Unit 3 Sea Exploration Period 6 Using language—Reading comprehension and language focus 教学设计 -2025-2026学年高中英语人教版选择性必修第四册

Teaching and Learning Design Book4 Unit3 Sea Exploration 教学设计 Period 6 Teaching and learning contents: Using Language—Reading comprehension and language focus Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Read and comprehend the two texts about sea exploration; 2) Learn about the features of an argumentative essay and analyze the arguments and evidence in the two texts; 3) Learn about the new language items in the text. Teaching and learning important points: 1) Reading comprehension of the two texts about sea exploration; 2) Learning about the features of an argumentative essay and analyzing the arguments and evidence in the two texts; 3) Learning about the usage of the new language items in the two texts. Teaching and learning difficult points: 1) Reading comprehension of the two texts about sea exploration; 2) Learning about the features of an argumentative essay and analyzing the arguments and evidence in the two texts; 3) Learning about the usage of the new language items in the two texts. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in 1. Introduce the learning objectives of this period. 2. Have a debate on whether the sea should be explored to arouse the students’ interest. Step 2 Reading comprehension Activity 2 Reading comprehension 1. Read the first paragraph of each text and identify the writing/text type of the two passages. Argumentative essay/writing. 2. Talk about features of an argumentative essay. An argumentative essay presents a clear, debatable claim (thesis statement), supports it systematically with strong evidence and reasoning within a logical structure, fairly addresses and refutes (驳斥) counterarguments, and maintains a formal tone, all with the goal of persuading the reader. Generally speaking, an argumentative essay is made up of three parts: argument, evidence, restatement/ recommendation / a call to action. (Clear thesis statement, well-researched evidence & support, clear organization & structure, logical reasoning & transitions: formal and objective tone, addressing counterarguments, persuasive purpose.) 3. Read the two texts and find the arguments and evidence in them. Text1: Thesis statement Argument Evidence Sea exploration has caused many problems and will continue to cause more. Exploration causes pollution. Deepwater Horizon oil spill Plastic pollution Mining for resources is damaging. It hurts the Arctic. Burning fossil fuels adds to climate change. Overfishing is an issue. Whales and dolphins are hunted. Banned, but some countries still doing it. Text2: Thesis statement Argument Evidence To truly understand our planet, we must explore the oceans. Sea exploration is important for our future. Scientific research ships can help address important issues like climate change. Understanding more about the sea will also help us manage its resources better. New medicines, food resources and energy. Predict events such as earthquakes. We need new resources for future development. Vast amounts of resources may be under the sea and ice. 4. Besides facts and examples, we can use statistics, quotes, expert opinions, anecdotal evidence, personal experience to prove the points. Look at the two charts on P33 and decide which one supports which text. Answers: Chart 1—Text 2, Chart 2—Text 1. 5. Complete the reading comprehension exercises in the reference book to understand the two texts better. Step 3 Language Focus Activity 3 Learning about the new language items Learn about the following new language items. 1. exploit vt.开发；利用；剥削 e.g. We should exploit every minute to learn as much knowledge as possible. 我们应该充分利用每一分钟尽可能多地学习知识。 You should exploit this opportunity to go abroad. (vt.利用) They decided to exploit natural resources. (vt.开发) The company exploited its workers with long hours and low pay. (vt.剥削) 2. Although this was banned in 1982, some countries are still “murdering” these intelligent creatures without mercy. 