高中英語Period1introduction(Module6UnexplainedMysteriesoftheNaturalWorld)教案外研版必修4

1、Module 6Un explai ned Mysteries of the Natural WorldBrief Stateme nts Based on This ModuleThe An alysis of Teach ing Contents in This ModuleThe topic of this module is “ UnexplainedMysteries of the NaturalWorld ” .Related informationis introduced through reading and listening.Thereadingpart gives ab

2、rief in troducti on of The Mon ster of Lake Tian chi while the liste ningpart shows how dinosaurs disappeared.Thevocabulary,sentencepatterns,grammar,themain content of the con textas well as the stude nts activities such aslistening,speaking,readingand writingand so on all develop around this topic.

3、Theteacher can desig n and orga nize such activities as orga nizing stude nts to search for more in formation about mysteries of n atural world.In troduct ionThis part is made up of two activities,the first of which in troduce pictures of four differe ntmysterious mon sters as well as the relative d

4、escripti ons about them.And Activity 2 presents somevocabulary based on the descriptions above,which not only is of great help to the stude nts but also laysfoun dati on for the cen tral theme of this module.Readi ng and VocabularyThis passage gives a brief introductionof The Monster of Lake Tianchi

5、.Throughthe study of this part,thestudents are demanded:(1) to guess where the passage comesfrom (tour guide,dict ionary,n ewspaper as well as scie ntific magaz in es) by readi ng the beg inningparagraph;(2) to master the main in formati on of this passage;(3) to correctly un dersta nd the newwords

6、accord ing to the con text.A nd four exercises concerning the content and vocabulary of thepassage are desig ned.By doing these exercises the students can have a good understandingofthe content of this passageand lear n some words related to the content of this passage.Speak ingIn this part the stud

7、ents work in pairs to perform a role-play game in the form of carrying out aninterview,in which they can get a chance to practice asking and an sweri ng.One plays the role of an interviewerand asks his part nerfor someinformationconcerning the monster appeared in Lake Tianchi,theother gives relative

8、replies.So this part consolidates the reading comprehension as well as the vocabulary.Fun cti onThe function of this module is about “ possibility and improbability ” .Students are dema nded tomaster how to express possibility and improbability whe n they are not sure about someth in g.This partcont

9、ains four activities .In Activity 1 the students need to look at three sentences from the readingpassage and try their best to lear n the words as well as phrases that can be used to describe possibleor impossible situations in the sentences.Meanwhile this activity also lays a good foundation for Ac

10、tivity2.Activity2 practices expressing the uncertain situationsthrough the use of words and phrases just learned in Activity 1.ln the third activity there are sixsentences concerning the mon ster in Lake Tian chi.The stude nts n eedto choose what they agree with.The last activity is based on the fir

11、st threeactivities.The students are required to identity the creatures using may or might.Deeply speak ing,these activities both develop and improve stude nts Ian guage skills and in creases and broade ntheir n atural world kno wledge.Liste ning and VocabularyThis part brings in both the content clo

12、sely concerning the theme or topic ofthis module in the form of liste nin g:themysteries of the n atural world dino saurs .Itis made up of seve n activities .InActivity1 stude nts are dema nded tolearn the give n words .I t leads stude nts to Activity 2.Mea nwhile these words are closely conn ected

13、tothe theme of this module.Activity 2 shows the stude nts four sentences which provide main informationof the listening material and help them have a kno wledge of dino saurs life.Both Activity 3 and 4are based on Activity1 and 2.Through Activity 3,students need to catch the main idea and choose the

14、 right answers.If we seeActivity 3 as trunk of a big tree,Activity 4 will be branches.That is to say,Activity 4 requires stude nts toliste n carefully and un dersta nd thein terview fully and deeply in order to catch as many details as possible and prepare for the follow ingthree activities.Maybe th

15、ey n eed to pay much atte nti on to howtocarry out an in terviewand give resp onse correctly.So this helps stude nts practicewhat they lear ned in speak ing part.GrammarThis part introducestwo ways of expressing the possibility in the past aroundwhich three activities are desig ned.Through Activity

