Unit 5 For Want of a Drink教案
for want of a drink译文
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for want of a drink译文For Want of a Drink(译文)1.每当水这个词在印刷品中出现时,随之被谈论的就是水的危机。
人们说水就像过去的石油那样,是一种长期被随便浪费的资源,现在越来越贵,很快就会无法满足人们贪得无厌的需求。
地下蓄水层在下降,冰川在消失,水库在枯竭,江河在断流。
气候的变化预示着问题将变得更加严重。
如果我们不想让饥荒、瘟疫以及大规模迁徙横扫全球,就必须人人节水。
2.这些印刷品中的用词往往比较夸张,提出来的解决办法有时也考虑不周,但它们所表达的信息没有错。
在许多地方水确实稀缺,而且还会越来越稀缺。
使水的供需达到平衡极为困难,国与国之间的政治争端会增多,并会造成越来越大的麻烦。
目前这种现状如果不改变,那就等于自找灾难。
3.为什么会是这样呢,首要的困难是用水的人实在太多。
60年前,世界人口约为25亿,供水问题对人的影响相对较小。
那时也有干旱和饥荒,这些在人类的整个历史进程中都有,但是多数人还可以不靠灌溉农业为生。
后来绿色革命兴起了,加上新品种的培育、肥料和水的使用,使得人口猛增。
地球上的人口在2000年猛增到60亿,现在已逼近70亿,到2050年将直奔90亿。
水浇地的面积已经翻番,农业用水增加了两倍。
预计到2050年居住在长期缺水国家的人口比例将由21世纪初的8%上升到45%。
4.农民对水不断增长的需求不单纯是因为人口不断增长,还因为人们追求味道更好、更刺激他们味蕾的食品。
不幸的是,种植一公斤花生比种植一公斤大豆需要多用近一倍的水。
要得到一公斤牛肉比一公斤鸡肉要多用近三倍的水。
世界上有20亿人口就要进入中产阶层,即便人口不再增长,农业用水也会增加。
5.工业也需要水,工业用水约占世界总用水量的22%。
家庭用水占另外的8%。
这两个用水量的总和在20世纪后半叶翻了两番,比农业用水的增长快了一倍。
6.满足这样的需求是个艰巨的任务,原因之一是水的总量是有限的。
无论是到2025年还是2050年,地球上的水不会比今天的多,也不会比当年轻拍诺亚方舟船舷的水要多。
小学一年级英语Unit 5 Drink教案
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小学一年级英语Unit 5 Drink教案一、教材内容分析本课时的教学内容为:与饮品有关的四个词汇water, juice, tea, milk。
这节课的教学内容和学生的日常生活息息相关,加上知识点不是很难,学生会非常感兴趣。
二、学生情况分析一年级的学生通过半学期的英语学习,已经具备一定的学习英语的能力,也具备了一定的英语知识储备,为这节课的顺利学习打下了一定的基础。
在这个单词的教学过程中,教师一定要放慢速度,夸大口型,让学生听清楚,看明白之后再进行练习发音。
三、教学目标通过本节课的学习,学生能够达到以下目标:1. 能听懂、会说与与饮料有关的四个词汇juice, tea, milk, water。
2. 能够听懂教师和其他同学的提问:Can I have ...? 并能选择正确的饮料卡片回应。
3. 能跟随录音大胆模仿说唱本课歌谣。
四、教学重难点教学重点:能听懂、会说与与饮料有关的四个词汇juice, tea, milk, water。
教学难点:能够听懂教师和其他同学的提问:Can I have ...? 并能选择正确的饮料卡片回应。
四、评价任务1、Game(检测目标一的达成)2、Task(检测目标2的达成)3、Listen and chant(检测目标3的达成)六、教学步骤1. 热身活动(1)Sing a song:ABC song.(2)教师出示食物的照片,请学生说出单词。
(3)根据呈现的食物图片,学生练习用I want ... 表达。
(设计意图:这是一年级下学期第五单元的第一节英语课。
为了在最短的时间内唤醒学生已有的知识,迅速进入学习英语的氛围中,在这节课,采用了听听做做和谈话,为新课的学习做下良好的铺垫。
)2. 情境创设,新知呈现(1)通过Bill、Binbin、Yaoyao、Joy四个人在餐厅吃饭并且要自己想喝的饮品呈现water, juice, tea, milk的学习。
教师示范读音,带领全班同学认读单词,可以通过小组读,个别读来检测学生发音。
现代大学英语精读4第二版Unit 5A For Want of a Drink课文原文
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For Want of a Drink1.When the word water appears in print nowadays, crisis is rarely far behind. Water, it is said, is the new oil: a resource long squandered, now growing expensive and soon to be overwhelmed by insatiable demand. Aquifers are falling, glaciers vanishing, reservoirs drying up and rivers no longer flowing to the sea. Climate change threatens to make the problem worse. Everyone must use less water if famine, pestilence and mass migration are not to sweep the globe.2.The language is often overblown, and the remedies sometimes ill-conceived, but the basic message is not wrong. Water is indeed scarce in many places, and will grow scarcer. Bringing supply and demand into equilibrium will be painful, and political disputes may increase in number and intensify in their capacity to cause trouble. To carry on with present practice would indeed be to invite disaster.3.Why? The difficulties start with the sheer number of people using the stuff. When, 60 years ago, the world's population was about 2.5 billion, worries about water supply affected relatively few people. Both drought and hunger existed, as they have throughout history, but most people could be fed without irrigated farming. Then the green revolution,in an inspired combination of new crop breeds, fertilizers and water, made possible a huge rise in the population. The number of people on Earth rose to 6 billion in 2000, nearly 7 billion today, and is heading for 9 billion in 2050. The area under irrigation has doubled and the amount of water drawn for farming has tripled. The proportion of people living in countries chronically short of water is set to rise from 8% at the turn of the 21st century to 45% by 2050.4.Farmers' increasing demand for water is caused not only by the growing number of mouths to be fed but also by people's desire for better-tasting, more interesting food. Unfortunately, it takes nearly twice as much water to grow a kilo of peanuts as a kilo of soybeans, nearly four times as much water to produce a kilo of beef as a kilo of chicken. With 2 billion people around the world about to enter the middle class, the agricultural demands on water would increase even if the population stood still.5.Industry, too, needs water. It takes about 22% of the world's withdrawals. Domestic activities take the other 8%. Together, the demands of these two categories quadrupled in the second half of the 20th century, growing twice as fast as those of farming.6.Meeting that demand is a difficult task. One reason is that the supply of water is finite. The world will have no more of it in 2025 or 2050 than it has today, or when it lapped at the sides of Noah's Ark. This is because the law of conservation of mass says, broadly, that however you use it, you cannot destroy the stuff. Neither can you readily make it. If some of it seems to come from the skies, that is because it has evaporated from the Earth's surface, condensed and returned.7.Most of this surface is sea, and the water below it—over 97% of the total on Earth—is salty. In principle, the salt can be removed to increase the supply of fresh water, but at present desalination is expensive and uses lots of energy.8.Of the 2.5% of water that is not salty, about 70% is frozen, either at the poles, in glaciers or in permafrost. So all living things, except those in the sea, have about 0.75% of the total to survive on. Most of this available water is underground, in aquifers or similar formations. The rest is falling as rain, sitting in lakes and reservoirs or flowing in rivers where it is, with luck, replaced by rainfall and melting snow and ice. There is also, take note, water vapor in the atmosphere.9.The value of water as a commodity of course varies according to locality, purpose and circumstance. Take locality first. Water is not evenly distributed—just nine countries account for 60% of all available fresh supplies—and among them only Brazil, Canada, Colombia, Congo, Indonesia and Russia have an abundance. America is relatively well off, but China and India, with over a third of the world's population between them, have less than 10% of its water.10.Even within countries the variations may be huge. The average annual rainfall in India's northeast is 110 times that in its western desert. And many places have plenty of water, or even far too much. Flooding is routine, and may become more frequent and damaging with climate change.11.Scarce or plentiful, water is above all local. It is heavy—one cubic water weighs a tonne—, so expensive to move. Surface water—mostly rivers, lakes and reservoirs—will not flow from one basin into another without artificial diversion, and usually only with pumping. Within a basin, the water upstream may be useful for irrigation, industrial or domestic use. As it nears the sea, though, the opportunities diminish to the point where it has no uses except to sustain deltas, wetlands and to carry silt out to sea.12.These should not be overlooked. If rivers do not flow, nothing can live in them. Over a fifth of the world's freshwater fish species of a century ago are now endangered or extinct. Half the