外研高一必修mysteries of the natural world教案

Module6UnexinedMysteriesoftheNaturalSkillSkill▲Talkabout inedmysteriesofthenatural▲Talkaboutpossibilityand▲Expresspossibilityinthepast:mayhave,might▲WriteaboutamysteryforvisitorsⅡ.TargetPossibilityandimprobabilityHemay/can...HemayHeisnotlikelytodo...It’spossiblethat...It’sprobablethat...It’slikelythat...ItisunlikelyItisimpossiblythat...Sb/Sthislikelytodo...Itmay/mightbeabigfish.It’sunlikelytobeadinosaur.Thatsnakemaybedangerous./Itmightbedangerous.Mr.ChenmaybetoobusytocometoAli’sparty.HemaynothavetimetocometoAli’sManypeoplethinkthemonstermayberelatedtoNessie.Theythinktheremightbesimilarcreaturesinotherlakes.It’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonIt’spossibleMarywon’tbeabletogotoBogotáat=>MarymightnotbeabletogotoBogotáatChristmas.It’spossiblethatAligotlost.=>AlimighthavegottenIt’spossiblethatAlididn’tgotoMr.=>AlimightnothavegonetoMr.seal,mysterious,claim,surface,horn,dive,calm,unlikely,cover,adapt,disappear,extinct,generous,emperor,robe,reputation,border,positive,indicate,identity,myth,fortunejournal,skeptical,volcanic,evolve,fierce,destruction,bebackinthenews,getaclearlookatsth,theremightbe,dieout,throwlighton,comestraighttothepoint,dueto,coveranareaof,berelatedto4may,might,unlikely,appear,repeat,cover,due语法mayhave/mightThe“MonsterofLakeTianchi”intheChangbaiMountainsinJilinProvince,,isbackinthenewsafterseveralrecentsightings.Althoughnoonereallygotaclearlookatthemysteriouscreature...Heclaimstohaveseenaroundblackcreaturemovingquicklythroughthewater.ManypeoplethinkthatthemonstermaybeadistantcousinoftheLochNessmonsterinScotland.P52Theyalsothinkthattheremightbesimilarcreaturesinotherlakesaroundtheworld.Theysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.P52Itis2189metreshighandcoversanareaofabouttensquarekilometers.III.分析与重本模块以UnexinedMysteriesoftheNaturalWorld为话题，旨在通过此模块的教学使theMonsterofLakeTianchi,LochNessmonsterinScotland等等，通过这一有趣的话题激发中学生热爱大自然、热爱生活、热INTRODUCTION旨在引导学生通过看图搭配和定义搭配，要求学生在语境中掌READINGANDVOCABULARY提供一篇新颖有趣的材料TheMonsterofLakeTianchi,文章首先通过三个真实人物在不同时间在同一个地方所看到的天池水怪的SPEAKING是一个任务型教学活动。创设了一个情景：要学生写一篇有关天池水LISTENINGANDVOCABULARY通过听来巩固本模块的话题词汇。部分可要生的预测能力。重点是第七个任务的完成。 设的怪物Monster。CULTURALCORNERTASK用本模块所学的话题词汇和句式为来中国的外宾描述一个神秘的事物（mystery，INTRODUCTIONREADINGANDVOCABULARY从话题内容和训练目的上分析，SPEAKING,LISTENINGANDPRONUNCIATION,EVERYDAYENGLISH和WORKBOOKListening相一致，故将三将FUNCTION,GR R与WORKBOOK中的Gr CULTURALCORNERWORKBOOKReading整合在一起上一节“泛读WRITING,TASK和WORKBOOKWriting课型设计与分配（经分析，本模块可以用5教完1st 2ndperiod Listening&Speaking3rdperiod 4thperiod ExtensiveReading5thperiod V.分教Teachinggoals

TheFirst attack,claw,creature,dinosaur,footprint,hairy,monster,spirit,tail,appear,calm,claim,dive,horn,repeat,skeptical,seal,sighting,temperature,bebackinthenews,getaclearlookat,coveranareaHeclaimstohaveseenaroundblackcreaturemovingquicklythroughtheTheysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingAbilitygoalsEnablethestudentstodescribeamonsterorothernaturalphenomenawiththetargetLearningabilitygoalsTeachthestudentshowtodescribeamonsterorothernaturalphenomena.Teachingimportantpoints教学重点Helpthestudentstoyzethestructureofthe