Unit5 Reading 课件+教学设计 -2024-2025学年沪教版英语七年级下册

No, no, take, no show, but I am very value flowers and trees to drink me everyday, everyday day. （沪教版2024）七年级 下 Unit 5 Water is life The journey of a drop of water Reading 沈阳市杏坛中学 陈美琦 AI辅助：豆包 CONTENTS 1 Learning objectives 3 6 5 7 8 4 2 Lead in Pre-reading While-reading Post-reading Summary Assessment Homework Learning objectives By the end of the lesson, I will be able to... Learn some key words and expressions about water. Improve reading skills by identifying key details and understanding personification in stories. Think about how water gets into our home and how to save water in our daily life. Understand the importance of water and learn ways to save it for a better future. Language 语言能力 Learning 学习能力 Value 思维品质 Culture 文化意识 1 Lead-in Who am I ? I have no , no , no , no , But I am very , Flowers and trees need me, You need to drink me every day. Guess who I am ? colour smell taste shape valuable 2 Hi! I’m water! How much do you know about me? 2 1. You can live without water for a few . a. hours b. days c. weeks 2. For an adult man, around ____ % of the body is water. a. 55 b. 60 c. 70 3. Water covers about ____ of the Earth. a. one third b. one half c. two thirds 4. About ____ of the water on Earth is “fresh” or without salt. a. 3% b. 10% c. 20% Link to the listening Predict According to the listening part to find the answers. num. num. num. num. num. num. 表示一段时间的名词词组 num. 动词短语 70 3 97 60 75 a few days 2 to 3 wash clothes and take baths 0.5 Listen with purpose 2 1. You can live without water for a few . a. hours b. days c. weeks 2. For an adult man, around ____ % of the body is water. a. 55 b. 60 c. 70 3. Water covers about ____ of the Earth. a. one third b. one half c. two thirds 4. About ____ of the water on Earth is “fresh” or without salt. a. 3% b. 10% c. 20% Check the answers: People can only use 1% of the world’s water. 97% is from the sea 2% is in icecaps (冰盖) and icebergs (冰山). Water covers 70% of Earth’s surface (表面) What do you think of me? Water is ___________. important useful … Lead in 1. Look at the picture and mark some important parts. clouds mountains fall rivers rise trees Where do I come from? sea Pre-reading 3 2. Look at the picture and put the sentences in the correct order(1—5). 2 5 4 3 3 The picture shows the water cycle. First, the water falls from the clouds as rain. Then ... After that ... Next ... Finally ... These words make your sentences more logical. 3. Describe the water cycle according to the picture and the sentences. 3 Setting the scene 情景设置 3 Here is your home (1) Where can you find water in your everyday life? (2) What does water look like, and what form does it take? liquid solid gas 3 Who: Where ： In the bathroom. The journey of a drop of water 1. Look at the title and picture and answer the questions. While-reading 4 Genre ： A story A girl and a drop of water What happened? 2. Listen to the text and underline the following phrases. 1.think about 2.turn …off 3.looked around 4.a drop of water 5.cool down 6.fall into 7.end up in 8.add…to 9.a bit dirty 10.the end of 11.one more time 12.remember to do 13.rush to her study 14.at once 思考 关闭，关掉 环顾四周 一滴水 冷却 掉入，落下 最后到… 把。。。加到 有点脏 在。。。