Module6UnexplainedMysteriesoftheNaturalWorld單元教案-高中英語外研版必修四

Module6UnexplainedMysteriesoftheNaturalWorld.教學(xué)內(nèi)容分析本模塊以UnexplainedMysteriesoftheNaturalWorld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)木模塊內(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(dá)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。ReadingandVocabulary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)。ListeningandVocabulary部分通過聽“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mayhavedone或mighthavedone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(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。EverydayEnglish部分主要通過選擇題的形式使學(xué)生掌握backinthenews,throwlightonsomething等幾個日常英語的運用。CulturalCorner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。ModuleFile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。.教學(xué)重點和難點.教學(xué)重點(1)掌握一些和自然及動植物有關(guān)的詞匯?！鮂□T□FDFCTDFDFDT3.Post-listeningAskSstoworkinpairsanddiscusswhichtheorytheythinkismostlikelyandwhy.Step4.Pronunciation-ConsonantsdisappearingPurpose:ToenableSstoknowthewordswhichconsonantsdisappear.PairworkShowthesentencesinthePronunciationActivity1onthescreenandaskSstoreadthemout.Filestraighttothepoint.Themostwidelyacceptedtheory.Ithinkit'sthemostlikelyexplanation.IndividualworkAskSstolistentothetape.Letthempayattentiontotheelides.Givethemtherightpronunciation.SuggestedAnswers:straightto=//(2)mostwidely=//(3)mostlikely=//PairworkAskSstolistentothesentencesinActivity2andrepeattheelides.Thenaskthemtopractisemore.SuggestedAnswers:wentto=//(2)mostfantastic=//(3)didn'ttake=//HomeworkAskSstofinishVocabularyexercisesintheWorkbookonpages98?99.AskSstopreviewGrammarandFunction.Period3Function,GrammarTeachingGoals:ToenableSstoknowaboutthewaytoexpresspossibilityandimprobability.ToenableSstomastertheusageof“may"，“mighl",and"likely”.TohelpSslearnhowtousemodalverbs"may"and"mighl“toexpressconjecture.Teachingprocedures:Step1.RevisionChecktheanswerstotheVocabularyexercisesintheWorkbook.Step2.FunctionPurpose:ToletSsknowhowtotalkaboutpossibilityandimprobability.PairworkAskSstodoActivity1onpage54andthencallbacktheanswers.SuggestedAnswers:a,b(2)c(3)unlikelyGroupworkAskSstoidentifythecreaturesinthepicturesinActivity4onpage55,byusing"may"or"might”.Arousetheirinterestintalkingaboutpossibility.IndividualworkAskSstodoActivity2onpage54individually.Thenchecktheiranswers.SuggestedAnswers:Theremightstillbedinosaurssomewhere.Don'tgonearthewater.Itmaybeverydeep.Weareunlikelytoseethemonster.TheremaybeanundergroundriverfromLochNesstothesea.Wcmusthelphim-hemaynotbeabletoswim.Therearclikelytobelotsofstrangecreaturesinthatlake.Step3.GrammarPurpose:ToenableSstoknowhowtousemodalverbs"may”and"might“l(fā)oexpressconjecture.GroupworkAskSstodiscussthetwosentencesinActivity1ofGrammaronpage57,andthenaskthemtochoosethebestanswer*.SuggestedAnswers:Weusemayhaveormighthave(withthepastparticiple)totalkaboutsomethingwhichhappenedinthepast-perhaps.ExplanationExplainhowtousemodalverbstotalkaboutsomethingwhichhappenedinthepast-perhaps.(1)對過去的事情進(jìn)行猜測，但把握較小時，肯定形式一般用mayhavedone,否定形式一般用maynothavedone。