Enablethestudentstodescribetheirmonsterorothernaturalphenomena.Teachingmethods教学方法Listening,reading,discussing.Teachingaids Ataperecorderaprojectorandacomputer.Teachingprocedures&ways过程与方式StepILeadingFirsttheteacherletsthestudentstalkaboutthefourpicturesonPage51andthenfinishTask2individually.Task1andTask2canalsobepreparedbeforeclass.Showsomedinosaurphotoson .ThesepicturesarefromthefilmT:IthinkyoumustknowsomethingaboutthesepicturesYesThesedinosaurpicturesarefromaveryveryfamousfilm.Doyouknowwhichfilm?…ItwastheDinosaurthatWaltDisney’scontributiontothefieldofhi-techanimationtechnologywasasmammothasthefilm’stitle,Dinosaur,intheyearof2000.Anextraordinarymergerofstate-of-the-artlivecinematography(电影术)withspectacularcomputeranimationtricksleavesyougrasformore.Butallofyouinmyclass,whohaveeverseenadinosaur?Itiswellknownthatnoonealivetodayintheworldhaseverseenadinosaur;sinceGodkilledthemalloffintheGreatFlood.Thisisjustakindofmonstersofamythsoralegend.Theteachercanletthestudentstalkaboutthepictures.TeacherofferssomeT:Allofusmusthavebeentoldalotofthesemonsterswhenyouwereyoung.Wemustalsoalotfromallkindsofbooksormagazines.TodayI’lltakeyoutotheChengbaiMountainstowatchthemonster,theMonsterofLakeTianchi.DoyouknowwheretheTianchiis?S:ItisinJilinT:HowmuchdoyouknowsomethingaboutTheteachershouldprepareamapof onthescreen.LetthestudentstalkaboutthelocationofS:JilinProvinceissituatedinthecentralsectionof ’snortheastregion.ItisborderedbyHeilongjiangonthenorth,Liaoniangtothesouth,InnerMongoliaonthewestandNorthKoreaontheeast.ThislocationgivesJilinProvinceitsfavorabletemperateclimate,whichincludesalengthywinterwithsnowthatcanstartasearlyasOctoberandlastuntilApril.Despitethewintercold,peopleflocktothisareafortheIceLanternFestivalandthewintersports.Jilinisknownasanareaforwintersportsandhasproducedsomeofthebestskiresortsin .However,Jilinhasmanyothernaturalandhistoricalattractionstoentertainitsresidentsandvisitors.T:WhocanlusanythingelseaboutJilin?WhattoS:Changbaishan(TallWhiteMountain)includesseveralhighlightsthatwilldelightanyvisitor.Thereisthemountainitselfwhichisanaturepreservethathastigersdeerblackbearsleopards(豹),andsable（貂）amongthemorethan200varietiesofwildlifethatliveinitsoriginalundisturbeds.Withinthesareinnumerablehotspringsandamorethan1,500speciesofnts.Rarebirds,suchastheflyingDragonBird,alsomaketheirhomeinthismountain.ThemountainalsoincludesaspectacularwaterfallwhichisthesourceoftheSongHuaRiver.Thewesternsideofthemountainrangehasthreelakes:Songhua,TaiLake,andDongtingLake,aswellas largestice-skatingtrainingfacility.T:Wonderful.Buttodaywemustclimbuptotheverytopofthemountain.Why?BecauseTianchi(HeavenlyLake)isjustattheverytop.Theviewisnothingshortofmiraculousandperhaps,asarewardforclimbingupthisvolcaniccone,youmightbeluckyenoughtocatchaglimpseofthelake’sveryownresident“monster.”NowpleaseturntoPage52.Let’sreadthepassageTheMonsterofLakeTianchi.FiveminuteslateryoushouldlmewhatthemonsterofLakeTianchiislike.OK?StepIIkindsofspecificinformationaboutthemonster.Fiveminuteslater.T:Areyouready?S:Yes.Ready!T:NowanswermyTeachershowsthequestionsonthescreen.OfcourseTeachercanalsoaskstudentsonebyonetoanswerthesequestionstotrainthestudents’memory.Wheredoesthepassagecomefrom?HowdoyouWhereistheMonsterofLakeWhatwerethejobsofthe swhowatchedthemonsterinParagraphone?WhataboutParagraph2andParagraph3?Whosawthemonsterclearly,andHowmanysightingofthemonsterdoesthearticleWhichdescriptionofthemonsterismostWhenwasthemonsterfirstsighted?HowlonghavetherebeenreportsofmonstersinLakeWhatdomanypeoplethinkabouttheWhatdoscientiststhinkabouttheWhatisspecialaboutLakeThenTeachercancallbackthestudents’answerstothesequestionsorshowthemontheThispassagemustcomefromanewspaperbecauseitisbackinthenewsafterseveralrecentItisintheverytopoftheChangbaiMountainsinJilinprovince, smentionedinParagraph1areMengFanyingandXueJunlin.Theformeristhedirectorofalocaltouristoffice.Thelaterisalocalphotographer.The smentionedinParagraph2areagroupofsoldiers,whowerewalkingalongthesideofthelake.AnotheroneisLiXiaohe,whowasvisitingthelakewithhisfamily.MrLiXiaohesaidthatheandhisfamilywereabletoseethemonsterclearlybecausetheweatherwasfineandthelakewascalm.Butinmyopinion,thesoldierssawitmoreclearlybecauseoneofthemsaid“Itwasgreenish-blackandaroundheadwith10-centimetrehorns.”Itseemedtobemoreaccurate.Ibelieveinthesoldier.ThearticlereportsthreesightingsoftheThesoldier’sdescriptionwasthemostdetailed.“Itwasgreenish-blackandaroundheadwith10-centimetrehorns.”TherehavebeenreportsofmonstersinLakeTianchisincethebeginningofthelastcentury,althoughnoonehasseenonecloseup.ManypeoplethinkthemonstermaybeadistantcousinoftheLochNessmonsterinScotland.Theyalsothinkthattheremightbesimilarcreaturesinotherlakesaroundtheworld.HoweverthescientistsarescepticalaboutthemonsterofLakeTianchi.Theysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.ItwasnotlongbeforetheLakeTianchiwasformedaboutthreehundredyears.LakeTianchiisthehighestvolcaniclakeintheworld.Itis2189metreshighandcoversanareaofabouttensquarekilometers.Incesitismorethan370metresdeep.Step ThistimeTeachercanythetapeofthistextandletthestudentslistentothepassagecarefully.Thenaskthestudentstoreadthroughthetextandgraspthemainideaofthetext.Inthisprocedure,studentsshouldsumupthemainideasbythemselvesfirst,thendiscusswithgroupmembers.Beforegivingstudentstheanswers,askthemtodiscussfirst.Cooperativelearning.T:HowmanypartsofthispassagecanbedividedS:Inmyopinionitcanbedividedintothreeparts.Thefirstpartreportsthethreesightingsofthemonster.Fromseveralsides:beginbysayingwhathappened,whereithappened,whowatched;desciberthemonsterorwhatthemonsterwaslike.Parttwolswhatotherpeoplethinkaboutitincludingscientists.PartthreelswhatisspecialaboutLakeTianchi.T:WhatshouldwelearnfromthisS:ThistextlsusthemonsterofLakeTianchi,anunexinedmysteryofthenaturalworld.Itmakesusfeelmoremysteriousaboutthenaturalworld.Ontheotherhand,wearestudentsStudyinghardisourinviolable(神圣的)responsibilityWeshouldtryourbesttodoitbetterinordertodevoteourselvestosearchingthenaturalworldinthefutureforthemankind.T:Youarequiteright.WestudyinordertomakeourworldmorebeautifulandmoreStepIVExDuringthisprocedureTeacherwillythetapeforstudents.Studentswillunderlinethedifficultsentences.Afterlisteningtothetape,Teacherwillexinthetextanddealwithlanguageproblems.Whileexiningthetext,TeacherwillaskstudentstorefertoNote1-7onPage106andlearntheT:Wehavelearnedthemainideaofthetext.Nowlet’sreadthetextcarefullyandpayattentiontosomedetails.Thistimewewilldealwithsomedifficultlanguagefocuses.NextIwillythetapeforyou.Afterlisteningtothepassage,Teacheraskssomeofthestudentstogivetheirdifficultsentences.T:Doyouhaveanyquestions?S:Inthefirstsentenceofthefirstparagraph,whatdoesbackinthenewsmeanT:Good,that’sagoodproblem.Ifsomethingisbackinginthenewsitisinthenewsagain.Areyouclear?Anyotherquestions?S:Idon’tunderstandthissentenceTheysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.T:Inthissentencebeunlikelytoexpressesimprobability.Wecanalsosaythatthelow-temperaturelakemaynot/isimpossibletosupportsuchlargelivingcreatures.InEnglishthereareotherstructurestoexpressPossibilityandimprobability.Showthefollowingtostudents,butdon’texinmore.Hemay/can...HemayHeisnotlikelytoIt’spossibleIt’sprobablethat...It’slikelythat...ItisunlikelyItisimpossiblythat...Sb/Sthislikelytodo...Itmay/mightbeabigfish.It’sunlikelytobeadinosaur.Thatsnakemaybedangerous./Itmightbedangerous.Mr.ChenmaybetoobusytocometoAli’sparty.HemaynothavetimetocometoAli’sManypeoplethinkthemonstermayberelatedtoNessie.Theythinktheremightbesimilarcreaturesinotherlakes.It’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonIt’spossibleMarywon’tbeabletogotoBogotáat=>MarymightnotbeabletogotoBogotáatChristmas.It’spossiblethatAligotlost.=>AlimighthavegottenIt’spossiblethatAlididn’tgotoMr.=>AlimightnothavegonetoMr.Yamamoto’s.T:Ok,somuchforlanguageexnations.StepVPost-Askthestudentstoworkinpairstocomparethethreesightingsofthemonster.Letthemdiscussthequestionaccordingtowhattheyhavelearntfromthetext.Afterthespokesmenineachgroupgivepossibleanswers,showthesuggestedanswersonthe .ThenchecktheanswerstoTask4.StepRecitethepassageand lthepassageinyourownPrepareforthenextclassoflisteningandTheSecondPeriodListening&Teachinggoalsmonster,adapt,disappear,climate,extinct,evolve,survive,meteorite,crater,galaxy,volcaniceruption,consonant,throwlighton,bebackinthenews,comestraighttothepoint,almostovernight,dieout,gofor,quitesomethingIthinkit’sthemostlikelyexnation.Wesawthemostfantasticcreature.AbilitygoalsEnablestudentstoask/answerthequestionsabouttheLakeTianchimonsterasajournalist.Enablestudentstolistenforspecificinformation:Howmanyexnationsforaregivenforthedisappearanceofthedinosaurs?HowarethepeopletalkingabouttheLochNessmonster?LearningabilitygoalsTeachstudentstolearnhowtoopenanin ctionbyelicitingaresponsebyaskingquestions.Teachstudentstolearnhowtoidentifydetailsthatsupportamainidea.Howtouseclues,contextandknowledgeofthewordtoworkoutthemeaningofanunknownword.Teachingimportant DothetwotasksofListening.Teachingdifficultpoints Dotherole-y.SaysomethingabouttheLochNessmonsterafterlistening.Teachingmethods