必修四Module 6教學(xué)設(shè)計

附件二（2）：教學(xué)設(shè)計模板必修四Module6教學(xué)設(shè)計課程名稱Module6UnexplainedMysteriesoftheNaturalWorld課時5學(xué)段學(xué)科高中學(xué)段高二教材版本外研社作者孔凡東學(xué)校哈11中一、教學(xué)目標(biāo)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。二、教學(xué)重難點1.教學(xué)重點掌握一些和自然及動植物有關(guān)的詞匯。學(xué)習(xí)情態(tài)動詞表猜測的用法。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。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。三、學(xué)情分析通過學(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(dá)描述自然現(xiàn)象。四、教學(xué)方法展示法，情景表演，討論等五、教學(xué)過程Period1Introduction,SpeakingTeachingGoals:1.ToarouseSs’interestinlearningaboutmysteriousthings.2.TogetSstolearnsomewordstodescribemysteriesofthenature.3.TogetSstoknowanddescribesomemysteriousthingsinnature.TeachingProcedures:Step1.Introduction1.AskSstolookatthefourpicturesonpage51andgivesomedescriptionsintheirownwords.Foryourreference:①Alargefootwhichlookslikeagiant’s.Itissimilartoourhumanbeing’sbutmuchbiggerthanit.Strangelyithasonlyfourtoes.②Ahugemonsterlikeagorilla,butlookstallerandstrongerthanagorilla.YoumayfindthesamecreatureinthefilmKingKong.③AkindofanimallikeahugedragoninancientChineselegend.Itlivesinthewater.④Aterriblecreaturewithlonggreyhairandface.Ithaslongclawsinsteadofhands.2.LetSsreadthefourparagraphsandmatchthemwiththepictures.3.AskSstoreadthroughthewordsinActivity2onpage51individually.Makesuretheyunderstandthemeaningsofthewords.Thenletthemdotheactivityandchecktheanswersinpairs.Step2.Speaking1.AskSstosupposetheyareinterviewedbyajournalisttodescribesomethingaboutthemonsterstheysaw.Askthemtodotherole-playinpairs.Oneactstheinterviewerandtheotheractstheinterviewee.AskthemtodescribethefourcreaturesinActivity1ofIntroductiononebyoneaccordingtheinformationshowedintheintroduction.ShowSstwoexamplestoguidethem.Example(1):StudentA:WhereandwhenyousawtheBigfoot?StudentB:Iwascuttingthefirewoodinthemountainousforeststhatevening.About6o’clock,whenIwantedtogohome,itappearedinthewoods20yardsfromme.

StudentA:Whatisitlike?StudentB:Itlookslikeaverylargemonkey—tallandhairywithbigarmsandlegs.StudentA:Didyoufeelfrightenedthen?StudentB:Yes,very.Ithoughtitwouldattackme.Iwasfrightenedtodeath.…Example(2)StudentA:CanyoudescribethescenewhenyoumetthemonsterlikeTheYeti?StudentB:yeah.It’sabouttwometerstallandhaspowerfularmsandlegs.Itsheadisverybiganditseyesopenedwide.Itapproachedmeslowlyasifitwantedtoattackme.IwasveryfrightenedbutIdidn’tdaretocryforhelp…StudentA:It’sreallyexcitingandrisky.Butwhathappenedlast?StudentB:….2.AskSstosaytheimaginarycreaturesandsceneindetailsaccordingtothedialoguetheymade.Foryourreference:(1)ItwillattackanyonewhogoesclosetoitwhentheYetigetsangry.(2)TheBigfootlookslikeaverylargemonkey–tallandhairywithbigarmsandlegs.(3)TheGreymanlivesonmountainsinScotland.(4)TheLochNessMonsterhasasmallheadandalongtailandsomepeoplebelieveitisadinosaurStep3.Homework1.AskSstorevisethepassagesintheIntroduction.2.AskSstopractisemakingdialoguetosaythemonsters.. 3.AskSstopreviewReadingandVocabularyinthemodule.Period2ReadingandVocabulary,WritingTeachingGoals:1.ToletSsmasterhowtogetusefulinformationfromapassage.2.ToletSsmastersomewordsandphrases.3.TogetSstotalksomethingaboutamonster.4.TohelpSswriteastoryaboutanothermonster.TeachingProcedures:Step1.Leading-in1.ShowfourpicturesandaskSstosaysomethingabouttheLakeTianchiandthemonster.2.LetSsreportedtheirdiscussionstotheclassandcollectthem.Thengiveasimpleintroductiontoleadinthereading.Foryourreference:LakeTianchiislocatedinthenorth-easternJilinprovinceneartheborderofNorthKorea,inChina.Thelakeis1,243feetdeepandhashadsomevolcanicactivityinthelast300years.TianchiishonouredasthedeepestmountainlakeandthelargestcraterlakeinChina.Therehavebeenmorethan30reportedsightingsbytouristsfromhomeandabroadoverthepast20years.Theysaidthattheysawthegreatmonsterinthelake.Therearequiteafewpicturesandvideosofthiscreature,butnoneisclearenoughtogiveagoodappearanceofit.Somepersonsmadethepicturewithcomputerimagesofitbasedoninterviews.Someonedrewapicturetoshowitsshape,butitremainsunconfirmed.Step3.Reading1.FastreadingAskSstoreadthebeginningofthepassageandfinishActivity1onpage52tochoosewhereitcomesfrom.2.Intensivereading(1)AskSstoreadthefirstparagraphquicklyandanswerthetwoquestions.①Accordingtothetext,whatdidthemonsterlooklike?②Howmanypeoplesawit?SuggestedAnswers:①Blackincolor;jumpedlikeaseal;itsheadlookedlikeahorse.②About200.(2)AskSstoreadthesecondparagraphandanswerthequestions:①Whoelsesawtheanimal?②Whatweretheydoing?③Whatdiditlooklike?SuggestedAnswers:①Agroupofsoldiers②Theywerewalkingalongthesideofthelake.③Itwasgreenish-blackandhadaroundheadwith10cmhorns.(3)AskSstoreadthethirdandfourthparagraphandanswerthequestions.①WhatdidLiXiaohesee?②Whycouldtheyseetheanimalclearly?③HowlongwasthehistoryofreportsofmonstersinLakeTianchi?④Whatdomanypeoplethink?⑤Whatdothescientiststhink?SuggestedAnswers:①Aroundblackcreaturemovingquicklythroughthewater.After300or400metersitdivedintothewater.②Theweatherwasfineandthelakewascalm.③Sincethebeginningofthelastcentury.④ThemonstermaybeadistantcousinoftheLochNessmonsterinScotlandandtheremightbesimilarcreaturesinotherlakesaroundtheworld.⑤Thelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.(4)AskSstoreadthelastparagraphandgivethefollowinginformationaboutLakeTianchi:Height:①Area:②Depth:③SuggestedAnswers:①2189m②10km2③370mdeepinsomeplaces4.Post-readingAskSstodoActivity4onpage53.Thenchecktheiranswers.Step4.LanguagePoints1.AskSstodiscusstheimportantanddifficultlanguagepointsingroups.Thengivetemsomeexplanation.(1)Itoftengetsangryandwillattackanyonewhogoesclosetoit.它經(jīng)常生氣，會襲擊靠近它的任何人.attackvt&vi襲擊①Agirlwasattackedandrobbedbytwostrongmen.②Theenemyattackedduringthenight.※【拓展】◆attackvt抨擊attacksb/sthforsth為某事抨擊某人。如：Hewasattackedforhiscorruption.◆attacknlaunch/makeanattack(onsb/sth)攻擊某人或者某物。如：Theylaunchedanattackonracism.(2)movingquicklythroughthewater.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）如：①Idon’tclaimtobeanexpert.②Heclaimedheshouldbegivenafaireropportunity.※【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.(3)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。如：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.◆vt報道Thereportersarecoveringthefireforanewspaper.(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……如：You’relikelytocatchacoldifyougooutnow.※【拓展】It’slikelythat…有可能……It’slikelythathewillbelate.=Heislikelytobelate.2.AskSstofilltheblanksofthesummaryaccordingtothepassage.The“Monster”ofLakeTianchi,thehighest__(1)__lakeintheworld,is__(2)__afterseveralrecentsightings.Butnoonehasevergotaclearlookatthe__(3)__creature.Inonesighting,asis__(4)__bythedirectorofalocaltouristoffice,itisblackand__(5)__thewaterlikeaseal.Inanotherrecentsighting,agroupofsoldierswatchedit__(6)__forabout2minutes.Athirdreportcamefromafamilywho__(7)__to__(8)__aroundblackcreature__(9)__quicklythroughthewaterandthen__(10)__thewater.Manypeoplethinkthemonstermaybea__(11)__cousinoftheLochNessmonsterinScotland.Scientists,however,are__(12)__,becausethelow-temperaturelakeis__(13)__tobeableto__(14)__suchalarge__(15)__creature.SuggestedAnswers:(1)volcanic(2)backinthenews(3)mysterious(4)claimed (5)jumpedoutof(6)swimming(7)claimed (8)haveseen (9)moving (10)divinginto(11)distant (12)sceptical(13)unlikely(14)support(15)livingStep5.Writing1.AskSstoreadthepassageonpage52andanswerthequestionsinActivity1onpage57.2.AskSstowriteapassageusingthewordsandsentencesinActivity1.Onepossiblevision:IliveinasmalltownatthefootoftheChangbaiMountainsinJilinProvince.AbeautifullakecalledTianchiislocatednearthetown.MyfamilyandIoftengotheretoenjoyitsbeauty.Wealwaysheardsomereportsdescribingthemonsterinthelake.Itissaidtohaveawhiteringaroundthebottomofitsneck,andtherestofitsskinisgreyandsmooth.Iameagertoseeitmyself,butIneverhadthechance.Recentlyseveralgroupsofpeople,includingoneofmyfriends,sawthe“monster”.Someofthemsaidthatithadaroundheadandbodywith10-cmhornsonthehead,whileotherssaidithadahorse’shead.Myfriendtoldmethatitwaslikeadragonaboutthelenghofaboat,swimminginthewater.Ialwaysthoughtthemonsterhadbeendistinctlongagobecauseoftheweatherorlackoflargefoodsupply.Buthearingtheirvividdescription,Ireallywanttoseeitinfuture.Step6.Homework1.AskSstofinishReadingexercisesintheWorkbookonpages99~101.2.AskSstopreparefortheListeningclass.Period3ListeningandVocabulary,Pronunciation,EverydayEnglishTeachingGoals:1.ToenableSstoknowsomeskillsoflistening.2.Tostudysomedailyexpressions.3.Tolearntheintonationinexclamations.TeachingProcedures:Step1.RevisionChecktheanswerstotheReadingexercisesintheWorkbook.Step2.Vocabularystudy1.AskSstomatchthewordswiththeirdefinitions.(1)dinosaur (a)Abowl-shapeddepressionatthemouthofavolcanoorgeyser(2)carnivore (b)alargeextinctreptilelivingonearthever.(3)meteorite(c)astonyormetallicmassthathasfallentotheearth'ssurfacefromouterspace(4)mammal (d)theactorprocessofradiating(5)radiation (e)Aflesh-eatinganimal(6)galaxy (f)awarm-bloodedmilk-producinganimallikehumanbeing(7)crater (g)Asudden,oftenviolentoutburst(8)eruption(h)numerousstars,gas,anddust containinglargeamountofsolarmassesSuggestedAnswers:(1)b (2)e (3)c(4)f(5)d (6)h (7)a(8)g2.LetSsdoActivity1onpage55andchecktheanswers.Step3.Listening.1.Pre-listening.TellSstheywillhearapassageaboutdinosaurs.LetthemdoActivity2onpage56toguesssomeimportantinformationabouttheextinctanimal.2.While-listening(1)AskSstolistentothefirstpartandchecktheanswerstoActivity2onpage56(2)AskSstolistentothefirstpartagainandfillthemissingwordsinthelisteningpassageGoodafternoon,andwelcometothisweek’s①ofMysteriesofNature.Today’stopicisa②oneit’s③,thosestrangecreatureswhich④theearthfornolessthantwohundredmillionyears,someofthemwere⑤eaters,otherswereliketheinfamousTyrannosaurusRex,carnivoreswholivedoffmeatandwho⑥themorepeacefulplant⑦dinosaurs.Notalldinosaurswerebigsomewerethe⑧ofchickens,andinfactthe⑨t(yī)hingstodinosaurslivingtodayareactuallybirds.Butthe⑩wearegoingtotalkabouttodayiswhythedinosaurssuddenly__(11)__exactly66millionyearago,andto__(12)__lightonthesubjectwe’veinvitedoneoftheworld’sforemost__(13)__onthesubject,fromthePittRiversMuseuminOxford,DrRogerBinfield.SuggestedAnswers:①edition②big③dinosaurs④ruled⑤plant⑥attacked⑦eating⑧size⑨closest⑩mystery(11)disappeared(12)throw(13)experts AskSstorunthroughthewordsunderthepicturesinActivity5onpage56.Makesuretheyunderstandthemall.ThenletSstolistentothesecondpartanddoActivity5.Playthetapeagain,haveSsdoActivity4and6.Iftheydon’tunderstandwell,playthetapeagain.3.Post-listeningAskSstoworkinpairsanddiscusswhichtheorytheythinkismostlikelyandwhy.Step4.Pronunciation?Consonantsdisappearing1.ShowthesentencesinthePronunciationActivity1onthescreenandaskSstoreadthemout.(1)I’llcomestraighttothepoint.(2)Themostwidelyacceptedtheory.