牛津英语（深圳版）8A Chapter 1 Water教案
教学步骤：
pre-task preparation
1. review words and expressions.
2. ask the student to match the words with expressions.
nodded---moved one’s head up and down
traveled---went from one place to another
until---up to the point in time
pump---push water, air, etc. by machine
pollute---make air, water, etc. dirty
3. 比较remember to do sth.和remember doing sth.以及其它的词组搭配
remember to do sth.
记得要做某事（还没做过） remember doing sth.
记得曾经做过某事
forget to do sth.
忘记做某事（还没做过） forget doing sth.
忘记做过某事
stop to do sth.
停下来做某事 stop doing sth.
停止做某事
while-task procedure
1. ask the students to finish exercise d on page 5.
2. ask the students to answer the questions in exercise e and then make a dialogue.
why did daisy freeze?
why was the voice angry?
why did daisy nod her head?
why did the water go to a treatment works?
why did the water say, ‘ i’ll go back into the sea again.’?
why did the water say, ‘…like liquid gold.’?
why did daisy’s brother say, ‘sometimes you’re really strange, daisy.’?
3. ask students to discuss the importance of water and how to save water.
suggested sentences
we can save water by doing sth.
we can save water by not doing sth.
post-task activities
比较because，since和as
原因状语从句是表示原因或理由的从句结构。引导这类从句的3个最常用的连词是because，since和as。because引导的原因状语从句表示直接原因。because引导的从句通常放在句末，语气最强；since引导的原因状语从句，表示已知的理由、原因；as引导的原因状语从句，放在句子前面的说明明显的原因，放在后面的说明结果。
additional exercises
consolidation
ask students to tell where water comes from.
chapter 1 water period three
知识目标：（1）学生学习给图片排序。（2）学生学习新词汇。（3）学生学会使用流程图。
技能目标：（1）听说——学生学会从听这个环节中捕捉信息。（2）读写——学生能用自己的语言描述每幅图片。学生学会设计流程图。
过程与方法
1. 通过听力练习，学生掌握图片排序的技巧。
2. 在听力过程中，学生做好适当的笔记。
3. 根据文字内容，给图片排序。
情感、态度与价值观
通过给图片排序，培养学生的观察能力和逻辑思维能力。
教学步骤：
pre-task preparation
1. ask students to pay attention to the following things before listening to the tape.
to put the pictures in the right order, you need to
look at the pictures before you listen, and think about their content.
pay attention to the details in the pictures, and try to listen for these details.