Listeningtothetape(individuals).Pairsworkorcooperativelearning.Teachingaids教具准备Arecorder，aprojectorandaTeachingprocedures&waysStepIT:Goodmorning/afternoon,class!YesterdaywelearnedtheMonsterofLakeTianchi.Whocanrelthepassagewiththetargetlanguagewehavelearnt?S:Letmetry.ItisreportedthatthemonsterofLakeTianchiisbackinthenewsrecently.Thedirectorofalocaltouristofficesaidthatthemonsterwaslikeablackseal,whilealocalphotographerclaimedthatitsheadlookedlikeahorse.Oneofthesoldierswhowaswalkingalongthesideofthelakewatchedthecreatureswimmingforabouttwominutes.Hesaidthemonsterwasgreenish-blackandhadaroundheadwith10-centimetrehorns.Another whovisitedthelakewithhisfamilyclaimedtohaveseenaroundblackcreaturemovingquicklythroughthewaterclearly.Althoughnoonereallygotaclearlookatthemysteriouscreature,theirwordssoundedbelievable.Ithasbeenforalongtimebeforethemonsterisinthenewsagain.ManypeoplethinkthemonstermaybeadistantcousinoftheLochNessmonsterinScotlandandtheremightbesimilarcreaturesinotherlakesaroundtheword.However,thescientistsareskeptical.LakeTianchiistoospecialtosupportsuchlargelivingcreatures.T:Verygood.NowturntoPage54.Let’sreadtheinstructionsanddotherole-yinStepIITeachergivesthestudentssometimetopreparetheirrolesthenaskthemtoactoutinpairs.Sb:WherewereyouwhenyousawtheSa:WhenIsawthemonsterIwasattheverytopofthemountain.Sb:Whatwereyoungthereatthattime?Sa:Iwasvisitingthelake,thefamousLakeSb:Didonlyyouownoneseethemonsterwhenyouwereonthetopofthemountain?Sa:No.About200peopleonChangbai’swesternpeaksawit.Sb:WhatwerethemonsterngwhenyousawSa:Itwasswimmingonthesurfaceofthewaterormovingquicklythroughthewater.Andsometimesjumpedoutofthewater.Sb:CouldyouseeitclearlyandSa:Yes,Isawthemonsterclearlybecausetheweatherwasfineandthelakewascalm.Sb:Howmanymonstersdidyouseeatthattime?Sa:Duringaperiodofabout50minutes,Isawtheanimalsfivetimes.Sometimes20appearedatonetimeandsometimestherewasonlyoneortwoofthem.Sb:WhatwasthemonsterSa:Themonsterlookedlikeasealwitharoundhorsehead,whichhas10-centimetrehornsonit.Sb:Whatcolourwasit?Sa:Itwasgreenish-Sb:WhatdoyouthinkabouttheSa:IthinkthemonstermaybeadistantcousinoftheLochNessmonsterinScotland.Ortheymightbesimilarcreaturesinotherlakesaroundtheworld.Sb:Thanksforyourhelpofmyinterview.Bestwishestoyou.Sa:You’re e.Seeyounexttime.StepIIIListening1(▲ythetapeforstudents.Whilelistening,thestudentsshouldgraspthe andgetthemainidea.Afterlisteningtothetape,doTask1onPage55.Andchecktheanswerswiththewholeclass.Thenletthestudentstrytheirbesttorememberthesentences.▲Letstudentsanswerthequestionsaboutdinosaursinpairsaccordingtotheirknowledge.Thenlistentothefirstpartofaradiointerviewandchecktheiranswers.Task2&Task3.▲DoTask4~7.Firstlistentothesecondpartoftheinterview.AnswerthequestionHowmanyexnationsaregivenforthedisappearanceofthedinosaurs?Thenlistentothesecondpartagaintoidentifydetails.StepIVListening2(T:Nowlet’sturntoPage101.Let’sdothisListening.YouaregoingtohearpeopletalkingabouttheLochNessmonster.Iftimeisnotenough,youshouldletSsfinishitafterStepVT:Doyouknowthiswordelision?Elisionisalinguisticsword.Itmeansthepracticeofleavingasoundoutwhenyousayawordorgroupofwords,forexample,whenyousayitquicklyinordinaryconversation.NowpleasestudythesentencesonPage58andsaywhichconsonantsdisappear.StepDolisteningexercisesonTrytofindouttheuseofmayhave/mighthaveandthestructuresaboutexpressingpossibilityandimprobability.Teachinggoals

TheThird Learnthemodalverbsmayhave/mightAbilitygoalsEnablestudentstoexpresspossibilityinthepast.Enablestudentstoexpresspossibilityandimprobability.LearningabilitygoalsHelpstudentslearnhowtousemayhave/mighthave.Teachingimportantpoints教学重点Howtousethemodalverbsmayhave/mighthave.Teachingdifficultpoints教学难点Howtoexpresspossibilityandimprobability.Teachingmethods教学方法Exiningandpracticing.Teachingaids教具准备AprojectorandaTeachingprocedures&waysStepICheckExercise12-15on102.Showthepossibleanswersonthe.Aftershowingtheanswers,goontodealwiththegr T:Inthisclasswearegoingtolearnthegr r—howtoexpresspossibilityinthepast.Nowpleaselookatthescreen.Teachershowstheof mayhave/mightThedinosaursmayhavestoppedevolving,andbeenunabletoadapttochangesintheclimate.Theymighthavekilledeachother.StepII rexExinhowtousethemodalverbs—mayhave/mightT:Weusemayhave/mighthave(withthepastparticiple)totalkaboutsomethingwhichhappenedinthepast-perhaps.Askstudentstoreadthefollowingsentences(onthescreen).TeachergivessomenecessaryWhereisHemayhavegonetotheskatingrink.Iamnotsure.Shemay/might/couldhaveforgottenmyaddress.YoumighthavecaughtthefirstTheymay/might/couldhaveforgottenabouttheappointment.Thismighthavecuredyourcough,ifyouhadtakenit.Thisnewtoolmayrevealsecretswhichmightneverhavebeenlearnedbyothermethods.Theymayhavebeendiscussingtheproblemthismorning.TheymayhavebeenvisitingafilmHemaynothaveachievedallhisaims.Buthiseffortisagoodone.Youmay/mighthavereadaboutitinthepapers.Shemay/mighthavegonetotheTheymighthavederivedinspirationfromthesewords.Youmight/couldhavebeenmoreconsiderate.Youmight/couldhavemadegreaterprogress.Youmightatleasthaveansweredmyletter.Youreallymighthaveshownalittleconsiderationforme,注：may+have+ might+have+P.P.表示过去事情可能性的推测。所推测的可能性与实际情况相反，往往含AfterTeacher’sexnation,letstudentscompleteTask1andTask2.ThenletstudentsdoTask3inT:NowIwillasksomeofyoutothinkofsomemorereasonswhythedinosaursmighthavedisappeared.Usemayhave/mighthave.HereIgiveyousometimetoprepare.SampleanswerstoTask3onPageThedinosaursmighthavedisappearedbyvolcanicThedinosaursmayhavebeenkilledbyGreatThedinosaursmighthavebeenkilledbyavolcanicThedinosaursmayhavedisappearedbytoomuchfightingeachThedinosaursmighthavebeencausedtodieoutbecausetheyatethewrongThedinosaursmayhavebeencausedtodieoutbyahugeThedinosaursmayhavedisappearedbecausetheclimateStepIIIFUNCTIONonPageshowtheir first.ThenshowthestructuresaboutpossibilityandimprobabilityontheHeHemayHeisnotlikelytoIt’spossibleIt’sprobablethat...It’slikelythat...ItisunlikelyItisimpossiblythat...Sb/Sthislikelytodo...Itmay/mightbeabigfish.It’sunlikelytobeadinosaur.Thatsnakemay/mightbeMr.ChenmaybetoobusytocometoAli’sparty.HemaynothavetimetocometoAli’sparty.ManypeoplethinkthemonstermayberelatedtoNessie.Theythinktheremightbesimilarcreaturesinotherlakes.It’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonIt’spossibleMarywon’tbeabletogotoBogotáat=>MarymightnotbeabletogotoBogotáatChristmas.It’spossiblethatAligotlost.=>AlimighthavegottenIt’spossiblethatAlididn’tgotoMr.=>AlimightnothavegonetoMr.…ExamplesIt’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonMondays.It’spossiblethatMiguelwillforgetaboutExamplesIt’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonMondays.It’spossiblethatMiguelwillforgetaboutMarta.=>MiguelmightforgetaboutMarta.It’spossiblethatIhavechangeforaten-dollarImighthavechangeforaten-dollarIt’spossiblethatMartawon’tbeabletogotoBogotáatChristmas.=>MartamightnotbeabletogotoBogotáatChristmas.Changethesentencesasintheexample.UsemightormightIt’spossiblethatthephoneisoutofIt’spossiblethatMiguelwillimmigratetotheUnitedIt’spossiblethattherestauranthasaIt’spossiblethatwewon’tgoanywherethisIt’spossiblethatPauloisn’tattheofficeIt’spossiblethatyouhavetheIt’spossiblethatwewillseeMigueloffattheairport.It’spossiblethatthosepeoplearelost.ExamplesIt’spossiblethatAligotlost.=>Alimighthavegottenlost.It’spossiblethatAlididn’tgotoMrYamamoto’s.=>AlimightnothavegonetoMrYamamoto’s.UsemighthaveormightnothaveintheIt’spossiblethatMrNikzadupsetIt’spossiblethattheydidn’treceiveyourIt’spossiblethatheleftworkIt’spossiblethatthemailmanhasn’tcomeIt’spossiblethatPaulowasdelayedattheIt’spossiblethatthedoorwasn’tStepIVThisisagoodopportunityforthestudentstoconsolidatetheirknowledgeofgrrandfunction.YoushouldhelpthestudentstodoTask1—Task4on55.Askthemtopaymoreattentiontotheusageofmay/might.StepVThistimeletSsdotheGrronPage97andVocabularyon99inclass.Dothesetasksinpairs.Thenchecktheanswerswiththewholeclass.StepVIRememberandusethestructuremay/might+have+PracticetalkingaboutpossibilityandPreviewthepassagesonPage59andReadingonPage ExtensiveTeachinggoalsuniversal,dragon,fierce,destruction,generous,unpredictable,emperor,robe,reputation,border,positive,indicate,identity,myth,legend,alligator,fortune,remote,unexplored,extinct,coelacanth,previously,sturgeon,fin,swampy,swamp,serpent,current,dueto,besimilarto,aspeciesof,sofar culture,dragonsaregenerousandwise,althoughtheycanbeunpredictable.P59Themajorityoftheearth’soceansand...sotheremaybecreatureswhich...P99Someexpertssuggestthatpeoplemayreallyhaveseenlogspushedto...P100Butit’salsopossiblethatpeoplemayhaveinventedthestories...P100AbilitygoalsEnablestudentstolearnhowwesterndragonsaredifferentfrom Enablestudentstodescribemoreothermonstersitmentions.LearningabilitygoalsTeachstudentslearnhowtomastermorewordsaboutthetopicwords.Teachingimportantpoints教学重点Letstudents lhowwesterndragonsaredifferentfrom Teachingdifficultpoints教学难点Howtowritealegend/myth/monsterandsendittotheweb.Teachingmethods教学方法Reading,speakingandtalkinginpairs.