Unit+3+Sea+Exploration+Using+language+(II)-高中英語(yǔ)人教版（2019）選擇性必修第四冊(cè)

人教選擇性必修第四冊(cè)Unit3UsingLanguage(II)Expressyouropinionsonseaexploration教學(xué)目

Lead-inDoyouthinktheseashouldbeexplored?12TograspthelanguagestructureandlanguagefeaturesofargumentativewritingTowriteanargumentativeessayonseaexploration

目標(biāo)一：TograspthelanguagestructureandlanguagefeaturesofargumentativewritingActivity1:Readthetwotextsquicklyandanswerthequestions.Whatisthetexttypeofthetwopassages?Whatarethethreepartsinargumentativeessay?Argumentativeessay.Argument,evidence,restatement/recommendation/acalltoaction.Activity2:ReadtheText1andmatchthemainideaofeachparagraph.Para.1

A.Thebadeffectofoverfishing.Para.2 B.Thedamagecausedbymining.Para.3 C.Theseaexplorationhascausedmanyproblems.Para.4 D.Theconnectionbetweenexplorationandpollution.Para.5 E.Theseaishometolife,soweshouldprotectitActivity3:ReadtheText2andchoosethebestanswer.1.Whatistheauthor’sattitudetowardsseaexploration?A.Opposed. B.Supportive.C.Indifferent. D.Doubtful.2.Whatcanweinferfromthethirdparagraph?A.Climatechangeisanaturalphenomenon.B.ResourcesintheArcticmustbeexploited.C.Miningforresourcesshouldbeforbidden.D.Humanactivitieshavecausedclimatechange.3.Howdoestheauthorsupporthistopic?A.Byusingfigures.B.Bylistingmanyfacts.C.Bydoingscientificresearch.D.Byprovidingsomerules.Activity4:Readthetwotextsbelowandfindtheargumentsandevidenceinthem.arguments

evidenceExplorationcausespollution.DeepwaterHorizonoilspillPlasticpollutionMiningforresourcesisdamaging.IthurtstheArctic.Burningfossilfuelsaddstoclimatechange.Overfishingisanissue.Whalesanddolphinsarehunted.Banned,butsomecountriesstilldoingit.Text1Text2arguments

evidenceSeaexplorationisimportantforourfuture.Scientificresearchshipscanhelpaddressimportantissueslikeclimatechange.Understandingmoreabouttheseawillalsohelpusmanageitsresourcesbetter.Newmedicines,foodresourcesandenergy.Predicteventssuchasearthquakes.Weneednewresourcesforfuturedevelopment.Vastamountsofresourcesmaybeundertheseaandice.Activity5:Lookatthetwochartsbelowanddecidewhichonesupportswhichtext.Text2Text1Activity6:Identifylanguagepointsthatyouwanttosharewithyourpartner.Discussingroupsandthensharewiththeclass.1.

Although

thiswasbannedin1982,somecountriesarestill“murdering”theseintelligentcreatureswithoutmercy

.盡管早在1982年就已禁止,但有的國(guó)家仍地?zé)o情地“謀殺”這些聰明的動(dòng)物。

【句式剖析】本句是一個(gè)復(fù)合句。somecountriesare...是主句；although=though是從屬連詞，意為“雖然……;盡管……”，引導(dǎo)讓步狀語(yǔ)從句?！就卣埂縜lthough的用法(1)用作連詞表示“雖然”，兩者大致同義，可換用，只是although比though更為正式。e.g.

Though/Althoughitwasraining,wewentoutside.(2)用作副詞although一般不用作副詞，而though可用作副詞，且一般放在句末(不放在句首)，意為“可是；不過(guò)”。e.g.

It’shardwork;Ienjoyitthough.(3)用于習(xí)語(yǔ)在asthough(好像，仿佛)、eventhough(即使，縱然)等固定短語(yǔ)中不能用although。e.g.Heisanhonestman,Imustsay,eventhoughIdon’tlikehim.(4)用于倒裝though引導(dǎo)的讓步狀語(yǔ)從句可用部分倒裝的形式(注意：倒裝后位于句首的名詞之前不用冠詞)，但although一般不這樣用。Childthoughhewas,hedidquitewell.

mercy

n.仁慈；寬??；恩惠【歸納拓展】※

atthemercyof任……處置;對(duì)……無(wú)能為力;任由……擺布※

havemercyon/uponsb. 對(duì)某人表示憐憫※

showmercytosb. 對(duì)某人表示憐憫※

begformercy 懇請(qǐng)寬恕※

withoutmercy 殘忍地，毫不留情地※

mercifuladj.仁慈的；寬大的※

bemercifulto/towardssb對(duì)某人仁慈2.Theseaishometolife,nothumanbeings’possessions.海洋是生命的家園，而不是人類(lèi)的私產(chǎn)。possessionn.

