, this teaching design aims to facilitate students' understanding of water-related vocabulary, concepts, and cultural references.Reading Material:Select a suitable English text or passage related to water. It could be a magazine article, short story, or informational piece. The reading material should be at an appropriate difficulty level for the target students.Pre-reading Activities:1. Vocabulary Preview: Introduce key vocabulary words related to water. Display flashcards or word cards with the target words, and ask students to guess their meanings or provide definitions.2. Brainstorming: Engage students in a class discussion on the topic of water. Encourage them to share personal experiences, opinions, or associations related to water, such as swimming, conservation, or various uses of water.During-reading Activities:1. Scanning and Skimming: Instruct students to quickly read the text to get a general idea of its content. Encourage them to underline or highlight any unfamiliar words or phrases.2. Comprehension Questions: Prepare a set of comprehension questions based on the reading material. Students can work individually, in pairs, or small groups to answer the questions. This activity promotes understanding and encourages students to refer back to the text for specific information.3. Vocabulary Expansion: Identify important water-related vocabulary in the reading material. Provide students with additional vocabulary exercises such as matching definitions, completing sentences, or creating word associations.Post-reading Activities:1. Discussion: Initiate a group or whole-class discussion based on the reading material. Encourage students to share their thoughts on the topic, provide opinions, or ask questions. This activity promotes critical thinking and oral communication skills.2. Writing Task: Assign a writing task related to water. It could be a descriptive paragraph about a memorable water experience, an argumentative essay on water conservation, or a creative story involving water as a central theme. Provide writing prompts and guidelines to assist students in organizing their thoughts and ideas.3. Extension Activities: Incorporate supplementary activities to enhance students' understanding of water. This could include watching educationalvideos, conducting experiments related to water properties, or exploring cultural aspects of water in different countries.Conclusion:Through the implementation of this English reading teaching design, students will develop their reading comprehension skills, expand vocabulary knowledge, participate in meaningful discussions, and improve their overall English language proficiency. The topic of water serves as an engaging and relevant context for language learning and cultural exploration. By fostering students' interest and curiosity, this teaching design aims to create a dynamic and effective English reading classroom environment.。
牛津沪教版五上英语Unit 11 Water 教学设计2
Module 4 The natural worldUnit 11 Water教学设计2教学目标1.能用How do we use water?和We use water to …就水的用途问答。
2.能用At home /work, we use water to …谈谈在不同场所水的用途。
3.体会字母组合th的发音,并能迁移运用到其他含有th组合的单词拼读中。
教学重难点重点：1.词汇：farmer, useful, grow crops, put out fires2.句型：How do we use water? We use water to wash clothes.难点：能根据人物工作的不同来用核心句型阐述水的不同用途。
教学流程Step1: RevisionT: Water is very useful. We use water to wash our face. We use water to …Ss: We use water to clean our floor. We use water to …Step2: PresentationT: Water is useful and important to us. Water is also useful to firemen. Firemen use water to put out fires. Water is useful to cooks. Cooks use water to…S1: Cooks use water to…(提到几种有代表性的职业，引导学生用核心句型来表述水的用途）Step3: Group work1.Students work in one group. Ask and answer like this:S1: How do people use water to do?S2: I use water to wash my face.S3: Firemen use water to put out fires.S4: Cooks use water to cook food.2. T: Water is useful. It is very important to you, to me, to cooks, to firemen, to everyone. But water resources are limited. We should save water. How can we save water?Discuss in your group and find more ways to save water.Groups show the ways they find to save water.Step4: Consolidation出示主题Water is useful，让学生根据主题，试着介绍水的用途。
