高一英語外研版必修4module6總教案

1、Module 6 Unexplained Mysteries of the Natural World 撰寫人：熊應(yīng)瓊 指導(dǎo)教師：王蕓 漆德菊教學(xué)內(nèi)容分析本模塊以Unexplained Mysteries of the Natural World為話題，介紹了天池怪物，中西文化中的龍，尼斯水怪，喜瑪拉雅山雪人，恐龍的滅絕等內(nèi)容，旨在通過模塊教學(xué)使學(xué)生進(jìn)一步認(rèn)識我們所處的世界，培養(yǎng)他們不斷探索自然奧秘的精神。同時，通過學(xué)習(xí)本模塊內(nèi)容，學(xué)習(xí)搜集和區(qū)分信息等能力，利用所學(xué)詞匯，可以描述自然現(xiàn)象。Introduction 部分通過四則小短文描述四種神秘的怪物，并且結(jié)合短文學(xué)習(xí)詞匯，激發(fā)學(xué)生對本模塊學(xué)習(xí)

2、的興趣。Reading and Vocabulary 部分通過課文天池怪物的學(xué)習(xí)，學(xué)會根據(jù)起始段落預(yù)測文章出處。學(xué)會提取文章主要信息，歸納文章的主旨大意。根據(jù)上下文正確理解生詞含義。Speaking 部分所給的信息，要求學(xué)生能學(xué)會采訪中的發(fā)問和應(yīng)答。Function 部分通過四個活動，練習(xí)“可能”、“不可能”這一交際功能的表達(dá)。Listening and Vocabulary 部分同過聽“自然之謎恐龍”的文章，訓(xùn)練學(xué)生判斷信息正確與否的能力，培養(yǎng)學(xué)生熱愛自然生物的興趣。Grammar部分復(fù)習(xí)并歸納may have done 或might have done的意義和用法，要求學(xué)生熟練應(yīng)用這一結(jié)構(gòu)

3、，能準(zhǔn)確的運(yùn)用到寫作當(dāng)中。Writing 部分要求學(xué)生能夠模仿課文“天池怪物”撰寫一篇描述想象中的一種怪物的短文，激發(fā)學(xué)生想象力，進(jìn)一步熟練使用本模塊詞匯。 Pronunciation 部分通過聽力的訓(xùn)練，讓學(xué)生掌握語音中的失去爆破現(xiàn)象。Everyday English 部分主要通過選擇題的形式使學(xué)生掌握back in the news, throw light on something等幾個日常英語的運(yùn)用。Cultural Corner部分是一篇學(xué)生很感興趣的文章，介紹了龍在不同文化中的象征及其緣由，通過閱讀了解外國文化，拓展學(xué)生的文化背景知識，提高學(xué)生文化底蘊(yùn)和對外國文化的感悟能力。并讓學(xué)

4、生對比中外文化，發(fā)現(xiàn)兩者之間的差異，培養(yǎng)他們的挖掘和探索精神。Task部分是結(jié)合本模塊學(xué)習(xí)內(nèi)容，要求學(xué)生小組活動，討論某種大自然的神秘生物或神秘現(xiàn)象，然后以向游客介紹的方式進(jìn)行描寫，訓(xùn)練學(xué)生描寫自然的能力。Module File部分有助于學(xué)生對本模塊學(xué)習(xí)內(nèi)容進(jìn)行歸納，對自己的學(xué)習(xí)進(jìn)行總結(jié)和檢驗。Knowledge and skills:1. Help the students learn new words :Monster attach footprint hairy frightening creature grey claw nail mysterious sceptical Volca

5、nic cover adapt disappear extinct generous emperor robe reputation border indicate positive identity myth fortune 2. Help the students learn new phrases:Die out come straight due to be likely to be similar to go close to be related to throw light on get a clear look at sth. Instead of according to 3

6、. Lead the students to grasp the usage of may/might have done .4. Help the students express their idea about the mysteries of the natural world. Arouse them love the scient , learn the truth. 5. Train their listening and speaking; encourage them to discuss questions in English.Teaching methods:1. Sh

7、owing pictures 2. listening to tape3. Pair works4. Reading5. Making summaryEmotion, attitude and value1. Encourage the students to love science and truth.2. To help the students appreciate the advantage of cooperative learning.Teaching important and difficult points:1. Teaching important points:(1)