個(gè)人財(cái)產(chǎn)；擁有；控制【歸納拓展】※

beinpossessionof 擁有……（主語(yǔ)為人）※

beinthepossessionof(sb)=beinone’spossession （某物）被（某人）擁有※

comeintoone’spossession 為某人所擁有※

take/comeintopossessionof 占有；擁有※

possessv.占有，擁有；控制，支配目標(biāo)二：TowriteanargumentativeessayonseaexplorationActivity1:Ingroups,discussthefollowingquestionsandtakenotes.1.Whatisyouropinionaboutseaexploration?Doyouagreewithoneargumentmorethantheother?2.Hasyouropinionchangedafterreadingthetwotexts?Whyorwhynot?3.Arethereanyotheraspectsofseaexplorationnotmentionedthatyouthinkareimportant?Suggestedanswers1.Ithinkseaexplorationisawonderfulidea,becauseeveniftherearenoimmediaterewardsforit,toexploreandfindoutmoreaboutourworldisalwaysagoodthing.2.Yes,myopinionhaschanged.BeforereadingText1,Ididnotknowthatseaexplorationcouldaddtoseapollution,viadeepseadrillingforexample.3.Wedonotknowwhatwedon’tknow;weneedtoexploretheoceansothatwecanbetterunderstandissuessuchasacidificationwhichleadstoseawatertobecomemoreacidic,andhowtofighttheseproblems;studyingtheoceancausesthecreationofnewtechnologiesthatcanhelpusinotherareas.Activity2:Basedonyournote,writeanargumentativeessayonseaexploration,expressingyouropinionswithsupportingfacts.1)Thefollowingquestionsmayhelpyou.Whatisthepurposeofseaexploration?Howdoesseaexplorationhelpustoprotectthesea?Howdoesseaexplorationcausedamagetothesea?Isthereagoodbalancebetweenprotectionandexploitation?2)UsethePEELmethodtohelpstructureyourargument.PointWhatpointdoyouwanttomake?EvidenceWhatfactsandexamplescanyoufindtosupportyourpoint?Howreliablearethesources?ExplanationExplainhowthefactssupportyouropinionandshowotheropinionstobeincorrect.LinkConnectthispointtothenextpoint,orbacktothemainpointoftheessayorparagraph.Activity3:Writeyourdraftandexchangeitwithapartner.Usethechecklisttohelpeachotherrevisethedrafts.YesNoIsthepointclearenough?Arethereanyexamplesorfactsthatsupporttheargumentstrongly?Isthereanyexplanationonhowtheevidencesupportstheopinion?Aretheresomeconnectiveslinkingonepointtoanother?Activity4:Getyourfeedbackandreviseyourdraft.Samplewriting:Eventhoughtheoceansmakeupabout70%oftheearth’ssurface,morethan80%oftheoceansremainunexplored.Whilesomepeoplesaythatweshouldnotexploretheoceans,theirreasoningisnotverysound.Exploringisnotthesameasexploiting.Whenweexploreaplace.Wegojusttoseeandunderstandwhatisthere.Weshouldexploretheocean,firstandforemost,becausewedonotknowwhatwedonotknow.Wethoughtweknewmanyabouttheocean,butwewerewrong.Therecouldbelifeformsintheocean,forexample,thatfitnoneoftheneatcategorieswehaveforlifewhilewehavenocluethattheyevenexist.Thisbringsupthesecondpoint.Wealreadyknowmanythingsabouttheocean,butweneedtolearnmore.Agoodexampleisoceanacidification.Weknowthatitiscausingcoraltodie.Weknowthatusinglessfossilfuelwouldcausetheprocesstoslowdown.However,weneedtolearnmoretofindouthowtostopit.Weneedm