Module6UnexplainedMysteriesoftheNaturalWorld单元教案-高中英语外研版必修四.docx

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1、Module 6 Unexplained Mysteries of the Natural WorldI .教学内容分析本模块以Unexplained Mysteries of the Natural World为话题，介绍了天池怪物，中西文化中的 龙，尼斯水怪，喜玛拉雅山雪人，恐龙的灭绝等内容，旨在通过模块教学使学生进一步认识我 们所处的世界，培养他们不断探索自然奥秘的精神。同时通过学习木模块内容，学习搜集和区 分信息等能力，利用所学词汇，可以表达描述自然现象。Introduction部分通过四则小短文描述四种神秘的怪物，并且结合短文学习词汇，引起学 生对本模块学习的兴趣。Reading a

2、nd Vocabulary部分通过课文天池怪物的学习，学会根据起始段落预测文章 出处。学会提取文章主要信息，归纳文章的主旨大意。根据上下文正确理解生词含义。Speaking部分所给的信息，要求学生能学会采访中的发问和应答。Function部分通过四个活动，练习“可能”、“不可能”这一交际功能的表达。Listening and Vocabulary部分通过听“自然之谜恐龙”的文章，训练学生判断信息正确与否的能力，培养学生热爱自然生物的兴趣。Grammar部分复习并归纳may have done或might have done的意义和用法，要求学生熟 练应用这一结构。Writing部分要求学生能够

3、模仿课文“天池怪物”撰写一篇描述想象中的一种怪物的短文， 开发学生想象力，进一步熟练使用本模块词汇。Pronunciation部分通过听力的训练，让学生掌握语音中的失去爆破现象。Every day English部分主要通过选择题的形式使学生掌握back in the news, throw light on something等几个日常英语的运用。Cultural Corner部分是一篇学生很感兴趣的文章，介绍了龙在不同文化中的象征及其缘 由，通过阅读了解外国文化，拓展学生的文化背景知识，提高学生文化底蕴和对外国文化的感 悟能力。并让学生对比中外文化，发现两者之间的差异。Task部分是结合本

4、模块学习内容，要求学生小组活动，讨论某种大自然的神秘生物或神 秘现象，然后以向游客介绍的方式进行描写，训练学生描写自然的能力。Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行总结和检验。II .教学重点和难点.教学重点(1)掌握一些和自然及动植物有关的词汇。 F T FDFCTDFDFDT3. Post-listeningAsk Ss to work in pairs and discuss which theory they think is most likely and why.Step 4. Pronunciation - Consonants disap

5、pearingPurpose: To enable Ss to know the words which consonants disappear.1. Pair workShow the sentences in the Pronunciation Activity 1 on the screen and ask Ss to read them out.(1) Fil e straight to the point.(2) The most widely accepted theory.(3) I think its the most likely explanation.2. Indivi

6、dual workAsk Ss to listen to the tape. Let them pay attention to the elides. Give them the right pronunciation. Suggested Answers:(1) straight to = /(2) most widely=/ / (3) most likely=/ /Pair workAsk Ss to listen to the sentences in Activity 2 and repeat the elides. Then ask them to practise more.S

7、uggested Answers:(1) went to= /(2) most fantastic= / (3) didnt take= /HomeworkAsk Ss to finish Vocabulary exercises in the Workbook on pages 9899.1. Ask Ss to preview Grammar and Function.Period 3 Function, GrammarTeaching Goals:1. To enable Ss to know about the way to express possibility and improb

8、ability.2. To enable Ss to master the usage of “may，“mighl, and likely”.3. To help Ss learn how to use modal verbs may and mighl“ to express conjecture.Teaching procedures:Step 1. RevisionCheck the answers to the Vocabulary exercises in the Workbook.Step 2. FunctionPurpose: To let Ss know how to tal

9、k about possibility and improbability.1. Pair workAsk Ss to do Activity 1 on page 54 and then call back the answers.Suggested Answers:(1) a, b (2) c (3) unlikelyGroup workAsk Ss to identify the creatures in the pictures in Activity 4 on page 55, by using may or might”. Arouse their interest in talki