8、掌握一些和自然及動植物有關(guān)的詞匯。(2) 學(xué)習(xí)情態(tài)動詞表猜測的用法。(3) 學(xué)習(xí)提取文章有用信息，猜測詞義的方法。2. Teaching difficult points:(1)聽懂描述陌生事物并能做出正誤判斷，正確理解新學(xué)詞匯的含義。 (2)正確使用情態(tài)動詞來表示猜測，特別是對過去的猜測。(3)學(xué)會利用已知詞匯來描寫介紹自然現(xiàn)象，動植物生活等自己感興趣的話題。教學(xué)計劃本單元分五個課時：第一課時：Introduction, Speaking,第二課時：Reading and Vocabulary, Writing第三課時：Vocabulary and Listening, Pronunciat

9、ion, Everyday English第四課時：Grammar, Function第五課時：Cultural Corner, task, Module FileIV教學(xué)步驟Period 1 Introduction, SpeakingTeaching Goals: 1. To arouse Ss 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 s

10、ome mysterious things in nature.Teaching Important Points1. Master some words, phrases and useful expressions describing monsters of the natural world.2. Improve the students speaking ability by talking, discussing, making up and acting out dialogues.Teaching Difficult Points1. How to encourage stud

11、ents to take an active part in the discussion and speaking activities.2. How to improve the students speaking ability.Teaching Methods1. Individual work, pair work or group work to make every student participate in class.2. Reading and matching activity to help the Ss have a good understanding of th

12、e four short articles.Teaching Aids Multimedia，A blackboardTeaching Procedures:Step 1. Introduction1. Ask 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 b

13、igger than it. Strangely 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

14、hair and face. It has long claws instead of hands.2. Let Ss read the four paragraphs and match them with the pictures.3. Ask Ss to read through the words in Activity 2 on page 51 individually. Make sure they understand the meanings of the words. Then let them do the activity and check the answers in

15、 pairs. Step 2. Speaking1. Ask 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 interviewee. Ask them to describe the four creatures in Activity 1 of Introducti

16、on one by one according the information showed in the introduction. Show Ss two examples to guide them.Example (1): Student A: Where and when you saw the Bigfoot? Student B: I was cutting the firewood in the mountainous forests that evening. About 6 oclock, when I wanted to go home, it appeared in t

17、he 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. I thought it would attack me. I was frightened to death.Example (2)Student A: Can you describe the sce

18、ne 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 frightened but I didnt dare to cry for helpStudent A: Its really exciti

19、ng and risky. But what happened last?Student B: .2. Ask Ss to say the imaginary creatures and scene in details according to the dialogue they made. For your reference:(1) It will attack anyone who goes close to it when the Yeti gets angry.(2) The Bigfoot looks like a very large monkey tall and hairy

20、 with big arms and legs.(3) The Grey man lives on mountains in Scotland.(4) The Loch Ness Monster has a small head and a long tail and some people believe it is a dinosaurStep3 making summarySummarise the whole period .First, emphasise the importance of the new words and expressions for further lear

21、ning. Then emphasise the importance of expressing oneself in a proper way. Step4. Homework1. Ask Ss to revise the passages in the Introduction.2. Ask Ss to practise making dialogue to say the monsters.3. Ask Ss to preview Reading and Vocabulary in the module.備注：Period 2 Reading and Vocabulary, Writi

22、ngTeaching Goals:1. To let Ss master how to get useful information from a passage.2. To let Ss master some words and phrases.3. To get Ss to talk something about a monster.4. To help Ss write a story about another monster.Teaching Important points:1. To help the students learn to read a passage in a

23、 proper way and improve their ability of skimming and scanning. 2. To help the students learn to organize their own sentences to describe the mysteries in the nature. Teaching Difficult points:1. To help the students describe the mysteries in their writing.2. to carry out accurate evaluation while d

24、ealing with the students sentences they make to express their ideas in class.Teaching Procedures:Step 1. Leading-in1. Show four pictures and ask Ss to say something about the Lake Tianchi and the monster. 2. Let Ss reported their discussions to the class and collect them. Then give a simple introduc

25、tion to lead in the reading. For your reference:Lake Tianchi 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

26、 crater lake in China.There have been more than 30 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 are quite a few pictures and videos of this creature, but none is clear enough to give a good appearance of it.

