Unit 1 Water B Water in everyday life (Speaking)教学设计 2025-2026学年沪教版（五四学制）（2024）八年级英语上册

Unit 1 Water-B Water in everyday life (Speaking) This speaking lesson from Unit 1 Water in the Shanghai Education Press (Five - Four Academic System, 2024) English textbook for Grade 8 focuses on the theme of water in daily life. It aims to enable students to talk about how water is used in different aspects of our lives, such as in households, industries, and agriculture. Through various speaking activities, students will practice using relevant vocabulary, sentence structures, and express their own opinions on water usage and conservation. The lesson not only enhances students' language skills but also raises their awareness of the importance of water resources. 教学目标 A. Knowledge Objectives Students will be able to master and use the following key vocabulary related to water in daily life: faucet, tap water, reservoir, irrigation, industrial waste, etc. They can understand and apply sentence patterns like "We use water to...", "Water is used for...", "How much water do we use...?" accurately in speaking. B. Ability Objectives Develop students' oral communication skills, including the ability to describe water usage scenarios clearly and fluently. Enable students to ask and answer questions about water usage, and have a simple conversation with their partners on this topic. Train students' thinking ability by guiding them to analyze and discuss water - related problems and solutions. C. Emotional Objectives Foster students' awareness of saving water and protecting water resources through classroom discussion and learning. Encourage students to actively participate in group work and communication, improving their cooperation and teamwork spirit. 教学重难点 A. Key Points The acquisition and correct usage of vocabulary and sentence patterns related to water in daily life. Guiding students to carry out effective speaking activities, such as role - playing and group discussion, to practice speaking skills. B. Difficult Points Helping students to express their own ideas and opinions vividly and accurately in English when discussing water - related issues, especially in terms of logical organization of language. Cultivating students' ability to think critically about water problems and come up with creative solutions in English. Vocabulary faucet (n.)：a device for controlling the flow of water from a pipe, especially in a kitchen or bathroom（水龙头） tap water (n.)：water that comes out of a faucet（自来水） reservoir (n.)：a large natural or artificial lake where water is stored for use（水库） irrigation (n.)：the supply of water to land or crops to help growth, typically by means of channels（灌溉） industrial waste (n.)：unwanted or unusable materials produced by industrial processes（工业废料） purify (v.)：to make something pure by removing substances that are dirty, harmful, or not wanted（净化） Sentence Patterns We use water to wash clothes, take showers, and cook meals.（我们用水洗衣服、洗澡和做饭。） Water is used for watering plants in the garden.（水被用于浇灌花园里的植物。） How much water do we use for brushing our teeth every day?（我们每天刷牙要用多少水？） If we don't save water, there will be less and less clean water in the future.（如果我们不节约用水，未来干净的水会越来越少。） 教学过程 A. Warming - up (5 minutes) Greet the students as usual and then show them a short video about the beauty and importance of water, such as scenes of rivers, waterfalls, and people using water in daily life. After watching the video, ask some simple questions to arouse students' interest, like "What can you see in the video?" "Why is water important to us?" B. Presentation (10 minutes) New Vocabulary Teaching Use pictures on PPT to present new words one by one. For example, show a picture of a faucet and say "This is a faucet. We turn on the faucet when we want to use water." Let students repeat the word several times. Do the same for other new words. Explain the meaning and usage of each word briefly. For "irrigation", show a picture of a field with water channels and explain "Farmers use irrigation to water their crops. It helps the crops grow well." Sentence Pattern Drilling Write the sentence pattern "We use water to..." on the blackboard. Give an example "We use water to drink." and then ask students to make sentences using this pattern. Invite several students to share their sentences. Present the pattern "Water is used for..." in a similar way. Write an example "Water is used for cleaning the floor." on the board and ask students to create their own sentences. C. Practice (15 minutes) Pair Work Divide the students into pairs. Give each pair a set of cards with different daily activities written on them, such as "washing dishes", "watering flowers", "making coffee", etc. Students in each pair take turns to pick a card and describe how water is used in that activity using the sentence patterns they just learned. For example, if a student picks the card "washing dishes", he/she can say "We use water to wash dishes. Water is used for getting the dishes clean." The partner listens and can ask some simple questions like "How much water do you think is needed?" Group Discussion Arrange students into groups of four or five. Pose a discussion topic: "In our daily life, where else do we use water? And how can we save water in these situations?" Each group starts the discussion. The teacher walks around the classroom, listens to their discussions, and offers necessary help and guidance. Encourage students to use the new vocabulary and sentence patterns as much as possible. After about 5 minutes of discussion, each group selects a representative to report their discussion results to the whole class. D. Production (10 minutes) Role - playing Activity Set a scenario: A reporter from the school radio station is interviewing some students about their water usage habits at home. Select several students to act as reporters and interviewees. The reporters need to prepare some questions in advance, such as "How many times do you take a shower every week? How much water do you think you use each time?" "What do you do to save water at home?" The interviewees answer these questions based on their own situations. The rest of the students watch the role - playing and can give their comments or suggestions after it is finished. Mini - speech Ask each student to prepare a short speech about "My Suggestions on Saving Water" within 3 minutes. They can organize their ideas based on what they have discussed in class. Invite 3 - 4 students to come to the front of the class and give their speeches. After each speech, the teacher and other students can give positive feedback and also point out some areas for improvement. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with the students. Ask them to recall and repeat some important words and sentences. Review the main points of water usage in daily life and the importance of saving water that they have discussed in class. Homework Ask students to write a short passage about "Water in My Daily Life", which should include at least 5 sentences about how they use water every day and 3 suggestions on saving water. Encourage students to observe their family's water usage situation at home in the following week and make a simple report next class. 教学反思 In this lesson, the use of multimedia resources such as videos and pictures in the warming - up and presentation stages effectively attracted students' attention and helped them better understand new vocabulary and concepts. However, in the future, more diverse and vivid materials can be selected to further stimulate students' interest. The pair work and group discussion activities provided students with sufficient opportunities to practice speaking. Most students actively participated, but there were still a few shy students who were less involved. In the next class, more attention should be paid to these students, and some more targeted ways can be adopted to encourage their participation, such as giving them easier tasks at first and gradually building up their confidence. During the role - playing and mini - speech activities, students showed their creativity and language application ability to a certain extent. However, some students still had problems with grammar and vocabulary usage. This indicates that in daily teaching, more grammar and vocabulary training in context should be strengthened to improve students' accuracy in language expression. Overall, this lesson achieved the teaching objectives, but there is still room for improvement in terms of teaching methods and student participation. Continuous adjustment and improvement will be made to make the teaching more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$