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepILead-TeacherhelpsstudentslearnthepassageTheUniversalTIthinkyoumustknowthisEnglishwordDragon.Buthaveyoueverseenarealdragon?NooneYes,thedragondoesn’tactuallyexist,that’squitesomething.Itisjustasymboloftotem(图腾),totemismofthehumanbeings.Whatdoesadragonlooklikeinthelegend?S:Thedragonofancientdateyedaprominentpartinearlyromance,thoughlittleusedinEnglishheraldry.Heisusuallydepictedwithfourlegsandwings,alongbarbedtail,usuallyknotted,andabodyprotectedbyscales.Whenthedragonisdrawnwithoutwingsheiscalledablindworm;withoutfeet,aserpent;whenhehangsbythehead,itrepresentsaconquereddragon.T:Canyousayanythingelseabout isadevelocountrylikeagiantflyingdragon.S2:Weareallthefuturegenerationsofthedragon.S3:Likeamassivesleedragon,theGreatWallsnakesacross’slandscape,risingandfallingwiththecontoursofthecountryside.TeachershowsapictureontheT:Whatarethe peopleeverywherehavebeencelebratingtheDragonBoatFestival,otherwiseknownasT:WhatarethetwomajorfeaturesonS:Andthetwomajorfeaturesmarkedthespecialdayin areZongzianddragonboatraces.T:WhataboutDuanwu?S:ThisisafestivaltorememberagreatpatrioticpoetQuYuan.MrChenbutIdon’tknowwhypeopleeatZongziandhaveadragonboatracing.T:Whocangivehertheanswer?None!Allright.Letmelyouaboutit.Zongzi,rice-and-meatparcelswrappedinbambooleaves,usedtobedroppedinriverstorememberthegreatpatrioticpoetQuYuanwhodrownedhimselfbackin278BC.Peoplehopedthefishwouldeatthetemptingofferings,insteadofQu’sbody.Today,however, sticktoeatingthedeliciouspackagesthemselves.Anotherspecialityofthedayisdragonboatracing. traditionallyusedthegarishboatstoscareawaytheriver’sdragonandprotectQuYuan’sbody.Today,ithas eaninternationalsportingevent.Lastyearineast ’sJiangsuProvincemorethan400employeesfromoverseascompaniesinNanjingtookpartinadragonboatrace.Butdoyouknow,mydearfriends,thatinthewestculture,dragonshaveadifferentreputation.NowpleaseopenyourbookstoPage59.HereIgiveyousometimetolookthroughthepassageandthenanswermyquestion.StepIICulturalBeforereadingthepassage,askthestudentstoreadthetwoquestionsonthetop.AfterawhileTeacheraskssomequestions.T:JustonlythetalkaboutS:Dragonscanbefriendlyorfierce,theycanbringgoodluckorcausedeathanddestruction,butonethingissure—peopletalkaboutthemalmosteveryintheworld.T:HowaboutdragonsinS:Dragonsaregenerousandwise,althoughtheycanbeT:Wasthedragoncloselyconnectedtotheroyalfamily?lmesomethingaboutS:Theemperor’srobeshaveasymbolofagolddragonwithfiveclaws.Othermembersoftheroyalfamilywereallowedtoweardragonsymbols,too,butwithfewerclawsandadifferentcolour.T:If wasbornintheyearofthedragon,whatishe/sheS:Accordingtopopularbelief,he/sheisinligent,brave,andanaturalT:Howmanyofuswerebornintheyearofdragoninourclass.OK!Youareallgreat!Butinthewest,dragonshadadifferentreputation.DoyouknowanythingaboutBeowulf?S:ThisistheAnglo-Saxonpoem,whichlsthestoryaScandinavianhero,Beowulf,whofightsandkillsadangerousdragonbutishimselfkilledinthefight.T:WhatdoesthereddragonwhichappearsontheWelshflagmeaninWales?S:Itisapositivesymbol,indicatingstrengthandasenseofnationalidentity.T:Whyshouldthedragonhaveadifferentcharacterindifferentpartsoftheworld?S1:Peoplethinkitisduetotheanimalsthemythsgrewoutof.S2:Itissomeexpertswhobelieveit.Inthewest,theideaofthedragonprobablycamefromthesnake.Peoplehatedandwereafraidofi