Unit 1 Water E Our water use in a day (Project)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-E Our water use in a day (Project) This project in Unit 1 of Grade 8 English textbook focuses on "Our water use in a day". It aims to let students understand the daily water consumption in different aspects of life through data collection, analysis and presentation. Students will learn to use relevant vocabulary and sentence patterns to describe water use, and at the same time, enhance their awareness of water conservation. The project combines listening, speaking, reading, writing and practical activities, which is conducive to comprehensively improving students' English language ability and practical operation ability. 教学目标 Students can master the key vocabulary related to water use, such as "tap water", "shower", "flush the toilet", "water the plants", etc. Students are able to use sentence patterns like "We use water to...", "The amount of water we use for... is...", "It takes... liters of water to..." to describe water use. Students can understand and analyze data about water use presented in graphs, charts and texts. 教学重难点 Key Points Mastery of vocabulary and sentence patterns related to water use. Teachers need to guide students to remember these words and sentence patterns through various teaching methods, such as word games, sentence making exercises. The process of data collection, analysis and presentation. Teachers should teach students how to collect data effectively, how to analyze the data to find out the characteristics and problems of water use, and how to present the results clearly, such as using graphs, tables or oral reports. Difficult Points How to help students use English to accurately and vividly describe the results of data analysis. Since this involves not only language expression but also logical thinking, teachers need to give more examples and guidance, and let students practice more. To cultivate students' awareness of water conservation from the understanding of water use. This requires teachers to dig deep into the content, guide students to think about the significance of water conservation through discussion and case analysis, and make students internalize this awareness into actual actions. Vocabulary Water - related facilities: tap, shower, bathtub, toilet, washing machine, dishwasher, faucet Activities using water: drink, cook, wash hands, wash clothes, take a shower, wash dishes, water the garden, flush the toilet Measurement units: liter, milliliter Sentence Patterns We use water to + verb (infinitive). E.g. We use water to wash our faces. The amount of water we use for + noun is + number + measurement unit. E.g. The amount of water we use for washing clothes is 80 liters. It takes + number + measurement unit + of water to + verb (infinitive). E.g. It takes 20 liters of water to flush the toilet once. Grammar Simple present tense is used to describe daily water use habits and facts. For example, "My family uses about 200 liters of water every day." The use of "to - infinitive" to express the purpose, as in the sentence patterns above. 教学过程 Step 1: Lead - in (5 minutes) Greet the students and show a short video about the importance of water in daily life, such as people using water to cook, clean, and grow crops. Ask students some simple questions: "What do we use water for in our daily life?" "Do you know how much water we use every day?" Let several students answer the questions to arouse their interest and lead in the topic of this project. Step 2: Knowledge Presentation (10 minutes) Vocabulary teaching Present the new words about water use on the PPT one by one, and explain their meanings and pronunciations. For example, when teaching "shower", show a picture of a shower and say, "This is a shower. We use it to take a shower. /ˈʃaʊə(r)/". Let students read the words after the teacher several times, and then play a word - reading game. The teacher says the Chinese meaning, and students quickly say the English words. Sentence pattern teaching Write some sentence patterns on the blackboard, such as "We use water to...", and give examples: "We use water to drink. We use water to clean the floor." Let students imitate to make sentences. Explain the sentence pattern "The amount of water we use for... is...". Show a simple chart about water use for different activities on the PPT, and say, "Look at this chart. The amount of water we use for washing hands is about 2 liters each time." Guide students to describe other data in the chart using this sentence pattern. Teach the sentence pattern "It takes... liters of water to...". Use examples like "It takes 10 liters of water to wash a car." to help students understand, and then let them make sentences. Step 3: Group Work - Data Collection Plan (10 minutes) Divide students into groups of 4 - 5. Explain the task of data collection: Each group needs to design a plan to collect data about their own family's water use in a day. The data should include different activities such as cooking, washing, and watering plants. Provide some guidance for the data collection plan: What tools can be used to measure water, such as a measuring cup for small - amount water and the water meter reading for large - amount water. How to record the data, for example, make a simple table with columns of activities, time, and amount of water used. Let each group discuss and design their data collection plan. The teacher walks around the classroom, listens to their discussions, and gives necessary guidance and suggestions. After the discussion, each group presents their data collection plan briefly to the class. Step 4: In - class Practice - Data Analysis (10 minutes) Suppose the teacher has prepared some sample data about a family's water use in a day in advance, and present it to the students in the form of a graph or table. Guide students to analyze the data: First, ask students to observe the data and find out which activity uses the most water and which uses the least. For example, if the data shows that showering uses the most water in a family, the teacher can ask, "Why do you think showering uses so much water?" Let students discuss and express their opinions. Then, teach students to calculate the total amount of water used in a day according to the data. For example, if the data for different activities are 20 liters for washing hands, 80 liters for washing clothes, 100 liters for showering, etc., the teacher can guide students to add these numbers together to get the total amount. Finally, let students make some simple inferences or suggestions based on the data analysis. For example, if the data shows that a lot of water is wasted when washing dishes, students can suggest using a dishwasher or changing the way of washing dishes to save water. Let students practice analyzing the data in groups. Each group gets a set of sample data, and they need to complete the analysis tasks together and fill in a simple data - analysis form. Step 5: Conclusion and Homework Assignment (10 minutes) Conclusion Summarize the key points of this class, including new vocabulary, sentence patterns, and the process of data collection and analysis. Emphasize the importance of understanding water use in daily life and saving water. Select one or two groups to briefly share their data - analysis results again, and give praise and encouragement to all groups for their efforts. Homework Assignment Each student needs to actually collect data about their own family's water use in a day according to the plan designed in class. Use the knowledge learned in class to write a short report about their family's water use, including the amount of water used for different activities, the total amount of water used, and some suggestions for saving water. The report should be at least 100 words. 教学反思 In this class, through the lead - in of the video, students' interest in the topic was successfully aroused, but the time for students to answer questions could be extended appropriately to let more students express their views. In vocabulary and sentence - pattern teaching, the use of pictures, examples and games made the learning process more vivid and interesting, and most students could master the key knowledge. However, for some students with weak foundation, more individual guidance is needed. During the group work of data - collection plan design, students showed strong enthusiasm and good cooperation ability. But in the future, it is necessary to further improve the efficiency of group discussion and avoid some students being too dominant while some participating less. In the in - class practice of data analysis, students had a certain understanding of data analysis, but some students still had difficulties in making inferences and suggestions based on data. In the follow - up teaching, more relevant training should be strengthened. The homework assignment can effectively consolidate the knowledge learned in class, but it is necessary to remind students to measure and record data accurately to ensure the quality of the report. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$