16、1 the stude nts can have a knowledge of thesituationthe two ways describes.AndActivity 2 will help studentspractice and consolidatewhat they have learned in Activity 1.The last activity isto give the stude nts a cha nee to discuss freely and raise their cooperati on.WritingThe main content of this p

17、art is to make up a story about ano ther mon ster andthree activities are provided to help stude nts write well.Activity 1 reviews thereading passage by answering four questions and is a prewriting activity to writing part.Activity 2 offers a good opport unity for stude nts to be fully creative andi

18、maginative.lt,aswell as Activity 1,offers the necessary preconditionto Activity3.Based on the two activities above,stude nts are required to write an article for an English newspaperin Activity 3,which consolidates what they have just learned above.Pronun ciati onThis part shows that sometimes conso

19、nants disappear in some situati on s.Thereare two activities designed in this part,both of which are linked with listening.ln the first activity stude ntsn eed to liste n to three senten ces and judge which consonants disappear.Duringthe course oflisteningstudents are required to listencarefully.Act

20、ivity 2 supplies stude nts a good cha nee to practice what they just learned.ln thisway,students can not only improve theirpronunciationaccuracy butalso practice their liste ning skill.Everyday En glishThis part is mainly about four daily expressions in English which are designed to help stude nts u

21、ndersta nd and master how n ative En glish speakers take adva ntage of useful phrases and expressionsin their daily life.Meanwhile,they can also improve students oral English level and deepen theircomprehension of idioms and customs as well as culture of En glish speak ing coun tries,whichembodies t

22、he theme or topic of this module.Cultural CornerThis part is focused on a passage introducingwhat dragon symbolizes in differentcountries and why,so it easily interests the students.At the same time,it could broade n the stude nts cultural backgro und kno wledge and raise their aware ness of foreig

23、n culture.TaskThe task of this module is“writing a mystery for visitors to China” .Itrequires stude nts to make a discussi on with their classmates and make a list of various unexplainedmysteries in China to write about.And then they had better write a short paragraph on each mystery toshow visitors

24、 what they could see,hear or even feel.But the students d better use may have,mighthave or be likely to do as well as useful words and expressions learned,which makes sure that studentsgo over what they have lear ned in Readi ng and Grammar part. Fin ally work in groups to in troducewhat they write

25、to each other.Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module .It may help the stude nts to know whether they havemastered the main points or not.If time permits,the teacher may have a revision of this module byanalyzingthis part and consolidate

26、it with someexercises.Six periods for teach ingPeriod 1:1 ntroducti onPeriod 2:Readi ng and VocabularyPeriod 3:Speak in g;F un cti onPeriod 4:Liste ning and Vocabulary;GrammarPeriod 5:Writing;Pronunciation;Everyday EnglishPeriod 6:Cultural Corner;Task;Module FilePeriod 1In troduct ionThe Gen eral Id

27、ea of This PeriodDuring this period we will learn some new words that can be used to monsters.In deali ng withActivity 1the teachermay en courage the stude nts todiscuss the fourpictures.Some performa nces may be of great help in lead ing in this part.The task of Activity 2 is to learn some words ap

28、peared in the short articles which describe the pictures.The teacher may ask the students to work in pairs and groups and make up a dialogue.A nd the n several pairs or groups n eed to actout their dialogue.Teach ing Importa nt Poi ntsMaster some words,phrases and useful expressi ons describ ing mon

29、 sters of the n atural world.Improve the stude nts speak ing ability by talk in g,discuss in g,mak ing up andacting out dialogues.Teach ing Difficult Poi ntsHowto encourage students to take an active part in the discussion and speaking activities.How to improve the students speaking ability.Teach in

30、g MethodsIn dividual work,pair work or group work to make every stude nt participate in class.Readi ng and matchi ng activity to help the stude nts have a good un dersta nding of the four shortarticles.Teach ing AidsMultimediaA blackboardThree Dime nsional Teach ing AimsKnowledge and SkillsMake the

