资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 5 Water is life-Section 1 Experiencing and understanding language（Reading）
教学目标
1. Language Ability Students will be able to master key vocabulary related to water cycle, such as “purify”, “filter”, “reservoir”, “sewage treatment plant” etc. They can understand the key information about the water cycle described in the text, extract the main steps of the water drop's journey and retell them accurately. Students are able to use sequencing words like “first”, “then”, “next”, “after that”, “finally” to describe the water cycle process in English simply but clearly. 2. Learning Ability Through skimming and scanning, students can quickly locate the key nodes of the water drop's journey, thus improving their ability to obtain detailed information from texts. By group cooperation, students can analyze the connection between scientific terms in the text and real - life scenarios, enhancing their interdisciplinary knowledge integration ability. 3. Thinking Ability Students can develop logical thinking by understanding the sequential process of the water cycle. They can also analyze the relationship between different steps of the water cycle and think about the impact of human activities on water resources. They are encouraged to think critically about the importance of water conservation and come up with creative solutions to save water. 4. Cultural Awareness Students will be aware of the global issue of water resource protection. They can understand different cultures' attitudes towards water and the significance of water in various cultures around the world.
重难点
1. Teaching Key Points Understand the specific steps of the water drop's journey (purification, use, treatment, return to nature) and relevant vocabulary. Extract key information from the text and summarize the water cycle process. 2. Teaching Difficult Points Describe the scientific terms and process of the water cycle accurately in English. Analyze the impact of human activities on water resources based on the text and put forward reasonable water - saving measures.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Activity: The teacher shows some pictures about water, such as rivers, oceans, waterfalls, and people using water at home (washing hands, watering flowers etc.). Then asks students some questions like “Where can we see water in our daily life ” “What do we use water for ” Design Intent: Activate students' prior knowledge about water, arouse their interest in the topic, and create a relaxed English - speaking environment for them to express their ideas freely. This also helps students to recall relevant vocabulary and prepare for the following reading.
Knowledge Presentation (10 minutes) Activity 1: Introduce new vocabulary related to the water cycle. Use pictures and simple explanations to help students understand words like “purify” (show a picture of a water purification plant), “filter” (a picture of a filter), “reservoir” (a picture of a large water storage area). Let students repeat the words after the teacher. Activity 2: Show a simple diagram of the water cycle and briefly explain the general process in simple words. Then ask students to predict what they will read in the text according to the diagram and new words. Design Intent: New vocabulary teaching can reduce students' reading difficulties. The prediction activity can guide students to think actively, make them more focused when reading, and also train their ability to predict text content based on given information.
Practice (15 minutes) Skimming (3 minutes): Activity: Ask students to quickly read the text “A Drop of Water's Journey” and find out the main idea of the text. Then ask them to answer the question: “What is the text mainly about ” Design Intent: Skimming helps students get a general understanding of the text content in a short time, training their ability to grasp the overall meaning of the text. Scanning (7 minutes): Activity: Let students read the text carefully again and answer some detailed questions, such as “Where does the water drop start its journey ” “How does the water get into our homes ” “What happens to the water after we use it ” Write these questions on the blackboard in advance. Design Intent: Scanning enables students to locate specific information accurately in the text, improving their reading speed and ability to extract key details. Intensive Reading (10 minutes): Activity: Divide students into groups of four. Each group is assigned a part of the text related to one step of the water cycle (for example, one group is responsible for the part about water purification). Let them read their assigned part carefully, analyze the process described, and then fill in a flowchart about this step on a piece of paper. After that, each group presents their flowchart and explains it to the whole class. Design Intent: Group work can cultivate students' cooperation ability. Analyzing and presenting the flowchart helps students understand the text in - depth, especially the sequential process of the water cycle. It also provides students with an opportunity to practice speaking English in a group and in front of the class.
Production (10 minutes) Activity 1: Role - play (5 minutes) Activity: Ask two students to act as Du Yun and Dripple to retell the water cycle process according to the text. They can add some of their own words and actions to make the role - play more vivid. After the role - play, other students can ask questions or give comments. Design Intent: Role - play can deepen students' understanding of the text. It allows students to internalize the language in the text and use it in a real - like situation, improving their language application ability. Activity 2: Group discussion (5 minutes) Activity: Divide students into new groups. Give each group a topic: “How do human activities affect water resources ” and “What can we do to save water ” Let them discuss these topics and write down their ideas on a piece of paper. Then each group selects a representative to share their ideas with the class. Design Intent: Group discussion can stimulate students' thinking. By discussing the impact of human activities on water resources, students can better understand the importance of water conservation. Sharing water - saving measures can raise students' awareness of protecting water resources and also provide them with more practical ways to save water in daily life.
Summary and Homework (5 minutes) Summary: The teacher briefly reviews the key points of this class, including the water cycle process and new vocabulary. Emphasize the importance of protecting water resources. Homework: Ask students to write a short passage about the water cycle, using the words and expressions learned in this class. Let students find out more information about water pollution and its solutions, and prepare to share it in the next class. Design Intent: Summary helps students review and consolidate what they have learned. The writing homework can help students practice using English to describe the water cycle. The second homework assignment can expand students' knowledge about water resources and prepare for the next class.

展开更多......

收起↑