world's wetlands have also disappeared over the past 200 years. The point is, though, that even within a basin water is more valuable in some places than in others.13.Almost anywhere arid, the water underground, once largely ignored, has come to be seen as especially valuable as the demands of farmers have outgrown their supplies of rain and surface water. Groundwater has come to the rescue, and for a while it seemed a miraculous solution: drill a borehole, pump the stuff up from below and in due course it will be replaced. In many places, however, from the United States to India and China, the quantities being withdrawn exceed the annual recharge. This is serious for millions of people not just in the country but also in many of the world's biggest cities, which often depend on aquifers for their drinking water.14.The 20 million inhabitants of Mexico City and its surrounding area, for example, draw over 70% of their water from an aquifer that will run dry within 200 years, maybe sooner.Already the city is sinking as a result. In the Hai river basin in China, deep-groundwater tables have dropped by up to 90 meters.15.Part of the beauty of the borehole is that it requires no elaborate apparatus. A single farmer may be able to sink his own tube well and start pumping. That is why India and China are now perforated with millions of irrigation wells, each drawing on the common resource. Sometimes this resource may be huge. But even big aquifers are not immune to the laws of physics. Many places are seriously overdrawn. In those places, farmers probably have to pay something for the right to draw groundwater. But almost nowhere will the price reflect scarcity, and often there is no charge at all and no one measures how much water is being taken.16.Priced or not, water is certainly valued, and that value depends on the use to which it is harnessed. Water is used not just to grow food but to make every kind of product, from microchips to steel girders. The largest industrial purpose to which it is put is cooling in thermal power generation, but it is also used in drilling for and extracting oil, the making of petroleum products and ethanol, and the production of hydroelectricity. Some of the processes involved, such as hydro power generation, consume little water(after driving the turbines, most is returned to the river), but some, such as the techniques used to extract oil from sands, are big consumers.17.Industrial use takes about 60% of water in rich countries and 10% in the rest. The difference in domestic use is much smaller, 11% and 8% respectively. Some of the variation is explained by capacious baths, power showers and flush lavatories in the rich world. All humans, however, need a basic minimum of two litres of water in food or drink each day, and for this there is no substitute. No one survived in the ruins of Port-au-Prince for more than a few days after January's earthquake unless they had access to some water-based food or drink. That is why many people in poor and arid countries—usually women or children—set off early each morning to trudge to the nearest well and return five or six hours later burdened with precious supplies. That is why many people believe water to be a human right, a necessity more basic than bread or a roof over the head.18.From this much follows. One consequence is a widespread belief that no one should have to pay for water. The Byzantine emperor Justinian declared in the 6th century that "by natural law" air, running water, the sea and seashore were "common to all." Many Indians agree, seeing groundwater in particular as a "democratic resource." In Africa it is said that "even the jackal deserves to drink."19.A second consequence is that water often has a sacred or mystical quality that is invested in deities like Gong Gong and Osiris and rivers like the Jordan and the Ganges. Throughout history, man's dependence on water has made him live near it or organize access to it. Water is in his body and in his soul. It has provided not just life and food but a means of transport, a way of keeping clean, a mechanism for removing sewage, a home for fish and other animals, a medium with which to skate and sail, a thing of beauty to provide inspiration, to gaze uponand to enjoy. No wonder a commodity with so many qualities, uses and associations has proved so difficult to organize.。
Unit5DrinkLesson1全英教案(含反思)
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Unit 5 Drink Lesson 1教案 2Teaching aims:1. Acquire the new words about drinks and the new sentences: Have some water, please.2. The students are required to be able to speak and use these new words and new sentences freely in daily life. And the teacher should cultivate the students’ speak English in daily life.3. The teacher should create a condition where the students can enjoy themselves much while they are learning English.Teaching main :1. Enable students to learn what drink they usually have everyday.2. Enable students to recite the chant and sing the songTeaching difficult:1.It’s difficult for students to master these sentences well and pronounce them correctly.2.Act out the chant and the songTeaching aids:A recorder, tapes, cards and some foodTeaching methods:Read and listen to the tapeTeaching process:Step 1 ReviewA. Dictation wordsB. Students write the name of food they already know on paper.C. Students draw pictures of food and share them in groups.D. Students volunteer to present their pictures and words.E. Teacher summarizes, and writes the words on board.Step 2 Learn the new wordsA. Use pictures and gestures to introduce the words.B. Students learn to say the words with the help of pictures.C. Play a guessing game. Work in groups for four. Let student writes the name of food on a paper, and the others guess by asking questions. Teacher demonstrates first. Step 3 Learn to talk about likes and dislikesA. Group work: four students make a group and talk with each other about their likes and dislikes (Use the sentence structure: Do you like...? Does she/he like...?)B. V olunteers to present their dialogue.Step 4 More practiceWork in pairs and find out your partners preference and disgust food.Teach a song “It’s time for lunch”.Homework :a. Copy the new words and try to learn them by heart.b. Make up a dialogue about like and dislikes food, then write it down in exercise book.教学反思学生表现出浓郁的学习兴趣,积极性很高,能主动跟随教师的思路,教学效果良好。
一年级下册英语教学设计-Unit 5 Drink Lesson 2 1∣人教新起点
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一年级下册英语教学设计-Unit 5 Drink Lesson 2一、课程背景本课是一年级下册英语教学中的Unit 5 Drink Lesson 2,是在学生已经掌握了Unit 5 Drink Lesson 1的基础上进行的教学,内容主要是围绕让学生学会描述自己喜欢的饮料的口味和颜色。
二、教学目标1.让学生能够用英语表达自己喜欢的饮料的口味和颜色。
2.建立学生对学习英语的兴趣和信心。
三、教学重点和难点1.教学重点:让学生能够正确地使用单词“taste”和“color”来描述自己喜欢的饮料的口味和颜色。
2.教学难点:让学生能够正确地使用形容词来描述饮料的口感和颜色。