结尾 再一次 记住要做 赶紧去她的书房 立刻 4 a. Dripple tells Du Yun about its long journey to her house. b. Du Yun goes back to her study and tells her diary about this. c. Dripple asks Du Yun to turn the tap off. d. Du Yun brushes her teeth in the bathroom. e. Dripple tells Du Yun it’ll go back to the sea again and its journey starts there. d b e a c Personification 3. Put the sentences in the correct order. 4 拟人 In the story, I can: talk like a human being; have feelings, actions and thoughts like a human being. 4. Learn the reading strategy: personification. “Turn that tap off,” said an angry voice suddenly. “You’re wasting water.” I fell into a river and eventually ended up in a reservoir. Then I travelled through the pipes under the streets and now I’m here. Remember not to waste or pollute me. I’m valuable. Feelings Actions Thoughts Actions Summary What human qualities do these sentences show? 4 Read line 1-4 and answer the question below. Why was Dripple angry at Du Yun? Du Yun was in the bathroom.The tap was on. As she brushed her teeth, she thought about going swimming with her friends and ... “Turn that tap off,” said an angry voice suddenly. “You’re wasting water.” Du Yun turned the tap off and looked around, but there was no one there. Because the tap was on and she is wasting water. 5. Read the article and answer the questions. Language points: turn on – turn off turn the tap on = turn on the tap turn it on 4 Read line 5-10 and answer the question below. How did Dripple fall down from the cloud? “Who are you?” “I’m Dripple, and I’m a drop of water. Do you know where I come from?” “From the tap?” asked Du Yun. “Well, yes, but a few days ago, I was in a cloud,” said Dripple. “Then the wind pushed the cloud up a mountain. When the cloud cooled down, it started raining. I became one of the raindrops.” When the wind pushed the cloud up a mountain, the cloud cooled down. Dripple turned into one of the raindrops, then it fell down from the cloud. Do you know where I come from? 你知道我从哪里来的吗? ★ ...where I come from宾语从句 4 Read line 11-15 and answer the question below. What did people do with the water from the reservoir? Why did they do so? “How did you come into my house then, Dripple?” “I fell into a river and eventually ended up in a reservoir. Then I went to a special place. There, people cleaned me and added some chemicals to me.” “They cleaned you? Why?” Du Yun asked. “Because I was a bit dirty. Then I travelled through the pipes under the streets and now I’m here,” Dripple explained. They cleaned it and added some chemicals to it. Because the water was dirty. 4 Language points: do with 用 what 提问 deal with 用 how 提问 Read line 16-22 and answer the question below. What will happen when Dripple returns to the sea? “So is this the end of your journey?” Du Yun asked. “No. People will clean me one more time. Then I’ll go into a river, and after that, I’ll return into the sea again.” “Again?” “Yes. My journey back to the clouds starts there. Remember not to waste or pollute me. I’m valuable.” From there it will start its journey back to the clouds again. 