Unit 5 Water is life-Section 3 Expressing and communicating ideas-Speaking 教学设计 2024-2025学年沪教版英语七年级下册.

Unit 5 Water is life-Section 3 Expressing and communicating ideas-Speaking This speaking section in Unit 5 “Water is life” of Shanghai Education Edition (2024) English textbook for Grade 7 focuses on enhancing students' communicative abilities regarding the topic of water. Students will discuss the various uses of water in different settings such as at home, at school, in factories, and on farms. Additionally, they will explore ways to save water. The section also incorporates the learning of consonant clusters like /str/, /spl/, /spr/, and /skr/, with an emphasis on the voicing assimilation phenomenon. Through group discussions and pair - work, students are expected to clearly express their views on water - related environmental protection issues. 教学目标 Students will be able to master the vocabulary and expressions related to the uses of water in different places, such as “drinking, cooking food, bathing and showering, washing hands/dishes/clothes” (at home), “doing experiments, gardening” (at school), “cooling machines, making products” (in factories), and “watering crops, providing water for animals” (on farms). Students will understand and correctly pronounce consonant clusters /str/, /spl/, /spr/, and /skr/, and be aware of the voicing assimilation phenomenon in these clusters. 教学重难点 A. Teaching Key Points Enable students to master the language knowledge about the uses of water and water - saving, and use them correctly in speaking. Guide students to accurately pronounce the consonant clusters /str/, /spl/, /spr/, and /skr/, and help them understand the voicing assimilation rule. Organize students to carry out effective group discussions and pair - work, and improve their communicative skills. B. Teaching Difficult Points Help students overcome the fear of speaking English in public, and encourage them to express their ideas bravely and confidently. Guide students to think deeply about water - saving and environmental protection issues, and be able to put forward some creative and practical suggestions. Ensure that students can use the learned language knowledge flexibly and appropriately in real - life communication, rather than just rote - memorizing. A. Vocabulary Uses of water at home: drinking, cooking food, bathing, showering, washing hands, washing dishes, washing clothes Uses of water at school: drinking, washing hands, doing experiments, gardening Uses of water in factories: cooling machines, making products Uses of water on farms: watering crops, providing water for animals Water - saving related: turn off the tap, reuse water, collect rainwater, take quick showers, wash more clothes together B. Grammar and Sentence Patterns Expressing the use of water: We use water for + doing / to + do... e.g. We use water for drinking. / We use water to wash our hands. Expressing necessity: We need to + do... e.g. We need to drink enough water every day. C. Phonetics Consonant clusters: /str/ (e.g. street, strong), /spl/ (e.g. splash, split), /spr/ (e.g. spread, spring), /skr/ (e.g. scream, screen). In these clusters, pay attention to the voicing assimilation, for example, in “street”, the /tr/ after /s/ is often pronounced as /dr/; in “spring”, the /p/ after /s/ is often pronounced as /b/. 教学过程 A. Warming - up (5 minutes) Greet the students and start a simple conversation about their daily life. For example, “How was your day today? What did you do this morning?” Then, show a picture of a glass of water on the screen and ask students, “What is this? What do we usually use water for?” Encourage students to share their ideas freely. B. Presentation (10 minutes) Uses of water in different places Divide the students into groups of four. Give each group a set of cards with pictures and words related to the uses of water in different places (home, school, factory, farm). Ask each group to discuss and match the pictures with the corresponding places and uses of water. For example, for the “home” group, they need to find pictures like a person drinking water, cooking food, etc. After the group discussion, invite some groups to come to the front of the class and present their matching results. Use the blackboard to write down the correct uses of water in different places: At home: drinking, cooking food, bathing and showering, washing hands / dishes / clothes At school: drinking, washing hands, doing experiments, gardening In factories: cooling machines, making products On farms: watering crops, providing water for animals Then, use the sentence pattern “We use water for + doing / to + do...” to explain each use. For example, “We use water for drinking. Drinking is one of the most important uses of water at home.” Consonant clusters Write some words with consonant clusters /str/, /spl/, /spr/, and /skr/ on the blackboard, such as “street”, “splash”, “spring”, “scream”. Pronounce these words slowly and clearly, and ask students to listen carefully and imitate. Then, explain