四、教学内容1.Review:•T:Hello, boys and girls. Last time we talked about drinks. Do you remember what drinks we talked about?•Ss: We talked about water, milk, juice and tea.•T: That’s right. And today we are going to talk about the tastes and colors of drinks.2.Presentation:•T: First, let’s learn some new words. Who can tell me what is the taste of water?•S1: Water is tasteless.•T: Yes. Water is tasteless. Now, what about milk? What’s the taste of milk?•S2: Milk is sweet.•T: Good job! Milk is sweet. And how about juice? What’s the taste of juice?•S3: Juice is sour and sweet.•T: Excellent! Juice is sour and sweet. And what about tea? What’s the taste of tea?•S4: Tea is bitter.•T: Great! Tea is bitter.•T: Now, let’s move on to the colors. Who can tell me the color of water?•S1: Water is colorless.•T: Correct. And what about milk?•S2: Milk is white.•T: Good answer. And how about juice?•S3: Juice can be red, green, or yellow.•T: Very good. And tea?•S4: Tea is brown.•T: Exactly.•T: Okay, now it’s your turn. Take out your workbook. Look at page 26. Can you match the words with the pictures? Write the numbers on the line.3.Practice:•T: Now, let’s practice. Everyone, stand up. Now, let’s play a game. The teacher will say “I like milk. It is sweet and white.” Then, you tell me your favorite drink and describe it. Are you ready?•Ss: Yes.•T: Okay. Who wants to go first?•S1: I like juice. It is sweet and green.•T: Fantastic! Next one, please.•S2: I like tea. It is bitter and brown.•T: Great! You are doing well.4.Production:•T: Now, it’s time for you to create. In groups, make a poster about your favorite drink. Draw a picture of the drink and write a sentence below it to describe the taste and color.5.Summary:•T: That’s all for today’s lesson. We learned a lot about the tastes and colors of drinks. Can you tell me what we learned today?•Ss: We learned how to describe the taste and color of drinks.•T: Wonderful. And what did you like most about today’s lesson?•Ss: I enjoyed playing the game and making the poster.•T: Good job, everyone.五、教学方法1.课堂讲授法:通过课堂讲授方法引导学生学习新知识。
unit 5 for want of a drink
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简洁明了:尽量使用 简洁明了的语言和图 像,避免使用过多的 文字和复杂的图表。
互动交流:与听众进行 互动交流,鼓励他们提 问和参与讨论,以更好 地了解他们的需求和反 馈。
总结与展望
对本次幻灯片的总结和评价
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本次幻灯片的设计和制作都比较精 美,内容丰富、生动有趣
幻灯片制作技巧
制作幻灯片的步骤和方法
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确定主题和内容:明确幻灯片的目的和内容,为制 作提供方向。
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设计布局和风格:选择合适的布局和风格,使幻灯 片更加美观和易于理解。
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添加文字和图片:根据需要添加文字和图片,使幻 灯片更加生动和有趣。
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添加动画和音效:为幻灯片添加动画和音效,增强 视觉和听觉效果。
简要介绍背景: 关于水资源的短 缺问题
提出目的:通过本 单元的学习,了解 如何解决水资源短 缺问题
引出内容:介绍 本单元的主要内 容和结构安排
故事背景
故事发生的时间和 地点
主人公的背景和性 格特点
故事的主要情节和 事件
故事的主题和意义
介绍故事背景 描述故事发展 讲述故事高潮 总结故事意义
故事情节
语言沟通:使用通俗易懂 的语言,避免专业术语, 让听强表达力
如何应对不同类型的听众和场合
了解听众:了解听众 的背景、需求和兴趣, 以便更好地调整演讲 内容和方式。
适应场合:根据不同的 场合选择合适的幻灯片 风格、布局和内容,以 更好地吸引听众的注意 力。
幻灯片标题
幻灯片目的:帮助学生理解单元5 的主题和目标
添加标题
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Unit+5 For want of a drink PPT
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The Economist
For Want of a Drink
Unit 5
W arming up B ackground T ext Analysis R einforcement
For Want of a Drink
Unit 5
Questions / Activities Check-on Preview Objectives
• China’s water resources:
✓ Total water resources (2.84 trillion cubic meters): No. 6
✓ Per capita water resources (2100 cubic kilometers): No. 88
Background
Text Analysis Detailed Analysis
Part II: Exercise
• Fill in the blanks The world water stress_____________ the growing
population, made possible by the green revolution. Secondly, people’s __________better-tasting and more interesting food greatly increases agriculture’s demand for water. Thirdly, the demand of industrial and ___________ activities for water have also __________ in the second half of the 20th century .
Unit 5 Drink Lesson 3 教案 2
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Unit 5 Drink Lesson 3教案 2 Teaching aim:learn the new wordsKey-points:water tea coffee juice CokeTeaching methods:Read and listen to the tapeTeaching aids:A tape recorder cardsTeaching process:Step 1. Warming-up :Do you like tea?Do you like water?Yes, I do. Yes, I do.Do you like tea?Do you like water?No, I don’t. No, I don’t.Do you like juice? Do you like juice?Yes, I do. Yes, I do.No, I don’t. No, I doSing a songStep 2.Presentation :Teach the new words: water tea coffee juice CokeRead the words one by oneGrasp the words and the new phrasesTeach the chant and lead the students to learn one by one:Would you like some water?Yes, please, please.Would you like some tea?Yes, please, please.Would you like some Coke?Yes, please, please.Would you like some juice?Yes, please, please.Would you like some coffee?Oh, no, thanks.What would you like?Tea, please.Teach the song and lead the students to know the meaning of the song: Have some coffee, please.Thank you. I like coffee.Have some juice, please.Thank you. I like juice.Would you like some Coke? Yes, please.What about some tea? No, thanks.Step 3.Practice :Read it one by oneListen to the tapeAll of them can grasp.Homework:Read the new words。
Unit5DrinkLesson2(教案)人教新起点版英语一年级下册
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Unit5 Drink Lesson 2 (教案)人教新起点版英语一年级下册教学内容:本课为人教新起点版英语一年级下册 Unit 5 Drink 的第二课时。
教学内容主要包括饮料词汇的学习,如 water, milk, juice, tea 等,以及询问和回答想要喝什么的交际用语。
通过本课的学习,学生能够掌握基本的饮料词汇,并能够在实际情景中进行简单的交际。
教学目标:1. 知识与技能:学生能够听懂、会说、会读本课的饮料词汇,并能用英语询问和回答想要喝什么。
2. 过程与方法:通过图片展示、歌曲、游戏等多种形式,激发学生的学习兴趣,提高学生的听说能力。
3. 情感态度与价值观:培养学生积极的学习态度,激发学生对英语学习的兴趣,增强学生的合作意识。
教学难点:1. 饮料词汇的发音和记忆。
2. 交际用语的理解和运用。
教具学具准备:1. 教具:多媒体课件、图片、录音机、磁带。
2. 学具:单词卡片、练习册。
教学过程:1. 导入:通过展示各种饮料的图片,引导学生说出中文,并引出本课的主题——饮料。
2. 新课呈现:通过多媒体课件呈现本课的饮料词汇,引导学生跟读,并教授单词的发音和记忆方法。
3. 操练:通过歌曲、游戏等形式,让学生反复练习本课的饮料词汇,巩固记忆。
4. 交际运用:创设真实的情景,让学生两人一组进行角色扮演,用英语询问和回答想要喝什么。
板书设计:Unit 5 Drink Lesson 2What would you like?I'd like some板书设计简洁明了,突出本课的重点内容,便于学生理解和记忆。
作业设计:1. 听录音,跟读单词和课文。
2.抄写本课的饮料词汇。
3. 编写一个小对话,用英语询问和回答想要喝什么。
课后反思:本节课通过图片展示、歌曲、游戏等多种形式,激发了学生的学习兴趣,提高了学生的听说能力。
但在教学过程中,发现部分学生对饮料词汇的发音掌握不够准确,需要在今后的教学中加强语音训练。
人教版新起点英语一年级下册Unit5DrinkLesson2教案2
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人教版新起点英语一年级下册Unit5DrinkLesson2教案2教学目标1.能听懂、会说并正确朗读单词juice, milk, water, coffee, tea以及课文中出现的其他生词。
2.能理解并能够使用下列句型:–What would you like? I’d like some milk.–What do you want to drink? I want to drink juice.3.能够就喜好发表简洁的表述,比如:I like juice.教学重点1.掌握课文中出现的单词和句型。
2.能够流利地表述自己的喜好,表达想要什么。
教学难点1.理解并掌握新出现单词,包括juice, milk, water, coffee, tea等。
2.熟练掌握新出现的句型,能够流利使用。
教学准备1.教学课件。
2.五种不同的饮料,如:牛奶,果汁,水,咖啡,茶等。
3.小黑板或白板。
教学过程Step 1: Revision(5mins)老师可以通过游戏的方式复习上节课学过的内容,可以使用单词接龙、填词等游戏。
Step 2:Presentation(15mins)在教师的带领下,引导学生认识和学习juice, milk, water, coffee, tea等单词,并通过多媒体课件等形式加深学生的理解。
当然,不能遗忘在白板上写下单词并引导学生朗读。
Step 3:Practice(20mins)3.1 学生分组,老师为每组分配一个种类的饮料,让小组里的学生模拟点饮露点餐(order)并相互提供美餐,可通过图片、小玩具等模拟美餐场景,请学生说出自己的喜好,说明自己需要的饮料。
老师因此可以检查学生在语言使用方面的难点。
比如:•A:What would you like?•B:I would like some juice, please.3.2 舌尖上的英语:老师为全班带来五种不同口味的糖果或小食,让学生品尝并描述,能够体验口感和学习口语,使学生通过品味和听力练习提高自己英语口语水平。
Unit-5-Drink-Lesson-3-教案-2公开课教案课件
