人教版 (2019)选择性必修 第四册Unit 3 Sea Exploration教案

这是一份人教版 (2019)选择性必修 第四册Unit 3 Sea Exploration教案，共6页。

Perid 5 Using language
Express yur pinins n sea explratin教学设计
课题
Unit 3 Perid 5 Express yur pinins n sea explratin
单元
Unit 3
学科
English
年级
Grade 2
教材
分析
该部分的语篇是两篇议论性质的短文，针对“海洋探索的利弊”表达针锋相对的观点。议论文围绕一个鲜明的观点展开，往往包含数个分论点，每个分论点都需要相应的论据作为支撑。短文一的观点认为，海洋探索对海洋造成了很大的伤害，弊大于利。第一段开门见山地指出海洋探索往往意味着对海洋的过度开发，导致许多问题。第二至第四段分别阐述海洋开发带来的问题，包括海洋污染、气候变化、过度捕捞等。针对这三个问题，作者通过举例等方式进行论证。在第五段，作者总结全文，发出呼吁：海洋是生命的家园，保护海洋迫在眉睫。短文二的第一句话阐明观点：要更好地了解我们的星球，就必须探索占据地球绝大部分面积的海洋。紧接着，作者就反对者的担忧提出第一个分论点，即为了更好地理解和解决气候变化等全球问题，我们需要进行海洋探索活动。第二段是第二个分论点，指出海洋探索有利于人类更好地利用资源，并以生物研究、医药开发、地震预报等为例据。第三段是第三个分论点，指出海洋探索事关未来的人类生存。第四段，作者再次回应反对意见，认为在环保与发展之间需要谋求平衡，并相信随着技术进步，将更有能力取得这种平衡。通过阅读正反观点的文章，学生对于海洋探索议题涉及的争议有了较为全面的了解。通过比较正反观点，学生需要思考争议的根源。教师可以提醒学生，短文一的论断有一个隐含的前提，即海洋探索往往意味着过度开发；第二篇短文则更多地关注海洋探索对人类发展的意义。总之，尽管两种观点对人类海洋活动的侧重点有差异，但本质上都主张要保护海洋、谋求可持续发展、对未来负责，形成正确的海洋发展观。此外，两篇短文都为如何有理有据地表述观点提供了参考，可供学生在之后的议论文写作中模仿。
学习目标与核心素养
T analyzes the arguments and evidence in the texts.
T express yur pinins n sea explratin.
T learn t write an argumentative essay with the help f PEEL methd.
重点
T analyzes the arguments and evidence in the texts.
T express yur pinins n sea explratin.
难点
T learn t write an argumentative essay with the help f PEEL methd.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Lead –in
Shuld sea be explred?
The cean is a treasure. Just as Xi Dada says, ceans prvide a breeding grund fr life, cnnect the wrld and the prmte develpment. Despite regular discveries abut the cean, much remains unknwn. Scientists predict that 95% f the cean is unmapped and unexplred. S human being is keeping n explring the cean. Hwever, there are arguments abut sea explratin.
Students discuss
if the sea shuld be explred.
T warm up fr the reading.
新课
Skim
Skim the tw texts and answer the questins.
1.What is the text type f the tw passages?
(Fur types f essay：1. Narrative 2.Descriptive3. Expsitry4. Argumentative)
Argumentative essay.
2.What are the three parts in argumentative essay?
Argument, evidence, restatement/ recmmendatin/ a call t actin.
Read
1. Read the tw texts belw and find the arguments and evidence in them.
Text 1
Text 2
Read the tw texts again and analyze the structure f them.
2.Lk at the tw charts belw and decide which ne supprts which text.
Answers：
Decline in il spills:Text 2
Glbal trends In the state f wrld marine fish stcks: Text 1
Discussin
In grups, discuss the fllwing questins and take ntes.
1.What is yur pinin abut sea explratin? D yu agree with ne argument mre than the ther?
I think sea explratin is a wnderful idea, because even if there are n immediate rewards fr it, t explre and find ut mre abut ur wrld is always a gd thing.
2. Has yur pinin changed after reading the tw texts? Why r why nt?
Yes, my pinin has changed. Befre reading Text 1, I did nt knw that sea explratin culd add t sea pllutin, via deep sea drilling fr example.
3. Are there any ther aspects f sea explratin nt
mentined that yu think are imprtant?
We d nt knw what we dn’t knw; We need t explre the cean s that we can better understand issues such as acidificatin which leads t seawater t becme mre acidic, and hw t fight these prblems; Studying the cean causes the creatin f new technlgies that can help us in ther areas.
Pre-Writing
Based n yur nte, write an argumentative essay n sea explratin, expressing yur pinins with supprting facts.
1) The fllwing questins may help yu.
What is the purpse f sea explratin?
Hw des sea explratin help us t prtect the sea?
Hw des sea explratin cause damage t the sea?
Is there a gd balance between prtectin and explitatin?
2) Use the PEEL methd t help structure yur argument.
Pint What pint d yu want t make?
Evidence What facts and examples can yu find t supprt yur pint?
Hw reliable are the surces?

