Home rules教案板书设计

Unit 6

Electricity: Project 授课课型：

Comprehensive（综合课）

授课教师：

南武中学

叶倩仪

一、学情分析

(1) Students are from junior one of our school. They have been exposed to poster writing in previous units; (2) Students might have difficulties in organizing different elements of a poster, and they may be confused about what rules they can follow to save water/electricity at home.

二、教学目标

1. 知识与技能：

(1) draw an English bar chart according to the electric bills and water bills; (2) analyze a bar chart briefly and also make comparison between different bar charts ;

(3) give advice on how to save water and electricity in English; 2. 过程与方法：

(1) Get writing material from life experience；

(2) finish a poster by working with others;

3. 情感态度价值观：

(1) know some ways of saving water and electricity

三、教学重点

analyze a bar chart and make comparison between different bar charts 四、教学难点

think of ways to save water and electricity at home

一、教学过程

Procedure Teacher’s activity Students’ activity Purpose 1. lead students to 1. review some words review the words and and phrases they learnt in phrases learnt in unit 5& unit 5 & unit 6 in form of unit 6.

mind map;

2. show a bar chart on 2. read the bar charts and 1. Lead-in how much a family answer the following To set an example

spent on water and questions: electricity last year.

(1)In which months did 3. ask students to the family spend the most describe the bar chart by on water? raising 2 questions

(2) In which months did

1

the family spend the least on water? (3) How much in total did the family spend on water last year?

1. make their own bar chart according to the data they researched beforehand ; 2. answer the following 1. ask students to make questions to each other:

their own bar chart (1)In which months did according to the data my family spend the they have researched most on water and beforehand ; electricity? Why? 2. lead students to ask (2) In which months did each other three my family spend the least 2. Pre-task

questions

in pairs; on water and electricity? To get material for 3. set students in groups Why? the poster

to compare the their bar (3) How much in total charts and find out did my family spend on whose family spent the water /electricity last most/least on water or year? electricity last year and 3. in groups, students the reasons.

compare the their bar charts and find out whose family spent the most/least on water or electricity last year and the reasons.

1. Task description 1. Everyone writes one We will make a poster part of the poster: about saving water and students 5&6 are going to electricity at home. This draw a bar chart of the is my poster. A good family that spend the 3. While-task

poster needs to have a most on water/electricity; title, a short description, students 3&4 make a

To make a poster

charts and some report of the reasons; decorations. (Show the students 1&2 will model poster made by brainstorm and conclude teacher.) at least six rules for 2. assign different saving water or

2

mini-tasks to different electricity; besides, they students need to think of a title and finish the decoration together.

2. Team leader leads all students to stick their own parts on the board

paper. 3. Read the poster fluently by themselves, team leader needs to organize all the team member to read it. 1.encourage each group 1.

each group to give a to give a presentation on presentation on their To practice 4. Post-task

their poster

poster

students’ oral 2. ask group leader to 2. At last, students give presentation give marks according to assessment on other accurately and the assessment sheet groups’ work ) fluently.

1. Make a conclusion about the lesson. 5. conclusion We have learned how to make a poster about

saving water and electricity at home.

3