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教案 2 Teaching aim:learn the new wordsKey-points:water tea coffee juice CokeTeaching methods:Read and listen to the tapeTeaching aids:A tape recorder cardsTeaching process:Step 1. Warming-up :Do you like tea?Do you like water?Yes, I do. Yes, I do.Do you like tea?Do you like water?No, I don’t. No, I don’t.Do you like juice? Do you like juice?Yes, I do. Yes, I do.No, I don’t. No, I doSing a songStep 2.Presentation :Teach the new words: water tea coffee juice CokeRead the words one by oneGrasp the words and the new phrasesTeach the chant and lead the students to learn one by one:Yes, please, please.Would you like some tea?Yes, please, please.Would you like some Coke?Yes, please, please.Would you like some juice?Yes, please, please.Would you like some coffee?Oh, no, thanks.What would you like?Tea, please.Teach the song and lead the students to know the meaning of the song: Have some coffee, please.Thank you. I like coffee.Have some juice, please.Thank you. I like juice.Would you like some Coke? Yes, please.What about some tea? No, thanks.Step 3.Practice :Read it one by oneListen to the tapeAll of them can grasp.Homework:Read the new words教案 2 Teaching aim:learn the new wordsKey-points:water tea coffee juice CokeTeaching methods:Read and listen to the tapeTeaching aids:A tape recorder cardsTeaching process:Step 1. Warming-up :Do you like tea?Do you like water?Yes, I do. Yes, I do.Do you like tea?Do you like water?No, I don’t. No, I don’t.Do you like juice? Do you like juice?Yes, I do. Yes, I do.No, I don’t. No, I doSing a songStep 2.Presentation :Teach the new words: water tea coffee juice CokeRead the words one by oneGrasp the words and the new phrasesTeach the chant and lead the students to learn one by one:Yes, please, please.Would you like some tea?Yes, please, please.Would you like some Coke?Yes, please, please.Would you like some juice?Yes, please, please.Would you like some coffee?Oh, no, thanks.What would you like?Tea, please.Teach the song and lead the students to know the meaning of the song: Have some coffee, please.Thank you. I like coffee.Have some juice, please.Thank you. I like juice.Would you like some Coke? Yes, please.What about some tea? No, thanks.Step 3.Practice :Read it one by oneListen to the tapeAll of them can grasp.Homework:Read the new words。
Unit 5 Drink Lesson 3 (24张)教案
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板书
Unit 5 Drink
Lesson 3P40
--I’m thirsty/ hungry.
--Do you want ______?
--Yes, please. /No, thanks. I want _____.
Q R S T U
Quiet Recycle south Tickets Up
学生看图片,自问自答。
巩固句型:
--Do you want ______?
--Yes, please. /
No, thanks. I want _____.
Let’s play
教师播放课件,呈现任务要求、图片和句型,要求学生两人一组,使用句型,玩点餐游戏。
学生两人一组,使用句型,玩点餐游戏。
能够使用句型,进行点餐活动。
2、积极运用所学英语进行表达和交流。
五、文化意识
1、在学习和日常交际中,能初步注意到中外语言文化的异同。
重点
1、能够在情境中进一步运用句型:
I’m hungry / thirsty.
Do you want _______?
Yes, please. / No, thanks. I want _______.
(1)在歌谣中复习已经学过的一些核心词汇。(2)在动感的歌谣中,愉快地开始本节课。
Look and say
教师播放课件,呈现任务要求和图片,要求学生看图片,说单词。
学生看图片,说单词。
复习词汇:milk, water, juice, tea, fish, chicken, noodles, rice, eggs, vegetables,为学习新内容做铺垫。
Listen and repeat
Unit 5 Have a Drink Lesson 2 教学设计新部编版2
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教师学科教案[ 20 – 20 学年度第__学期]任教学科:_____________任教年级:_____________任教老师:_____________xx市实验学校Unit 5 Have a DrinkLesson 2教学设计教学内容:本课时为重庆大学版英语三年级下册Unit5 Have a Drink部分内容。
教学内容为教材第45页至第47页内容。
这一课时有五个部分:1 Look, listen and say; 2 Listen and draw; 3 Let’s practice;4 Listen and chant;5 Read, trace and copy.教学目标(Objectives):知识目标:1.学生能听说、认读词汇:pie, ice-cream, egg, cake2.学生能听懂、认读和运用句型:It’s time for…I like… bestHave a/an…3.学生能进一步巩固和熟练运用句型。
能力目标:学生能听懂、认读对话,并能在情境中表演和创编对话。
情感目标:学生能够积极参与学习活动,并体会到学习的乐趣;能够与朋友小伙伴进行基本的交流与沟通。
教学重点(Key Points):在学习了单词的基础上,以单词为载体,进行主要句型的学习,并了解其中的语法现象,根据具体情境,学会交流对话,侧重句型语法学习,交际意向和课外拓展为重点。
教学方法:游戏,音频,情景教学法,Pair-work两人小组活动,Group-work小组活动,多媒体辅助教学。
教学难点:学生处于小学阶段,对英语有了初步了解,词汇储备较少,对于三年级下学期学生的要求重点是在会读会说的基础上,能掌握一些基本单词的拼写和造句,了解一定的语法内涵,与人进行简单沟通交流。
教学准备:课件、照片素材、音频文件、教学道具。
教学设计:(一)复习导入老师和学生打招呼问好,做一个简单的free talk。
带领学生一同回忆上节课所学内容,也可通过提问的方式,根据学生表现进行指导或表扬。
2022年人教新起点Unit 5 Drink Lesson 2 教案 1
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Unit 5 Drink Lesson 2教案 1一、教材分析本单元是本册教材的第3单元,学习有关饮料的单词和句子。
二、教学目标知识与能力waaater teaaa coffee juice coke2.句子Haaave some waaater, pleaaase.3.锻炼学生听、说、读单词和句子的基本能力。
三、教学方法1.教师通过领读单词和句子,指导学生学习发音,并识记单词和句子。
2.结合卡片、录音机等媒体,通过开展游戏等活动,培养学生的学习兴趣。
3.鼓励优秀生帮助后进生,发挥其优势,带动后进生共同进步。
情感态度与价值观1.培养学生的学习兴趣。
2.提高学生的英语应用能力。
四、教学重点单词、词组、句子的识记,使学生能够较好地掌握所学知识,并能够进行简单对话。
五、教学难点识记单词、词组、句子,并能进行实际对话。
六、教学用具卡片,录音机七、教学过程八、课堂小结1 To leaaad the students to reaaad the words aaand phraaases aaagaaain.2 To leaaad the students to reaaad the students aaagaaain.九、板书设计Unit 5 Drink Lesson 2waaaterteaaa Haaave some waaater, pleaaase.coffeejuiceCoke十、教学反思学生表现出浓郁的学习兴趣,积极性很高,能主动跟随教师的思路,教学效果良好。
教学目标:1. 能够在本单元涉及的情景下听懂、会说有关学校设施的名称及位置的单词;2. 能够认读表示学校各类教室及设施的英语单词、第一至第三的序数词并掌握楼层的表达法;3. 能够在相应情景下使用本单元所学的句型,对人物及学校设施的情景及位置进行提问并做出回答;4. 能够运用本单元所学句型向他人介绍自己的学校;5. 能够在阅读训练中培养初步的阅读意识和阅读策略,提高阅读的兴趣;6. 能够拼写学校的有关词汇,仿写有关学校话题内容的句子;7. 能够通过开展课堂活动并交换有关学校设施的信息,同时进行听、说、读、写技能训练;8. 能够通过学习故事,提高朗读、理解、积极参与表演的能力;9. 能够在积极表达、与人交流的实践中提高语言的感受、理解和运用那能力.教学内容:aaa: Look, listen aaand chaaant.bbb: Look aaand Saaay.C: Let’s write教学目的:1. 让学生通过视觉感知有关学校设施名称的单词及楼层单词的拼写形式;2. 培养学生在一条线上抄写词汇的能力;提高学生的书写水平;3. 让学生通过对学校设施的学习更加热爱我们的学校和学习环境.教学重点:学生通过看图、听录音理解和熟悉有关学校教室及其他设施的单词;认识有关学校教室及其他设施的单词:claaassroom, libbbraaary, toilet, plaaayground, first, second, third, floor, room教学难点:1. 录音中的句子较长,教师要引导学生抓住重点词,从而正确地理解;2. 有关楼层的表达法涉及到第一至第三的序数词.课前准备:教学挂图、教学录音磁带、单词卡片、印有主线人物的活动卡片教学过程:一、复习有关教室的知识,引入新课:1. 出示单词:claaassroom, libbbraaary, toilet, plaaayground请同学读出单词,再带领全班同学一起朗读单词;2. 教师提问:Whaaat else aaare in our school? Let’s look aaand saaay.导入本课内容.二、说一说,练一练,学习有关学校设施的知识:1. 教师出示学校的剖面图,请同学们对看到的图画进行描述,为新的词汇和句型的学习做好铺垫:This is aaa school. I see aaa claaassroom. I see aaa bbblaaackbbboaaard. I see Jo y, aaandy, Lily aaand aaa teaaacher. Where is Joy? She’s in the claaassroom.2. 根据上述描述,教师提问引导学生学习新知识:T: Whaaat aaare these?S: Computers.T: Yes. It’s aaa computer room. Where is it? It’s in the third floor.领读:computer room, the third floor;3. 教师指着图书馆问:T: Where is it?S: The libbbraaary is next to the computer room.T: Yes. The libbbraaary is next to the computer room. Which floor is it on?S: It’s on the third floor, too.T: Where is aaandy? .领读:libbbraaary, The libbbraaary is on the third floor.S: He’s in the libbbraaary4. 学习music room, clinic, second floor, first floor方法同上;5. 听课文aaa部分的录音,跟录音朗读句子,模仿其语音语调;6. 师生对话,练习bbb项的对话,然后让同桌同学之间互相练习对话:aaa: Where is bbbinbbbin? bbb: He’s in the libbbraaary.aaa: Where is the lib bbraaary? bbb: It’s in the third floor.三、读写句子,练习单词的抄写规则:1. 请同学们自己读一读句子和词汇,然后将单词填写在相应的横线上;注意字母在一条线上的书写规则,教师巡视进行指导;2. 请同学们将写好的句子大声地念出来;3. 教师帮助学生将句子的关键词替换,然后大声说出句子并将句子抄写在练习本上.四、课堂小结:Todaaay we leaaarned some words aaabbbout our school. We maaade some diaaalogues to praaactice them. You do the good jobbbs.五、作业:Copy the words one lines eaaach one.。
小学人教英语上下册Unit 5 Drink Lesson 2 教案 2公开课教案教学设计课件测试卷练
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Unit 5 Drink Lesson 2教案 2教学目标能够听懂会说与饮料有关的四个词汇:juice, milk . water .tea.能够听懂会说有关询问并回答是否需要某种饮料的功能句:Do you want …?Yes, please./NO , thanks .并能在恰当的情境下初步运用。
教学重点能够听懂会说与饮料有关的四个词汇:juice, milk . water .tea.教学难点能够听懂会说有关询问并回答是否需要某种饮料的功能句:Do you want …?Yes, please./NO , thanks .并能在恰当的情境下初步运用。
教学流程1.热身活动学生通过复习第一课的歌谣,巩固有关饮料的词汇,以及本节课将要用到的I want …的表达。
2.呈现新的学习内容。
(1)介绍情境教师出示A项图片,通过师生谈话让学生简单了解情境。
(2)听一听活动教师结合情境,向学生提出任务:What do the boys want to drink? Please listen! 教师播放录音,请学生整体感知。
3.语言学习。
(1)学习问句。
