英语说课稿范文全英文
全英文版本的说课稿，对于英语老师来说不过是举手之劳。下面是我给大家整理的英语说课稿范文全英文，供大家参阅! 全英文版英语说课稿前言 Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts. 全英文版英语说课稿教材分析 Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION 1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material. 2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. 3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (二)ANALYSIS OF THE STUDENTS The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now. (三)TEACHING AIMS AND DEMANDS The teaching aim\'s basis is established according to Junior School English syllabus\' provision. 1.Knowledge objects (1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\'m sorry”“That\'s all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson. (3) To finish some exercises. 2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs. (3) To develop the Ss’ abilities of communication by learning the useful structures. 3.Moral objects (1) To enable the Ss to be polite and love life. (2) To enable the Ss to look after their things well. (四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\'s position and function. 1.Key points: (1).To help the Ss to communicate with each other. (2).To enable the Ss to study in groups and co-operate skillfully. (3).To develop the Ss’ interest in English. 2.Difficult points: (1) How to make dialogues and act them out. (2) How to write the right whole sentences. (五) TEACHING AIDS Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. 全英文版英语说课稿教学方法 Part Two The Teaching Methods 1. Communicative teaching method 2. Audio-visual teaching method 3. Task-based” teaching method As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition. Teaching special features To use these methods are helpful to develop the Ss’ thought. 全英文版英语说课稿教学技巧 Part Three STUDYING WAYS 1.Teach the Ss how to be successful language learners. 2.Let the Ss pass \"Observation—Imitation—Practice \" to study language. 3.Teach the Ss how to master dialogues and how to communicate with others. Teaching special features: Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English. 全英文版英语说课稿教学流程 Part Four Teaching Procedure I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner. Step1 Warm-up 1. Free talk between T and Ss . Such as: Hi, I’m . . . . What’s your name? This is …. How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc. 2.A game: Ask the Ss to give T some school things. For example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book. This is not my book. It’s your book. etc. In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues. Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge. Step2. Presentation This course is very important. I’ll mainly talk about this step. I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A. First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B. A: Hi, B. How are you today? B: I’m fine, thank you. And you? A: I’m fine, too. Oh, this is my bag. B: No, this is not your bag. It’s my bag. A: (Look closely) Oh, I’m sorry. B: That’s all right. (At the same time, C is running up and hitting A.) C: Oh, I’m sorry. A: That’s OK. I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well. Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. Step3.Practice First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars. Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. Step4.Production In this step I’ll give the Ss a free space to show their abilities. Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc. After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues. Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. 2.Skill 1 Model 1. I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines. Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best. 3.Finish the Ss’ workbook. Purpose of my designing: To check the knowledge Ss have learned in this lesson. Step5.Homework: (1)Recite the words as many as possible after class. (2)Make a dialogue according to Sample A and write it in the exercise book. Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. Blackboard Design Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
英文说课稿
英文说课稿 篇1 一.教学要求： 1、能听懂日常用语That’s my new ruler. It’s very nice.要求读音正确，语调自然。 2、能运用句型That’s my…It’s very…对物品进行简单描述，语音语调正确。 3、低年级学生的英语学习方法引导。 二.教学重点： 1、培养学生的学习兴趣，能听懂日常用语That’s my new ruler. It’s very nice.等。 2、培养学生的观察能力。 三.教学准备： 词语卡片、小黑板 四.教学过程： A. greeting 继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相应的反应。 B. Free talk T：Class begings. S1: Stand up. T: Hello, boys and girls. Ss: Hello, Miss Jiang. T: Hi, What’s your name? S: Hello, my name is …. T：How are you? S1: I’m fine, thank you. T: Nice to meet you. S1: Nice to meet you， too. 开起小火车，一个接一个和后面的小朋友打招呼。 C、Presentation 1) 教师拿出一本新的英语书用Is this …?问学生，再指着远处讲台上的一把新的尺子，Is that … ? 提问，从而呈现That’s my new … T：Is this a book? Ss: Yes, it is. T: This is my new book. T: (指远处)Is that a ruler? Ss: Yes , it is. T: Good. That’s my new ruler. 让学生通过This is my new book.和 That’s my new ruler. 的对比。体会 this 和 that 的不同含义和用法。 2)教new 这个单词时，教师用新、旧物品作比较。 T: Look, this is an old book. T: Look, that’s a new book. 在学生操练new 之后，再让学生用new 进行组词操练：a new bag, a new book等。 D、Learn to say 1)放录音让学生跟读的方式学习对话内容。在学生跟读时，要他们尽量模仿录音中的语音、语调。 2)引导学生采用分角色朗读、分组朗读等多种形式练习，进行课文对话操练。 3)在班级中开展“小擂台”比赛，看谁领读得好，谁就成为“小擂主”。 E、Practise 1)在学生听、读对话后，教室组织学生运用实物、图片、多媒体等直观手段，创设情境，进行多层次的操练。 S1: That’s my new pencil. S2: It’s red. It’s very nice. F、Assign homework (1)听录音，朗读。 五.板书设计： Unit 4 My nice ruler ——That’s my new ruler. ——It’s very nice.☆教学调整☆ 教学反思： 课 题：Unit 4 My nice ruler 英文说课稿 篇2 一、教学目标与要求 1、能听懂、会说：“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在实际生活中运用。 2、能听说读单词storybook和water bottle。 3、学歌谣“I have a storybook . Me too.” 二、教学重、难点分析 重点：能听懂，会说：“I have ….”句型和单词storybook 和water bottle。 难点：在实际生活中运用“I have….”句型。 三、课前准备 1.教师准备挂图、玩具、文具等实物，VCD、录音机。 2、学生自备文具和自带一些小玩具 四、教学步骤和建议 1、 热身(Warm-up) (1)、教师与学生进行日常口语会话练习。 (2)、复习上学期所学句型“I have a ….”教师拿出一个玩具汽车并说“I have a new car.”把它递给学生让他来说“I have a new car.”拿出多个玩具练习这个句型，让每一个学生都说一遍。 2、新授(Presentation) (1)、教师拿出一本故事书说“I have a new storybook.”，学生也拿出一本故事书说“I have a new storybook.”教师紧接着说“Can I see it.”学生答“Sure. Here you are.”和多个学生进行这个对话练习。 (2)、全班学生看本课VCD教学片。 (3)、通过观看教学片，在几遍后让学生试着跟读Just speak部分的内容。 (4)、学生跟读，教师纠正部分单词的发音。 (5)、学生分组分角色朗读，做到最快、最清晰、最大声。 (6)、请部分学生拿着水壶、故事书到前面表演对话。 (7)、去掉VCD的声音，让学生为教学片配音。 (8)、用图片展示生词storybook和water bottle，通过抢答游戏的方式让学生能听、说、读这两个单词，具体步骤如下：教师把图片快速从学生眼前闪过，然后学生举手抢答。答对者奖励一个小贴纸。 (9)、让学生使用所学过的玩具或文具对Just speak部分的对话进行改编并表演出来。例如： A: Hi, ….I have a new doll. B: Hi, …. I have a new ball. A: Oh, cool. Can I see it. B: Sure. Here you are. A: Wow! It's super. (10).听录音欣赏歌谣，在活跃的气氛中让学生跟着节奏学说歌谣。 五、巩固与延伸(Consolidation and extension) 1、打开质量监测完成对应的练习(教师给予一定的指导)。 2、家庭作业：跟读课文，朗读歌谣。 英文说课稿 篇3 一．说教材： 《birthdays》是译林英语五下的最后一个单元。本课时主要讲授的是第一板块Story time的内容。主要围绕“过生日”这一话题，通过问询和讨论在生日里所做的事情展开对话。 教学大纲对Story time的'要求是通过对话、短文、故事等，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，同时提高学生的综合人文素质。所以本课的主要目标是培养学生灵活运用所学知识进行语言表达的能力。 二．说教学目标： 针对这些要求，我设定了本课时的教学目标是： 1. 学生能流利朗读并理解story time。 2. 学生能听懂、会读句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April." 3. 学生能运用句型"What do you do on your birthday? I usually..."正确问答生日活动。 而本课有比较明显的中西文化区别，所以针对这一特征，设定情感和文化目标为： 1. 能理解中西方生日文化的去别和融合。 2. 能懂得感恩父母。 三：说教学方法： 教法： 1. 问答式教学法：它能充分发挥师生两方面的积极性，用此法可启发学生思维，培养学生分析问题、解决问题的能力和口头表达能力，激发其学习的主动性、积极性。 2. 讨论式教学法：通过对教学主题的自由讨论，得出在生日经常做的事情。在讨论的过程中运用所学的语言。不仅能帮助学生正确运用语言，也能创建比较自由舒适的课堂环境。 3. 情境教学法：给学生创建比较真实的语言环境，在情境中学习课文的内容。 学法： 1. 听选法：要求学生在听的过程中完成信息的采集。帮助学生锻炼听取信息的能力。 2. 速读法：以快速阅读为基础，找出与给出主题相关的内容，帮助学生练习泛读能力。 3. 精读法：细读课文，找出细节内容。在这一部分，学生需要对课文进行分析，并找出正确的答案。锻炼学生对文本的分析运用能力。 四：说教学过程： 本课时是本单元的第一课时，主要教学过程如下： 课前活动： 一、热身活动 为了帮助学生进入学习状态，设计如下的课前活动。 1. 解释卡片和奖励机制。 