译林版高中英语扩展创新学程一Unit1-Reading-I-教案

《英语》（选修·第一册）Unit1OurlivingplanetWelcometotheunit&Reading(I)I.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.describetheoceaninthesurface-to-bottomorder;2.masterthetechniqueof“makingcomparisons”whichhelpsreadersunderstandalargefigure;3.developaninterestinexploringtheoceandeep.II.Keycompetencefocus1.Describetheoceanbysummarizingthemainideaofeachparagraph.2.Mastersometechniquesoftheexpositorywriting.III.Predictedareaofdifficulty1.Understandthecompoundandcomplexsentencesinthedocumentarytranscript.2.Summarizethebasicinformationabouttheworldbeneaththeocean.IV.TeachingproceduresStep1Lead-inTasksSstoappreciateafamoussayingofAristotle:Inallthingsofnaturethereissomethingofthemarvellous.T:MotherNatureisagreatartistwhocreatesmasterpiecesallovertheworld.TasksSstowatchavideoandfinishexercisesonPage1.(keys:movements;minerals;Australia)TleadsSstotalkaboutgeologicalwondersbyansweringthefollowingtwoquestions:•Whichofthesegeologicalwondersattractsyoumost?Why?(Sampleanswers)IfindChina’sZhangyeUNESCOGlobalGeoparkthemostattractive.Thevariousmulticolouredfoldsofrocksappeartobehand-paintedandremindmeofabeautifulrainbow.Ithinkitisamazingthatnaturehas“painted”suchaperfectpictureandIamgladIcanenjoyitsbeauty.PamukkaleinTurkeycertainlycapturesmyattention.Thespectacularwhitestepsreallylooklikesweetandsoftcottoncandy—goodenoughtoeat!Ialsofindthe“waterfall”ofrockreallyfascinating:itlookslikewater,butitisactuallyformedfromminerals.Pinkismyfavouritecolour,soLakeHillierinAustraliaattractsmemost.Thelakeisextremelyunusualandfascinatingtolookat.Besides,Iamamazedthatamicroorganismisthereasonforitsstunningcolour.Natureistrulyfullofbeautifulsurprises.•Whatothergeologicalwondersdoyouknowabout?(IknowoftheShilinUNESCOGlobalGeoparksituatedinYunnanProvince,China.Thegeoparkconservationareacontains350squarekilometresofunusualkarstformationsthatcreatea“stoneforest”.Itincludesvariouskarstshapesthatlookliketallpillars,swords,mushroomsandtowers.Thisareawasoncecoveredbyanancientsea,andshellsandbonesofdeadseaanimalsweredeposited,whichwouldonedaybecomelimestone.Whentheseadisappeared,thelayersoflimestonewereexposedanderodedovertimetoformtheamazingstoneforestweseetoday.)【设计意图：老师引导学生欣赏亚里斯多德的关于自然的一句名言，观看一段地质奇观的视频，完成welcometotheunit的听力练习，再分组讨论自己了解和喜爱的地质奇观，激起全班学生的兴趣，导入阅读环节。】Step2Pre-readingTasksSsthefollowingquestions:Whatdoyouknowabouttheworldbeneaththeocean?(Theoceancoversaround71%ofthesurfaceofourplanet.Theworldbeneathitisvastandverymysterious.Infact,onlyasmallpercentageoftheoceanbelowthesurfacehasbeenexploredandcharted.However,thepartsthatwehaveexploredcontaininterestingfinds.WehavefoundtheBluewhale,whichisthelargestanimalontheEarth.Wehavealsofounda65,000-kilometre-longmountainrangebeneaththeocean,whichistheworld’slongest.Therearemanyspectacularunderwatervolcanoestoo.)Wouldyoudivetotheoceanbottomifyouhadthechance?Whyorwhynot?(Sampleanswers)Yes,Iwould.Notmanypeoplegettoexploretheoceandepths,soifIhadthechance,Iwouldtakeit.Consideringthatonlyasmallpercentageoftheoceanbelowthesurfacehasbeenexploredandcharted,Ithinkmychancesofdiscoveringanewlifeformorsomethingunusualandinterestingwouldbehigh.Manymysteriesabovegroundhavealreadybeendiscovered,sotheoceanmaybethefinalfrontierthatIwouldwanttoexplore!No,Iwouldnot.Besidestheobviousdangersofbeingintheoceansuchasgettingattackedbyoceananimals,exploringtheoceandepthsmaycreatesomeunknownonestoo.Theoceanhasmanyuniqueecosystemsandexploringthemrecklesslycouldcauseentirespeciestodisappear.Wehavenoideahowthiswouldaffecttherestoftheplanet.Besides,noiseandlightpollution,aswellaspoisonouschemicalleaks,alreadycreatesproblemsforoceanlifeforms.So,untilIknowthathumanshavedevelopedaverysafeandeco-friendlymethodofexploringtheoceandepths,Iwillkeepmyfeetfirmlyontheground.【设计意图：学生描述自己了解的海洋世界，想象潜入海底世界的情景，激发对海洋的求知欲，为阅读文章做铺垫。】