Module 6 Unexplained Mysteries of the Natural World

1、Module 6 Unexplained Mysteries of the Natural WorldI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)生進一步認識我們所處的世界，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，可以表達描述自然現(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，引起學(xué)生對本模塊學(xué)習(xí)的興趣。Reading and Vo

2、cabulary 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。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)。Writing 部分要求學(xué)生能夠模

3、仿課文“天池怪物”撰寫一篇描述想象中的一種怪物的短文，開發(fā)學(xué)生想象力，進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)生文化底蘊和對外國文化的感悟能力。并讓學(xué)生對比中外文化，發(fā)現(xiàn)兩者之間的差異。Task部分是結(jié)合本模塊

4、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)容進行歸納，對自己的學(xué)習(xí)進行總結(jié)和檢驗。II教學(xué)重點和難點1. 教學(xué)重點(1) 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. 教學(xué)難點(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。III教學(xué)計劃本單元分五

5、個課時：第一課時：Introduction, Speaking,第二課時：Reading and Vocabulary, Writing第三課時：Vocabulary and Listening, Pronunciation, 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 th

6、ings.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.Teaching 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

7、large foot which looks like a giants. It is similar to our human beings but much bigger 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

8、ancient Chinese legend. It lives in the water. A terrible creature with long grey 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

9、 the meanings of the words. Then let them do the activity and check the answers in 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 th

10、e interviewee. Ask them to describe the four creatures in Activity 1 of Introduction 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 mountainou

11、s forests that 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. I thought it would a

12、ttack me. I 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.

13、I was very frightened but I didnt dare to cry for helpStudent A: Its really exciting 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

14、 the Yeti gets angry.(2) The Bigfoot looks like a very large monkey tall and hairy 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 dinosaurStep 3. Homework1. Ask Ss to revise the passage

15、s 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.Period 2 Reading and Vocabulary, WritingTeaching Goals:1. To let Ss master how to get useful information from a passage.2. To let Ss master some words and phrases

16、.3. To get Ss to talk something about a monster.4. To help Ss write a story about another monster.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 g

17、ive a simple introduction 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

18、 lake and the largest 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 go

19、od appearance of it. 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

20、 from.2. Intensive reading (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

21、second paragraph and 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 para

22、graph and answer the 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 30

23、0 or 400 meters it dived 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 unl

24、ikely to be able to support 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 answ

25、ers.Step 4. Language 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 enem

26、y attacked during the night.【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

27、黑色的東西在湖面快速游過。claim vt宣稱，聲稱（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

28、metres high and covers an 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 b

29、usiness. vt走完（一段路程）I can 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 likel

30、y to catch a cold if you 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

31、no one has ever got a clear 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

32、)_ to _(8)_ a round black 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)_

33、creature.Suggested Answers:(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

34、 the questions in Activity 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 the

35、re to enjoy its beauty. We 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 o

36、ne of my friends, saw the “ 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

37、long ago because of the weather or lack of large food supply. But hearing their vivid description, I really want to see it in future.Step 6. Homework1. Ask Ss to finish Reading exercises in the Workbook on pages 99101.2. Ask Ss to prepare for the Listening class.Period 3 Listening and Vocabulary, Pr

38、onunciation, Everyday English Teaching Goals: 1. To enable Ss to know some skills of listening.2. To study some daily expressions.3. To learn the intonation in exclamations.Teaching Procedures:Step 1. RevisionCheck the answers to the Reading exercises in the Workbook.Step 2. Vocabulary study1. Ask S

39、s 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 reptile living on earth ever. (3) meteorite (c) a stony or metallic mass that has fallen to the earth's surface from outer space (4) mammal(

40、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, often violent outburst (8) eruption (h) numerous stars, gas, and dustcontaining large amount of solar massesSuggested Answers:(1) b(2)

41、 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 about dinosaurs. Let them do Activity 2 on page 56 to guess some important information about the extinct animal.2. While-listening(1) Ask