教师询问学生What does the mother ask?引导主句型:Do you want water ?学生学习并跟读主句型。
(2)学习问答。
请学生观察图片,教师询问:How does the first/What does he answer?教师询问学生:Do you want some water?学生随机回答,再次深入感知两种答句。
Yes, please./No, thanks.若遇到否定的回答,教师则追问4.巩固延伸(Consolidation & Extension)教师出示下面的说唱歌谣,让学生在六人小组内练习读。
让学生用所学的表示水果的单词代替歌谣中的单词,如:I have a peach. Me too!I have pear. Me too!I have a watermelon. Me too!I have an orange. Me too!I like fruits. Me too!5 课堂小结师生共同总结本课时所学的重点知识。
2022年人教新起点Unit 5 Drink Lesson 2 教案3
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Unit 5 DrinkLesson 2教案3教学目标:能够在本单元设计的情景条件下说出本册个单元的交际用语。
“I waaant …”.“Do you waaant …”Yes, pleaaase.No. thaaank you.教学重难点:复习食物和饮食词汇,并用这些词汇回答问题。
食物单词的可数与不可数。
教学准备:教学挂图教学磁带单词卡片录音机贴片教学过程:aaa. Greetings.bbb. 利用学生形象记忆的优势,利用更多的图片、照片、食物模型让学生间物想词,从而复习巩固食品单词。
C. 在复习饮食内容的基础上,综合第一册水果内容,帮助学生复习,使学生对于他们生活密切相关的饮食文化又进一步的了解。
并在活动中引导学生主动与他人就饮食话题进行交流。
D. 学习三餐的英文表达。
并初步让学生自己说一说三餐的内容。
可让学生之间进行比较,看看那个同学注意饮食的营养均衡,谁的饮食习惯最科学合理。
E. 请学生分别扮演不同的食物,然后相互找朋友,最后看谁的朋友多。
应适时地告诉学生,不偏食、不挑食才有利于健康。
F. 让学生用英语是着说出自己家中常吃的饭菜以及爸爸妈妈喜欢做的菜。
进行贴图活动。
教师将学生所贴得三餐图进行展览,并请大家评一评谁的任务完成得好。
Lesson 1教学目标:1. 情感目标:了解身边的一些能够帮助人类的动物,使孩子们认识到动物是人类的朋友,人类应该爱护动物的环保观念。
2. 知识目标:(1)能够在老师的带领下,自行阅读课文内容。
(2)能够小组合作,解决生词。
3. 能力目标:(1)可以谈论自己身边的一些帮助人类的动物,描述他们的种类及特点。
(2)能够以小组合作学习本课。
教学重点:阅读理解课文中的两则故事,扩展与本单元话题相关的语言,强调动物与人类是好朋友,人类应该爱护动物的环保观念。
教学难点:1.阅读过程中出现的生词,培养学生自行解决生词的能力。
2.通过阅读故事,能够自行完成判断内容。
3.培养学生朗读的能力。
Unit5HaveaDrinkLesson2教学设计新部编版2
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精选教课教课方案设计 | Excellent teaching plan教师学科教课方案[ 20–20学年度第__学期]任教课科: _____________任教年级: _____________任教老师: _____________xx市实验学校Unit 5 Have a DrinkLesson 2教课方案教课内容:本重大学版英三年下册Unit5 Have a Drink 部分内容。
教课内容教材第45至第 47 内容。
一有五个部分: 1 Look, listen and say; 2 Listen and draw; 3 Let ’s practice;4 Listen and chant;5 Read, trace and copy.教课目标 (Objectives) :知目: 1.学生能听、:pie, ice-cream, egg, cake2.学生能听懂、和运用句型:It ’ s time for⋯I like⋯bestHave a/an⋯3.学生能一步牢固和熟运用句型。
能力目:学生能听懂、,并能在情境中表演和。
感情目:学生能极参加学活,并领会到学的趣;能与朋友小伙伴行基本的沟通与沟通。
教课要点( Key Points) :在学了的基上,以体,行主要句型的学,并认识此中的法象,根据详尽情境,学会沟通,重句型法学,交意向和外拓展要点。
教课方法:游,音,情形教课法,Pair-work 两人小活,Group-work 小活,多媒体助教学。
教课难点:学生于小学段,英有了初步认识,少,于三年放学期学生的要求重点是在会会的基上,能掌握一些基本的拼写和造句,认识必定的法内涵,与人行沟通沟通。
教课准备:件、照片素材、音文件、教课道具。
教课方案:(一)复入老和学生打招呼好,做一个的free talk 。
学生一同回上所学内容,也可通提的方式,依据学生表行指或表。
(二)新内容学牢固1.学新。
老介本元要点音及要点音,同学大声朗。
Unit5DrinkLesson3教案2
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Unit 5 Drink Lesson 3教学设计2 Teaching aim:learn the new wordsKey-points:water tea coffee juice CokeTeaching methods:Read and listen to the tapeTeaching aids:A tape recorder cardsTeaching process:Step 1. Warming-up :Do you like tea?Do you like water?Yes, I do. Yes, I do.Do you like tea?Do you like water?No, I don’ t. No, I don’ t.Do you like juice? Do you like juice?Yes, I do. Yes, I do.No, I don’ t. No, I doSing a songStep 2.Presentation :Teach the new words: water tea coffee juice CokeRead the words one by oneGrasp the words and the new phrasesTeach the chant and lead the students to learn one by one:Would you like some water?Yes, please, please.Would you like some tea?Yes, please, please.Would you like some Coke?Yes, please, please.Would you like some juice?Yes, please, please.Would you like some coffee?Oh, no, thanks.What would you like?Tea, please.Teach the song and lead the students to know the meaning of the song: Have some coffee, please.Thank you. I like coffee.Have some juice, please.Thank you. I like juice.Would you like some Coke? Yes, please.What about some tea? No, thanks.Step 3.Practice :Read it one by oneListen to the tapeAll of them can grasp.Homework:Read the new words。
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Unit 5一、授课时间:第11—12周二.授课类型:课文分析10课时;习题讲解2课时三.授课题目:For Want of a Drink四.授课时数:12五.教学目的和要求:通过讲授课文使学生了解人类正在面临水资源严重匮乏的事实,给每一个人敲响了警钟,学会用英语解释句子以达到学以致用的目的。
要求学生主动地预习课文,课前准备练习,学会分析文章体裁和进行段落划分。
六.教学重点和难点:1)背景知识的传授:The Earthquake in Port-au-Prince; Noah’s Ark; The Byzantine emperor Justinian; Osiris; the Jordan; the Ganges;2)文章的体裁分析及段落划分;3)语言点的理解:Word study: apparatus; aquifer; arid; breed; capacious; category; chronically; deity; delta; desalination; diminish; distribute; diversion; endangered; equilibrium; ethanol; evaporate; extinct; extract; famine; finite; flush; girder; glacierGrammar Focus: Learn to use how to denote implied condition.七.教学基本内容和纲要Part One Warm – upWarm-up Questions1. What is the author trying to tell people in this essay? Is he addressing any particular target audience?2. How does the author explain the importance of water to human beings? Do you agree with the author that water is at least as important to us as oil?3. Do you agree that humanity is now facing a serious water crisis? Why does the author say “Everyone must use less water if famine, pestilence and mass migration are not to sweep the globe”? How do those countries with abundant water resources affect global water shortage?4. Has the author said anything new to you in this essay? Are there any lines in this essay that you find particularly thought-provoking and feel particularly deserve our attention? Underline them and share with your classmates.5. Have you found anything important that the author has left untouched on this topic? How would you improve upon this essay if you are to write a similar piece?6. Do you find the essay hard to follow because it is technical and scientific? Are you bored with these endless discussions of environmental problems? Can you explain why you feel the way you do when you read this essay?Part Two Background InformationAuthorNoah’s Ark; Port-au-Prince; The Byzantine emperor Justinian; Osiris; the Jordan;the GangesPart Three Text AppreciationText Analysis3.1.1 Theme of the text3.1.2 Structure of the textWriting Devices3.2.1 The development of this essay by giving some figuresSentence ParaphrasePart Four Language StudyPhrases and Expressions4.1.1 Word list:4.1.2 Phrases and expressions list:4.1.3 Word BuildingGrammar4.2.1 ObjectPart Five ExtensionGroup discussionDebating八、教学方法和措施本单元将运用黑板、粉笔、多媒体网络辅助教学设备等教学手段,主要采用以学生为主体、教师为主导的任务型、合作型等教学模式,具体运用教师讲授法、师生讨论、生生讨论等方法进行教学。
九.作业,讨论题,思考题完成课后练习;多看英语报刊杂志及英语经典小说,扩大阅读量;精听与泛听相结合,逐步提高自己的听力水平;积极参加英语角等有助于提高英语口语的活动;坚持用英语写日记;做一些专四相关练习;十.参考资料:1)杨立民主编,《现代大学英语精读》(4)第二版,学生用书。
北京:外语教学与研究出版社,2012。
2)杨立民主编,《现代大学英语精读》(4)第二版,教师用书。
北京:外语教学与研究出版社,2012。
3)李观仪主编,《新编英语教程》(第三、四册)。
上海:上海外语教学研究出版, 1999。
4)黄源深,虞苏美等主编,《综合英语教程》(1-4册)。
北京:高等教育出版社,1998。
5)《高等学校英语专业英语教学大纲》,北京:外语教学研究出版社,2000。
6)Judy Pearsall主编,《新牛津英语词典》。
上海:上海外语教育出版社,1998。
7)丁往道、吴冰等编著,《英语写作手册》。
北京:外语教学与研究出版社。
8)张道真,《现代英语用法词典》(重排本)。
北京:外语教学与研究出版社,1994。
9)张道真,温志达, 《英语语法大全》上、下卷。
北京:外语教学与研究出版社,1998。
