Unit2Water.docx
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Unit2Water.docx
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Unit2Water
单元教学目标、课时划分、分课时教学目标
年级
八年级
教材
《牛津英语上海版》八年级下册
第一模块Natureandenvironment第二单元WaterTalk
单元教学内容
Unit2Watertalk
学习水平
单元教学目标
1.掌握本单元核心词汇的读音、词形、词义及词汇的语法性质,如daily,amount,obey,comfortably,relax,cleanup等;
2.了解until引导的时间状语从句的基本结构及意义;
3.了解可数名词数量表达的方式:
alotof,afew,many,no;了解不可数名词数量表达的方式:
alotof,alittle,much,no;并用恰当的表达方式来缩略或完整地回答howmany和howmuch的提问;
4.能根据读音规则判断词组、句子中的连读和不完全爆破(*失去爆破);根据连读和不完全爆破(*失去爆破)规则朗读句子。
5.把握记叙文的基本信息,如时间、地点、人物、事件等;熟悉记叙文的基本结构,理解事件的起因、过程和结果;把握记叙文的主旨大意;
6.*把握记叙文中描述的关键流程,并能制作简单的流程图。
7.能正确运用与水相关的话题语汇,通过合作讨论的方式,在听说活动中达到协商一致。
8.在语言实践活动中,增进对水资源的了解,增强城市节水环保意识。
C应用
A知道
A知道
*B理解
阅读技能
*阅读微技能
D综合
态度
课时
安排
教材内容
课型
对应单元教学目标
学习水平
1st
Reading:
WatertalkP16-17
阅读
1、掌握本单元核心词汇的读音、词形、词义及词汇的语法性质,如daily,amount,obey,comfortably,relax,cleanup等;
2、了解until引导的时间状语从句的基本结构及意义;
3、把握记叙文的基本信息,如时间、地点、人物、事件等;
C应用
A知道
阅读技能
2nd
Reading:
WatertalkP17-18
阅读
1、熟悉记叙文的基本结构,理解事件的起因、过程和结果;把握记叙文的主旨大意;
2、把握记叙文中描述的关键流程,并能制作简单的流程图。
3、在语言实践活动中,增进对水资源的了解,增强城市节水环保意识。
阅读技能
*阅读微技能
态度
3rd
Grammar:
Talkingaboutamounts(I)
P20-21
语法
1、了解可数名词数量表达的方式:
alotof,afew,many,no;了解不可数名词数量表达的方式:
alotof,alittle,much,no;
A知道
4th
Grammar:
Talkingaboutamounts(II)
P21-22
语法
1、巩固可数名词数量表达的方式:
alotof,afew,many,no;了解不可数名词数量表达的方式:
alotof,alittle,much,no;并用恰当的表达方式来缩略或完整地回答howmany和howmuch的提问;
A知道
5th
Listening:
putthepicturesbelowintotherightorder;P23
Writing:
Makingflowcharts;P26
听
写
1、*把握记叙文中描述的关键流程,并能制作简单的流程图。
阅读微技能
6th
Speaking:
Wordlinking(II)P24
读
1、能根据读音规则判断词组、句子中的连读和不完全爆破(*失去爆破);根据连读和不完全爆破(*失去爆破)规则朗读句子。
*B理解
7th
Speaking:
theuseofwaterP25
说
1、能正确运用与水相关的话题语汇,通过合作讨论的方式,在听说活动中达到协商一致。
2、在语言实践活动中,增进对水资源的了解,增强城市节水环保意识。
D综合
态度
8th
*Reading:
MoreinformationaboutwaterP27
阅读
1、用构词法和上下文等猜测词义:
drinkable,groundwater,litre;
2、把握说明文的基本信息;判断常用的举例、比较、列数字等说明方法;
C
B
TeachingPlan
Unit2WaterTalk
1stPeriodReading:
Watertalk(I)
Teachingobjectives:
Attheendofthelesson,studentsareexpectedto…
学习水平
1、掌握本单元核心词汇的读音、词形、词义及词汇的语法性质,如daily,amount,obey,comfortably,relax,cleanup等;
B
2、了解until引导的时间状语从句的基本结构及意义;
A
3、把握记叙文的基本信息,如时间、地点、人物、事件等。
技能
Teachingfocus:
掌握本单元核心词汇
Learningdifficulties:
了解until引导的时间状语从句的基本结构及意义
Teachingprocedures:
Steps
Procedure
Purpose
I.Pre-task
Readthewordboxtogetheratleast3times
Togetfamiliarwiththenewwordswith*
II.While-task
1.ChecktheanswersonP16BeforeyoureadA
2.B2:
Beforeyouread,lookatthetitleandthepicture.Whodoyouthinkistalkingtothegirlinthestory
3.Readthetextroughlyforthefirsttimeandfindoutwhen,where,whoandwhat’sgoingoninthestory.
