Unit 1 Our living planet-Extended reading 教案-2025-2026学年高中英语译林版选修第一册

Unit 1 Our living planet-Extended reading 教学目标和重难点 1. 教学目标 Language Competence: Master marine life and environmental vocabulary, understand complex sentences and discourse structure. Cultural Awareness: Respect global ecological diversity and establish the concept of environmental protection. Thinking Quality: Develop logical analysis and critical thinking through exploring marine ecosystem. Learning Ability: Master skimming and scanning strategies to improve independent reading ability. 2. 教学重难点 Key Points: Master core vocabulary (e.g., marine, twilight zone, hydrothermal vent) and key sentence patterns; understand the structure of the text and the characteristics of marine organisms in different ocean zones. Difficult Points: Analyze the author’s writing purpose and logical relationships, and apply reading strategies to solve practical problems. 教学过程 I. Pre-reading: Activation and Preview (Lead-in + Vocabulary Preview) Activity 1: Lead-in by Theme Discussion The teacher starts the class with an open question: “We often look up at the sky and wonder about outer space, but do you know that more than 80% of the world’s oceans are unexplored? What secrets do you think are hidden in the deep ocean?” Then, show students pictures and short videos of marine organisms (such as dolphins, deep-sea fish, hydrothermal vents) to arouse their interest. After watching, invite 2-3 students to share their thoughts on the deep ocean, and guide them to focus on the theme of “marine exploration and ecological protection” which is closely related to the extended reading text. Design Intention: This activity connects students’ existing knowledge and life experience with the text theme. By asking questions and showing audio-visual materials, it effectively stimulates students’ curiosity about the deep ocean, activates their relevant background knowledge, and lays an emotional and cognitive foundation for the subsequent reading. At the same time, it subtly leads to the core content of the extended reading, helping students form initial expectations for the text. Activity 2: Vocabulary Preview and Breakthrough The teacher lists key vocabulary and phrases in the text on the blackboard or courseware, including core nouns (twilight zone, deep ocean, hydrothermal vent, marine organism), verbs (sink, evolve, pour), adjectives (unexplored, extreme, mineral-rich) and difficult phrases (filter feeder, backward-carving teeth). For each word, the teacher explains it in simple English, combines pictures or gestures to help students understand, and designs simple collocation exercises, such as “sink to the bottom”, “evolve characteristics”, “mineral-rich fluids”. Then, organize students to read the words aloud in groups to consolidate their memory and pronunciation. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students avoid being blocked by new words during reading, improve reading fluency, and focus more on understanding the text content and logical structure. The combination of explanation, audio-visual assistance and oral practice makes vocabulary learning more vivid and effective, conforming to the cognitive characteristics of senior high school students. Activity 3: Predict the Text Content The teacher shows the title of the extended reading text “The Ocean Deep” and the first paragraph, and asks students to predict: “Based on the title and the first paragraph, what aspects do you think the text will introduce? Will it talk about the different layers of the ocean? Or the organisms living in the ocean? Or the reasons why the ocean is unexplored?” Let students discuss in pairs for 2 minutes, then invite several groups to share their predictions, and record their ideas on the blackboard. Finally, the teacher makes a brief comment, pointing out that the text will mainly introduce the different layers of the ocean and the characteristics of marine organisms in each layer. Design Intention: Predicting the text content before reading is an important reading strategy. It can stimulate students’ reading motivation, make them read with goals and focus, and improve their ability to grasp the text context. At the same time, pair discussion can enhance students’ participation and communication skills, laying a foundation for cooperative learning in the subsequent links. II. While-reading: In-depth Exploration and Comprehension (Skimming + Scanning + Intensive Reading) Activity 1: Skimming for Main Idea Ask students to read the entire text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. How many layers of the ocean are introduced in the text, and what are they? After students finish reading, invite them to answer the questions. The teacher summarizes: The main topic of the text is the exploration of the deep ocean, introducing three layers of the ocean: the open ocean (first 200 metres), the twilight zone (below 200 metres), and the deep ocean (past 1,000 metres), as well as the marine organisms in each layer. Then, guide students to sort out the text structure: the first paragraph leads to the topic (the ocean is unexplored), and the following paragraphs introduce the three ocean layers in turn. Design Intention: Skimming is a strategy