10、ng about possibility.2. Individual workAsk Ss to do Activity 2 on page 54 individually. Then check their answers.Suggested Answers:(1) There might still be dinosaurs somewhere.(2) Dont go near the water. It may be very deep.(3) We are unlikely to see the monster.(4) There may be an underground river

11、 from Loch Ness to the sea.(5) Wc must help him - he may not be able to swim.(6) There arc likely to be lots of strange creatures in that lake.Step 3. GrammarPurpose: To enable Ss to know how to use modal verbs may” and might“ lo express conjecture.1. Group workAsk Ss to discuss the two sentences in

12、 Activity 1 of Grammar on page 57, and then ask them to choose the best answer*.Suggested Answers:We use may have or might have (with the past participle) to talk about something which happened in the past-perhaps.2. ExplanationExplain how to use modal verbs to talk about something which happened in

13、 the past-perhaps.(1)对过去的事情进行猜测，但把握较小时，肯定形式一般用may have done,否定形式一般用 may not have done。如：He may have gone back home, because he didnt say he would take part in her birthday party.He may not have paid fbr the bill, because he had lost his job. 对过去的事情进行猜测，但把握更小时，肯定形式一般用might have done,否定形式用might not ha

14、ve donco 如：They helped send her bat to the hospital; otherwise, she thought, the baby might have died.She might not have left home when I got to school.(3)对过去的事情进行猜测，并且可能性较大时，肯定形式一般用must have done,否定形式一 般用 cant have done。如：Your score is the highest; you must have studied very hard.You canH have seen

15、 her in her office last Friday; shes been out of town fbr two weeks.3. PracticeAsk Ss to do Activity 2 on page 57. Then call back the answers and correct them.Suggested Answers:(1) might have caused(2) may have cut off(3) may have survived(4) might have been killedSupplementsExplain how to use modal

16、 verbs to talk about something which happened at presentperhaps.用来表猜测的情态动词有：must,can,may等，但它们所表示可能性是不同的。(1)对现在的事情进行猜测，并且可能性较大时，肯定形式一般用must加动词原形，此时， must不再表示“必须”，而是表示“肯定”；否定形式一般用cant加动词原形，此时，can不 再表示“能够”，而是表示“肯定不如：I saw him go out just now. He cant be in his own room.It must be Linda in the classroom

17、, because she is on duty today.(2)对现在的事情进行猜测，但把握较小时，肯定形式一般用may加动词原形，此时，may不 再表示“可以“，而是表示“可能”；否定形式一般用may not加动词原形。如：He may tell the truth to his father.She may not angry because she is good-tempered.(3)对现在的事情进行猜测，但把握更小时，肯定形式一般用might加动词原形；否定形式一 般用might not加动词原形。如:She might not be angry because she usu

18、ally is very patient.He might be at home now, but Im not sure.(4)情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。如：At this moment, our teacher must be correcting our exam papers.Doctor Wang isnt here. He might be giving a lecture in the hall.(5)情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。如：Your mother must have been looking fo

19、r you.The light was on the whole night. He may have been doing his homework all the time.4. ConsolidationAsk Ss to translate the following sentences.(1)他们也许错过了那班飞机。(2)快点！他们正在机场等我们。(3) Tom是个诚实的孩子。他今晚可能会把真相告诉他父亲。(4)他五年前来看过我，他也许不费劲就能找到我的住处。Suggested Answers:(1) They may have missed the plane.(2) Lefs h

20、urry! They may be waiting fbr us at the airport.(3) Tom is an honest boy. He may tell his father about the truth this evening.(4) He came to see me five years ago. He might find my house without any difficulty.HomeworkAsk Ss to review Grammar.1. Ask Ss to finish Grammar exercises in the Workbook pag

21、es 9798.Period 4 Cultural Corner, Everyday English, Writing, TaskTeachingGoals:1. To arouse Ss, interest in learning the differences of the dragon in different countries.2. To make Ss develop the patriotic feeling.3. To let Ss learn how to write a mystery of China.4. To help Ss review what we have l