重大版英语六年级下册unit4《thewaterjourney》(lesson2)教案
Unit 4 The water journeyLesson 2 教案1教学目标1、语言知识(1)、学生能听、说、认读earth, sun, moon, star, rainbow, 并能熟练运用What can you see? I can see ... 问和答。
(2)、学生能够简单阐述不同自然现象的形成过程,并初步掌握一定的阐述性科普语言。
如:become vapour, turn into water drops, fall down ...2、情感目标(1)学生通过充分挖掘生活经验,丰富生活知识,认识我们赖以生存的大自然。
(2)对学生进行节约用水的道德教育。
3、能力目标增强主动思维能力,提高自主学习能力,提高语言运用能力。
2学情分析本课的学习者为小学六年级学生,他们具有以下特点:1、知识技能基础:他们已掌握了rain,cloud,sun,stream,vapour这几个单词,能够认读Where does the rain come from? It comes from the clouds 句型,只是还不会具体运用,对雨的形成过程或多或少有点了解,但不能够明确描述2、认知发展特点:根据皮亚杰的儿童认知发展阶段论,六年级学生处于形式运演阶段,能够具体进行各种逻辑推理。
所以他们能够对自然现象进行思考分析,对什么物体来自什么进行推理,从而将重点句型推广运用3、学习动机:兴趣引发学习动机。
小学生喜欢探索,对于雨是怎么形成的,他们肯定很好奇,而用英语如何表述呢?他们就更有兴趣了。
通过实验亲身实践,探索发现,学习积极主动性得到提高。
4、个体差异:学习者在语言表达能力、观察力、注意力等方面发展存在差异。
对上节课内容和掌握程度也不同3重点难点1、能听,说,认读本课所涉及的单词,并能运用所学句型简单阐述水循环的过程。
2、初步理解课文(故事)内容。
3、学生能通过多种途径搜索更多水循环及水的相关资料,并懂得如何保护环境,丰富其知识,拓宽视野。
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Unit 3 Plants
Lesson 2 The Water Hyacinth
The water hyacinth grows in tropical countries. It has beautiful purple-blue flowers, but everybody hates it. Why?
Millions and millions of these plants grow in rivers and lakes. Sometimes the plants become so thick that people can walk on them. People cannot travel in boats on the water, and they cannot fish in it. The plants stop the water from moving. Then the water carries diseases. Farmers cannot use the water on their land.
Now scientists think that water hyacinths can be useful. The plants are really a free crop. No one has to take care of them. They just grow and grow and grow. What can farmers use them for?
Some fish like to eat them. Farmers can grow these fish in the lakes and rivers.
Workers can collect and cut the plants with machines. Then they can make fertilizer to make their crops grow better. They can also make feed for their farm animals.
Maybe it will be possible to make methane gas (CH4) for energy. (We burn gas from petroleum for energy. Methane gas can be made from plants.) Then poor tropical countries will not have to buy so much expensive petroleum. Maybe in the future people will love the water hyacinth instead of hating it. (209words)
Vocabulary
①Put the right word in each blank. The sentences are from the text.
1.Workers can collect and cut the plants with ________________.
2.Then they can make _______________ to make their crops grow ____________.
3.Maybe it will be possible to make methane gas (CH4) for ________________.
4.It has beautiful purple-blue flowers, but everybody ______________ it.
5.The plants are really a free __________________.
6.Sometimes the plants ____________ ______________ thick that people can walk on them.
7.They ______________ grow and grow and grow.
8.Then the water carries ________________.
②Put the right word in each blank. These are new sentences for words in the text.
1.Rice is an important ____________________ in Asia.
2.Tom became very sick with a strange ____________________. He died.
3. A grade of 90% is _________________ than a grade of 60%.
4.I am __________________ tired that I can’t study.
5.Patty is ________________ a baby. She cannot walk.
6.Farm __________________ make the work easier.
7.Many farmers in China make their own ___________________.
8.Some students __________________ to study. They just want to have a good time.
9.Mary wants to __________________ an engineer.
10.We use gas and oil for _____________________.
单词默写:
机器
能量
厌恶
变成
疾病
农作物
生长
更好地
只是
密集的
翻译句子:
1.Lisa喜欢吃面，因为它能提供能量。
(energy)
__________________________________________________
2.吃太多的糖会引发疾病。
(disease)
_________________________________________________
3.你穿着那件厚毛衣一定很热吧。
(thick)
_________________________________________________。