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(共27张PPT)
Unit 5 Water is life
Listening & Speaking
After this lesson, I will be able to:
Get facts and numbers about water on Earth.
Understand why numbers are important and the function of using numbers.
Talk about why water is important, discuss how to use water in daily life and share ideas on how to save it.
Understand the water problems we face today. Know that water is precious and promise not to waste it.
Today’s Goals
How much water does your body contain
A. 20%—30% B. 30%—40% C. 60%—70%
Before Listening
Water Detectives

Water covers about ____ of the Earth’s surface.
A. 1/4 B. 1/2 C. 3/4

Why do people suffer water shortage
Water covers about 70% of the Earth’s surface, but most of it is salt water. Salt water is undrinkable.
Key Words & Phrases
drinkable
undrinkable
shower
take a shower
bath
take a bath
fresh water
salt water
Key Words & Phrases
litres
athletes
brain
pre cent/ precent
1. ________________________
2. ________________________
3. ________________________
First listening
Listen to a podcast about water and write down the topics mentioned in it.
The water on Earth
The water in the human body
Ways to save water
Second listening
Listen again and complete the notes below.
70
3
97
60
75
a few days
2 to 3
wash clothes and take baths
0.5
Third listening
Listen again and answer questions.
1. According to the tape, which of the following is TRUE
A. About 97% of water on Earth is fresh water. B. About 75% of the human brain is water.
C. People can live for weeks without water. D. Only about 3% of the water on Earth is drinkable.
2. Why does the speaker mention that “athletes usually need more wate”
A. To show that athletes are healthier. B. To show that people who exercise more need more water.
C. To ask people to do more sports. D. To explain that sweating is good for health.
3. Why does the speaker talk about turning off the tap when brushing teeth
A. To show that brushing teeth wastes water. B. To tell people to take showers instead.
C. To give an example of saving water. D. To ask people to brush teeth less often.
4. What is the main idea of the tape
A. Water is important and we should save it. B. Most water on Earth is salt water.
C. Athletes need more water. D. Taking a bath uses a lot of water.




Why does the speaker use so many numbers in the text
1. To make the information more trustworthy and scientific.
2. To help explain complicated ideas with clear numbers and make it easy for people to understand how small actions can make a big difference.
After listening
After listening
Further thinking
Why is water so important for humans
Water is important because...
We need water to...
Without water, we can't...
Water helps us...
For example, we use water to...
...is/are important for...
After listening
Where do we use water
Further thinking
at school
at home
on farms
in factories
Let’s talk about different ways of using water.
Speaking
Look at the example. Listen to the tape and imitate.
The uses of water at home:
drinking, cooking food, bathing & showering, washing dishes, washing clothes, watering plants ...
... use water to do sth.
We need water for ...
We use water when we do sth.
Scene changing
Let’s work in pairs, and choose one scene to talk about how we use water.
at school
Who : teachers, students
Words bank: drink water, wash hands, do experiments, water plants, clean the classroom, wash paintbrushes, mop the floor
Sentences:
At school, ____ use water to ____.
We also need water to ____.
in factories
Who : workers, engineers
Words bank: cool machines, make products, clean equipment, mix materials
Sentences:
In factories, ___ use water to ____.
They also need water to ____.
on farms
Who :
farmers, farm workers, animals
Words bank: water crops, give water to animals, clean the barn, irrigate fields, grow vegetables, feed the animals
Sentences:
On farms, ____ use water to ____.
They also need water to ____.
Sharing
Humans, animals and plants will die.
Rivers, lakes, and oceans will disappear.
There will be no rain, and the climate will turn extremely hot or cold.
To protect water is to save ourselves.
We must try our best to protect water!
If there is no water on Earth, what will happen
Sharing
How can we save water in the following situations
Situation: __________________________
Water-saving tip: ____________________
_______________________
washing clothes
use the waste water to do some cleaning
When we are washing clothes, we can ______ to save water.
Stage Three: Sharing
How can we save water in the following situations
Situation: ___________________________
Water-saving tip: _____________________
_______________________
washing clothes
collect enough clothes and use washing machine
When we are washing clothes, we can ______ to save water.
Stage Three: Sharing
How can we save water in the following situations
Situation: ______________
Water-saving tip: ___________________________
_______________________
washing hands
turn off the water when you’re not using it
When we are washing hands, we can ______ to save water.