27、Some persons made the picture with computer images of it based on interviews. Someone drew a picture to show its shape, but it remains unconfirmed.Step 3. Reading1. Fast reading Ask Ss to read the beginning of the passage and finish Activity 1 on page 52 to choose where it comes from.2. Intensive re

28、ading (1) Ask Ss to read the first paragraph quickly and answer the two questions. According to the text, what did the monster look like? How many people saw it?Suggested Answers: Black in color; jumped like a seal; its head looked like a horse. About 200.(2) Ask Ss to read the second paragraph and

29、answer the questions: Who else saw the animal? What were they doing? What did it look like?Suggested Answers: A group of soldiers They were walking along the side of the lake. It was greenish-black and had a round head with 10cm horns.(3) Ask Ss to read the third and fourth paragraph and answer the

30、questions. What did Li Xiaohe see? Why could they see the animal clearly? How long was the history of reports of monsters in Lake Tianchi? 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 di

31、ved into the water. 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 Ness monster in Scotland and there might be similar creatures in other lakes around the world. The low-temperature lake is unlikely to be able to s

32、upport such large living creatures.(4) Ask Ss to read the last paragraph and give the following information about Lake Tianchi:Height: Area: Depth: Suggested Answers: 2189 m 10 km2 370 m deep in some places4. Post-reading Ask Ss to do Activity 4 on page 53. Then check their answers.Step 4. Language

33、Points1. Ask Ss to discuss the important and difficult language points in groups. Then give tem some explanation.(1) It often gets angry and will attack anyone who goes close to it. 它經(jīng)常生氣，會襲擊靠近它的任何人.attack vt & vi 襲擊 A girl was attacked and robbed by two strong men. The enemy attacked during the nig

34、ht.【拓展】 attack vt 抨擊attack sb / sth for sth 為某事抨擊某人。如： He was attacked for his corruption. attack nlaunch / make an attack (on sb / sth) 攻擊某人或者某物。如：They launched an attack on racism.(2) He claims to have seen a round black creature moving quickly through the water. 他說他看見一個圓形黑色的東西在湖面快速游過。claim vt宣稱，聲

35、稱（后可跟that從句或動詞不定式）如： I dont claim to be an expert. He claimed he should be given a fairer opportunity. 【拓展】 claim的意思還有： vt 要求，認(rèn)領(lǐng)Has anyone claimed this watch? vt索賠，索取Did you claim the insurance after your car accident? vt 注意，思考The matter claims our attention.(3) It is 2,189 metres high and covers an

36、 area of about ten square kilometers. （Page 52）天池海拔2189米，面積有10平方公里cover an area of意為“占有空間”,也可以只用cover表示此意。如：The town covers (an area of) 5 square miles. 【拓展】 cover 的其他意思還有： vt 覆蓋The mountain is covered with snow all the year round. vt包含，涉及The lecture covers many aspects of business. vt走完（一段路程）I can

37、cover the distance on foot in two hours. vt報道The reporters are covering the fire for a newspaper. (4) They say that the low-temperature lake is unlikely to be able to support such large living creatures. （Page 52）他們說，溫度低的湖中不可能存活如此大的生物。 be (un)likely to do （不）可能做如：Youre likely to catch a cold if you

38、go out now.【拓展】Its likely that 有可能Its likely that he will be late. = He is likely to be late.2. Ask Ss to fill the blanks of the summary according to the passage.The “Monster” of Lake Tianchi, the highest _(1)_ lake in the world, is _(2)_ after several recent sightings. But no one has ever got a cle

39、ar look at the _(3)_ creature. In one sighting, as is _(4)_ by the director of a local tourist office, it is black and _(5)_ the water like a seal. In another recent sighting, a group of soldiers watched it _(6)_ for about 2 minutes. A third report came from a family who _(7)_ to _(8)_ a round black

40、 creature _(9)_ quickly through the water and then _(10)_the water. Many people think the monster may be a _(11)_cousin of the Loch Ness monster in Scotland. Scientists, however, are _(12)_, because the low-temperature lake is _(13)_ to be able to _(14)_ such a large _(15)_ creature.Suggested Answer

41、s:(1) volcanic (2) back in the news (3) mysterious (4) claimed(5) jumped out of(6) swimming (7) claimed (8) have seen (9) moving(10) diving into(11) distant(12) sceptical (13) unlikely (14) support (15) livingStep 5. Writing1. Ask Ss to read the passage on page 52 and answer the questions in Activit