十一、课后小结Unit 5 For Want of a Drink Part One Warm – upWarm-up Questions1.Do you think water is important?Yes, water is the source of all life and we need it every day. No matter who we are, where we are, or what we do, we are dependent on water.2.What is the situation of water resources on the earth?70 percent of the earth is covered with water but % of our water resources aresalty-----it’s sea water. 90 percent of all fresh water is ice and snow, located in polar areas or on high mountains.3.Do we Chinese need to worry about water?Yes, because of huge population, China has less than a quarter of the world’s average per capita water capacity.4.What should we do to save water resources?1). When we wash hands and face we shouldn’t leave the water running, we’dbetter use a basin. When we leave, we should turn off the taps.2). When we take a bath, don’t have the water running all the time.3). The water we used can be used to water the flowers or sweep the floor. Part Two Background InformationAs is known to all, the yellow river is our mother river, without her, we can’t live a happy life. But she has been polluted by us .when you look at this picture, what would you think of?Through history, water is in people’s body and soul.When we get back to our history, there is a classic story about water co nservancy that is Da Yu’S Successful Regulating of Floodwaters.Yu the Great was the chieftain of the legendary Xiahou clan. He was originally called Yu or Xiayu. According to legend, the Yellow River flooded during the reign of Empe ror Yao, and the people were forced to abandon their villages, and go to live in trees or on mountaintops. The flood brought great misery to the people. Emperor Yao, the chieftain of the Yan-Huang tribal alliance, appointed Gun to harness the flood. Gun built dikes to keep back the water, but failed. shun, who succeeded Yao, killed Gun, and appointed Gun's son Yu to continue with the flood-harnessing work. Yu adopted the dredging method to lead the flood waters to flow along river courses into the sea. Yu worked very hard. It was said that during the 13 years he spent taming the floods, he passed his home three times, but did not enter until his task was completed.As a result of his successful efforts, the pe ople bestowed on him the title “Yu the Great” and Shun chose Yu as his successor, with the approval of the tribal chieftains.the Jordan River and the GangesChristians, Jews, and Muslims all considered consider the Jordan River holy.Every year many people from all over the world go to the Jordan River for receiving baptism.The Earthquake in Port-au-PrincePort-au-Prince is the capital and largest city of the caribbean country of Haiti, and is one of the nation's largest centers of economy and finance. It wascatastrophically affected by an earthquake on january 12,2010,with large numbers of structures damaged or destroyed. Haiti's government has estimated the death toll at 230,000 and says more bodies remain uncounted. Aid has been delivered to Port-au-Prince by numerous nations and voluntary groups as part of a global relief effort.Part Three Text AppreciationText Analysis3.1.1 Theme of the text1) In this article, the author introduces a warning about the water crisis and then gives a causal analysis of water shortage: population explosion since the second half of the last century, soaring agricultural demands for better tasting food and growing industrial and domestic demands for water.3.1.2 Structure of the textPart 1. Introduction: A warning about a water crisis (paras. 1-2)Part 2. Causal analysis of water shortage (paras. 3-5)Para. 3:Population explosion since the second half of the last century Para. 4: Soaring agricultural demands for better tasting foodPara. 5: Growing industrial and domestic demands consuming 30% of the withdrawalPart 3. Difficulty in satisfying these demands (paras. 6-8)Para. 6: The supply of water being finitePara. 7:97% of the world’s water being saltyPara. 8: Fresh water available for living things being scarcePart 4. Characteristics of water as natural resource (paras. 9-15)Paras. 9-10: Water being not evenly distributedParas. 11-12: Water being local and heavy to moveParas. 13-15: Underground water being almost used as a free resourcePart 5. Reiteration of the value of water (Paras. 16-17)Part 6. Conclusion: Difficulty in using the resource sensibly (paras. 18-19) Para. 18: The belief that water is a free resourcePara. 19: The holy quality water is invested withRelevant questions:Q1: Do we have a water problem or not?Q2: How serious is the problem?Q3: Where does our country stand in the world in terms of its share of water resources? Q4: What are the main causes of our water problem?Q5: What do you think we can do to solve this problem?Writing Devices3.2.1 ComparisonSentence Paraphrase1. When the word water appears in print nowadays, crisis is rarely far behind. (para. 1)Today, whenever people mention the word “water” in books or newspapers, you know they are going to talk about water crisis.The opening paragraph summarizes what books and newspaper articles say about the present water problem.①in print: printed in a book, newspaper, etc.②rarely far behind: very near2. Water, it is said, is the new oil: a resource long squandered, now growing expensive and soon to be overwhelmed by insatiable demand. (par1)Like oil, water, a natural resource, which has for a long time been stupidly wasted, is becoming an expensive commodity, and will soon be exhausted by the excessive consumption of humanity.Here the writer is reminding peopl e of the Mideast Oil Crisis in the 1970’s. In October 1973, Arab petroleum exporting countries cut off exports of petroleum to many Western nations, including the United States, in response to their involvement in the Arab-Israeli conflicts. The embargo 禁运,贸易禁令 led to rising oil prices in the early 1970’s, bringing widespread panic to Western countries. Many people believe that high oil consumption in these countries was the root cause of the oil crisis. The Mideast Oil Crisis enhanced public environmental awareness and heightened public concern over natural resource scarcity.3.Aquifers 地下蓄水层 are falling, glaciers vanishing, reservoirs drying up and rivers no longer flowing to the sea. (para. 1)This sentence explains why the author believes that water i s “soon to be exhausted” by describing what is happening to major water-holding parts of Earth including aquifers, glaciers, rivers (all naturally formed), and man-made reservoirs. The author uses accurate and specific verbs to show they are disappearing from our planet:① (aquifers) falling: becoming lower② (glaciers) vanishing: melting③ (reservoirs) drying up: becoming dry④ (rivers) no longer flowing to the sea: (sections of them)drying up so that they areno longer a continuous flow of water to the sea.4.Climate change threatens to make the problem worse. (para. 1)① threaten 预示凶兆 : to be likely to harm or destroy sth, .1). Global warming, which causes the seas to rise, threatens to engulf islands.2). The civil war is threatening to split the country.3). The country’s crippling 有严重危害的 debts could threaten its entire financial system.5. Everyone must use less water if famine, pestilence and mass migration are not to sweep the globe. (para. 1)All of us must use less water to avoid such disasters as famine, epidemic, and mass migration throughout the world.mass migration: here referring to the movement of large numbers of people from one place or one part of the world to another to escape the disasters caused by shortage of waterNote: The concluding sentence suggests a simple solution to the problem: use less water.6. The language is often overblown, and the remedies sometimes ill-conceived 筹划不周的;计划欠周详的 , but the basic message is not wrong. (para. 1)The language used in these books and articles are often exaggerated, and the solutions suggested sometimes do not sound sensible (for example, we may ask, “is it sensible to urge people to use less water when they want to maintain a comfortable lifestyle and live on a nutritious diet?”)