42、 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 listening passageGood afternoon, and welcome to this weeks of Mysteries of Nature. Todays topic is a one- its , those strange creatures which t

43、he 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 who the more peaceful plant dinosaurs. Not all dinosaurs were big - some were the of chickens, and in fact the things to dinosaurs living

44、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 subject weve invited one of the worlds foremost _(13)_ on the subject, from the Pitt Rivers Museum in Oxford, Dr Roger Binfield.Suggested An

45、swers: edition big dinosaurs ruled plant attacked eating size closest mystery (11) disappeared (12) throw (13) experts(3) Ask Ss to run through the words under the 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. (4) P

46、lay 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 they think is most likely and why.Step 4. Pronunciation Consonants disappearing1. Show the sentences in the Pronunciation Activity 1 on

47、 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

48、 in Activity 2 and repeat the elides. Then ask them to practise more.Step 5. Everyday EnglishAsk Ss to choose the correct answers to Everyday English exercises and try to grasp the meaning of these expressions on page 58.Step 6. Homework1. Ask Ss to finish Vocabulary exercises in the Workbook on pag

49、es 9899.2. Ask Ss to preview Grammar and Function.Period 4 Function, GrammarTeaching Goals: 1. To enable Ss to know about the way to express possibility and improbability.2. To enable Ss to master the usage of “may”, “might”, and “l(fā)ikely”.3. To help Ss learn how to use modal verbs “may” and “might”

50、to express conjecture.Teaching Procedures:Step 1. Revision Check the answers to the Vocabulary exercises in the Workbook.Step 2. Function1. Ask Ss to do Activity 1 on page 54 and call back the answers. Then give them the correct answers. 2. Ask Ss to identify the creatures in the pictures in Activit

51、y 4 on page 55, by using “may” or “might”. Arouse their interest in talking about possibility.3. Ask Ss to do Activity 2 on page 54 individually. Then check their answers.Step 3. Grammar 1. Leading-in Ask Ss to work in groups and discuss the question in Activity 1 of Grammar on page 57. Then give th

52、em the right answer.2. Explanation Explain how to use modal verbs to talk about something which happened in the pastperhaps.(1) 對過去的事情進行猜測，但把握較小時，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

53、paid for the bill, because he had lost his job.(2) 對過去的事情進行猜測，但把握更小時，肯定形式一般用might have done，否定形式用might not have done。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) 對過去的事情進行猜測，并且可能性較大時，肯定形式一般用must hav

54、e done，否定形式一般用cant have done。如：Your score is the highest; you must have studied very hard.You cant have seen her in her office last Friday; shes been out of town for two weeks.3. PracticeAsk Ss to do Activity 2 on page 57. Then call back the answers and correct them.4. Supplements Explain how to use

55、 modal verbs to talk about something which happened at presentperhaps.用來表猜測的情態(tài)動詞有：must, can, may等，但它們所表示可能性是不同的。(1) 對現(xiàn)在的事情進行猜測，并且可能性較大時，肯定形式一般用must加動詞原形，此時，must不再表示“必須”，而是表示“肯定”；否定形式一般用cant加動詞原形，此時，can不再表示“能夠”，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

56、 classroom, because she is on duty today. (2) 對現(xiàn)在的事情進行猜測，但把握較小時，肯定形式一般用may加動詞原形，此時，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加動詞原形。如：He may tell the truth to his father.She may not angry because she is good-tempered.(3) 對現(xiàn)在的事情進行猜測，但把握更小時，肯定形式一般用might加動詞原形；否定形式一般用might not加動詞原形。如：She might not be angry because she usually is very patient.He might be at home now, but Im not sure.(4) 情態(tài)動詞+動詞現(xiàn)在進行時，表示對現(xiàn)在或?qū)碚谶M行的情況進行推測。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) 情態(tài)動詞+動詞的現(xiàn)在完成進行時，表示對過去