31、stude nts master some new words,phrases and useful expressi ons.En courage the stude nts to know how to describe mon sters of the n atural world.Make sure the students use simple English to discuss the monsters of the natural world andexpress what they mean.Process and StrategiesTrain the stude nts

32、speak ing ability through in dividual,pair work and groupwork.Train the students cooperation skills through discussionand matchingexercise.Feeli ngs and ValueDeepe n the stude nts correct un dersta nding of what their part ner really meanand make a resp on se.Have the stude nts know about some mon s

33、ters existi ng in the n atural world and broade n theircultural backgro und kno wledge.Teach ing ProceduresStep 1 Lead-i nT:Good mornin g,boys and girls!Ss:Good morning,sir!T:In last module we have learnedsomething about a trip along the ThreeGorges.Today we are going to lear n someth ing about un e

34、xpla ined mysteries of the n atural world.T:(The teacher shows a pile of pictures of physical con tacts.) Here are several pictures.Are youclear what they are about? Do you know how to express them in English? Nowdiscuss and guess themin pairs or groups .In a few minu tes,I ll ask some stude nts to

35、talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joi nsthem.A few mi nu tes later,the teacher says the followi ng.)T:Are you ready? Whocan give us a talk about the first picture? Any volunteer?S:Let mehave a try.I think this is a big foot of a hug

36、e manin the first picture .T:Maybe.A ny differe nt opinion?S:l don t agree with you.ln myop inion ,itis a big foot of a mysterious mon ster.T:You are right.What about the sec ond one?S:We could see a man full of fur.Maybe he is a wild man living on wildlife.T:You are clever,good guy.A ny differe nt

37、opinion? Volun teer? Go on.S:Let me have a try.There is a mon key which is sta nding up there.T:Completely true.Mea nwhile,yourpronun ciati onis very beautiful andflue nt.A no ther one? Describe the n ext picture.Who wants to grasp this cha nee?S:Me.(A boy raises his han d.) I think of it as a Chin

38、ese drago n.T:Just guessed,right? Who has a differe nt idea?S:l n my opinion ,it is the Loch Ness Mon ster.T:Well don e.You must have previewed this module,right?S:Yes.T:Hard-workingguy!You will make greater progress if you continue like this.Whowants to talk about the last one?S:l could only see lo

39、ng hair and claws but can t guess what it is.T:Good guess in g.Tha nks any way.So much for this part.Let s go to the n ext part.Step 2 Match descripti ons with the picturesT:Just now we have discussed some pictures concerning wild like things.Now open your booksand turn to Page 51.Read these the fol

40、lowing four short descriptions about what we just discussed andthe n match them with the pictures above.(The stude nts read them carefully.)T:Are you ready?Ss:Yes.T:Which picture do you match the first descriptio n with?Ss:Picture b.T:Right.No.2?Ss:Picture a.T:Are you sure of it?Ss:Yeah.T:Good job.W

41、hat about the next descriptio n?Ss:Picture d.T:Well don e.The last on e?Ss:Picture c.Step 3 Word studyT:Excellent.Youare all right.Havingfinished this exercise,you read these fourdescripti ons aga in.At the same time, un derl ine the new words and phrases that you don t kno w.Then work in pairs to g

42、uess their meaning in the senten ces accord ing to the con text.Are you clear?Ss:Yes.(The teacher gives a few mi nu tes for the stude nts to work them out.)T:Ready now?Ss:Yeah.T:Maybe you have further un derstood what you read,but perhaps you still havesome difficulty in work ing them all out,right?