4.ReadthetextforthesecondtimeandtrytounderstandthedetailswiththehelpofwordboxandcontextguessworkandfinishP18C1C2C3
5.Withthehelpofwordbox,findasentencewithuntilandanalyzethetimeorderoftheverbs:
waited&calledandHereIam.
Iwaitedthereuntilyoucalledme,andhereIam.
Toelicitthenewwordsfromthestatementswithunderlines:
e.g.daily,amount,*increase...
Fromthepictureandtitle,thestudentscaneasilytellit’swaterwhoistalkingtothegirl.Toelicitthephrase:
adropofwaterandthetopic
When:
WhenDaisywasinthebathroom
Where:
inthewashbasin
Who:
Daisy,adropofwaterandDaisy’sbrother
what:
ThedropofwateristalkingtoDaisy.
ToguessandunderstandtheChineseandEnglishmeaningsofkeywords
Togetsomeideasofthestructureandmeaningoftheadverbialclauseoftimestartingwithuntil
III.Post-task
FinishBeforeyoureadB1:
Trytorearrangethepicturesaccordingsomeideasofthetext
Toelicittherecycleofwater
IV.Assignment
StudentsworkbookP9+P19D1
Blackboard-writing
Feedback&rethinking
+Pre-readingTasksheet
TeachingPlan
Unit2WaterTalk
2ndPeriodReading:
Watertalk(II)
Teachingobjectives:
Attheendofthelesson,studentsareexpectedto…
学习水平
1、熟悉记叙文的基本结构,理解事件的起因、过程和结果;把握记叙文的主旨大意;
阅读技能
2、把握记叙文中描述的关键流程,并能制作简单的流程图。
阅读微技能
3、熟悉记叙文的基本结构,理解事件的起因、过程和结果;把握记叙文的主旨大意;
态度
Teachingfocus:
把握记叙文中描述的关键流程,并填入可视化图中。
Learningdifficulties:
将水的旅程中的关键流程在可视化图中补充完整。
Teachingprocedures:
Steps
Procedure
Purpose
I.Pre-task
ReviewthekeywordsandthesentencewithuntillearntinthefirstperiodbycheckingtheanswersonstudentsworkbookP9
Toreviewthekeywordsandsentencewithuntil
II.While-task
1.Readthetextparagraphbyparagraphandwritedownthesentencesdescribingtherecycleofwater
2.Checkifthesentencesfoundbystudentsarecompleteandaccurate.Thenanalyzethedetails
3.ChecktheanswersofD1onP19
4.Doublecheckwhat’smissinginthepictureandaddthemontoit.
Togetfamiliarwiththewater’sjourneyandcompletethevisualdraft
III.Post-task
Retellthewater’sjourney
Tointernalizetheacquisitionintostudents’own
IV.Assignment
Writeashortpassageofatleast60wordsbasedonthewater’sjourney
Blackboard-writing
Feedback&rethinking
TeachingPlan
Unit2WaterTalk
3rdPeriodGrammar:
Talkingaboutamounts(I)(P20-21)
Teachingobjectives:
Attheendofthelesson,studentsareexpectedto…
学习水平
1、了解可数名词数量表达的方式:
alotof,afew,many,no;了解不可数名词数量表达的方式:
alotof,alittle,much,no;
A知道
Teachingfocus:
区分并正确使用可数名词和不可数名词数量的表达方式
Learningdifficulties:
理解并正确使用可数名词和不可数名词数量的表达方式
Teachingprocedures:
Steps
Procedure
Purpose
I.Pre-task
Playagame:
Chooseastudentandsendhim/heroutoftheclassroom.Whilehe/sheisoutside,hideaglassofwatersomewhereintheroom.
Whenthestudentreturns,he/shemustfindthehiddenglassusinghintssuppliedbytheotherstudents.Whenthestudentisfarfromthewater,theclasssaysNowater,butashe/shegetscloser,theysayAlittlewater.Whenhe/sheisveryclose,theclasssaysAlotofwater.
