資源簡介

(共37張PPT)
Unit 1 Water
滬教版（五四）2024 英語 八年級 第一學(xué)期
A Viewing and listening & B Speaking
Objectives 教學(xué)目標(biāo)： 通過本節(jié)課的學(xué)習(xí)，學(xué)生
1. 能夠掌握與水資源有關(guān)的一些詞組和客觀的事實(shí)信息，能夠恰當(dāng)?shù)挠糜⒄Z表述數(shù)字和數(shù)值；能夠通過數(shù)值的含義理解和表達(dá)水資源的稀有和緊缺。（學(xué)習(xí)理解）
2. 能夠在聽力語篇和視頻素材中準(zhǔn)確獲取信息，在日常交流中討論不同關(guān)于水資源或節(jié)約用水的主題；能夠運(yùn)用目標(biāo)詞匯與句型進(jìn)行口頭語言輸出。（應(yīng)用實(shí)踐）
3. 能夠表達(dá)自己對于節(jié)約用水和其他水資源相關(guān)話題的演講展示的想法和建議，掌握表達(dá)同意和不同意的句型，整理成匯報(bào)語篇進(jìn)行表達(dá)。（遷移創(chuàng)新）
Why is water important to us
Source of life
Essential cooking and cleaning
Key to temperature regulation
Fundamentals of Agricultural Irrigation
Core of Sustainable Development
Because it is the _______________ .
A. Facts about Water
Water facts
1. How many days can people live without water
A. About 3 days. B. About 3 weeks.
C. About 7 days. D. About 10 days.
Water is crucial for human survival. Water is the main component of human cells, involved in physiological processes such as metabolism, temperature regulation, and waste elimination.
Water facts
2. What percentage of an adult’s body is water
A. About 45%-50%. B. About 50-60% .
C. About 50%-55%. D. About 65%-70%.
The percentage of water in one’s body is heavily influenced by age, sex, and body composition.
% --- per cent
Water facts
3. How long does it take underground water to move a kilometre
A. About 1 year. B. About 30 years .
C. About 101years. D. About 1100 years.
Underground water movement times vary significantly depending on geological conditions, but moving a kilometer typically takes extremely long periods , often ranging from years to centuries or even millennia .
Watch and think: where can we find fresh water on the earth
How much water do we need to take in every day
About 2.7 to 3.7 litres.
factory 19%
home 12%
farm
69%
A drip a sceond,
86,400 drips (4.32litres) a day
a dripping tap
not enough safe drinking water
There is no enough safe drinking water for everyone.
enough + n.
--- enough space/
enough time
adj. + enough
--- tall enough/
wonderful enough
A1: What does the infrographic above say about water
e.g.
Farm land uses much more water than factories and human drinking.
e.g.
A dripping tap may waste a large amount of water for a person to drink for more than one day.
e.g.
We can not use all the fresh water on the Earth because some of it is locked in icebergs.
A2: Watch and circle
2,000,000,000
2,000,000
1. More than _____________________________ of the Earth surface is covered with water.
2. About _________ of the water on the Earth is salty. The rest is fresh water.
3. We can reach only ___________ of the world’s fresh water and the other _________ is locked up in ice or deep underground.
A2: Watch and take notes with figures
two-thirds (2/3) or 70%
97%
3%
1/3
figures means numbers or data
A2: Watch and take notes with figures
4. Most of the fresh water we can reach is polluted, leaving only about _______________ for people to drink.
5. About ____________ people in the world can not get safely-managed drinking water.
0.3%
2 billion
Watch again and answer: what figures does the speaker use to support the following ideas
1. Water is everywhere.
2. Clean fresh water is rare.
More than two-thirds of the Earth is covered with water.
However, we can only use 0.3% of the total amount directly.
Pronunciation: Word stress
Water, water, where do you flow
Through soil, oceans, and I go.
Where does your journey end!
Never! It's the water cycle, my friend!
I enjoy the exciting and satisfying ride.
It’s supporting life, I take great pride.
I'll continue to supply,
If you keep me clean, not running dry!
B. Water in everyday life
Listen and read: what are they going to say about water
They are going to talk about_________________________.
the bad things that happen when we waste water.
Lu Yao: Shall we talk about how useful water is
Yiming: I'm afraid that's a little boring. Let's share
something new, not things people already know.
Lu Yao: You′re right. What if we talk about the bad things
that happen when we waste water
Yiming: Good idea! With water everywhere, many people
don't see the need to save it.
happen= take place
need = necessity
Listen and read
Lu Yao: Exactly! The problem is, the more water we use, the more energy and chemicals are needed for wastewater treatment. This not only wastes energy but also makes water less safe for drinking.
Yiming: Oh! That's really bad! We can include more facts
like this in our presentation to encourage everyone
to save water when they can.
Lu Yao: That's really clever! I’ll start researching right away!
deal with wastewater
encourage sb. to do ...
research= study= investigate
Read and collect
Sentences to show agreement
Sounds great! I agree with you.
