牛津译林版（2019）选修第一册Unit 1 The ocean deep Reading课件（19张PPT,内镶嵌视频）

B8 Unit 1
The ocean deep
【Learning objectives】
By the end of this section, students will be able to:
1.give a brief introduction to different zones of the ocean;
2.analyse the writing techniques of the documentary transcript;
3.use spatial order to describe things as they are observed.
Learning objectives:
By the end of this section, we will be able to:
1.give a brief introduction to different zones of the ocean;
2.analyse the writing techniques of the documentary transcript;
3.raise awareness of marine environmental protection .
Preview
Fast-reading
Task 1 True or false.
1. The first 100 metres of our dive takes us through what can be called the open ocean. ( )
2. Sinking above 200 metres, we enter the twilight zone, where there is little sunlight and thus no plant life. ( )
3. Once past 1,000 metres, we have reached the deep ocean, where there is no light and temperatures drop just below freezing. ( )
4. In the deep ocean, some fish have both male and female organs to increase the chances of reproduction. ( )
5. The Challenger Deep, is nearly 11,000 metres below sea level. ( )
Careful-reading
Zones
Depths
Environment
Life forms or
geological formations
The open ocean
Little sunlight
● Almost no plant life
● Small filter feeders
●
The deep ocean
● No light
●
● Huge pressures
Blind, strange organisms, and some having male and female organs
Shrimps and other organisms
1,000 metres to the ocean floor
0 to 200 metres
Most visible light
200 metres to 1,000 metres
1. Much of the known marine life

Activity1 Focus on the three different zones and fill in the following table.
3. Hunters with telescopic, upward-pointing eyes and backward-curving teeth
4. Temperatures just above freezing
5. Hydrothermal vents, the Mariana Trench and rock bridges
2.The twilight zone
200 meters
The open ocean (透光区)
Twilight zone(暮光区)
The deep ocean(深海区)
Now let's read a documentary transcript
to learn more about the amazing world beneath the ocean.
1.Read Paragraph 1 and answer the following question.
Activity 2 Read for details.
1. Read para.1 and answer the following question:
Why does the author mention exploring space?
Because the author wants to emphasize that the ocean should be explored and is well worth exploring just like deep space.
We know more about outer space than the ocean. The ocean is full of mysteries, waiting to be solved.
1.Read Paragraph 1 and answer the following question.
2. Read para.2 and answer the following question:
What do small filter feeders do at night?
They swim up to feed in the nutrient-rich waters above.
Activity 2 Read for details.
3. Read para.3 and answer the following question:
How do blind creatures in the deep ocean manage to survive?
They depend on other senses such as smell and their ability to detect slight changes in water pressure to obtain food and avoid being caught.
Activity 2 Read for details.
4. Read para.4 and answer the following question:
What has changed scientific opinion about the chances of there being life elsewhere in the universe?
The knowledge that life can exist in the extreme conditions on the ocean floor.
Activity 2 Read for details.
Post-reading
1.What’s the main writing technique of the documentary transcript? And why did the author use it?
In spatial order.
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.
2.At the end of the first paragraph, a question is asked, and at the end of the last paragraph, another question is asked. What is the author’s purpose of writing in this way?
Para. 1
Para. 5
To attract the readers
To call on the readers to explore
Post-reading
Consolidation
Design a poster
近十年来，海洋生态（marine ecosystems）遭受破坏，很多海洋生物已经灭绝，这引起了全世界范围内的关注。你所在的学校正在进行有关“生态保护”的校刊专题宣传，现请设计一份关于海洋生态的海报进行投稿。
Presentation