II.While-task
1.Usefourpicturestoshowdifferentamountsofwater:
Thereisno,alotof,afew,notmany.
2.Tellthedifferencebetweentheuseofafewandalittle→[C][U]
III.Post-task
IV.Assignment
Workbook7BP16
Blackboard-writing
Feedback&rethinking
TeachingPlan
Unit2WaterTalk
4thPeriodGrammar:
Talkingaboutamounts(II)(P21-22)
Teachingobjectives:
Attheendofthelesson,studentsareexpectedto…
学习水平
1、了解可数名词数量表达的方式:
alotof,afew,many,no;了解不可数名词数量表达的方式:
alotof,alittle,much,no;并用恰当的表达方式来缩略或完整地回答howmany和howmuch的提问。
A知道
Teachingfocus:
Usingadverbsoftime
Learningdifficulties:
Usingconnectivestolinksimilarideas
Teachingprocedures:
Steps
Procedure
Purpose
I.Pre-task
II.While-task
1.
III.Post-task
IV.Assignment
Workbook7BP16
Blackboard-writing
Feedback&rethinking
TeachingPlan
Unit2WaterTalk
5thPeriodListening:
putthepicturesbelowintotherightorder;P23
Writing:
Makingflowcharts;P26
Teachingobjectives:
Attheendofthelesson,studentsareexpectedto…
学习水平
1、*把握记叙文中描述的关键流程,并能制作简单的流程图。
阅读微技能
Teachingfocus:
Learningdifficulties:
Teachingprocedures:
Steps
Procedure
Purpose
I.Pre-task
II.While-task
III.Post-task
IV.Assignment
Workbook7BP16
Blackboard-writing
Feedback&rethinking
TeachingPlan
Unit2WaterTalk
6thPeriodSpeaking:
Wordlinking(II)P24
Teachingobjectives:
Attheendofthelesson,studentsareexpectedto…
学习水平
1、能根据读音规则判断词组、句子中的连读和不完全爆破(*失去爆破);根据连读和不完全爆破(*失去爆破)规则朗读句子。
B理解
Teachingfocus:
Learningdifficulties:
Teachingprocedures:
Steps
Procedure
Purpose
I.Pre-task
II.While-task
III.Post-task
IV.Assignment
Workbook7BP16
Blackboard-writing
Feedback&rethinking
TeachingPlan
Unit2WaterTalk
7thPeriodSpeaking:
theuseofwaterP25
Teachingobjectives:
Attheendofthelesson,studentsareexpectedto…
学习水平
1、能正确运用与水相关的话题语汇,通过合作讨论的方式,在听说活中
达到协商一致。
2、在语言实践活动中,增进对水资源的了解,增强城市节水环保意识。
D综合
态度
Teachingfocus:
Learningdifficulties:
Teachingprocedures:
Steps
Procedure
Purpose
I.Pre-task
II.While-task
III.Post-task
IV.Assignment
Workbook7BP16
Blackboard-writing
Feedback&rethinking
TeachingPlan
Unit2WaterTalk
8thPeriod*MorePractice:
Moreinformationaboutwater
Teachingobjectives:
Attheendofthelesson,studentsareexpectedto…
学习水平
1、用构词法或根据上下文等猜测词义:
drinkable,groundwater,litre;
2、把握说明文的说明对象、主旨大意;
3、判断常用的举例、比较、列数字等说明方法;
B理解
B理解
B理解
Teachingfocus:
引导学生生成文章mainidea的过程
Learningdifficulties:
正确理解groundwater的含义
Teachingprocedures:
Steps
Procedure
Purpose
I.Pre-task
We’vejustlearntthereadingofu2,
1.whocantellmethenameofthetext?
2.Whatkindoftextisit?
3.Whatisitmainlyabout?
Toleadinthetopic.
II.While-task
Numbertheparagraphsfrom1-8andreadthewholetextfirstandthen:
Para1.mainidea
Para2.mainidea
Para3-8.mainidea
→themainideaofthetext:
Waterisprecious.It’seasytowastewater.
Analyzethetextparagraphbyparagraph
andfindoutthemainideaofthetext
III.Post-task
TorF
IV.Assignment
Useatleast60wordstowriteapassagebyusingthefactsandnumberstosupporttheidea“Weshouldsavewater.”
Consolidatethefeaturesandideasoftheexpository
Blackboard-writing
Feedback&rethinking
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