Sharing
Work in groups. As students, please give advice on saving water.
turn off the tap
don’t waste water
fix the leaky tap
reuse water
take a short shower
评价维度 ★☆☆（1分） ★★☆（2分） ★★★（3分） 得分
语音 发音有较多错误 发音基本准确 发音准确、清晰、流畅
内容 只说1个用水用途 说2-3个用水用途 说用途 + 节水建议
合作 只有一人发言 多人发言，但有停顿 配合默契，自然互动
总分：____ / 9 我的建议：_________________________________
Listen and learn
在辅音连缀/str/、/spl/、/spr/、/skr/中，存在清辅音浊化的现象。
在一些单词中，我们需要把/s/后面的清辅音发成它对应的浊辅音。如：
① /tr/—/dr/ street中s后的/tr/常发/dr/的音
② /p/—/b/ spring中s后的/p/常发/b/的音
③ /k/—/g/ screen中s后的/k/常发/g/的音
④ /t/—/d/ student中s后的/t/常发/d/的音
Listen and repeat
Listen and repeat
Listen and repeat. Pay attention to the letters in blue.
Listen and circle
Listen and repeat
Listen carefully and circle the word you hear from each pair.
/stre / /ste /
/str / /spr /
/spl t/ /sp t/
/ splend (r)/ / spend (r)/
/skri m/ /stri m/
/str pt/ /skr pt/
1
2
3
4
5
6
Summary
After learning this lesson, I can talk about ...
how we use water
at school
at home
in factories
on farms
wash hands
cook meals
brush teeth
wash clothes
drink
cool machines
…
where we use water
Summary
After learning this lesson, I can...
use words and expressions about using water correctly.
enhance my awareness of saving water through listening and discussion.
listen effectively and get information about water.
2
3
1
Exercises
The ____________ is the most complex organ in the human body.
2. Don’t ____________ food. There are many people who don’t have enough to eat.
3. I feel tired. I think I’ll take a hot ____________.
4. The ocean is full of ____________ water.
5. Many countries face shortages of clean __________________.
6. ___________________ the world, people are suffering from drought.
7. We should protect natural resources, ____________ forests and rivers.
bath / salt / brain / drinking water / waste / such as / in some parts of
brain
waste
bath
salt
drinking water
In some parts of
such as
Homework
挑战层：制作一张“Water: Facts & Tips”海报。
基础层：模仿朗读听力板块的音频材料和Speaking板块中Improving your pronunciation的单词和句子。
提高层：写一段短文（4-5句话）：“How can we save water ”
要求使用课堂学到的短语、句型。
Thank you!Unit 5 Listening & Speaking教学设计
教学目标 语言能力 1. 听懂地球水资源分布（咸/淡水比例）及人体含水量数据。 2. 掌握饮用水、水含量等相关词汇，能提取听力中关于“地球/人体水含量”的数字、百分比等关键信息； 3. 能听懂关于“水与人的关系”的播客，梳理听力主题； 4. 熟练运用句型谈论家庭、学校、工厂、农场的用水用途。 5. 掌握辅音连缀 /str/, /spl/, /spr/, /skr/ 的清辅音浊化发音规则。
文化意识 1. 建立水资源保护意识，认识到水对人类生存的必要性。
2. 理解节约用水是每个地球公民的责任
思维品质 1. 分析听力材料结构（提出问题－解释原因－给出建议）。 2. 通过假设（If there is no water ...）推导后果，培养逻辑推理能力。
学习能力 1. 利用数字作为线索理解听力材料。 2. 通过模仿录音提升口语流利度。
教学重点 1. 熟练运用目标句型描述不同场景下的用水情况。
2. 掌握辅音连缀的发音技巧，特别是清辅音浊化规律。
3. 能够结合生活实际提出具体的节水建议。
教学难点 理解数字在说明文中的修辞作用（使信息可信、直观）； 在口语中自然流畅地运用清辅音浊化规则； 从“用水现状”逻辑清晰地过渡到“节水建议”。
教学策略 采用“输入—内化—输出”的教学模式。利用数字作为听力线索，利用图片和场景提示辅助口语表达。 运用图片和场景提示（Word bank）辅助口语表达。 通过对比不同场景的用水方式，归纳语言规律。
教学过程 Step 1: Before listening Water Detectives （水侦探），展示 PPT 中的图片或提问： How much water does your body contain A. 20%—30% B 30%—40% C 60%—70% Water covers about ___ of the Earth’s surface. A.1/4 B.1/2 C.3/4 2.头脑风暴： 提问“Why do people suffer water shortage （为什么人们面临缺水？）”。引导学生思考，借助视频让学生了解“虽然地球70%是水，但大部分是咸水”这一矛盾。 3.词汇预教： 通过图片学习词汇和短语。 undrinkable, drinkable,shower,bath 等 Step 2: While-listening First Listening Topic Check: 听播客，写下提到的话题。
1. 地球上的水 (The water on Earth)
2. 人体内的水 (The water in the human body) 3. 节水方式 (Ways to save water) Second Listening Note Completion: 再听一遍，填写笔记。
地球表面70%是水，但仅约3%是淡水，约97%是盐水。 地球上的水只有0.5%可饮用。
人体约60%是水，大脑75%是水。
人没有食物可活数周，没有水仅能活几天。
成人每天需2-3升水。 当洗衣和洗浴时也会使用大量的水。 Third Listening Answer Questions
1. 事实判断（如：大脑75%是水）
2. 推理判断（如：为什么提到运动员需要更多的水？） 3. 推理判断（如：为什么提到刷牙时要关水龙头？）
4. 主旨大意（A. 水很重要，我们应该节约它） Step 3: After-listening 思考与讨论 (Think & Discuss): Why does the speaker use so many numbers （为什么使用这么多数字？） 引导学生回答： 为了使信息更可信、更科学 (Trustworthy and scientific）；为了用清晰的数字解释复杂概念。 2.深度思考： Why is water important for humans （水对人为什么重要？） Where do we use water 引导学生说出 at home, at school, on farms, in factories 四个主要场景，引出口语主题。
Step 4 模仿与操练 Speaking
1. 听力模仿：播放关于家庭用水的录音，学生跟读模仿。
- 重点词汇：drinking, cooking food, bathing & showering, washing dishes, watering plants.
