七下Module4《Unit3WaterFestival》word教学设计教案

15+30=45 11+52=63 25+45=?
60-52=8 70-52=18 90-52=? 12+12=24
30-6=24 12+12=30-6 ___+___=___-___
How can you get 90 ml of water in the jug?
New words and phrases:
How many millilitres of water are there in the bowl?
c
How many millilitres of water are there in the jug/cup?
zero---零
介 词 plus---加
minus---减
动词 equal---等于
• The players must pour all the water into another object. They must stop pouring water when that object is full.
100ml-50ml
b
=
50ml
100ml minus 50ml equals 50ml - minus 减 = equal 等于
• • • • • • • • jug---大罐 millilitre(s)---毫升 while---一会儿 minus---减 plus---加 equal---等于 contain---包含，容纳 zero---零 • For a while • Stop pouring water • Among the jug, the bowl and the cup • 30 minus 30 equals zero • 100 plus 20 equals 120 • It sounds difficult.

UNIT 4Don ’teat in class.Section A第1课时（1a～1c）自主学习方案1.自学生词，并记着拼读及拼写。

2.预习课本找出要点短语及句子。

（见教案自学导练内容）3.读记后达成自学导练内容。

讲堂导学方案Step 1 情形导入Show the students the picture of fighting.T：Look at the two boys. What are they doing？Ss：(Help Ss) ：They are fighting.T ： Can we fight？Ss：No，we can't.T ： What should we say to the boys？Ss：We should say to them： Don't fight.环节说明：经过师生对话引出新知识—祈使句。

Step 2 达成教材 1a_1c 的任务1.学习 la 中的学校规定，高声朗诵这些规定，而后将这些规定的序号填在相对应的人物旁边。

（3 分钟）2.认真听录音，找出Peter， Amy 和 Mike 违犯了哪些规定，在lb 中的横线上写出la中的数字，师生共同查对答案。

（2 分钟）3.再听一遍录音，同时跟读。

（2 分钟）4.练习 lc 中的对话。

而后编写新对话，小组内进行对话练习，并进行组与组之间的比赛，教师评论。

(5 分钟）5.小结训练。

（3 分钟）把以下祈使句改成否认形式。

（1）Eat in the hall.（2）Talk loudly.Don't eat in the hall. Don't talk loudly.环节说明：听闻联合，第一时间向学生传达语言目标，经过结对对话练习和小结训练，学生能够娴熟掌握祈使句。

Step3 问题研究1.arrive 的用法用arrive，arrive in/at 填空。

（1）When do you arrive in Shanghai every week？（2）When I arrive at Yucai Middle School in Shanghai，it is 7:50.（3）After I arrive here， I begin my class.【注意】 arrive“抵达”，arrive 是一个不及物动词，不可以直接跟表示地址的名词。