Explanatin Explain hw the facts supprt yur pinin and shw ther pinins t be incrrect.
Link Cnnect this pint t the next pint, r back t the main pint f the essay r paragraph.

3) Write yur draft and exchange it with a partner.
Use the checklist t help each ther revise the drafts.
Yes
N
Is the pint clear enugh?
Are there any examples r facts that supprt the argument strngly?
Is there any explanatin n hw the evidence supprts the pinin?
Are there sme cnnectives linking ne pint t anther?
4) Get yur feedback and revise yur draft.
Sample
Even thugh the ceans make up abut 70% f the earth’s surface, mre than 80% f the ceans remain unexplred. While sme peple say that we shuld nt explre the ceans, their reasning is nt very sund. Explring is nt the same as expliting. When we explre a place. We g just t see and understand what is there.
We shuld explre the cean, first and fremst, because we d nt knw what we d nt knw. We thught we knew many abut the cean, but we were wrng. There culd be life frms in the cean, fr example, that fit nne f the neat categries we have fr life while we have n clue that they even exist.
This brings up the secnd pint. We already knw many things abut the cean, but we need t learn mre. A gd example is cean acidificatin.
We knw that it is causing cral t die. We knw that using less fssil fuel wuld cause the prcess t slw dwn. Hwever, we need t learn mre t find ut hw t stp it. We need mre research t see what is ging n, and t cme up with plans and slutins.
Finally, t d this research, we have t enter an extreme envirnment nt very friendly t humans. This requires the develpment f new technlgies that can als benefit us in ther areas. Fr example, in many ways, the deep cean resembles uter space.The technlgies can benefit each ther. Fr anther instance, the technlgy f a mechanical arm t cllect samples with has been used in factries and develpment f artificial limbs fr humans.
All in all, there are many gd reasns t explre the ceans. If we care abut science, abut prtecting ur ceans, and abut develping new technlgies, we need t d all we can t supprt cean explratin.
Students skim the first paragraph f each text and answer the questins.
Students read the tw texts and find the arguments and evidence in them.
.
Students read the tw texts and analyze the
structure f them.
Students lk at the tw charts decide which ne supprts which text.
Students discuss the questins in grups.
Students read the questins and PEEL methd befre writing an essay.
Students write a draft using what they have learnt thus far.
Students exchange and present their wrk.
T skim fr the text type f the tw passages.
T read t find the arguments and evidence
T read fr structure f an argumentative essay.
T practise matching charts t texts.
T develp ideas in grup discussin fr the preparatin f writing an argumentative essay.
T prvide bth the framewrk fr writing an argumentative essay n sea explratin and a chance t practise what students have learnt.
T help students learn frm each ther and get advice n imprving their wrk.
作业
Hmewrk
D the exercises n
Page 78-79 f Wrkbk.