牛津英语深圳版五年级下册|牛津英语（深圳版）8AChapter1Water教案

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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 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
where does the water at home come from?
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 aloud in the open air.
consolidation
review 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。123
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 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 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 exercises
consolidation
ask 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 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.123
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

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