Module 4 The natural elementsUnit 3 Water Festival1Language focus:Using connectives to express alternatives. They have either a hot drink or a cold drink.Using adverbs/adverbials to express addition. Class, you’ve not only learnt how make delicious drinks, you’ve also learnt about the three forms of water.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.Listen for specific informationUnderstand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expressionSpeakingOpen an interaction by eliciting a responseMaintain an interaction by acknowledging, agreeing or disagreeing, replaying, asking questions, adding or giving examples, explaining and using formu laic expressions where appropriate.Maintain an interaction by asking and responding to others’ opinions.ReadingRead written language in meaningful chunksUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize recurrent patterns in language structureWritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.Develop written texts by using appropriate format, conventions and language features when writing non-narrative texts.Materials:Student’s Book 7B pages 76 and 77Cassette 7B and a cassette playerPhotocopiable page 72.Recipes for different hot and cold drinks.Preparation:Cue the cassette. Make a copy of Photocopiable page 72 for each pair.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Introduce recipes of different hot and cold drinks to students. Ask students about the different types of hot and cold drinks can make. Write stu dents’ suggestions on the board.2. Play the recording: Look and read. Students listen and follow in their bo oks.3. Distribute a copy of Photocopiable page 72 to each pair. Students are required to write a recipe for making Apple and Peach Tea. Get students to discuss in pairshow they would make it, given the pictures and words. Then they write their recipes.4. Invite a few paires to share their recipes with the rest of the class. Get each pair to check their answers with another pair. Accept all reasonable answers and give explanations when necessary.5. Ask students to write recipes for their suggestions previously discussed. You may ask students to think of other drinks they can make. Students can work individually, in pairs or in groups.6. When students have finished their recipes, collect them and bind them together to make a recipe book.2Language focus:Asking ‘Wh-’ questions to find out various kinds of specific information about a person, object or an event.. What happens when we boil waterUsing connectives to show the time relationship between two actions.. When we freeze water, it turns into ice.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.SpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topic.Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressionswhere appropriate.Maintain an interaction by asking and responding to others’ opinions.Close an interaction by giving reasons.ReadingRead written language in meaningful chunks.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.Recognize recurrent patterns in language structure.WritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewingPlan and organize information and ideas by deciding on the sequence of content. Develop written texts by presenting main and supporting ideas.Develop written texts by expressing own ideas and feelings.Materials:Stu dent’s Book 7B page 77Workbook 7B page 41Photocopiable page 73Preparation:Make a copy of Photocopiable page 73 for each pair.Pre-task preparation1. Demonstrate boiling water turning into steam in class. Have students watch the demonstration and give brief explanation about each step of the demonstration.2. Ask students: What happens when we boil water/freeze water/ice melts To elicit: When we boil water …/ When we freeze water … / When ice melts … You may ask moreable students: What are the three forms of waterConsolidationGrammar Practice Book 7B page 673Language focus:Using connectives to show the time relationship between two actions.. When the jug full, it contains 100 millilitres of water.Using nouns/noun phrases to refer to quantity/units.. 100 millilitres of water.Using modals to express obligation and prohibition.. You must pour all the water into another object.Using the introductory ‘there’ to express facts.. There were 100 millitres of water in the jug.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.Indentify the main ideas of a new topic. Listen for specific information. SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriateReadingRead written language in meaningful chunks.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.Recognize recurrent patterns in language structure.Materials:Student’s Book 7B page 78Cassette 7B and a cassette playerA jug, a bowl, a cup and water.Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Ask students if they know any water games. Get students to explain the game, including the procedures and rules, to th e rest of the class.2. Play the recording: Think and do. Students listen and follow in their books. If it is necessary, clarify the procedures and rules with the class.3. Invite two students to come to the front of the class and demonstrate the game.4. Ask students: How can you get 90 millilitres of water in the jug Give students time to answer this question. Then demonstrate it to the rest of the class.5. You may invite students to play some water games previously suggested. Get students to bring the materials to class. Have students explain the procedures andrules to the rest of the class while they demonstrate it. Offer help and guidance to the less able students.4Language focus:Using the introductory ‘there’ to express facts.. There were 50 millilitres of water in the bowl.Using the simple past tense to talk about past activities and states.. There were 50 millilitres of water in the jug.Using the simple present tense to express simple truths. Now there are only 20 millilitres of water in it.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.Open an interaction by eliciting a response.Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.M aintain an interaction by asking and responding to others’ opinionsReadingRead written language in meaningful chunks.Use visual clues, context and knowledge of the world to work out the meaning of anunknown word and a complete expressionRecognize recurrent patterns in language structure.WritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.Develop written texts by expressing own ideas and feelings.Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.Materials:Student’s Book 7B page 79Workbook 7B page 42Photocopiable page 74A jug, a bowl, a cup and waterPreparation:Make a copy of Photocopiable page 74 for each student.5Language focus:Asking ‘Wh-’ questions to find out place, position or direction.. Where do we usually find this signUse adverbs/adverbials to express time/frequency.. We usually find this sign near reservoirs and piers.Use formulaic expressions to express opinions.. What a shame!Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.Identify the main ideas of a new topic.Listen for specific informationSpeakingUse appropriate intonation and stress, a nd vary volume, tone of voice, and speed to convey intended meanings and feelings.Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak.Reading.Read written language in meaningful chunks.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.Recognize recurrent patterns in language structureMaterials:Studen t’s Book 7B page 80Cassette 7B and a cassette playerWorkbook 7B page 43Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Review the different places, such as: swimming pools, reservoirs, construction sites, beaches, etc. Ask students: What signs do we see at these places To elicit different signs which students know. Get students to come up to the front and draw the sign on the board. Offer help to students if they are not sure what the sign says.2. Play the recording: Read, think and match. Students listen and follow in their books.3. Invite some students to role-play the characters and say the conversation in Read, think and match.4. Ask students to come up with the procedures and rules for the matching game in Read, think and match. Write student s’ ideas on the board.6Language focus:Asking ‘Wh-’ questions to find out place, position and direction.. Where do we find this signUsing adverbs/adverbials to express time/frequency. We usually find this sign in …using imperatives to express prohibitions.. Diving is not allowed.Language skills:ListeningRecognize differences in the use of intonation in questions, statements, commands, and respond appropriately. Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings. Open an interaction by eliciting a response by asking questions or providing information on a topic.Maintain interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.ReadingRead written language in meaningful chunks.Use visual clues, context and knowledge of the world to work out the meaning of an unknown work and a complete expression. Recognize recurrent patterns in language structure.Materials:Student’s Book 7B page 81Workbook 7B page 44Photocopiable pages 75 and 76A few boxesPreparation:Make a copy of Photocopiable pages 75 and 76 for each group.Pre-task preparation1. Introduce the different signs page 81 of the Student’s Book to students. Askstudents to read out each sign. Ask them: Where do we fi nd this sign To elicit: We usually find this sign in/at/near …2. Ask students to think of other signs that they know of, besides the ones on page 81 of the Student’s Book. Get students to dr aw and write the signs on paper. Tell students to include their signs when they play the matching game.Post-task activityWorkbook page 44ConsolidationGrammar Practice Book 7B pages 70 and 75。

Unit 3 Water Festival［教学过程］重点词汇allow beware contain equal form gatherget on with quest ice-cube iced matter milliliterminus player plus point preparation punch shamesound suitable turn into whilenot only...but also这个连词的意思是“不但…而且…,不仅…而且”,重点在后者。

代词人称不同时,动词随后面的代词。

如：Lu Xun is famous not only in China but also in all the world.He speaks not only English but also French.He not only said it but did it.Not only he but also I am invitednot only …but also…两个分句时态要一样,当not only置于句首,前一个分句要倒装。

Not only ______ to us the importance of doing the work but they also told us the best way to do it.A. did they explainB. they explainedC. they explainD. had they explainedlook forward to的用法短语动词look forward to(doing)sth. 意为期待着(做)某事,其中的to是介词,而不是动词不定式符号。

如：Boys and girls are looking forward to Children’s Day.孩子们渴盼着儿童节。

He's looking forward to hearing from his daughter.他期待着女儿的来信。