如：Hemayhavegonebackhome,becausehedidn'tsayhewouldtakepartinherbirthdayparty.Hemaynothavepaidfbrthebill,becausehehadlosthisjob.⑵對過去的事情進(jìn)行猜測，但把握更小時，肯定形式一般用mighthavedone,否定形式用mightnothavedonco如：Theyhelpedsendherbattothehospital;otherwise,shethought,thebabymighthavedied.ShemightnothavelefthomewhenIgottoschool.(3)對過去的事情進(jìn)行猜測，并且可能性較大時，肯定形式一般用musthavedone,否定形式一般用can'thavedone。如：Yourscoreisthehighest;youmusthavestudiedveryhard.YoucanHhaveseenherinherofficelastFriday;she'sbeenoutoftownfbrtwoweeks.PracticeAskSstodoActivity2onpage57.Thencallbacktheanswersandcorrectthem.SuggestedAnswers:mighthavecausedmayhavecutoffmayhavesurvivedmighthavebeenkilledSupplementsExplainhowtousemodalverbstotalkaboutsomethingwhichhappenedatpresent—perhaps.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(jìn)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can't加動詞原形，此時，can不再表示“能夠”，而是表示“肯定不……如：Isawhimgooutjustnow.Hecan'tbeinhisownroom.ItmustbeLindaintheclassroom,becausesheisondutytoday.(2)對現(xiàn)在的事情進(jìn)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maynot加動詞原形。如：Hemaytellthetruthtohisfather.Shemaynotangrybecausesheisgood-tempered.(3)對現(xiàn)在的事情進(jìn)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mightnot加動詞原形。如:Shemightnotbeangrybecausesheusuallyisverypatient.Hemightbeathomenow,butI'mnotsure.(4)情態(tài)動詞+動詞現(xiàn)在進(jìn)行時，表示對現(xiàn)在或?qū)碚谶M(jìn)行的情況進(jìn)行推測。如：Atthismoment,ourteachermustbecorrectingourexampapers.DoctorWangisn'there.Hemightbegivingalectureinthehall.(5)情態(tài)動詞+動詞的現(xiàn)在完成進(jìn)行時，表示對過去正在發(fā)生事情的推測。如：Yourmothermusthavebeenlookingforyou.Thelightwasonthewholenight.Hemayhavebeendoinghishomeworkallthetime.ConsolidationAskSstotranslatethefollowingsentences.(1)他們也許錯過了那班飛機(jī)。(2)快點！他們正在機(jī)場等我們。Tom是個誠實的孩子。他今晚可能會把真相告訴他父親。(4)他五年前來看過我，他也許不費勁就能找到我的住處。SuggestedAnswers:Theymayhavemissedtheplane.Lefshurry!Theymaybewaitingfbrusattheairport.Tomisanhonestboy.Hemaytellhisfatheraboutthetruththisevening.Hecametoseemefiveyearsago.Hemightfindmyhousewithoutanydifficulty.HomeworkAskSstoreviewGrammar.AskSstofinishGrammarexercisesintheWorkbookpages97?98.Period4CulturalCorner,EverydayEnglish,Writing,TaskTeachingGoals:ToarouseSs,interestinlearningthedifferencesofthedragonindifferentcountries.TomakeSsdevelopthepatrioticfeeling.ToletSslearnhowtowriteamysteryofChina.TohelpSsreviewwhatwehavelearntinthismoduleTeachingprocedures:Step1.RevisionChecktheworkbookgrammarexercisesonpages97?98.Step2.CulturalCornerPurpose:ToarouseSs'interestinlearningthedifferencesofthedragonindifferentcountries.GroupworkShowtwopicturesofChinesedragonandwesterndragon.AskSstodiscussthedifferencesandtellsomethingaboutthem.Foryourreference:Westerndragonsweretypicallybadcreatureswhichhadtobekilled.ButinChinatheyweregenerousandwise,andassociatedwiththeroyalfamilytoshowpowerandstrength.IndividualworkAskSstoreadthepassageandfillintheblanksbyusingthekeywordsfromthepassage.Peopletalkabout(1)almosteverywhereintheworldbuthave_(2)_opinions.In_(3)_culture,dragonsarcgenerousand_(4).Thedragonwasclosely_(5)_totheroyalfamily.Accordingtopopularbelief,_(6)youwerebornintheyearofthedragon,youare_(7)braveandanaturalleader.Butinthewest,mostpeoplethink(8)ofthedragon.ItissaidthatinanoldEnglishstoryamankillsa_(9)_dragonandthemaniscalledbypeoplea_(10)_.Thereason_(!!)