譯林版高中英語擴(kuò)展創(chuàng)新學(xué)程一Unit1-Reading-I-教案

《英語》（選修·第一冊(cè)）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.)【設(shè)計(jì)意圖：老師引導(dǎo)學(xué)生欣賞亞里斯多德的關(guān)于自然的一句名言，觀看一段地質(zhì)奇觀的視頻，完成welcometotheunit的聽力練習(xí)，再分組討論自己了解和喜愛的地質(zhì)奇觀，激起全班學(xué)生的興趣，導(dǎo)入閱讀環(huán)節(jié)?！縎tep2Pre-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.【設(shè)計(jì)意圖：學(xué)生描述自己了解的海洋世界，想象潛入海底世界的情景，激發(fā)對(duì)海洋的求知欲，為閱讀文章做鋪墊?！縎tep3While-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.【設(shè)計(jì)意圖：首先快速閱讀了解文章結(jié)構(gòu)。然后分段閱讀處理細(xì)節(jié)：第一段采用課文內(nèi)容填空的方式，闡明作者的寫作目的（導(dǎo)入）及寫作方法（平行結(jié)構(gòu)和反問句）；二至四段為主體部分，利用思維導(dǎo)圖讓學(xué)生了解海底世界不同區(qū)域的名稱、劃分方式、生存條件、生物種類及地質(zhì)構(gòu)造，并設(shè)置問題鏈幫助學(xué)生深入理解長難句的含義，如果條件許可，插入一段網(wǎng)絡(luò)上的短視頻讓學(xué)生直觀感受海底世界的多彩和神奇。接著讓學(xué)生齊讀第五段，找出它與第一段的聯(lián)系（首尾呼應(yīng)）。最后再次瀏覽全文，概括每段大意，幫助學(xué)+生整體感知課文和積累描述海底世界的素材?！縎tep4Post-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