2. 句型归纳：引导学生总结表达用水用途的三种句式：
- ... use water to do sth.
- We need water for...
- We use water when we do sth.
Step 5 场景变换与对话 (Scene changing)
1. 小组活动：将学生分组，分别对应 at school, in factories, on farms 三个场景。
2. 词汇铺垫：提供各场景的词汇库（Words bank）：
- School: wash hands, do experiments, clean the classroom...
- Factories: cool machines, make products, mix materials...
- Farms: water crops, irrigate fields, feed animals...
3. 对话构建：4人一组，选择其中一个场景进行对话练习。
- 句型支持：In [place], [who] use water to [do sth]. They also need water to [do sth].
4. 展示交流：邀请几组学生上台展示对话，教师评价。
Step 6 深度思考与分享 (Sharing)
1. 假设思考：提问 If there is no water on Earth, what will happen
- 引导回答：Humans/animals/plants will die. Rivers will disappear. Climate will change ...
- 升华主题：To protect water is to save ourselves.
2. 节水建议：创设具体情境（washing clothes, washing hands），让学生提出节水妙招。
- 句型：When we are ..., we can ... to save water.
- 示例：When we are washing hands, we can turn off the water when we are not using it.
3. 小组任务：以小组为单位，讨论并给出作为学生的节水建议（turn off the tap, fix the leaky tap, reuse water 等）。
4. 多元评价：使用评价量表（语音、内容、合作三个维度，总分9分）对学生表现进行自评和互评。
Step 7 语音专项训练 (Listen and learn)
1. 规则讲解：讲解辅音连缀 /str/, /spl/, /spr/, /skr/ 中的清辅音浊化现象：
- /tr/ → /dr/ (e.g., street)
- /p/ → /b/ (e.g., spring)
- /k/ → /g/ (e.g., screen)
- /t/ → /d/ (e.g., student)
2. 听音辨词：播放录音，学生圈出听到的单词（如 /stre / vs /ste /）。
3. 跟读练习：学生跟读包含这些音素的单词和句子，注意模仿浊化发音。
Step 8 课堂总结 (Summary)
- 回顾水的使用场景（Home, School, Farms, Factories）。
- 强调节水意识 Step 9 词汇巩固练习（Exercises）
作业设计 基础层：
模仿朗读听力板块的音频材料。
练习朗读Speaking板块中Improving your pronunciation的单词和句子，注意清辅音浊化。
提高层：
写一段短文（4-5句话）：“How can we save water ”。要求使用课堂学到的短语和句型。
挑战层：
制作一张“Water: Facts & Tips”海报
板书设计 Unit 5 Listening&Speaking “The Water on Earth” 70% surface is water 97% is salt water 3% is fresh water 0.5% is drinkable water “The Water in Human Body” Adult body: 约60% water Brain: 约75% water 场景词汇区 At Home: drink, cook, bath, wash dishes/clothes At school: drink, wash hands, do experiments 核心句型区 How do we use water We use water to do sth. We use water when we do sth. (No water→Die) Saving water ·Turn off the tap ·Reuse water ·Use waste water to clean 语音聚焦区 /str/-street,strong /spl/-splash,split /spr/-spread,spring /skr/-screen,scream * s后清辅音浊化现象 Key: Numbers make information scientific and trustworthy.

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