尽管早在1982年就已禁止, 但有的国家仍无情地“谋杀”这些聪明的动物。 1) murder n. 谋杀；困难的事 vt. 谋杀；毁坏；打垮 murderer n. 谋杀犯，凶手 e.g. He was found guilty of murder. 经裁决，他犯有谋杀罪。 He denies murdering his wife’s lover. 他否认谋杀了妻子的情夫。 The murdered woman was well known in the area. 被杀害的女人在这个地区很有名气。 One of these men may have been the murderer. 他们其中有一个人可能是杀人凶手。 2) mercy n.仁慈；宽恕；恩惠 merciful adj.仁慈的；慈悲的；宽容的 merciless adj.残忍的；无慈悲心的 show mercy to 对……怜悯/宽恕 have mercy on/upon 对……怜悯/宽恕 without mercy 残忍地;毫无同情地 at the mercy of... 任由……摆布 e.g. Whoever breaks the law will be punished without mercy. 谁触犯了法律，谁就会受到无情的惩罚。 Some plants in the world show mercy to animals and provide food and shelter for them. 世上的一些植物对动物表现出怜悯之心，并为它们提供食物和住所。 It is said that you are a just but merciful man. 据说你是一个公正但仁慈的人。 Fishermen are always at the mercy of the forces of nature. 渔民总是受制于自然力量。 They had mercy on/upon Tom for he suffered a lot.→They showed mercy to Tom for he suffered a lot. 他们同情汤姆，因为他受了很多苦。 3. The sea is home to life, not human beings’ possessions. 海洋是生命的家园，而不是人类的私产。 possession n.[usually pl.] 个人财产；拥有；控制 possession表示“所有；财产”时，通常用复数，表示“具有，拥有”时，为不可数名词。 possess vt.拥有；具有；支配 get/take possession of 拥有/占有 sb. be in possession of sth. 某人拥有/占有某物 sth. be in the possession of sb. 某物为某人所拥有 in possession of表示主动，意为“拥有……；占有……”，主语通常为表示人的词语； in the possession of表示被动，意为“为某人所有”，主语通常为表示物的词语。 be possessed of 具有(某种品质或特征) be possessed by 被……控制 e.g. You can’t take possession of the house until all the papers have been signed. It was apparent that he was possessed of exceptional powers of concentration. She said that she was suddenly possessed by fear. Mr.Smith is a success as a businessman who possesses several big companies. →Mr.Smith is a success as a businessman who takes possession of several big companies. →Mr.Smith is a success as a businessman who is in possession of several big companies. 4. opponent n. 对手；反对者；敌手 a political opponent 政敌 a dangerous/worthy/formidable opponent 危险的 / 势均力敌的 / 强大的对手 opponents of the spread of nuclear weapons 反对核武器扩散的人士 5. We need to understand what is happening to our planet so that we can take action. 我们需要了解我们的星球正在发生什么,这样我们才能采取行动。 句式结构：so that引导目的状语从句。 (1) so that引导的目的状语从句中常常使用情态动词can/could, may/might, will/would等。so that引导的目的状语从句不能放于句首，而in order that引导的目的状语从句既可放在句首，也可放在主句之后。(2) 当so that或in order that引导的目的状语从句中的主语与主句的主语一致时，从句可变为so as to或in order to的动词不定式短语。 e.g. You must speak louder in order to be heard by all. I set up the computer so that they could work from home. I got up early so that I could catch the first bus. →I got up early in order that I could catch the first bus. →I got up early to/in order to/so as to catch the first bus. And for that to happen, we also need to protect nature so that we can interact with it. 为了实现这一点，我们还需要保护自然,这样我们才能与它互动。 I’m wondering if you’re available. If not, please let me know in advance so that I can make adjustment accordingly. 我想知道您是否有空。如果没有，请提前告诉我，以便我可以做出相应的调整。 6. Understanding more about the sea will also help us manage its resources better. 更多地了解海洋也将帮助我们更好地管理它的资源。 动名词(短语)作主语：(1)动名词(短语)作主语往往表示经常性、习惯性的动作,谓语动词通常用单数形式。(2)动名词(短语)作主语和不定式作主语一样，也可以用it作形式主语,多见于某些形容词及名词之后。常见的能用于这种结构的形容词和名词有：good, no good, no use, useless等。(3)当动名词(短语)有自己的逻辑主语时，常可以在前面加上一个名词或代词的所有格,构成动名词(短语)的复合结构，这时，名词或代词的所有格作动名词(短语)的逻辑主语。动名词(短语)的复合结构也可以在句中作主语。 e.g. It is no use/no good advising him. 给他提建议没用。 Their coming to help was a great encouragement to us. 他们来帮忙对我们是一个很大的鼓舞。 His being admitted to Hong Kong University made his family proud of it. Doing the same sports on the playground gives us the opportunity to promote our friendship. Not being good at communicating with others made me feel lonely. 不擅长和别人交流让我感到孤独。 7. log n. 记录；日志；原木 v. 伐木；把…载入正式记录；行驶 e.g. The captain keeps a log. 船长记航海日志。 The police log (record) all phone calls. 警方对所有电话都做记录。 Step 4 Summary and evaluation Activity 4 Summary and text reconstruction 1. Summarize the above language items. 2. Retell the main content to reconstruct the text. Activity 5 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Complete the vocabulary and other exercises in the reference book. 学科网（北京）股份有限公司 $