I couldn’t agree more. I totally agree.
You are right! That's a good point.
Good idea! I feel the same way.
Exactly! I share the same opinion.
You’re absolutely right. I’m on your side.
I’m with you there.
Read and collect
Sentences to show disagreement
I am afraid (that) I don’t agree. I don’t agree with you.
I see things differently. I’m not sure I agree.
I don’t think so. I’m on the opposite side.
That’s not how I see it. I can’t go along with that.
I have a different opinion. I don’t think that’s a good idea.
Water tips: many other ways to save water
Everybody talks about saving water, but many may think it's just a matter of turning off the tap. Actually, there are countless methods beyond this.
Take shorter showers.
Water plants with grey water.
Use energy-saving washing machines.
Run the dish washer only when it is full.
Water tips: many other ways to save water
Fix pipe leaks.
Collect rain water.
Indirect water footprint
It takes water to make these things, even though we don't see water in them.
Wasting these things also means wasting water.
a kilo of sugar
a hamburger
a cotton shirt
a pair of shoes
Indirect water footprint
A hamburger requires a lot of water to grow the grain for the bun, the lettuce, and the meat from cows.
Making clothes uses water to grow cotton, dye fabrics and wash them.
Indirect water footprint
Paper comes from trees which need water to grow. Thus, saving or reusing paper is also saving water resources.
Soap, toothpaste, lotions and many other cosmetics use a large amount of water during manufacturing.
Teen skill: Narrowing down the topic for a presentation
Tips:
1. As a group, discuss possible topics that interest everyone.
2. Narrow your focus to a specific aspect of the topic: for example, “Water in industry” or “Water culture” rather than “Water”.
Teen skill: Narrowing down the topic for a presentation
Tips:
3. Ask questions, such as “How useful is water for industry ” or “Are factories treating wastewater properly ”
4. Make sure you can provide new information to your audience while answering the questions.
Pair work: Discuss what else you can say about water in a presentation. You may follow the example in B1.
Sample
Student A: Let’s brainstorm ideas for our presentation on water! What else can we talk about besides saving water
Student B: We could explain how much water people use every day. Many don’t realize how much they waste!
Student A: Good point! For example, taking long showers or leaving the tap running while brushing teeth uses a lot of water.
Pair work: Discuss what else you can say about water in a presentation. You may follow the example in B1.
Sample
Student B: And we can mention how water is used in making things, like food, clothes, and even electronics. People might not think about the “invisible water” in these products.
Student A: Oh, right! Like growing cotton for clothes or raising animals for meat—both need tons of water.
Student B: We should also talk about the impact of wasting water. For example, using too much water means more energy is needed to treat sewage, which pollutes the environment.
Pair work: Discuss what else you can say about water in a presentation. You may follow the example in B1.
Sample
Student A: That’s true! And we can add facts like “It takes 2,000 liters of water to make one cotton shirt.” People might be surprised!
Student B: Yeah, and we can suggest simple solutions, like fixing leaks, using dual-flush toilets, or collecting rainwater to water plants.
Student A: Great ideas! Let’s also mention how everyone can help, even in small ways. Like turning off the tap when scrubbing hands or reusing water for plants.
Pair work: Discuss what else you can say about water in a presentation. You may follow the example in B1.
Sample
Student B: Perfect! Our presentation can show that saving water isn’t just about “turning off the tap”—it’s about being mindful of water in everything we do.
Student A: Let’s get started researching and gathering data! This will be an eye-opening topic for our classmates.
1. 89%: this number reads_____________________ .
2. There is not enough __________ in this poor area.
A. landy B. land C. rooms D. wide
3. Please turn off this _______________ tap to save some water.
A. dripping B. drip C. drop D. dropping
4. --- What about discussing water shortage in our presentation
--- Sorry, but I ______________________ .
A. agree B. have the same opinions
C. am with you D. prefer some other ideas
Exercise
eighty-nine per cent
B
A
D
5. Our teacher __________ us to try again last Wednesday.
A. encouraged B. encourages
C. blamed D. blames
6. What is _______________ right now
A. took place B. takes place
C. happening D. happened
7. The detective is going to __________ this case further.
A. do B. investigate
C. deal D. learn
Exercise
A
C
B
Homework
1. 基礎(chǔ)作業(yè)：完成教材配套的練習(xí)冊內(nèi)容
2. 進(jìn)階作業(yè)：創(chuàng)編一個(gè)對話，來和同學(xué)探討在關(guān)于“水資源”的演講中，還可以涉及的其他有意義的話題，并練習(xí)展示。
3. 拓展作業(yè)：查閱資料，收集更多的其他節(jié)約用水的方式方法；或查找關(guān)于“too much water (flood洪水)”, “too little water (drought干旱)” 會(huì)導(dǎo)致的可怕后果，并摘錄。

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