the voicing assimilation phenomenon. For example, “In the word ‘street’, we pronounce /s/ first, and then the /tr/ is pronounced as /dr/. So the whole word is pronounced as /striːt/.” Let students practice reading these words in pairs. Walk around the classroom to monitor and correct their pronunciations. C. Practice (15 minutes) Group discussion - uses of water Ask the students to stay in their previous groups of four. Each group chooses one place (home, school, factory, or farm) to focus on. They need to have a more in - depth discussion about the uses of water in that place, using the sentence patterns they just learned. For example, if a group chooses “school”, they can discuss like this: S1: Water is an important part of our lives. We use it for so many things at school. S2: You're right. We need to drink water to stay healthy. S3: We also use water when we do experiments. For example, in a science experiment about dissolving substances. S4: And we use water to water the plants in the school garden. Walk around the groups, listen to their discussions, and offer help and guidance when necessary. After the discussion, each group selects a representative to report their discussion results to the whole class. Pair - work - water - saving tips Show some pictures on the screen, such as a person washing hands with the tap running, a person watering plants with a lot of water, etc. Pair up the students. Each pair is required to look at the pictures and come up with water - saving tips for each situation. For example, if the picture shows a person washing hands with the tap running, they can say, “When we are washing hands, we can turn off the water when we are not using it to save water.” Give students some time to discuss. Then, invite several pairs to come to the front and share their water - saving tips with the class. Write down the good suggestions on the blackboard. D. Production (10 minutes) Science Club activity Suppose the students are members of the Science Club. Give each student a short news report about the water resource situation in the world (for example, news about water shortages in some areas). Ask the students to read the news report carefully. Then, divide them into new groups of five or six. In the groups, they need to discuss the following questions based on the news report: Why is water so precious? What problems will water shortages bring? What can we do to save water in our daily lives? Encourage students to think deeply and express their opinions bravely. Walk around the groups to facilitate the discussion. After the discussion, each group makes a poster about water - saving. They can draw some pictures and write down their water - saving suggestions on the poster. Invite each group to show their poster to the class and explain their ideas. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the uses of water in different places, the pronunciation of consonant clusters, and some water - saving tips. Ask students to share what they have learned and what they think is the most important thing they got from this class. Homework Ask students to write a short passage about how to save water in their daily lives. They should include at least three water - saving tips. Encourage students to put the water - saving tips they learned in class into practice at home, and ask their parents to supervise and record their performance. 教学反思 Positive aspects The group work and pair - work activities in this class effectively engaged students in active participation. Most students were willing to express their ideas in groups, which improved their communicative skills and teamwork spirit. For example, during the discussion about the uses of water in different places, students actively shared their own experiences and knowledge, and the discussions were very lively. The use of pictures, cards, and news reports made the teaching content more vivid and interesting, which helped students better understand the abstract knowledge. For instance, the pictures of water - related activities in different places made it easier for students to remember the corresponding vocabulary and sentence patterns. Areas for improvement Some students still had difficulties in pronouncing the consonant clusters correctly, especially when speaking in a hurry. In future classes, more targeted pronunciation practice should be carried out, such as tongue - twister exercises related to consonant clusters. Although most students could come up with some water - saving tips, the creativity and depth of their suggestions were limited. In the future, more 引导性的问题 and case studies can be provided to inspire students to think more deeply about environmental protection issues. In the group discussion of the Science Club activity, the time control was not very accurate. Some groups did not have enough time to fully discuss and present their ideas. In future teaching, more attention should be paid to the reasonable arrangement of time for each activity. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$