42、y 1 on page 57.2. Ask Ss to write a passage using the words and sentences in Activity 1.One possible vision: I live in a small town at the foot of the Changbai Mountains in Jilin Province. A beautiful lake called Tianchi is located near the town. My family and I often go there to enjoy its beauty. W

43、e always heard some reports describing the monster in the lake. It is said to have a white ring around the bottom of its neck, and the rest of its skin is grey and smooth. I am eager to see it myself, but I never had the chance. Recently several groups of people, including one of my friends, saw the

44、 “ monster”. Some of them said that it had a roundhead and body with 10-cm horns on the head, while others said it had a horses head. My friend told me that it was like a dragon about the lengh of a boat, swimming in the water. I always thought the monster had been distinct long ago because of the w

45、eather or lack of large food supply. But hearing their vivid description, I really want to see it in future.Step 5 Making summary Summarise the whole period. First, emphasise the proper way of reading passagefocus on the general idea and get some detailed information as required. Step 6. Homework1.

46、Ask Ss to finish Reading exercises in the Workbook on pages 99101.2. Ask Ss to prepare for the Listening class.備注Period 3 Listening and Vocabulary, Pronunciation, Everyday English Teaching Goals: 1. To enable Ss to know some skills of listening.2. To study some daily expressions.3. To learn the into

47、nation in exclamations.Teaching Important points:1. To help the students improve their listening ability.2. To help the students learn consonants in sentences and discuss some explanation.Teaching Difficult points:To help the students understand the listening materials and make notes of the informat

48、ion they need.Teaching Procedures:Step 1. RevisionCheck the answers to the Reading exercises in the Workbook.Step 2. Vocabulary study1. Ask Ss to match the words with their definitions. (1) dinosaur(a) A bowl-shaped depression at the mouth of a volcano or geyser (2) carnivore (b) a large extinct rep

49、tile living on earth ever. (3) meteorite (c) a stony or metallic mass that has fallen to the earths surface from outer space (4) mammal(d) the act or process of radiating (5) radiation(e) A flesh-eating animal (6) galaxy(f) a warm-blooded milk-producing animal like human being (7) crater(g) A sudden

50、, often violent outburst (8) eruption (h) numerous stars, gas, and dustcontaining large amount of solar massesSuggested Answers:(1) b(2) e(3) c(4) f (5) d (6) h (7) a (8) g2. Let Ss do Activity 1 on page 55 and check the answers.Step 3. Listening.1. Pre-listening . Tell Ss they will hear a passage a

51、bout dinosaurs. Let them do Activity 2 on page 56 to guess some important information about the extinct animal.2. While-listening(1) Ask Ss to listen to the first part and check the answers to Activity 2 on page 56(2) Ask Ss to listen to the first part again and fill the missing words in the listeni

52、ng passageGood afternoon, and welcome to this weeks of Mysteries of Nature. Todays topic is a one- its , those strange creatures which the earth for no less than two hundred million years, some of them were eaters, others were like the infamous Tyrannosaurus Rex, carnivores who lived off meat and wh

53、o the more peaceful plant dinosaurs. Not all dinosaurs were big - some were the of chickens, and in fact the things to dinosaurs living today are actually birds. But the we are going to talk about today is why the dinosaurs suddenly _(11)_ exactly 66 million year ago, and to _(12)_ light on the subj

54、ect weve invited one of the worlds foremost _(13)_ on the subject, from the Pitt Rivers Museum in Oxford, Dr Roger Binfield.Suggested Answers: edition big dinosaurs ruled plant attacked eating size closest mystery (11) disappeared (12) throw (13) experts(1) Ask Ss to run through the words under the

55、pictures in Activity 5 on page 56. Make sure they understand them all. Then let Ss to listen to the second part and do Activity 5. (2) Play the tape again, have Ss do Activity 4 and 6. If they dont understand well, play the tape again.3. Post-listeningAsk Ss to work in pairs and discuss which theory

56、 they think is most likely and why.Step 4. Pronunciation Consonants disappearing1. Show the sentences in the Pronunciation Activity 1 on the screen and ask Ss to read them out. (1) Ill come straight to the point. (2) The most widely accepted theory. (3) I think its the most likely explanation. 2. Ask Ss to listen to the tape. Let them pay attention to the elides. Give them the right pronunciation.3. Ask Ss to listen to the sentences in Activity 2 and repeat the elides. Then ask them to practi