Step3While-readingTasksSstolistentothedocumentarytranscriptanddivideitintothreeparts.Part1(para.1)IntroductionPart2(paras.2-4)MainbodyPart3(para.5)ConclusionTasksSstoreadPara1andfillintheblanks.Welookupwardsandwonderwhatliesbeyondourplanet.Wesendprobesintothevastnessofspacetoexploretheunknown.Webuildspacestationstoadvanceourunderstandingoftheuniverse.Ourcuriosityaboutouterspacehasremainedunshakeable.Meanwhile,itisestimatedthatmorethaneightypercentoftheworld’soceansareunexplored.So,ifwewanttofindexcitingnewlifeformsaswellasundiscoveredandunusualgeologicalformations,theoceaniswhereweshouldalsobelooking.Thenwhydon’twedivetothebottomofareallydeepoceanandtakealong,closelookbeneaththewaves?T:What’sthepurposeofthefirstparagraph?Doesitwork?How?S:Toarousereaders’desirefortheoceanexploration.Itdoesworkbyusingparallelstructuresandarhetoricalquestion.TasksSstoreadParas2-4andfillinthemindmap.Ifpossible,getSstowatchavideoabouttheoceaninthesurface-to-bottomorderaftertheyfinishthispart.MajorzonesoftheoceanNamesDepthsConditionsLifeforms/GeologicalformationsTheopenoceanthefirst200metresvisiblelightmuchofthemarinelifesuchasdolphins,coralsandseaweedsThetwilightzonebelow200metreslittlesunlightnoplantlife,smallfilterfeeders,hunterswithtelescopic,upward-pointingeyesThedeepoceanpast1,000metresnolight,abovefreezingtemperatures,hugepressureblindorganisms,fishhavingbothmaleandfemaleorgansTheoceanfloorthedeepestpointnearly11,000metresbelowsealevelextremeconditionsshrimps,remarkableorganisms,vents,rockbridgesWhilecheckinganswers,TasksSstotranslatesomeoftheoriginalsentencesandanswerthefollowingquestionstodealwithmorecompoundandcomplexsentences:Whatdosmallfilterfeedersdoatnight?Theyswimuptofeedinthenutrient-richwatersabove.Whatproves“evolutionhelpsboththehunterandthehuntedinequalmeasure”?Thefishmostlikelytobeeatenhaveevolvedtohavethinbodiessothattheyarelesseasilyseenfrombelow.However,oncetheyarecaptured,thehunters’backward-curvingteethpreventthemfromgettingaway.Howdoblindcreaturesinthedeepoceanmanagetosurvive?Theydependonothersensessuchassmellandtheirabilitytodetectslightchangesinwaterpressuretoobtainfoodandavoidbeingcaught.Whydosomefishhavebothmaleandfemaleorgans?Somefishhavebothmaleandfemaleorganstoincreasethechancesofreproduction,asfisharesoscarceatthesedepthsthatitcanbedifficultforthemtofindamate.Whathaschangedscientificopinionaboutthechancesoftherebeinglifeelsewhereintheuniverse?Thediscoverythatlifecanexistintheextremeconditionsontheoceanfloor.4.TasksSstoreadPara5togetherandfinditsrelationtoPara1.Echotohighlightthekeypoints:Para1:So,ifwewanttofindexcitingnewlifeformsaswellasundiscoveredandunusualgeologicalformations,theoceaniswhereweshouldalsobelooking.Para5:Onourjourneydown,wehavebeenfascinatedbyincrediblegeologicalformationsaswellasunexpectedlifeformsthathavebecomestrangelyadaptedtotheirextremeenvironment.Rhetoricalquestionstoimpressreaders:Para1:Whydon’twedivetothebottomofareallydeepoceanandtakealong,closelookbeneaththewaves?Para5:Withsomuchoftheoceanslefttoexplore,whoknowswhatwondersstillawaitusinthefuture?5.TasksSstoreadthedocumentarytranscriptagainandfinishPartA1onPage4.(Sampleanswers)Para.2:Muchofthemarinelifelivesintheopenocean,andsmallfilterfeedersandhuntersliveinthetwilightzone.Para.3:ThedeepoceanishometothestrangestcreaturesontheEarth.Para.4:Shrimpsandotherorganismslivingaroundhydrothermalvents,andtheMarianaTrenchcanbefoundontheoceanfloor.Para.5:Morewondersbeneaththesurfaceoftheoceanawaittobediscovered.【设计意图：首先快速阅读了解文章结构。然后分段阅读处理细节：第一段采用课文内容填空的方式，阐明作者的写作目的（导入）及写作方法（平行结构和反问句）；二至四段为主体部分，利用思维导图让学生了解海底世界不同区域的名称、划分方式、生存条件、生物种类及地质构造，并设置问题链帮助学生深入理解长难句的含义，如果条件许可，插入一段网络上的短视频让学生直观感受海底世界的多彩和神奇。接着让学生齐读第五段，找出它与第一段的联系（首尾呼应）。最后再次浏览全文，概括每段大意，帮助学+生整体感知课文和积累描述海底世界的素材。】Step4Post-readingTasksSstodiscussthefollowingquestionsinpairs.WhydoestheauthormentionMountQomolangmawhendescribingtheChallengerDeep?Doestheauthorgiveotherexampleslikethisinthedocumentarytranscript?(Sampleanswers)TheauthorwantstohighlighthowdeeptheChallengerDeepis.Bycomparingittothehighestmountainintheworld,MountQomolangma,shehelpsreadersvisualizeitsdepth.Theauthorusesthetechniqueof“makingcomparisons”inParagraph3(Line20)Thepressuresarehugeandcanbemorethan100timesthepressureoftheEarth’satmosphere.Ithelpsreadersunderstandalargefigureandevenfeelthegreatpressurebeneaththeocean.Whataretheadvantagesofexploringtheocean?(Theocean’smanyuniquelifeforms,habitatsandgeologicalformationsnotonlyhelpusbetterunderstandlife,butalsoopenupvariousopportunitiesfornewdiscoveriesandinnovativesolutionstoexistingproblems.Forinstance,currentdiscoveriesoflifeformsintheoceanhavescientistsexcitedaboutthepossibilitiesoflifeonplanetsthathaveextremeenvironments.Furtherexplorationcouldleadtonewmedicines,foodandrenewableenergysources.Besides,monitoringchangesintheoceanscouldhelpscientists