Foreign LanguageDepartment揭阳职业技术学院业技教案陈妙洪课程：英语精读四任课教师：231专业：小学英语教育班级：
Foreign Language Department 1 揭阳职业技术学院 教案 课程： 英语精读四 任课教师： 陈妙洪 专业： 小学英语教育 班级： 231
Foreign Language DepartmentChapterUnit 1 Ocean ExplorationUpon completion of this unit, teachers are expected tohave enabled students to: understand the text linguistically and contextually,use the key words and expressions in contextproperly;Teaching Objectivetalk about the importance of the oceans and oceanstudy,thecurrent statusof ocean studyand why it isfar from satisfactory, guide Ss to better understand the importance of theoceansandoceanexploration；（课程思政） get familiar with argumentative writingBuilding up an active vocabulary to talk about theimportanceoftheoceansandocean studyandknowTeaching Focushow to use the key words and expressions in contextproperlytheorganizationofthecontentandthestructureoftheTeaching DifficultytextTeaching Duration12lessonsThrough teacher's explanation and asking questions,students can understand the text well.For wordTeaching Methodstudy, teachers will provide students with situation.WiththehelpofPPTWrite an essay in support of ocean exploration entitledAssignmentWhy Ocean Exploration Is So Important?Suggested Teaching ProcessThis unit is designed for eight periods of classroom activities.In each of the periodscertain tasks are to be completed. The following is a suggested teaching plan forfulfilling those tasks. If you plan six periods for this unit, cut down time budgeted forReading & Interacting and Readings 1 & 2 by one period, respectivelyPeriods 1-2Opener&Reading& Interacting (1)1Periods 3-4 Reading & Interacting (2)Periods5-6Rcadings1&2
Foreign Language Department 2 Chapter Unit 1 Ocean Exploration Teaching Objective Upon completion of this unit, teachers are expected to have enabled students to: ■ understand the text linguistically and contextually; ■ use the key words and expressions in context properly; ■ talk about the importance of the oceans and ocean study, the current status of ocean study and why it is far from satisfactory; ■ guide Ss to better understand the importance of the oceans and ocean exploration;（课程思政） ■ get familiar with argumentative writing. Teaching Focus Building up an active vocabulary to talk about the importance of the oceans and ocean study and know how to use the key words and expressions in context properly. Teaching Difficulty the organization of the content and the structure of the text Teaching Duration 12 lessons Teaching Method Through teacher’s explanation and asking questions, students can understand the text well. For word study, teachers will provide students with situation. With the help of PPT. Assignment Write an essay in support of ocean exploration entitled Why Ocean Exploration Is So Important？ Suggested Teaching Process This unit is designed for eight periods of classroom activities. In each of the periods, certain tasks are to be completed. The following is a suggested teaching plan for fulfilling those tasks. If you plan six periods for this unit, cut down time budgeted for Reading & Interacting and Readings 1 & 2 by one period, respectively. Periods 1-2 Opener & Reading & Interacting (1) Periods 3-4 Reading & Interacting (2) Periods 5-6 Readings 1 & 2
ForeignLanguageDepartmentPeriods 7-8 Integrated Skills Practicing注：本单元主课文语言方面无过多难点，讲解时可把重点放在内容的组织和篇章结构方面。主课文和Reading1的内容都是围绕同一主题：theimportanceofoceanstudy，但Reading1更接近于典型的论说文（argumentation）。论说文通常除提出并阐述作者的某个主张（claim或argument）外，一般还要列出支持该主张的理由，并指出相反主张（counterclaim或counterargument）缺乏依据或不符逻辑。在处理Reading1时，教师可以在做练习前让学生讨论文中的claim和counterclaim分别是什么，作者列举了哪些理由论证其主张，并如何驳斥相反的主张。PartOne:Opener. Warm up to the topic of ocean exploration by having Ss look at the picture in theOpener. Ask them to make a guess at what the giant structure is and what the peoplein it are doing.Have Ss listen to the recording. Have Ss answer the questions in pairs: Turn to the introduction at the beginning of the unit, which sums up what Ss aregoing to read.PartTwo:Reading&Interacting (l)Step 1 Give Ss some background information about the following:1)SharkWeekShark Week is an annual, week-long TV programming block at the Discovery channel,which, usually beginning in July or early August, features shark-themed programs. Itwas originallydevoted to conservation efforts and correcting misconceptions aboutsharks．《鲨鱼周》是美国有线电视探索频道一年一度、为期一周的以鲨鱼为主题的电视节目，通常于每年7月或8月初播放。其初衷是保护海洋、纠正对鲨鱼的错误观念。2) The TimesThe Times is a British daily (Monday to Saturday) national newspaper based inLondon, England. It began in 1785 under the title The Daily Universal Register,3