to quickly grasp the main idea of the text. Through this activity, students can form an overall understanding of the text, clarify the text structure and core content, and lay a foundation for in-depth reading. The design of simple questions helps students focus on the key points during skimming, avoiding aimless reading. Activity 2: Scanning for Specific Information Divide students into three groups, and assign each group a task: Group 1 is responsible for the open ocean (first 200 metres), Group 2 for the twilight zone (below 200 metres), and Group 3 for the deep ocean (past 1,000 metres). Ask students to read the corresponding paragraphs carefully (scanning) and fill in the following table: Ocean Layer Environmental Conditions Marine Organisms Characteristics of Organisms Open Ocean (0-200m) Twilight Zone (below 200m) Deep Ocean (past 1,000m) After students finish filling in the table, each group sends a representative to present their results, and the teacher corrects and supplements them. For example, the environmental conditions of the open ocean: most visible light exists; marine organisms: dolphins, corals, seaweeds; characteristics: common and familiar to us. The environmental conditions of the twilight zone: little sunlight, almost no plant life; marine organisms: small filter feeders, hunters; characteristics: filter feeders swim up at night to feed, hunters have telescopic upward-pointing eyes and backward-carving teeth. The environmental conditions of the deep ocean: no light, low temperature, huge pressure; marine organisms: blind organisms, some fish with both male and female organs; characteristics: rely on smell and ability to detect water pressure changes, have unique reproductive characteristics. Design Intention: Scanning is a strategy to quickly locate specific information. By dividing groups and assigning tasks, it not only improves students’ reading efficiency, but also enhances their cooperative learning ability. Filling in the table helps students sort out the specific information in the text systematically, deepen their understanding of the characteristics of each ocean layer and marine organisms, and lay a foundation for subsequent intensive reading and analysis. Activity 3: Intensive Reading for In-depth Understanding Guide students to read the text intensively, focus on key sentences and difficult points, and conduct in-depth analysis: 1. Analyze key sentences: (1) “Meanwhile, it is estimated that more than eighty percent of the world's oceans are unexplored.” Ask students: What does this sentence imply? (It implies that the ocean has a lot of unknown secrets, which is the reason why we need to explore the ocean.) (2) “Evolution, it seems, helps both the hunter and the hunted in equal measure.” Ask students: How does evolution help the hunter and the hunted? (Hunters have telescopic upward-pointing eyes and backward-carving teeth; the hunted have thin bodies to avoid being seen.) 2. Analyze difficult sentences: (1) “Sinking below 200 metres, we enter the twilight zone, where there is little sunlight and thus almost no plant life.” Guide students to identify the participial phrase as adverbial (Sinking below 200 metres) and the attributive clause (where there is little sunlight and thus almost no plant life), and explain the meaning of the sentence in simple English. (2) “These vents form in volcanically active areas, pouring mineral-rich fluids into the sea.” Explain the participial phrase as adverbial of result (pouring mineral-rich fluids into the sea), and help students understand the logical relationship between the two parts of the sentence. 3. Explore the author’s writing purpose: Ask students: “Why does the author write this text? What does he want to tell us?” Guide students to discuss and summarize: The author wants to introduce the unknown world of the deep ocean to readers, show the diversity of marine organisms and the magic of evolution, and arouse readers’ interest in ocean exploration and awareness of protecting marine ecosystems. Design Intention: Intensive reading is the key link to deepen text understanding. By analyzing key sentences and difficult sentences, students can master the usage of complex sentence patterns and understand the deep meaning of the text. Exploring the author’s writing purpose helps students improve their ability to analyze and infer, and cultivate their critical thinking, which is in line with the requirements of thinking quality in key competencies. III. Post-reading: Consolidation, Application and Extension Activity 1: Text Retelling Organize students to retell the text in groups of 4. Each student is responsible for retelling one part: Student 1 retells the introduction (the first paragraph), Student 2 retells the open ocean, Student 3 retells the twilight zone, and Student 4 retells the deep ocean. When retelling, students are required to use the key vocabulary and sentence patterns learned, and ensure the logical clarity of the retelling. After each group finishes retelling, invite one group to perform in front of the class, and the teacher makes comments and guidance, focusing on evaluating whether students use vocabulary and sentence patterns correctly and whether the retelling is complete and