译林版高中英语扩展创新学程一Unit1 Reading II 教案

《英语》（选修·第一册）
Unit 1 Our living planet
Reading (II)
I. Learning objectives
By the end of the lesson, students will be able to:
1.have a better understanding of the document transcript by analyzing the long and complex sentences;
2.Learn to use the following words and expressions: evolve, beneath, formation, avoid, far away in addition to etc, and use the above words and expressions in new situations;
3.find some useful expressions to describe the Qomolangma seen from southern side from different zones;
II. Key competence focus
1. Understand some new words and expressions in different situation
2. Write an article about the Qomolangma correctly and properly.
III. Predicted area of difficulty
1. Use the new words and expressions in a proper and correct way.
IV. Teaching procedures
Step 1 Warming up
T asks Ss a few questions to arose their interest in the class.
1.What are the advantages of exploring the ocean?
The ocean’s many unique life forms, habitats and geological formations not only help us better understand life, but also open up various opportunities for new discoveries and innovative solutions to existing problems. For instance, current discoveries of life forms in the ocean have scientists excited about the possibilities of life on planets that have extreme environments. Further exploration could lead to new medicines, food and renewable energy sources. Besides, monitoring changes in the oceans could help scientists learn ways to address changes in the environment, such as climate change. Exploring the ocean is also a good way to find out more about how the area beneath the E arth’s crust functions. This could lead to developing better early-warning systems for natural disasters like earthquakes and tsunamis.
2.If you were to write an article about Mount Qomolangma how do you describe your article?
In the bottom-to-top order /from different zones/in spatial(空间）order.
It makes its content more organized and easier to follow.
【设计意图：课前对上一节课的内容进行复习，为本堂课的知识点学习作热身准备。

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Step 2 Building your language
1.T asks Ss to match the words with definition.
Keys:
1--c 2--d 3--g 4--h 5--f 6--a 7--b 8--e
3. Translation
T asks Ss to do the following translation work, pay more attention to the underlined words.
1)The fish which are most likely to be eaten have evolved to have thin bodies.
他很有可能学习海洋学（oceanography）He is likely to learn oceanography. (It is likely that he is likely to learn oceanography.)
2)Evolution, it seems, helps both the hunter and the hunted in equal measure!
这些改良在某种程度上说是他的领导有方。

（in some measure) The improvements are due to his leadership in some measure.
3)They cannot rely solely on their eyesight to survive and have evolved fascinating survival characteristics.
我们可以信赖杰克不会告诉如何人。

We can rely on Jack not to tell anyone.
4)While there is little life at such great depths, it is far from boring.
迈克走进来，看起来一点也不高兴。

Micheal walked in, looking far from happiness.
5)In addition to the vents and remarkable organisms, we cannot miss the Mariana Trench, located in the north-western part of the Pacific Ocean.
除了他在大学工作意外，他还经营着自己的公司。

In addition to his work in the university, he is now running his own company.
【设计意图：用英语释义，有助于学生加深对词汇的理解，培养学生的思维品质。

对文本中的重要词块进行强化训练，帮助学生学会运用地道的语言。

培养、提高学生的语用能力。

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Step 3 Analyzing sentences
1.T asks Ss to analyze the following sentences
So, if we want to find exciting new life forms as well as undiscovered and unusual geological formations, the ocean is where we should also be looking.
if引导的条件状语从句，the ocean is where we should also be looking本句主句，where
引导表语从句。

●Consequently, the fish most likely to be eaten have evolved to have thin bodies so that they
are less easily seen from below.
划线部分为后置定语。

So that 引导结果状语从句。

●Also, some fish have both male and female organs to increase the chances of reproduction, as
fish are so scarce at these depths that it can be difficult for them to find a mate.
划线部分是一个原因状语从句，其中so...that 引导结果状语从句。

●While there is little life at such great depths, it is far from boring.
While 引导让步状语从句，相当于though/although.
【设计意图：长难句的分析也是语言知识学习的一个重要环节，具有良好的英语句子结构意识。

帮助学生为阅读的速度和深度的提升打下良好的基础。

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Step 4 Writing
1.T asks Ss to do write a short passage according to the instructions of B2 on page 5.
The documentary transcript describes the ocean in the surface-to-bottom order, which makes its content more organized and easier to follow. Find the expressions indicating the changes in position and describe Mount Qomolangma seen from the southern side in spatial(空间）order using the information below.
Major zones of Mount Qomolangma
1,000 to 2,500 metres Evergreen broadleaved forest zone（常绿阔叶林带）
3,000 to 3,900 metres Coniferous forest zone （针叶林地带）
Above 5,500 metres Glacier zone （冰河带）
(Sample answer)
Once we pass 1,000 metres, our first steps at the base of Mount Qomolangma take us through the evergreen broadleaved forest zone until we reach the height of 2,500 metres. Moving above to between 3,000 and 3,900 metres, we enter a coniferous forest zone, a sure sign of much colder temperatures. On reaching above 5,500 metres, we are in the glacier zone where very little vegetation can be found.
【设计意图：帮助学生学以致用，从而让学生亲身体验文献脚本的写作风格。

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V. Homework
Translate the following sentences into English.
1）奖学金的发放是仅仅是基于财政的需求。

2）进一步的信息是从总部获得。

3）海豚突然在大浪下面消失了。

4）他在国外的探险引发了我的想象。

5）萨利很专业地潜入水中寻找沉海的宝藏。

6）这是由凯撒在他近期小说中探究的主题。

7）在图斯先生家里等待着他们的是一场可怕的意外。

Keys:
1) Scholarships are given solely__ on the basis of financial need.
2) Further information can _obtain from head office.
3) The dolphins disappeared beneath the waves.
4) His stories of foreign adventures _captured my imagination.
5) Sally _dived expertly into the water for sunken treasure.
6) This is the theme explored_by Mrs. Gaskell in her later novels.
7) A terrible surprise _awaited them at Mr Turns’ house.。