22、earnt in this moduleTeaching procedures:Step 1. RevisionCheck the workbook grammar exercises on pages 9798.Step 2. Cultural CornerPurpose: To arouse Ss interest in learning the differences of the dragon in different countries.1. Group workShow two pictures of Chinese dragon and western dragon. Ask S

23、s to discuss the differences and tell something about them.For your reference:Western dragons were typically bad creatures which had to be killed. But in China they were generous and wise, and associated with the royal family to show power and strength.2. Individual workAsk Ss to read the passage an

24、d fill in the blanks by using the key words from the passage.People talk about (1) almost everywhere in the world but have _ (2) _ opinions. In _ (3) _ culture, dragons arc generous and _ (4) .The dragon was closely _ (5) _ to the royal family. According to popular belief, _ (6) you were born in the

25、 year of the dragon, you are _ (7) brave and a natural leader.But in the west, most people think (8) of the dragon. It is said that in an old English story a man kills a _(9)_ dragon and the man is called by people a_( 10)_.The reason _(!)_ westerners dislike dragons is that the idea of the dragon c

26、ame from the_ (12) an animal which people (13) and were afraid of. But the idea of the dragon in China came from alligator, an animal which is a good _(14)_for agriculture, so the Chinese people think dragons can bring good _(15)_ to them.Suggested Answers:(1) dragons(2) different(3) Chinese(4) wise

27、(5) connected(6) if(7) intelligent(8) poorly(9) dangerous(10) hero(11) why(12) snake(13) hated(14) sign(15) fortuneStep 3. Everyday EnglishAsk Ss to choose the correct answers to Everyday English exercises and try to grasp the meaning of these expressions on page 58.Suggested A nswers:(l)a (2)b (3)

28、a (4) a (5) b (6) a (7) bStep 4. WritingGroup workAsk Ss to read the passage on page 52 and answer the questions in Activity 1 on page 57.(1) Several groups of people saw a kind of “monster”.(2) In LakeTianchi in the ChangbaiMountains in JilinProvinceIt lived in the water, was black or greenish-blac

29、k, and some people said it had a roundhead and body with 10-cm horns on the head, while others said it had a horses head.(3) The weather or large food supply to the monster.1. Group workAsk Ss to write a passage using the words and sentences in Activityl.Step 5. Module FilePurpose: To enable Ss to m

30、ake a conclusion of this module and deepen what they have learned in the module.Ask Ss to look at Module File on P60 and try to recall what they have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to

31、 what they dont know.Help Ss to share their ideas and deal with the difficult or confusing points.HomeworkAsk Ss to review Module 6.1. Ask Ss to finish the rest of the exercises in the Workbook.(2)学习情态动词表猜测的用法。(3)学习提取文章有用信息，猜测词义的方法。2.教学难点(1)听懂描述陌生事物并能做出正误判断，正确理解新学词汇的含义。(2)正确使用情态动词来表示猜测，特别是对过去的猜测。(3)

32、学会利用己知词汇来描写介绍自然现象，动植物生活等自己感兴趣的话题。III .教学计划本单元分四个课时：第一课时：Introduction, Reading and Vocabulary, Speaking第二课时：Vocabulary and Listening, Pronunciation第三课时：Grammar, Function第四课时：Cultural Corner, Task, Writing, Everyday English.教学步骤：Period 1 Introduction, Reading and Vocabulary,SpeakingTeaching Goals:1. T

33、o arouse Ss5 interest in learning about mysterious things.2. To get Ss to learn some words to describe mysteries of the nature.3. To get Ss to know and describe some mysterious things in nature.4. To let Ss master how to get useful information from a passage.Teaching Procedures:Step 1. IntroductionP

34、urpose: To arouse Ss interest in learning about mysteries of the nature.1. Pair workAsk Ss to look at the four pictures on page 51 and give some descriptions in their own words.For your reference:A large foot which looks like a giants. It is similar to our human beings but much bigger than it. Stran