Foreign Language Department 3 Periods 7-8 Integrated Skills Practicing 注：本单元主课文语言方面无过多难点，讲解时可把重点放在内容的组织和篇 章结构方面。主课文和 Reading 1 的内容都是围绕同一主题：the importance of ocean study，但 Reading 1 更接近于典型的论说文（argumentation）。论说文通 常除提出并阐述作者的某个主张（claim 或 argument）外，一般还要列出支持该 主张的理由，并指出相反主张（counterclaim 或 counterargument）缺乏依据或不 符逻辑。在处理 Reading 1 时，教师可以在做练习前让学生讨论文中的 claim 和 counterclaim 分别是什么，作者列举了哪些理由论证其主张，并如何驳斥相反 的主张。 Part One: Opener ·Warm up to the topic of ocean exploration by having Ss look at the picture in the Opener. Ask them to make a guess at what the giant structure is and what the people in it are doing. ·Have Ss listen to the recording. ·Have Ss answer the questions in pairs. ·Turn to the introduction at the beginning of the unit, which sums up what Ss are going to read. Part Two: Reading & Interacting (1) Step 1 Give Ss some background information about the following: 1) Shark Week Shark Week is an annual, week-long TV programming block at the Discovery channel, which, usually beginning in July or early August, features shark-themed programs. It was originally devoted to conservation efforts and correcting misconceptions about sharks. 《鲨鱼周》是美国有线电视探索频道一年一度、为期一周的以鲨鱼为主 题的电视节目，通常于每年 7 月或 8 月初播放。其初衷是保护海洋、纠正对鲨鱼 的错误观念。 2) The Times The Times is a British daily (Monday to Saturday) national newspaper based in London, England. It began in 1785 under the title The Daily Universal Register
Foreign Language Departmentadopting its current name on 1 January 1788. The Times is the first newspaper to haveborne that name, and it is also the originator of the widely used Times NewRoman typeface. The Times had an average daily circulation of 446,164 in December2016; An American edition of The Times has been published since 6 June 2006.It hasbeen heavily used by scholars and researchers because of its widespread availabilityin libraries and its detailed index.Step 2: Give Ss ten minutes to go over the text first.·Have Ss tell what they have learned from the text. If their answers do not adequatelycover the content of the essay, T may ask questions such as:What do you know about the author?What does the author do as an ocean scientist?What was the discovery he and his colleagues made recently?What does the discovery of the second coelacanth specimen mean to oceanexploration?What does the filming of the giant squid mean to ocean exploration?What is the argument the author puts forward?. T may write on the blackboard a few words indicating the scope of the essay'scontent.. On the basis of the foregoing, have Ss discuss and find out the main idea of theessay.. Have Ss complete the exercises in Text Organization. Answer Ss' questions about the language of the essay, if anyReading & Interacting (2).Refresh Ss'memory of the textHave Ss do the Comprehension Check tasks as a way of refreshing what they havelearned from the previous session. Ss may be given a few minutes to consider andwrite down their answers in class. After that T may ask Ss to read aloud the completedparagraphs/sentences. Ss should be encouraged to come up with alternative answers,and T should make comments about whether such alternatives are acceptable or not.4
Foreign Language Department 4 adopting its current name on 1 January 1788. The Times is the first newspaper to have borne that name, and it is also the originator of the widely used Times New Roman typeface. The Times had an average daily circulation of 446,164 in December 2016; An American edition of The Times has been published since 6 June 2006. It has been heavily used by scholars and researchers because of its widespread availability in libraries and its detailed index. Step 2: Give Ss ten minutes to go over the text first. ·Have Ss tell what they have learned from the text. If their answers do not adequately cover the content of the essay, T may ask questions such as: What do you know about the author? What does the author do as an ocean scientist? What was the discovery he and his colleagues made