2. Listen to the song Happy birthday to you> 3. Say a chant The months chant> 二、引入课题 1. 正是上课，首先出示本课的学习目标，让学生对本节课需要掌握得内容有比较清晰的了解。 2. 讨论月份，引入主题。 T: boys and girls. There are twelve months in a year. Which month do you like best? S: I like… T: I like October best. Because my birthday is in October. Do you want to know? You can ask“ When’s your birthday? ”引入生日讨论。 连读，板书。 Put in order 先出示打乱的生日活动，观看听老师的生日活动，然后完成排序练习。 以上引入课题：birthdays 三、处理文本 为了帮助学生锻炼听、说、读的能力，设计了如下的处理文本的活动。 a. (放视频，完成连线) b.听录音，说出所做的事情。（板书） c. 速读课文，找出Mike做的事 d. 精读 Read the text carefully and try to find the answers. 1）Who do they spend their birthdays with?(他们和谁一起度过生日？) 2）What do they eat? 文化渗透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes. 3）T: They do different things on their birthdays. Are they happy on their birthdays? S: Yes. How can you know? 找出句子: We have a great time. We have a lot of fun. 四、练读课文。 练读课文时比较枯燥的，所以设计了多样的练读方法。 1）跟读，注意语音语调，特别是重音。 2）三人多样练读，请两组示范。 3）齐读。 五、复述课文 复述课文是比较有效的检验学生是否掌握课文内容的方法，所以在本部分设计了逐层递进的复述方法。 1）看板书，复述。 2）去掉动词词组，复述。 六、你的生日 让学生正式运用本节课所学的知识，进行丰富的讨论活动。 T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays. 1)提供表格，让学生先选一选。 2)根据选择,和同桌说一说。 3)请学生说一说。 文化渗透：随着时代的发展，中国的生日文化已经吸纳了很多西方元素，中西方生日文化的差异已经不是很明显了。 T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller. 七、情感教育 帮助学生学会感恩父母并且对本课的内容进行书写训练。 Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas. 八、评价和回家作业 针对上课是出示的学习目标，让学生对自己这节课的学习效果进行评价和反馈。知道自己的薄弱点在哪儿。针对这些评价内容，设计回家作业。 (必做)1. Listen to the tape and read after it three times. 2. Write down more ideas for your parents’ birthdays. (选做)1. Try to retell the story. 2. Write down your parents’ birthday dates. 五：说板书 本课的板书采用了和课文相关的蛋糕和面条，并在上面贴上对用人物的活动词组，辅以头像帮助理解。非常的生动，让学生对本课的内容有比较直观的理解。 英文说课稿 篇4 （英文万能版） ● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here. ● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects. 1. 教学内容 (Contents) Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit . It includes , ____ and . In section 1, it mainly deals with these key words, 2. 教学对象(talk about the students) Secondly, it is about the students. Our students are in Grade They are active and curious, interested in new things. After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language. They have learnt English for years, and have already known It is not difficult for them to understand and use the language 3. 教学目标 (Teaching aims) So, I set the following aims. By the end of the lesson, students will be able to read, recognize, and use these words: And, these sentences: By the end of the lesson, ①Ss can understand the and get useful information from the through attentive listening / reading. ②Ss are able to talk about ③Ss can use to give suggestions on ④Ss’ abilities of listening and speaking will be developed. (Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is ①to help students cultivate and foster their abilities of working in groups. ②to foster Ss’ consciousness of good-cooperation and proper competition. ③to help Ss cultivate their abilities to analyze and solve problems independently. ④to foster Ss’ initiative and creativeness. ⑤to help Ss to recognize and identify the differences between Chinese and English cultures on ⑥to help Ss know some and comprehend the ①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is: The pronunciation of 4.教法学法(Teaching methods) Fourthly, it talks about teaching methods. In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on. 5. 