_westernersdislikedragonsisthattheideaofthedragoncamefromthe_(12)ananimalwhichpeople(13)andwereafraidof.ButtheideaofthedragoninChinacamefromalligator,ananimalwhichisagood_(14)_foragriculture,sotheChinesepeoplethinkdragonscanbringgood_(15)_tothem.SuggestedAnswers:dragons(2)different(3)Chinese(4)wise(5)connectedif(7)intelligent(8)poorly(9)dangerous(10)herowhy(12)snake(13)hated(14)sign(15)fortuneStep3.EverydayEnglishAskSstochoosethecorrectanswerstoEverydayEnglishexercisesandtrytograspthemeaningoftheseexpressionsonpage58.SuggestedAnswers:(l)a(2)b(3)a(4)a(5)b(6)a(7)bStep4.WritingGroupworkAskSstoreadthepassageonpage52andanswerthequestionsinActivity1onpage57.Severalgroupsofpeoplesawakindof“monster”.InLakeTianchiintheChangbaiMountainsinJilinProvinceItlivedinthewater,wasblackorgreenish-black,andsomepeoplesaidithadaroundheadandbodywith10-cmhornsonthehead,whileotherssaidithadahorse'shead.Theweatherorlargefoodsupplytothemonster.GroupworkAskSstowriteapassageusingthewordsandsentencesinActivityl.Step5.ModuleFilePurpose:ToenableSstomakeaconclusionofthismoduleanddeepenwhattheyhavelearnedinthemodule.AskSstolookatModuleFileonP60andtrytorecallwhattheyhavelearntinthemodule.Thentickthethingstheyaresurethattheyknowandputaquestionmarknexttothepointstheyarenotsureofandacrosstowhattheydon'tknow.HelpSstosharetheirideasanddealwiththedifficultorconfusingpoints.HomeworkAskSstoreviewModule6.AskSstofinishtherestoftheexercisesintheWorkbook.(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)會利用己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)計劃本單元分四個課時：第一課時：Introduction,ReadingandVocabulary,Speaking第二課時：VocabularyandListening,Pronunciation第三課時：Grammar,Function第四課時：CulturalCorner,Task,Writing,EverydayEnglish.教學(xué)步驟：Period1Introduction,ReadingandVocabulary,SpeakingTeachingGoals:ToarouseSs5interestinlearningaboutmysteriousthings.TogetSstolearnsomewordstodescribemysteriesofthenature.TogetSstoknowanddescribesomemysteriousthingsinnature.ToletSsmasterhowtogetusefulinformationfromapassage.TeachingProcedures:Step1.IntroductionPurpose:ToarouseSs'interestinlearningaboutmysteriesofthenature.PairworkAskSstolookatthefourpicturesonpage51andgivesomedescriptionsintheirownwords.Foryourreference:Alargefootwhichlookslikeagiant's.Itissimilartoourhumanbeing'sbutmuchbiggerthanit.Strangelyithasonlyfourtoes.Ahugemonsterlikeagorilla,butlookstallerandstrongerthanagorilla.YoumayfindthesamecreatureinthefilmKingKong.AkindofanimallikeahugedragoninancientChineselegend.Itlivesinthewater.