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

Module6UnexplainedMysteriesoftheNaturalWorld.教学内容分析本模块以UnexplainedMysteriesoftheNaturalWorld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。ReadingandVocabulary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。ListeningandVocabulary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mayhavedone或mighthavedone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。EverydayEnglish部分主要通过选择题的形式使学生掌握backinthenews,throwlightonsomething等几个日常英语的运用。CulturalCorner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。ModuleFile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。.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-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“loexpressconjecture.GroupworkAskSstodiscussthetwosentencesinActivity1ofGrammaronpage57,andthenaskthemtochoosethebestanswer*.SuggestedAnswers:Weusemayhaveormighthave(withthepastparticiple)totalkaboutsomethingwhichhappenedinthepast-perhaps.ExplanationExplainhowtousemodalverbstotalkaboutsomethingwhichhappenedinthepast-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mayhavedone,否定形式一般用maynothavedone。如：Hemayhavegonebackhome,becausehedidn'tsayhewouldtakepartinherbirthdayparty.Hemaynothavepaidfbrthebill,becausehehadlosthisjob.⑵对过去的事情进行猜测，但把握更小时，肯定形式一般用mighthavedone,否定形式用mightnothavedonco如：Theyhelpedsendherbattothehospital;otherwise,shethought,thebabymighthavedied.ShemightnothavelefthomewhenIgottoschool.(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musthavedone,否定形式一般用can'thavedone。如：Yourscoreisthehighest;youmusthavestudiedveryhard.YoucanHhaveseenherinherofficelastFriday;she'sbeenoutoftownfbrtwoweeks.PracticeAskSstodoActivity2onpage57.Thencallbacktheanswersandcorrectthem.SuggestedAnswers:mighthavecausedmayhavecutoffmayhavesurvivedmighthavebeenkilledSupplementsExplainhowtousemodalverbstotalkaboutsomethingwhichhappenedatpresent—perhaps.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can't加动词原形，此时，can不再表示“能够”，而是表示“肯定不……如：Isawhimgooutjustnow.Hecan'tbeinhisownroom.ItmustbeLindaintheclassroom,becausesheisondutytoday.(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maynot加动词原形。如：Hemaytellthetruthtohisfather.Shemaynotangrybecausesheisgood-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mightnot加动词原形。如:Shemightnotbeangrybecausesheusuallyisverypatient.Hemightbeathomenow,butI'mnotsure.(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：Atthismoment,ourteachermustbecorrectingourexampapers.DoctorWangisn'there.Hemightbegivingalectureinthehall.(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：Yourmothermusthavebeenlookingforyou.Thelightwasonthewholenight.Hemayhavebeendoinghishomeworkallthetime.ConsolidationAskSstotranslatethefollowingsentences.(1)他们也许错过了那班飞机。(2)快点！他们正在机场等我们。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。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)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)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。.教学计划本单元分四个课时：第一课时：Introduction,ReadingandVocabulary,Speaking第二课时：VocabularyandListening,Pronunciation第三课时：Grammar,Function第四课时：CulturalCorner,Task,Writing,EverydayEnglish.教学步骤：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)它经常生气，会袭击靠近它的任何人.attackvt.&vi袭击□Agirlwasattackedandrobbedbytwostrongmen.Theenemyattackedduringthenight.□【拓展】□attackvt.抨击attacksb./sth.forsth.为某事抨击某人Hewasattackedfbrhiscorruption.□attackn.launch/makeanattack(onsb./sth.)攻击某人或者某物Theylaunchedanattackonracism.Heclaimstohaveseenaroundblackcreaturemovingquicklythroughthewater.(Page52)他说他看见一个圆形黑色的东西在湖面快速游过。claimvt宣称，声称(后可跟that从句或动词不定式)Idon'tclaimtobeanexpert.Heclaimedheshouldbegivenafaireropportunity.【拓展】claim的意思还有：vt.要求，认领Hasanyoneclaimedthiswatch?vt.索赔，索取Didyouclaimtheinsuranceafteryourcaraccident?vt.注意，思考Thematterclaimsourattention.Itis2,189metreshighandcoversanareaofabouttensquarekilometers.(Page52)天池海拔2189米，面积有10平方公里coveranareaof意为“占有空间”，也可以只用cover表示此意。Thetowncovers(anareaof)5squaremiles.【拓展】cover的其他意思还有：vt覆盖Themountainiscoveredwithsnowalltheyearround.vt.包含，涉及Thelecturecoversmanyaspectsofbusiness.vt.走完(一段路程)Icancoverthedistanceonfootintwohours.以报道Thereportersarecoveringthefirefbranewspaper.(4)Theysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.(Page52)他们说，温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)