35、gely it has only four toes.A huge monster like a gorilla, but looks taller and stronger than a gorilla. You may find the same creature in the film King Kong.A kind of animal like a huge dragon in ancient Chinese legend. It lives in the water. A terrible creature with long grey hair and face. It has

36、long claws instead of hands.(1) Let Ss read the four paragraphs and match them with the pictures.Suggested A nswers: b a d cIndividual workAsk Ss to do Activity 2 on page 51 individually.Suggested Answers:(1) creature (2) monster (3) hairy (4) footprint (5) tail(6) dinosaur (7) spirit (8) claw (9) a

37、ttackStep 2. SpeakingPurpose: To enable Ss to practice reporting mysteries of the nature.1. Pair workAsk Ss to suppose they are interviewed by a journalist to describe something about the monsters they saw. Ask them to do the role-play in pairs. One acts the interviewer and the other acts the interv

38、iewee.Ask them to describe the four creatures in Activity 1 of Introduction one by one according the infbnnation showed in the introduction. Show Ss two examples to guide them.Example (1):Student A: Where and when you saw the Bigfbot?Student B: I was cutting the firewood in the mountainous forests t

39、hat evening. About 6 oclock, when I wanted to go home, it appeared in the woods 20 yards from me.Student A: What is it like?Student B: It looks like a very large monkeytall and hairy with big arms and legs.Student A: Did you feel frightened then?Student B: Yes, very. 1 thought it would attack me. I

40、was frightened to death.Example (2)Student A: Can you describe the scene when you met the monster like The Yeti?Student B: yeah. Its about two meters tall and has powerful arms and legs. Its head is very big and its eyes opened wide. It approached me slowly as if it wanted to attack me. I was very f

41、rightened but I didn,t dare to cry fbr help.Student A: Its really exciting and risky. But what happened last?Student B:.2. Individual workAsk Ss to say the imaginary creatures and scene in details according the dialogue they made. Then report in individuals.Step 3. Leading-inPurpose: To let Ss have

42、a discussion about the Monster of Lake Tianchi.1. Group workShow some pictures and ask Ss to say something about the Lake Tianchi and the monster.2. Group workLet Ss reported their discussions to the class and collect them. Then give a simple introduction to lead in the reading.For your reference:La

43、keTianchi is located in the north-eastern Jilin province near the border of North Korea, in China. The lake is 1,243 feet deep and has had some volcanic activity in the last 300 years. Tianchi is honoured as the deepest mountain lake and the largest crater lake in China.There have been more than 30

44、reported sightings by tourists from home and abroad over the past 20 years. They said that they saw the great monster in the lake. There arc quite a few pictures and videos of this creature, but none is clear enough to give a good appearance of it. Some persons made the picture with puter images of

45、it based on interviews. Someone drew a picture to show its shape, but it remains unconfirmed.Step 4. ReadingPurpose: To improve Ss5 reading skills.1. SkimmingAsk Ss to read the beginning of the passage and finish Activity 1 on page 52.Suggested A nswers:A newspaper.2. Scanning(1) Ask Ss to read the

46、first paragraph quickly and answer the two questions.According to the text, what did the monster look like?How many people saw it? Black in color; jumped like a seal; its head looked like a horse.匚 About 200(2) Ask Ss to read the second paragraph and answer the questions: Who else saw the animal?Wha

47、t were they doing? What did it look 1 汰e?Suggested A nswers:A group of soldiers They were walking along the side of the lake.It was grecnish-black and had a round head with 10cm homs.(3) Ask Ss to read the third and fourth paragraph and answer the questions.What did Li Xiaohe see?U Why could they se

48、e the animal clearly?How long was the history of reports of monsters in LakeTianchi?What do many people think? What do the scientists think?Suggested Answers:A round black creature moving quickly through the water. After 300 or 400 meters it dived into the water.口 The weather was fine and the lake was calm. Since the beginning of the last century.The monster may be a distant cousin of the Loch