43、Ss:You are right.T:l n order to deepe n your un dersta nding them and help you use these words freely,let s doanother exercise.Now I divide you into four groups Group a,Groupb, Group c and Group d.Each group tries your best to match the follow ing words and their Englishdefinitions as quickly as pos

44、sible and then sends a representativeto write them on the blackboard.The more quickly and correctly the group works them out,thebetter.Now 5 minutes for you to prepare.You can also refer to your dictio nary.T:(Five mi nu tes later) Are you ready?Ss:Yeah.Write your an swers on the blackboard.(Represe

45、ntativesof each group go to the blackboard and write their answers andthen goes back one after on e.)T:OK.Now look at the blackboard and see if their answers are correct.Well,what they write are allcorrect,so we could only see who writes the first and leaves the first.Then his group will bewinner.(D

46、uring this course,if new words appear,the teacher should expla in them and lead the read ingor ask a stude nt who knows them to give an expla nati on.)Ss:Group c.T:Good eno ugh.Here,l am announcing the winner in this activity It is Groupc. Con gratulati ons.Step 4 Retelli ngT:Stop here.Another inter

47、esting exercise for you.Continue ourgroup work.Eachgroup chooses one of the four monsters we discussed above.Each describes it in your own words withlooking at your books for reference.But you can refer to the following chart.(The teacher shows the chart on the scree n.)CREATUREDESCRIPTIONthe Yetith

48、e Himalayas,2-metre tall,powerful arms and legs,angry,attackthe Bigfootnorthwest America,large footprints,tall,hairy,big arms and legsthe grey manScotland,tall,grey face,long clawsthe Loch Ness Monsterlake ness,north of Scotland,small head,long tailT:Time is up.Excellent.You have given good performa

49、nces.That s all for thisactivity.Follow me to the n ext part.Step 5 Summary and homeworkIn this class we ve mainly learned something about mysterious monsters of natural world byspeaking and discussion,so we ve got more information aboutmysterious monsters and our speaking ability has been improved.

50、At the same time,we have lear ntsome words,such as attack,claw,creature and hairy concerning with mysterious mon sters.(The teacher writes them on the blackboard.) You should remember them and learn to usethem.After class,try to collect more information about unexplained mysteries of natural world a

51、ndprepare for next part Reading and vocabulary.That s all for today.Goodbye,every one!Ss:Goodbye,Mr./Mrs.The Desig n of the Writ ing on the BlackboardModule 6 Unexplained Mysteries of Natural WorldThe first period monster spirittailattack claw creature dinosaur footprinthairyRecord after Teach ingAc

52、tivities and Research1. Encourage the students to collect more body Ianguages in differentcountries.2. Make the stude nts debate with each other.Refere nee for Teach ingLan guage Pointsattackvt. & vi.攻擊;疾病發(fā)作，侵襲n.攻擊;疾病發(fā)作The en emy attacked duri ng the ni ght.敵人在夜間發(fā)動攻擊。The disease attacked his bon

53、 es.病患已侵襲了他的骨骼。The famous master swimmer had an attack of cramp and had to give up the con test. 那個著名的游泳健將突然抽筋，不得不退出比賽。As soon as he arrived at the workshop,the technicianattacked the difficultiesat once.技術(shù)員一到車間就立即干勁十足地著手解決困難。attack 還有”侵襲；傷害”開始處理（某事）”的意思。a heart attack心臟病發(fā)作make an attack on/up on 對.

54、發(fā)動進(jìn)攻Backgro und In formati onCrop CirclesCrop Circles-formatio ns,usually found in grain crops,where the crop has bee n mysteriously foundlaid flat,inpatterns,thatdid not exist in daylight the previousday.Although thought by many to be a phenomena of the 20th Century,crop circles and formati onshave

55、 bee n around for a very long time,a nd records even date back well before the inven ti on of thecamera.The recorded incidenee of crop circles in more modern times seems to have started in the early20th cen tury,with a gradual in crease in nu mbers through to a marked in crease inthe1960s,leadi ng t

56、o a quite dramatic upturn in the 1990s.At least 190formatio ns were discovered and docume nted in 1999,perhaps an ome n for what is to come in the newmillennium.There are many who are under the impression that crop circles are only indigenous to theU.K.Sure,they are more prevale nt here tha n elsewhere in the world,but there ar