4 Read line 20-24 and answer the question below. Why did Dripple tell Du Yun not to waste or pollute water? “Again?” “Yes. My journey back to the clouds starts there. Remember not to waste or pollute me. I’m valuable.” “I’m sorry, Dripple!” Du Yun came out of the bathroom and rushed to her study. She wanted to tell her diary about this at once. Because water is valuable. 4 Post-reading 5 1. According to the article and answer the following questions. (1) What was Du Yun doing when the voice came?（ ） A. She was taking a bath. B. She was brushing her teeth. C. She was washing her face. D. She was thinking about swimming. (2) Where was Dripple a few days ago?（ ） A. In the tap. B. In the river. C. In the reservoir. D. In the cloud. B D Post-reading 1. According to the article and answer the following questions. (3) Why did people clean Dripple?（ ） A. Because they wanted to make it clean enough for use. B. Because they liked cleaning water. C. Because Dripple was too cold. D. Because Drippe was going to the sea. (4) What can we infer from the passage?（ ） A. Du Yun often wastes water. B. Dripple's journey is very simple. C. Water is precious and should be protected. D. The chemicals added to Dripple are harmful. A C 5 ended up in a reservoir went into a special place and got clean travelled through the pipes under the streets got to Du Yun’s home 2 Look at the picture. (1)Complete Dripple’s journey with the information from the story. 5 1. in a cloud 2. the wind pushes it up a mountain 3. cool down; raining 4. into a river 5. in a reservoir 6. a special place; clean 7. through the pipes 8. into the house 2. (2) Can you describe how water gets into your home? 5 What do you think of water? Why do you think so? 3. Think more. (At least 30 words) 5 You can start with: I think water is because . Post reading not enough fresh water drink water everyday wash things and cook food cannot live without water Possible answer difficult to get clean water 5 Water is important and valuable 关掉 __________________ 浪费水 __________________ 四处看看 __________________ 一滴水 __________________ 几天前 __________________ 变冷 __________________ 立即；马上 __________________ turn off waste water look around a drop of water a few days ago cool down at once The phrases in the article 6 Summary 改。 开始下雨 __________________ 最终到达 __________________ 一个特别的地方 __________________ 添加一些化学物质 __________________ 通过管道 __________________ 回到大海 __________________ 有点儿；稍微 __________________ start raining end up in a special place add some chemicals through the pipes return to the sea a bit 6 改。 Water is important for all living things, we should take action to save water for a better future. Self-assessment Marks I can read the article the journey of a drop of water. 1 2 3 4 5 I can understand the process of water entering the home. 1 2 3 4 5 I can use flowcharts to retell the content of the text. 1 2 3 4 5 I am able to express my views on water conservation. 1 2 3 4 5 Assessment 7 Consolidate the foundation: 基础巩固 Level 1: With the help of reference books, organize key words and phrases in a notebook. Level 2: Draw a flow chart about the water cycle of the text Homework Improve ability: 能力提高 Level 3: Work in groups to look up information about: ①water resource waste or water pollution ②the ways to protect and save water present it in class 8 Thanks! null 30067.158 2024 Blues 171110.92 $ Unit 5 Water is life课时教学设计 第1课时 Reading 课型 阅读课 语篇研读 What---语篇主题和主要内容 该主阅读语篇以人与水对话的独特视角，讲述一滴水“Dripple”的奇幻之旅，生动呈现水从自然进入生活、再回归自然的循环过程。