(3)Ithinkit’sthemostlikelyexplanation.2.AskSstolistentothetape.Letthempayattentiontotheelides.Givethemtherightpronunciation.3.AskSstolistentothesentencesinActivity2andrepeattheelides.Thenaskthemtopractisemore.Step5.EverydayEnglishAskSstochoosethecorrectanswerstoEverydayEnglishexercisesandtrytograspthemeaningoftheseexpressionsonpage58.Step6.Homework1.AskSstofinishVocabularyexercisesintheWorkbookonpages98~99.2.AskSstopreviewGrammarandFunction.Period4Function,GrammarTeachingGoals:1.ToenableSstoknowaboutthewaytoexpresspossibilityandimprobability.2.ToenableSstomastertheusageof“may”,“might”,and“l(fā)ikely”.3.TohelpSslearnhowtousemodalverbs“may”and“might”toexpressconjecture.TeachingProcedures:Step1.RevisionChecktheanswerstotheVocabularyexercisesintheWorkbook.Step2.Function1.AskSstodoActivity1onpage54andcallbacktheanswers.Thengivethemthecorrectanswers.2.AskSstoidentifythecreaturesinthepicturesinActivity4onpage55,byusing“may”or“might”.Arousetheirinterestintalkingaboutpossibility.3.AskSstodoActivity2onpage54individually.Thenchecktheiranswers.Step3.Grammar1.Leading-inAskSstoworkingroupsanddiscussthequestioninActivity1ofGrammaronpage57.Thengivethemtherightanswer.2.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.Hemaynothavepaidforthebill,becausehehadlosthisjob.(2)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mightnothavedone。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.Youcan’thaveseenherinherofficelastFriday;she’sbeenoutoftownfortwoweeks.3.PracticeAskSstodoActivity2onpage57.Thencallbacktheanswersandcorrectthem.4.SupplementsExplainhowtousemodalverbstotalkaboutsomethingwhichhappenedatpresent—perhaps.(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.5.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。(3)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:(1)Theymayhavemissedtheplane.(2)Let’shurry!Theymaybewaitingforusattheairport.(3)Tomisanhonestboy.Hemaytellhisfatheraboutthetruththisevening.(4)Hecametoseemefiveyearsago.Hemightfindmyhousewithoutanydifficulty.Step4.Homework1.AskSstoreviewGrammar.2.AskSstofinishGrammarexercisesintheWorkbookpages97~98.Period5CulturalCorner,task,ModuleFileTeachingGoals:1.ToarouseSs’interestinlearningthedifferencesofthedragonindifferentcountries.2.TomakeSsdevelopthepatrioticfeeling.3.ToletSslearnhowtowriteamysteryofChina.4.TohelpSsreviewwhatwehavelearntinthismodule;TeachingProcedures:Step1.RevisionChecktheworkbookgrammarexercisesonpages97~98.Step2.CulturalCorner1.ShowtwopicturesofChinesedragonandwesterndragon.AskSstowokingroupsanddiscussthedifferencesandtellsomethingaboutthem.Foryourreference:Westerndragonsweretypicallybadcreatureswhichhadtobekilled.ButinChinatheyweregenerousandwise,andassociatedwiththeroyalfamilytoshowpowerandstrength.2.AskSstoreadthepassageandfillintheblanksbyusingthekeywordsfromthepassage.Peopletalkabout(1)almosteverywhereintheworldbuthave_(2)_opinions.In_(3)_culture,dragonsaregenerousand_(4)_.Thedragonwasclosely_(5)_totheroyalfamily.Accordingtopopularbelief,_(6)_youwerebornintheyearofthedragon,youare_(7)_,braveandanaturalleader.Butinthewest,mostpeoplethink_(8)_ofthedragon.ItissaidthatinanoldEnglishstoryamankillsa_(9)_dragonandthemaniscalledbypeoplea_(10)_.Thereason_(11)_westernersdislikedragonsisthattheideaofthedragoncamefromthe_(12)_,ananimalwhichpeople_(13)_andwereafraidof.ButtheideaofthedragoninChinacamefromalligator,ananimalwhichisagood_(14)_foragriculture,sotheChinesepeoplethinkdragonscanbringgood_(15)_tothem.SuggestedAnswers:(1)dragons(2)different(3)Chinese(4)wise(5)connected(6)