recently? What does the discovery of the second coelacanth specimen mean to ocean exploration? What does the filming of the giant squid mean to ocean exploration? What is the argument the author puts forward? ·T may write on the blackboard a few words indicating the scope of the essay’s content. ·On the basis of the foregoing, have Ss discuss and find out the main idea of the essay. ·Have Ss complete the exercises in Text Organization. ·Answer Ss’ questions about the language of the essay, if any. Reading & Interacting (2) ·Refresh Ss’ memory of the text Have Ss do the Comprehension Check tasks as a way of refreshing what they have learned from the previous session. Ss may be given a few minutes to consider and write down their answers in class. After that T may ask Ss to read aloud the completed paragraphs/sentences. Ss should be encouraged to come up with alternative answers, and T should make comments about whether such alternatives are acceptable or not
Foreign Language Department: Tackle the key words and expressionsFor each of the words/expressions in the box of Key Words & Expressions inFocusing on Language in Context, T may begin by having Ss find the sentence inthe text which contains the word/expression, and then give at least one more exampleso as to help Ss have a better understanding of how it is used.? Have Ss do the exercises in Focusing on Language in Context.For each exercise in this part, Ss should be given a few minutes to complete thesentences by themselves. After that, T may ask some of them to read out loud theparagraphs/sentences. Ss should be encouraged to come up with alternative answers,and T should comment on the appropriateness of such alternatives.ComprehensivePracticeHave Ss complete the exercises individually first and then compare notes in pairs.After that, invite some of themtoread out loud the completed exercises of Cloze andTranslation, and make comments on them.Part Three: Reading & ComprehendingReading1. Have Ss discuss the following questions:What is the argument the author puts forward in this essay?What are the reasons he gives to support his argument?What is the counterargument and how does the author refute it?Have Ss complete Comprehension Check forReading1.Have Sscomplete theTranslation exercises.Reading 2: Ask Ss to skim the text and answer the questions in Comprehension Check forReading2.Part Four: Integrated Skills PracticingViewing &Listening.Tell Ss something about Sylvia Earle, the speaker in the video clip they are going towatch: Sylvia Earle is an American marine biologist, explorer, author, and lecturer.5
Foreign Language Department 5 ·Tackle the key words and expressions For each of the words/expressions in the box of Key Words & Expressions in Focusing on Language in Context, T may begin by having Ss find the sentence in the text which contains the word/expression, and then give at least one more example so as to help Ss have a better understanding of how it is used. ·Have Ss do the exercises in Focusing on Language in Context. For each exercise in this part, Ss should be given a few minutes to complete the sentences by themselves. After that, T may ask some of them to read out loud the paragraphs/sentences. Ss should be encouraged to come up with alternative answers, and T should comment on the appropriateness of such alternatives. ·Comprehensive Practice Have Ss complete the exercises individually first and then compare notes in pairs. After that, invite some of them to read out loud the completed exercises of Cloze and Translation, and make comments on them. Part Three: Reading & Comprehending Reading 1 ·Have Ss discuss the following questions: What is the argument the author puts forward in this essay? What are the reasons he gives to support his argument? What is the counterargument and how does the author refute it? Have Ss complete Comprehension Check for Reading 1. ·Have Ss complete the Translation exercises. Reading 2 ·Ask Ss to skim the text and answer the questions in Comprehension Check for Reading 2. Part Four: Integrated Skills Practicing Viewing & Listening ·Tell Ss something about Sylvia Earle, the speaker in the video clip they are going to watch: Sylvia Earle is an American marine biologist, explorer, author, and lecturer