文中对水循环各环节与场景的细致描绘，能让学生直观感悟到生活用水的来之不易。 Why---语篇传递的主题意义 作者借 Du Yun 与 Dripple 的对话，展现生活用水的循环，引导学生思考。这一形式让学生直观感受水资源的珍贵，从而树立节水护水意识，激发爱护自然资源的责任感。 How---文体结构、语言特点及功能 该语篇共十六个自然段，结构清晰，叙事生动。首段交代故事背景与主要人物；第二至五段，水滴 Dripple 与 Du Yun 展开初次对话；第六至十一段，Dripple 以第一人称讲述水从自然界流入家庭的过程；十二至十四段呈现水回归自然，完成循环；最后两段点明主题，倡导保护水资源。语篇以对话为主，语言贴近生活，拟人手法的巧妙运用，赋予水滴鲜活 “生命”，让水循环知识的讲述童趣盎然，极具可读性。 学情分析 【已知】在日常生活中，学生已直观感知水的液态、气态与固态，明白水对生命的不可或缺性。英语学习方面，他们熟练掌握一般过去时、现在完成时等时态，能够运用标题和图片预测文章内容，具备基础阅读策略。 【未知】学生对水的形态变化、水循环等专业词汇理解较为薄弱。此外，他们在运用英语描述复杂过程时，无论是语言组织还是逻辑表达，都亟待提升。 【能知】通过本节课学习，学生将掌握水循环核心词汇与句型，理清文章中水滴循环旅程的关键步骤。同时，能用英语准确描述水循环过程，深刻认识水资源保护的重要意义，实现逻辑思维与环保意识的双重提升。 课时教学目标 通过本课学习，学生能够： 语言能力：熟练掌握水主题词汇以及重点短语；运用先后顺序的连接词，用英语简单描述水的循环过程。 学习能力：通过略读和扫读，快速获取细节信息；学习拟人的修辞手法在文章中的运用以及表达的效果 思维品质：明晰水循环各环节的因果关联，在分析过程中锻炼逻辑思维；结合自身生活经验，剖析水资源浪费现象，提出创新性节水建议，提升批判性思维与创新能力。 文化意识：体会水的重要性，树立 “节约用水”的环保理念，增强文化意识和责任感。 教学重难点 教学重点： 1. 理解水循环以及水滴旅程的具体步骤和相关词汇。 2. 根据关键信息，概括水循环的过程。 教学难点： 1. 用英语准确复述水循环的过程。 2. 通过文本分析人类活动对水资源的影响，并提出合理的节水措施。 教学方法 英语教学活动观，情境教学法，任务型教学法，AI辅助教学 教学工具 PPT课件，多功能白板，教案 教-学-评一体化教学过程 教学目标 学习活动 效果评价 学习理解：借助猜一猜、知识竞赛等趣味活动，学生能积累背景知识，完成阅读活动的内容与语言储备，同时掌握主题词汇。在猜测推理过程中，学生主动探索文本信息，有效激活阅读思维，为深入阅读做好充分准备。 任务一: Lead in 1. 运用AI生成猜谜歌曲，揭示单元话题。 2. 与听力部分相连接，通过音频了解有关水的事实，激活学生的背景知识。 3. 拓展水资源短缺事实，学生运用句式Water is…表达自己对水资源的感受。 任务二：Pre-reading 1. 师生共同观察课本第68页流程图，教师指出图中的各部分，学生说出相对应的英文，如在云朵处可标注clouds，在山脚下可标注rivers等，并强调箭头处相对应的动词，如从山顶到山脚的箭头处可标注动词fall等。 2. 学生阅读并理解图下方的文字提示，结合图中的箭头判断顺序并进行配对。如第一个句子“It runs into rivers.”对应序号②。完成后的句子即可获得水循环关键步骤的顺序： 3. 引导学生根据本页中的图文提示，尝试简要概括水循环的步骤。练习之前，可引导学生思考“如何使我们的概括更加有逻辑性?”，进而引导学生在叙述时使用first、second、then、next、finally等体现逻辑性的连词，可以参考如下范例: S: First, water falls from the clouds as rain. Then it runs into the river. Next, water runs into the sea. 4. 通过观察AI设置出的家中场景，思考“Where can you find water in your everyday life?”“What does water look like and what form does it take?” 引导学生进行头脑风暴。学生可以与身边同伴充分讨论，探究水在不同自然条件下的不同形态特点，交换意见并畅所欲言。学习水的三种形态：solid (固态)，liquid (液态),gas(气态)。 任务一：在课堂中，通过观察学生的互动情况，判断其对课时任务的理解程度，并适时引导，鼓励学生积极参与课堂活动，确保教学目标有效达成。 任务二： 关注学生在图片观察环节的专注度，以及回答问题时的主动性；留意学生是否能通过独立思考提出见解，展现课堂参与的深度与广度。依据学生回答内容，判断其对常见水知识的掌握程度；同时，考察学生运用英语进行准确、流畅表达的能力，包括词汇运用、语法结构和口语表达的逻辑性。 设计意图 通过歌曲引入话题，激发学习兴趣；通过听力文本和知识竞赛，激活学生已有知识和生活经验，为深入理解文本内容做铺垫。 教学目标 学习活动 效果评价 应用实践： 借助猜测生词含义，引导学生对主阅读篇章进行逐句、逐段的精读，精准把握文章主旨、细节信息与内在逻辑，全面提升文本分析能力；通过文本研读，帮助学生洞察人物性格特点与其言行表现的内在关联；指导学生掌握从形容词描述、人物具体行动和对话等线索入手，准确分析与判断人物性格的方法，提升文学鉴赏与人物分析能力。 任务三: While-reading 1. 学生根据文章标题及图片找出语篇的主人公一女孩Du Yun和水滴Dripple以及故事发生的地方。教师可以提问“What may the two speakers talk about?”，学生可以通过小组讨论得出不同的猜测，并在阅读时进行验证。 2. 听录音跟读课文，初步了解文章大意，并在文中标出重点短语。 3. 通过略读，学生以小组活动的形式为下列段落大意排序 a. Dripple tells Du Yun about its long journey to her house. b. Du Yun goes back to her study and tells her diary about this. c. Dripple asks Du Yun to turn the tap off. d. Du Yun brushes her teeth in the bathroom. e. Dripple tells Du Yun it'll go back to the sea again and its journey starts there. d→c→a→e→b 4. 学习拟人的修辞手法： 引导学生关注Dripple 的动作“tell,ask...”，教师讲解阅读策略“拟人手法”，并通过文中的具体语句让学生体会作者如何呈现拟人手法。 5.引导学生再次阅读语篇，并通过问题理解文章细节。 阅读第1-4行，并回答问题： · Why was Dripple angry at Du Yun? （Because the tap was on and she is wasting water.） 