□Aterriblecreaturewithlonggreyhairandface.Ithaslongclawsinsteadofhands.LetSsreadthefourparagraphsandmatchthemwiththepictures.SuggestedAnswers:□b□a□d□cIndividualworkAskSstodoActivity2onpage51individually.SuggestedAnswers:creature(2)monster(3)hairy(4)footprint(5)taildinosaur(7)spirit(8)claw(9)attackStep2.SpeakingPurpose:ToenableSstopracticereportingmysteriesofthenature.PairworkAskSstosupposetheyareinterviewedbyajournalisttodescribesomethingaboutthemonsterstheysaw.Askthemtodotherole-playinpairs.Oneactstheinterviewerandtheotheractstheinterviewee.AskthemtodescribethefourcreaturesinActivity1ofIntroductiononebyoneaccordingtheinfbnnationshowedintheintroduction.ShowSstwoexamplestoguidethem.Example(1):StudentA:WhereandwhenyousawtheBigfbot?StudentB:Iwascuttingthefirewoodinthemountainousforeststhatevening.About6o'clock,whenIwantedtogohome,itappearedinthewoods20yardsfromme.StudentA:Whatisitlike?StudentB:Itlookslikeaverylargemonkey—tallandhairywithbigarmsandlegs.StudentA:Didyoufeelfrightenedthen?StudentB:Yes,very.1thoughtitwouldattackme.Iwasfrightenedtodeath.Example(2)StudentA:CanyoudescribethescenewhenyoumetthemonsterlikeTheYeti?StudentB:yeah.It'sabouttwometerstallandhaspowerfularmsandlegs.Itsheadisverybiganditseyesopenedwide.Itapproachedmeslowlyasifitwantedtoattackme.IwasveryfrightenedbutIdidn,tdaretocryfbrhelp...StudentA:It'sreallyexcitingandrisky.Butwhathappenedlast?StudentB:IndividualworkAskSstosaytheimaginarycreaturesandsceneindetailsaccordingthedialoguetheymade.Thenreportinindividuals.Step3.Leading-inPurpose:ToletSshaveadiscussionabouttheMonsterofLakeTianchi.GroupworkShowsomepicturesandaskSstosaysomethingabouttheLakeTianchiandthemonster.GroupworkLetSsreportedtheirdiscussionstotheclassandcollectthem.Thengiveasimpleintroductiontoleadinthereading.Foryourreference:LakeTianchiislocatedinthenorth-easternJilinprovinceneartheborderofNorthKorea,inChina.Thelakeis1,243feetdeepandhashadsomevolcanicactivityinthelast300years.TianchiishonouredasthedeepestmountainlakeandthelargestcraterlakeinChina.Therehavebeenmorethan30reportedsightingsbytouristsfromhomeandabroadoverthepast20years.Theysaidthattheysawthegreatmonsterinthelake.Therearcquiteafewpicturesandvideosofthiscreature,butnoneisclearenoughtogiveagoodappearanceofit.Somepersonsmadethepicturewithputerimagesofitbasedoninterviews.Someonedrewapicturetoshowitsshape,butitremainsunconfirmed.Step4.ReadingPurpose:ToimproveSs5readingskills.SkimmingAskSstoreadthebeginningofthepassageandfinishActivity1onpage52.SuggestedAnswers:Anewspaper.ScanningAskSstoreadthefirstparagraphquicklyandanswerthetwoquestions.Accordingtothetext,whatdidthemonsterlooklike?Howmanypeoplesawit?□Blackincolor;jumpedlikeaseal;itsheadlookedlikeahorse.匚About200AskSstoreadthesecondparagraphandanswerthequestions:□Whoelsesawtheanimal?Whatweretheydoing?□Whatdiditlook1汰e?SuggestedAnswers:Agroupofsoldiers□Theywerewalkingalongthesideofthelake.Itwasgrecnish-blackandhadaroundheadwith10cmhoms.AskSstoreadthethirdandfourthparagraphandanswerthequestions.WhatdidLiXiaohesee?UWhycouldtheyseetheanimalclearly?HowlongwasthehistoryofreportsofmonstersinLakeTianchi?Whatdomanypeoplethink?□Whatdothescientiststhink?SuggestedAnswers:Aroundblackcreaturemovingquicklythroughthewater.After300or400metersitdivedintothewater.口Theweatherwasfineandthelakewascalm.□Sincethebeginningofthelastcentury.ThemonstermaybeadistantcousinoftheLochNessmonsterinScotlandandtheremightbesimilarcreaturesinotherlakesaroundtheworld.Thelow-tempcraturclakeisunlikelytobeabletosupportsuchlargelivingcreatures.AskSstoreadthelastparagraphandgivethefollowinginformationaboutLakeTianchi:Height:'Area:□Depth:SuggestedAnswers:□2189m□10km2□370mdeepinsomeplaces4.Post-readingAskSstodoActivity4onpage53.Thenchecktheiranswers.