①ill-conceived: not showing careful thought; not sounding sensible②the basic message: the key idea that people should use less water7. Bringing supply and demand into equilibrium will, and political disputes may increase in be painful number and intensify in their capacity to cause trouble. (para. 2)It is extremely difficult to balance people’s demand for more water and the amount of water that is available.①bringing supply and demand into equilibrium:making demand match supply; not using more water than is available②political disputes may increase in number:(there will be) more and more political disputes over water③intensify in their capacity to cause trouble:(and these disputes) may cause more and more serious troubles8.To carry on with present practice would indeed be to invite disaster. (para. 2)If people maintain their present lifestyle and continue wasting water the way they do, they would head for disaster. This is a sentence of implied condition, which is conveyed in the subject “to carry on with present practice.”invite: to encourage sth bad to happen, esp. without intending to, .1). The First Lady’s recent trip invited sharp criticism.9.Then the green revolution, in an inspired 有创造力的;品质优秀的;combination of new crop breeds, fertilizers and water, made possible a huge rise in the population. (para. 3)The sentence lists the causes for a tremendous increase in the world’s food supply.First and foremost, improved methods of farming, then better breeds, and fertilizers. The consequenceis a huge rise of th e world’s population.①the green revolution: a term widely used to describe the effort to increase and diversify crop yields in agriculturally less advanced regions of the world/a large increase in the amount of crops, such as wheat or rice, that are produced because of improved scientific methods of farming②inspired: extraordinary good, brilliant and creative1). The film is hailed as an inspired adaptation of a bestseller.2). She is one of the few inspired teachers I’ve ever seen.10.Domestic activities take the other 8%. (para. 5)① domestic activities: referring to sanitation, waste disposal, etc.11. One reason is that the supply of water is finite.One reason is that the amount of water available is limited.12. The world will have no more of it in 2025 or 2050 than it has today, or when it lapped at the sides of Noah’s Ark. (para. 6)In 2025 or 2050, the world’s water supply will be the same as it is today, or in the days of Noah.When it lapped at the sides of Noah’s Ark:when flood water hit the s ides of Noah’s Ark in small wavesThe metaphor is used to emphasize the fact that world’s water supply has remained the same since ancient times.13. the law of conservation of mass (para. 6)In 1772, British physician Daniel Rutherford isolated nitrogen from air and discovered that objects would not burn in it. Four years later British chemist Joseph Priestley discovered that objects burned more brightly and rapidly in oxygen, another component of air. Based on Priestley’s discoveries, French chemist Antoi ne Lavoisier postulated that air was a mixture of oxygen and nitrogen and that only one-fifth of air was oxygen. He proposed that oxygen was the part of air that combined chemically with burning or rusting materials.Lavoisier also consolidated discoveries made in connection with gases into the law of conservation of mass. The law of conservation of mass states that, in a chemical reaction, the total amount of matter remains constant. The law of conservation of mass served as the cornerstone of 19th-century chemistry.Nature recycles water all the same. Water in oceans, lakes, and rivers evaporates, or turns into a gas and rises into the air. The water vapor eventually turns back into a liquid and falls as rain. The water cycle keeps the total amount of water on Earth the same.14. The value of water as a commodity of course varies according to locality, purpose and circumstance. (para. 9)①vary: to change or be different according to the situation, .1). Teaching methods should vary according to the topic.2). The ability to tolerate pain varies from person to person.3). Class size of elementary schools here varies between 35 and 40.4). The price of a cut and blow-dry varies from $ to $25.15. Scarce or plentiful, water is above all local. (para. 11)Whether there is little or a lot of it, most importantly, water is found in particular areas, not everywhere on Earth (not evenly distributed).①scarce or plentiful: a phrase functioning as a conditional clauseMore examples:1). All people, black or white, rich or poor, should live side by side.2).In wealth or in poverty, his wife proved a reliable anchor for his life. 16. …the opportunities diminish to the point where it has no uses except to sustain deltas, wetlands and to carry silt out to sea. (para. 11)…near the sea, the river water becomes less and less useful except finally to sustain deltas, wetlands and to carry silt out to sea.17. … as the demands of farmers have outgrown their supplies of rain and surface water. (pa. 13)…as farmers need more fresh water than they can get from rivers, lakes and reservoirs as well asrainfalls.①outgrow: to grow/increase faster than, .1). Mankind is outgrowing food supplies.2). The city’s migrant population has outgrown its public facilities.3). My granddaughter has outgrown all her clothes.18. . …the quantities being withdrawn exceed the annual recharge. (para. 13)①withdraw: (figurative use) to take water from below the surface of Earth (as you take money from your bank account)②exceed: to be greater than a particular number or amount.1). When deaths exceed births, the population goes down.2). Income is expected to exceed expenditure.③recharge: to refill ( a battery) with electricity, here: to refill (the ground) with waterNote: The word “charge” ha s many different meanings.19. …deep-groundwater tables have dropped by up to 90 meters. (para. 14)①water table: groundwater level, that is, the upper surface of groundwater, below which pores in the rocks are filled with water.20. Part of the beauty of the borehole is that it requires no elaborate apparatus. (para. 15)Obtaining water out of the ground by drilling deep holes is easy, requiring no complicated equipment.①the beauty of sth: an attractive, useful, or satisfying feature that makes sth esp. suitable or useful, .1). One of the beauties of microblogging is that you can get your message to large numbers of people speedily.2). Part of the beauty of working at home is that you don’t have to hurry to and from the workplace.Note: The choice betwee n “part of the beauty” and “one of the beauties” depends on whether you regard the word “beauty” as countable or uncountable.