教学过程 ① 具体steps 根据具体内容定； 一般分为：warming up lead inpresentationconsolidationhomework ②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计; Next, let’s focus on the teaching procedures. I will finish the lesson in steps. It will cost about mins. After greeting with the Ss, I will begin the lesson by singing the song together with the Ss. Purpose: The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt knowledge for the next step. It will cost about mins. With the help of the PPT, I set a situation of by to stimulate the Ss’ interest of the lesson. By playing the PPT, IAnd then, (板书layout) The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally. After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words. It is called Phonics. It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words. （机械上口； 有意义操练； let’s do; 课文对话表演;） It will cost mins, including Due to the Ss’ age, I make The purpose of this is to draw the whole Ss’ attention to the spelling of the words. It is to help Ss to learn through a true situation. In this step, I will give Ss a free space to show their abilities. I will Then, Task-based teaching method and Communicative language teaching are used here. The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed. Making a new dialogue is to check if Ss can use correctly and skillfully. （总结上课内容； 德育渗透； 作业布置；） In this step, I will guide the Ss to conclude the key words And sentences And also, I will The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures. 6.板书再次介绍（Talking about the blackboard design again） And, this is my layout design. That’s all for my teaching design. Thank you a lot for listening. 英文说课稿 篇5 一、说教材分析 1、教材的地位和作用： 本课是初中牛津英语8B第七单元Water Talk课文的教学。这篇课文是一篇较长的阅读文章。初二的英语教学突出了阅读文章的教学，而长篇文章的阅读也恰是同学们学习的难点。如何处理好此篇阅读文章的教学，如何让学生对文章有整体的把握与理解以及对部分生词有初步的掌握，将是本课着重解决的问题。本课虽是阅读教学，但是在教学中，本课也有针对性地对学生的听, 说, 读, 写进行了一定的操练, 以便提高学生综合运用语言的能力。本课课文所涉及的内容为水的旅程，联系了生活实际，是学生较为熟知的话题;同时将水拟人化，增加了文章的趣味性。本堂课将着眼于课本，充分挖掘文章的知识性以及趣味性。 2、教学目标的确立 Teaching objectives: 1. Language objectives: To learn the new words: precious, vanish, a sewage plant, a water treatment works, thorough, etc. To get to know water’s journey. 2. Skill objectives: To find out the information according to the given questions. To improve the students’ skills in using some verbs to describe facts. 3. Emotional objectives: To arouse the students’ awareness of the importance and necessity of saving 二、说学情分析与学法指导： 学情分析：初中学生的形象思维能力较强，抽象思维能力较弱，上课注意力容易分散。初二的学生已具备一定的英语基础，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复，因而在注重启发引导，培养学生分析、概括能力的同时，本课将采用灵活多样的教学方法，并配以趣味图片及动漫，从而增强学生的兴趣和注意力。 学法指导： 1、在课前设定阅读任务, 让学生带着任务进行阅读, 增强阅读的目的，对文本有一个整体把握 2 、在教学中, 指导学生掌握阅读的步骤和方法，加强泛读与精读的训练。 3、在教学中, 注意启发和引导学生质疑问题。 4、在教学中, 指导和训练学生掌握阅读的基本技巧, 比如教给学生圈点、划线﹑改写等方法。 三、说教学设计与步骤 课堂的设计遵循了课文整体教学的思路，结合听、说、读、写训练，加强了同学们对文本的理解以及对重要语言知识点的掌握，最终达到提升学生综合运用语言的能力。 Teaching procedures: Pre-task 环节，激发兴趣，做好铺垫。 1. Let students read a poem and guess to elicit the topic—Water. (引发兴趣) 2. Ask students to say something about water to elicit a new word— precious.(以旧带新) 3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在对文章的整体把握) While-task环节，尝试用不同的方法对各段进行分段教学。 1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由图片引出课文生词，处理文中的开头部分) 2. Read aloud the rewritten reading part on the slide and tell why water was angry.(阅读被改写过的段落后，同学们就水为什么会生气这一问题进行思考。) 3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (对照被改写的段落，在书上圈出不同的地方，看似简单的任务，却很好地调动了学生，让学生轻松地掌握了生词的英语释义。) 4. Play the recording of the second part and let the students find out the places water passed in order. (听段落，把握大意，筛选信息。) 5. Show the students some pictures and let them tell what water did and what happened to water. Students are required to use the key verbs. (趣味图片，关键动词来说明) 6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(问题设问，铺垫下文) 7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小组问题竞答，检查与巩固课文内容。) Post-task 环节，总结与拓展。 1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小组比赛，完成水旅程的流程图，更进一步地检测并巩固所学内容。) 2. Let the students watch a flash on water’ cycle and tell what they think of the journey. Try to arouse their awareness of the importance of saving water.(情意升华，珍惜水资源。) Homework 作业布置 1. Read the passage after the tape. 2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(写话练习是对所学内容的复习与巩固)