阅读第5-10行，并回答问题： · How did Dripple fall down from the cloud? (When the wind pushed the cloud up a mountain, the cloud cooled down. Dripple turned into one of the raindrops. Then it fell down from the cloud.) 阅读第11-15行，并回答问题： · What did people do with the water from the reservoir? Why did they do so? (They cleaned it and added some chemicals to it. Because the water was dirty.) 阅读第16-22行，并回答问题： · What will happen when Dripple returns to the sea? (From there it will start its journey back to the clouds again.) 阅读第20-24行，并回答问题： · Why did Dripple tell Du Yun not to waste or pollute water? (Because water is valuable.) 任务三： 通过分析学生对各段落大意的概括精准度，判断其是否能梳理出文章的行文脉络，从而掌握篇章的整体架构。 通过分析学生对问题的回答，判断其能否突破文本表层信息，挖掘作者意图、情感倾向、隐含观点等语篇深层含义，检验对文本的深度理解能力。 设计意图 通过层次递进的教学活动，引导学生在实践中强化总结分析能力。通过信息梳理、要点提炼、逻辑推导等训练，助力学生穿透文本表层，精准把握文章深层内涵。让知识学习与能力提升自然融合，实现学生对教学内容的高效吸收与内化。 教学目标 学习活动 效果评价 迁移创新： 通过阅读理解、填空等针对性练习，加深学生对本文的理解，引导学生在语境中运用已学单词和短语，夯实语言基础；借助复述练习，促使学生梳理文本脉络、提炼核心内容，强化对主阅读篇章的理解与记忆，提升语言组织和信息整合能力；通过开放性问答，鼓励学生将所学知识与日常生活经验相结合，共同探讨水对人类和自然的重要性，实现从知识学习到实践应用的有效迁移。 任务四：Post-reading 1. 通过AI生成阅读相关习题，贴合应用实际。 2. 通过图片信息 (1)结合文本，完成第70页活动1 (2)通过所给信息，描述水进入到自己家的过程。 3. 综合思维能力： 引导学生讨论以下几个问题: What do you think of water? Why do you think so?鼓励学生多使用课上所学表达方式进行讨论和分享。 任务五：Summary 复习文本中的重点短语 任务四: 根据学生的答案，判断学生是否深入了解篇章的内容；根据学生填写表格的情况，判断学生是否掌握运用找读策略来寻找具体信息的能力；根据学生讨论的情况，判断学生能否在情境中准确地运用目标语言以及独立思考的程度和能力。 任务五： 通过学生的对短语的复习成果以及总结发言，判断学生对本节课知识的掌握程度、思维整合能力以及节约用水的意识。 设计意图 通过习题、小组讨论、创新性思考等方式，鼓励学生在合作探究中灵活调用知识，分析并解决实际问题，实现从知识积累到实践应用的有效迁移，培养学以致用的思维习惯。 评价量表 课时作业设计 作业内容 基础题： 模仿录音的语音、语调，朗读课文；在笔记本上整理重点单词和短语。 提高题： 根据文章内容绘制一幅关于水循环的流程图。 拓展题： 根据语篇主题，以小组为单位查阅水资源浪费或水污染的相关资料，以及人们的保护措施，在课堂上进行展示。 作业目标 提升口语表达的流利度和准确性，加深基础语言知识的积累。 掌握用语言和思维的转述能力 激发学生主动探索的热情，培养其独立获取信息、筛选整合资料的自主学习能力，为终身学习奠定坚实基础。 AI辅助设计过程 工具：豆包 设计目的 具体步骤 教学效果 创新导入方式，通过歌曲的方式吸引学习学习兴趣，从而顺利导出单元话题；创设生活场景，体验身临其境，同时引发学生思考日常生活中关于水的场景 任务一: Lead in 1. 运用AI生成猜谜歌曲，揭示单元话题。 在豆包生成音乐界面，输入歌词，设定音乐风格：嘻哈；男声 Who am I ? I have no colour, no smell, no taste, no shape, But I am very valuable, Flowers and trees need me, You need to drink me every day. Guess who I am ? 任务二：Pre-reading 4.通过观察AI设置出的家中场景，思考“Where can you find water in your everyday life?”“What does water look like and what form does it take?” 在豆包生成视频界面，先插入一张家居厨房图片，并输入视频中想要的内容： 热水壶冒热气，冰箱打开能看到冰块 学生积极参与课堂活动，确保教学目标有效达成；通过AI情景，提高学生观察能力，同时引发学生思考日常生活实际中水的出现场景和具体形态 设计目的 具体步骤 教学效果 生成更有针对性的阅读练习材料，既巩固所学，检验对文本的理解能力，同时与答题实际相结合，提高学生的阅读理解以及文本信息搜索能力 任务四：Post-reading 1.通过AI生成阅读相关习题，贴合应用实际。 将课文内容以文件形式传输到豆包中，输入指令：根据文本内容，生成初中阅读题，从而生成以下习题 (1) What was Du Yun doing when the voice came?（ ） A. She was taking a bath. B. She was brushing her teeth. C. She was washing her face. D. She was thinking about swimming. (2) Where was Dripple a few days ago?（ ） A. In the tap. B. In the river. C. In the reservoir. D. In the cloud. (3) Why did people clean Dripple?（ ） A. Because they wanted to make it clean enough for use. B. Because they liked cleaning water. C. Because Dripple was too cold. D. Because Drippe was going to the sea. (4) What can we infer from the passage?（ ） A. Du Yun often wastes water. B. Dripple's journey is very simple. C. Water is precious and should be protected. D. The chemicals added to Dripple are harmful. 学生能够通过本节所学以及文本信息查找能力找到正确答案，并自己总结出各项问题考察的能力分别是什么 学科网（北京）股份有限公司 $null