②borehole: a deep hole drilled into the ground to obtain samples for geologic study or to release or extract water or oil21. A single farmer may be able to sink his own tube well and start pumping. (para.15)①tube well: a pipe with holes in the sides near the end, that is put into the ground and used with a pump operated by hand to bring water up from under the ground 22. That is why India and China are now perforated with millions of irrigation wells, each drawing on the common resource. (para. 15)That is why millions of irrigation wells have been dug in India and China, both using the supply of water belonging to/shared by the whole community.①perforate: to make a hole or holes in sth, or part of your body②draw on sth: to use part of a supply of sth that belongs to a group of people . 1). In the road accident, his lung was perforated.2). She told her children not to wear earphones, for they can perforate their eardrums.23. But even big aquifers are not immune to the laws of physics.①be immune to/from sth: to be not influenced or affected by sth that happens or is done, .1). NBA is not immune to economic recession.2). John seems to be immune to teasing.24. But almost nowhere will the price reflect scarcity…(para. 15)Many countries are faced with the problem of water shortage, but the resource is free almosteverywhere. Its low price does not show the scarcity of it.Here, the writer is advocating treating resource as a commodity, the price of which is determined by supply and demand. This can help control and manage the stuff.①will: used to indicate the way that sth usu. happens25. Priced or not, water is certainly valued, and that value depends on the use to which it is harnessed. (para. 16)Whether it is reasonably priced or not, water is a valuable resource, and the value is determined by the purpose it is made to serve.①priced or not: another pattern of condensed conditional clauses introduced by “whether”More examples:1). Believe it or not, a 10-year-old girl beat a professional at chess.2). Like it or not, learners of English have to live with its irregular spelling.②harness: to attach a horse or other animal to sth with a harness, .. The farmer harnessed two oxen to the plow.But here, “harness” is used figuratively, .In some areas, the poor feel harnessed to their jobs.“Harness” also means“to gain control of sth and use it for some purpose,” .1). The windmill is an example of how people harness the wind to produce electricity.26. …and for this there is no substitute. (para. 17)…and no other stuff can replace water.27. No one survived in the ruins of Port-au-Prince for more than a few days after January’s earthquake unless they had access to some water-based food or drink. (para. 17)①in the ruins of Port-au-Prince:in the completely damaged city of Port-au-Prince②January’s earthquake:referring to the earthquake that struck Port-au-Prince, on 12 January 2010, devastating the city③had access to some water-based food or drink:had some food or drink, of which water is the main ingredient④-based:a suffix used to form adjectives describing the basic part or feature of sth. a pork-based dish; carbon-based fuels; a computer-based testing; a rice-based diet;a cream-based sauce; community-based service28. …many people believe water to be a human right, a necessity more basic than bread or a roof over the head. (para. 17)…many people believe that water is a right every human being is entitled to. It is a necessity more important than food and shelter (for water is finite, and has no substitute).①a human right:It refers to one of the basic rights that many societies think every person should have. The right to life itself and the basic necessities of food, shelter and clothing may be considered fundamental human rights.29. From this much follows. (para. 18)The belief that water is a human right…results in/leads to many other consequences.①follow: to be a logical consequence of sth, .1). If the explanation is right, two things follows.2). The conclusion that follows from the investigation is that drunk driving was the immediate cause of the accident.3). Just because a child fails an exam, it does not follow that he will fail the next.30. a “democratic resource” (para. 18)a natural resource that every human being has a just claim to.31. …has a sacred or mystical quality that is invested in deities like Gong Gong and Osiris 司阴府之神,地狱判官(古埃及的主神之一) and rivers like the Jordan and the Ganges. (para. 19)①invest: (often passive) to provide sb/sth with a particular quality or characteristic, .1). Tiananmen Square in Beijing is invested with deep historic significance.2). Her easy manner and simple black dress invested her with great elegance.3). A sense of wonder and delight is invested in his poems.② Gong Gong: in Chinese mythology, a water god or sea monster, said to resemblea serpent or dragon. He is said to be responsible for the great floods together with his associate, Xiang Yao, who has nine heads and the body of a snake. They are both killed by Yu the Great.32. …has proved so difficult to organize. (para. 19)…has proved so difficult for people to work out ways so that it is used sensibly and efficiently because this is bound to meet with opposition.Part Four Language StudyPhrases and Expressions4.1.1 Word list:1. conserve; reserve; preserve; pain; painful; hurt; hurtful; lack; short; scarce; change; alter; modify; shift; vary; convert; mend; substitute; replacement4.1.2 Phrases and expressions list:1. insatiable demand;2. ill-conceived remedies;3. groundwater tables;4. rivers no longer flowing to the sea;5. famine; pestilence and mass migration;6. supply and demand;7. capacious baths, power showers and flush lavatories;8. crop breeds;9. the area under irrigation; 10. the law of conservation of mass; 11. sea water desalination; 12. outgrow supplies (demands) 13. endangered species; 14. a cooling system; 15. thermal power4.1.3 Word Building1. thermal; thermos flask; thermometer; thermonuclear; thermodynamics2. equilibrium; equilateral; equal; equality; equalize; equate; equity; equivalent3. aquifer; aqueduct; aquatic; aquarium4. double; triple; quadruple; multiple5. overblown; overdone; overstated; overstaffed; overestimatedGrammar4.2.1 Note and point out how a condition, either real or unreal, is implied in these sentences.1. To carry on with present practice would indeed be to invite disaster.2. With 2 billion people around the world about to enter the middle class, the agricultural demands on water would increase even if the population stood still.4.2.2 Learn about the use of or in phrases that function as a conditional clause.1. Scarce or plentiful, water is above all local.2. Priced or not, water is certainly valued, and that value depends on the use to which it is harnessed.3. That’s normal, believe it or not.4. By design or by accident, his encounter with his would-be boss was a turning point in his life.5. Like it or not, our upbringing helps shape our lives and make us what we are.6. Admit it or not, John is the best programmer in our department.Part Five ExtensionGroup discussion1. What are the prospects of our water supply in future?DebatingTopics for debating:1. Do you find the essay hard to follow because it is technical and scientific?。