(1)a(2)a(3)a(4)b(5)c(6)a(7)a(8)c(9)c(10)bStep5.LanguagePointsPurpose:ToletSsunderstandthepassagewell.GroupworkAskSstodiscusstheimportantanddifficultlanguagepointsingroups.Itoftengetsangryandwillattackanyonewhogoesclosetoit.(Page51)它經(jīng)常生氣，會襲擊靠近它的任何人.attackvt.&vi襲擊□Agirlwasattackedandrobbedbytwostrongmen.Theenemyattackedduringthenight.□【拓展】□attackvt.抨擊attacksb./sth.forsth.為某事抨擊某人Hewasattackedfbrhiscorruption.□attackn.launch/makeanattack(onsb./sth.)攻擊某人或者某物Theylaunchedanattackonracism.Heclaimstohaveseenaroundblackcreaturemovingquicklythroughthewater.(Page52)他說他看見一個圓形黑色的東西在湖面快速游過。claimvt宣稱，聲稱(后可跟that從句或動詞不定式)Idon'tclaimtobeanexpert.Heclaimedheshouldbegivenafaireropportunity.【拓展】claim的意思還有：vt.要求，認(rèn)領(lǐng)Hasanyoneclaimedthiswatch?vt.索賠，索取Didyouclaimtheinsuranceafteryourcaraccident?vt.注意，思考Thematterclaimsourattention.Itis2,189metreshighandcoversanareaofabouttensquarekilometers.(Page52)天池海拔2189米，面積有10平方公里coveranareaof意為“占有空間”，也可以只用cover表示此意。Thetowncovers(anareaof)5squaremiles.【拓展】cover的其他意思還有：vt覆蓋Themountainiscoveredwithsnowalltheyearround.vt.包含，涉及Thelecturecoversmanyaspectsofbusiness.vt.走完(一段路程)Icancoverthedistanceonfootintwohours.以報道Thereportersarecoveringthefirefbranewspaper.(4)Theysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.(Page52)他們說，溫度低的湖中不可能存活如此大的生物。□be(un)likelytodo...(不)可能做You'relikelytocatchacoldifyougooutnow.□【拓展】It,slikelythat...有可能It'slikelythathewillbelate.=Heislikelytobelate.IndividualworkAskSstofilltheblanksofthesummaryaccordingtothepassage.The"Monster”ofLakcTianchi,thehighest_(1)_lakeintheworld,is_⑵_afterseveralrecentsightings.Butnoonehasevergotaclearlookatthe_(3)_creature.Inonesighting,asis_(4)bythedirectorofalocaltouristoffice,itisblackand(5)thewaterlikeaseal.Inanotherrecentsighting,agroupofsoldierswatchedit_(6)_fbrabout2minutes.Athirdreportcamefromafamilywho_(7)_to_(8)_aroundblackcreature_(9)_quicklythroughthewaterandthen_(10)_thewater.Manypeoplethinkthemonstermaybea_(11)_cousinoftheLochNessmonsterinScotland.Scientists,however,arc_(12)_,becausethelow-tcmpcraturclakeis_(13)_tobeableto_(14)_suchalarge_(15)_creature.volcanic(2)backinthenews(3)mysterious(4)claimed(5)jumpedoutofi((9)moving(10)divinginto6)swimming(7)claimed(8)haveseen(9)moving(10)divingintodistant(12)sceptical(13)unlikely(14)support(15)livingHomeworkAskSstofinishReadingexercisesintheWorkbookonpages99?101.AskSstopreparefortheListeningclass.Period2VocabularyandListening,PronunciationTeachingGoals:ToenableSstoknowsomeskillsoflistening.Tostudysomedailyexpressions.Tolearntheintonationinexclamations.Teachingprocedures:Step1.RevisionChecktheanswerstotheReadingexercisesintheWorkbook.Step2.VocabularystudyPurpose:TogetSstolearnsomenewwords.GroupworkAskSstomatchthewordswiththeirdefinitions.dinosaur(a)Abowl-shapeddepressionatthemouthofavolcanoorgeysercarnivore(b)alargeextinctreptilelivingonearthever.meteorite(c)astonyormetallicmassthathasfallentotheearth'ssurfacefromouterspacemammal(d)