logical. Design Intention: Text retelling is an effective way to consolidate reading results. It can help students review the text content, consolidate the key vocabulary and sentence patterns learned, and improve their oral expression ability. Group cooperation makes retelling more efficient and interesting, and can also help students learn from each other and make progress together. Activity 2: Discussion and Exchange Put forward two discussion questions for students to discuss in groups: 1. “After reading the text, what do you think of the deep ocean? What impresses you most?” 2. “With the development of science and technology, more and more people are exploring the ocean. What problems may this bring to the marine ecosystem? What should we do to protect the marine environment?” Give students 5 minutes to discuss, then invite representatives of each group to share their views. The teacher guides students to realize that the ocean is a precious wealth of the earth, and we should explore the ocean while protecting it, and establish the concept of sustainable development. Design Intention: Discussion and exchange can stimulate students’ thinking, let them express their views freely, and improve their oral communication ability and critical thinking ability. The discussion questions are closely related to the text theme and real life, which can help students connect the text knowledge with practical life, deepen their understanding of the theme of environmental protection, and cultivate their cultural awareness and sense of social responsibility. Activity 3: Vocabulary and Sentence Pattern Application Design two exercises to help students apply the key vocabulary and sentence patterns learned: 1. Fill in the blanks with the correct form of the given words: (1) It is estimated that millions of species in the ocean have not been (explore) yet. (2) Some deep-sea fish have (evolve) unique characteristics to survive in extreme environments. (3) The hydrothermal vents in the deep ocean pour (mineral-rich) fluids into the sea. 2. Translate the following sentences into English using the key sentence patterns: (1) 下潜到100米以下，我们进入了一个几乎没有光线的区域。(Sinking below 100 metres, we enter an area where there is almost no light.) (2) 进化似乎在同等程度上帮助了猎人和猎物。(Evolution, it seems, helps both the hunter and the hunted in equal measure.) After students finish the exercises, the teacher checks and corrects them, and explains the common mistakes in detail, such as the correct form of verbs, the use of attributive clauses, etc. Design Intention: The application of vocabulary and sentence patterns is an important link to consolidate the knowledge learned. Through filling in the blanks and translation exercises, students can flexibly use the key vocabulary and sentence patterns, improve their language application ability, and lay a foundation for subsequent writing and other language activities. Activity 4: Extended Exploration The teacher introduces some extended materials to students: 1. Brief introduction of marine protected areas around the world, such as the Great Barrier Reef Marine Park in Australia. 2. The impact of human activities (such as overfishing, marine pollution) on the marine ecosystem. Then, assign a small task: Ask students to surf the Internet after class to collect more information about ocean exploration and marine protection, and write a short passage (80-100 words) to introduce their views on ocean protection. The passage will be shared in the next class. Design Intention: Extended exploration can expand students’ horizons, connect classroom learning with extracurricular learning, and cultivate their autonomous learning ability. Writing a short passage can help students integrate the knowledge learned, improve their writing ability, and further deepen their understanding of the theme of marine protection, which is conducive to the all-round development of students’ key competencies. IV. Summary and Reflection 1. Summary: The teacher leads students to summarize the key points of this class: (1) Master the key vocabulary and sentence patterns related to the deep ocean and marine organisms. (2) Understand the structure of the text and the characteristics of different ocean layers and marine organisms. (3) Master reading strategies such as skimming, scanning and intensive reading. (4) Establish the concept of protecting the marine ecosystem. 2. Reflection: Ask students to think about two questions: (1) What have I learned in this class? (2) What problems do I still have? (Such as difficult sentences that are not understood, vocabulary that is not mastered, etc.) Students can write down their reflections in their notebooks, and the teacher will collect and check them after class to understand students’ learning situation and adjust the teaching plan in time. Design Intention: Summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and consolidate the learning results. Reflection can help students understand their own learning situation, find their own shortcomings, and improve their learning ability. At the same time, it also provides a basis for the teacher to adjust the teaching strategy, which is conducive to improving the teaching effect. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $