高中英语新课标外研版必修4教案 period1 introduction（module6 unexplained mysteries of the natural world）

Module 6Unexplained Mysteries of the Natural WorldBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This ModuleThe topic of this module is “Unexplained Mysteries of the Natural World”.Related information is introduced through reading and listening.The reading part gives a brief introduction of The Monster of Lake Tianchi while the listening part shows how dinosaurs disappeared.The vocabulary,sentence patterns,grammar,the main content of the context as well as the students activities such as listening,speaking,reading and writing and so on all develop around this topic.The teacher can design and organize such activities as organizing students to search for more information about mysteries of natural world.IntroductionThis part is made up of two activities,the first of which introduce pictures of four different mysterious monsters as well as the relative descriptions about them.And Activity 2 presents some vocabulary based on the descriptions above,which not only is of great help to the students but also lays foundation for the central theme of this module.Reading and VocabularyThis passage gives a brief introduction of The Monster of Lake Tianchi.Through the study of this part,the students are demanded:(1) to guess where the passage comes from (tour guide,dictionary,newspaper as well as scientific magazines) by reading the beginning paragraph;(2) to master the main information of this passage;(3) to correctly understand the new words according to the context.And four exercises concerning the content and vocabulary of the passage are designed.By doing these exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage.SpeakingIn this part the students work in pairs to perform a role-play game in the form of carrying out an interview,in which they can get a chance to practice asking and answering.One plays the role of an interviewer and asks his partner for some information concerning the monster appeared in Lake Tianchi,the other gives relative replies.So this part consolidates the reading comprehension as well as the vocabulary.FunctionThe function of this module is about “possibility and improbability”.Students are demanded to master how to express possibility and improbability when they are not sure about something.This part contains four activities.In Activity 1 the students need to look at three sentences from the reading passage and try their best to learn the words as well as phrases that can be used to describe possible or impossible situations in the sentences.Meanwhile this activity also lays a good foundation for Activity 2.Activity 2 practices expressing the uncertain situations through the use of words and phrases just learned in Activity 1.In the third activity there are six sentences concerning the monster in Lake Tianchi.The students need to choose what they agree with.The last activity is based on the first three activities.The students are required to identity the creatures using may or might.Deeply speaking,these activities both develop and improve students language skills and increases and broaden their natural world knowledge.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening:the mysteries of the natural worlddinosaurs.It is made up of seven activities.In Activity 1 students are demanded to learn the given words.It leads students to Activity 2.Meanwhile these words are closely connected to the theme of this module.Activity 2 shows the students four sentences which provide main information of the listening material and help them have a knowledge of dinosaurs life.Both Activity 3 and 4 are based on Activity 1 and 2.Through Activity 3,students need to catch the main idea and choose the right answers.If we see Activity 3 as trunk of a big tree,Activity 4 will be branches.That is to say,Activity 4 requires students to listen carefully and understand the interview fully and deeply in order to catch as many details as possible and prepare for the following three activities.Maybe they need to pay much attention to how to carry out an interview and give response correctly.So this helps students practice what they learned in speaking part.GrammarThis part introduces two ways of expressing the possibility in the past around which three activities are designed.Through Activity 1 the students can have a knowledge of the situation the two ways describes.And Activity 2 will help students practice and consolidate what they have learned in Activity 1.The last activity is to give the students a chance to discuss freely and raise their cooperation.WritingThe main content of this part is to make up a story about another monster and three activities are provided to help students write well.Activity 1 reviews the reading passage by answering four questions and is a prewriting activity to writing part.Activity 2 offers a good opportunity for students to be fully creative and imaginative.It,as well as Activity 1,offers the necessary precondition to Activity 3.Based on the two activities above,students are required to write an article for an English newspaper in Activity 3,which consolidates what they have just learned above.PronunciationThis part shows that sometimes consonants disappear in some situations.There are two activities designed in this part,both of which are linked with listening.In the first activity students need to listen to three sentences and judge which consonants disappear.During the course of listening students are required to listen carefully.Activity 2 supplies students a good chance to practice what they just learned.In this way,students can not only improve their pronunciation accuracy but also practice their listening skill.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life.Meanwhile,they can also improve students oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries,which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing what dragon symbolizes in different countries and why,so it easily interests the students.At the same time,it could broaden the students cultural background knowledge and raise their awareness of foreign culture.TaskThe task of this module is “writing a mystery for visitors to China”.It requires students to make a discussion with their classmates and make a list of various unexplained mysteries in China to write about.And then they had better write a short paragraph on each mystery to show visitors what they could see,hear or even feel.But the studentsd better use may have,might have or be likely to do as well as useful words and expressions learned,which makes sure that students go over what they have learned in Reading and Grammar part.Finally work in groups to introduce what they write to each other.Maybe this way raises their awareness of cooperation.Module File This part is a summary of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1:IntroductionPeriod 2:Reading and VocabularyPeriod 3:Speaking;FunctionPeriod 4:Listening and Vocabulary;GrammarPeriod 5:Writing;Pronunciation;Everyday English Period 6:Cultural Corner;Task;Module File Period 1IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to monsters.In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures.Some performances may be of great help in leading in this part.The task of Activity 2 is to learn some words appeared 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.And then several pairs or groups need to act out their dialogue.Teaching Important PointsMaster some words,phrases and useful expressions describing monsters of the natural world.Improve the students speaking ability by talking,discussing,making up and acting out dialogues.Teaching Difficult PointsHow to encourage students to take an active part in the discussion and speaking activities.How to improve the students speaking ability.Teaching MethodsIndividual work,pair work or group work to make every student participate in class.Reading and matching activity to help the students have a good understanding of the four short articles.Teaching AidsMultimediaA blackboardThree Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words,phrases and useful expressions.Encourage the students to know how to describe monsters of the natural world.Make sure the students use simple English to discuss the monsters of the natural world and express what they mean.Process and StrategiesTrain the students speaking ability through individual,pair work and group work.Train the students cooperation skills through discussion and matching exercise.Feelings and ValueDeepen the students correct understanding of what their partner really mean and make a response.Have the students know about some monsters existing in the natural world and broaden their cultural background knowledge.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,sir!T:In last module we have learned something about a trip along the Three Gorges.Today we are going to learn something about unexplained mysteries of the natural world.T:(The teacher shows a pile of pictures of physical contacts.) Here are several pictures.Are you clear what they are about? Do you know how to express them in English? Now discuss and guess them in pairs or groups.In a few minutes,Ill ask some students to talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joins them.A few minutes later,the teacher says the following.)T:Are you ready? Who can give us a talk about the first picture? Any volunteer?S:Let me have a try.I think this is a big foot of a huge man in the first picture .T:Maybe.Any different opinion?S:I dont agree with you.In my opinion,it is a big foot of a mysterious monster.T:You are right.What about the second 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.Any different opinion? Volunteer? Go on.S:Let me have a try.There is a monkey which is standing up there.T:Completely true.Meanwhile,your pronunciation is very beautiful and fluent.Another one? Describe the next picture.Who wants to grasp this chance?S:Me.(A boy raises his hand.) I think of it as a Chinese dragon.T:Just guessed,right? Who has a different idea?S:In my opinion,it is the Loch Ness Monster.T:Well done.You must have previewed this module,right? S:Yes.T:Hard-working guy!You will make greater progress if you continue like this.Who wants to talk about the last one?S:I could only see long hair and claws but cant guess what it is.T:Good guessing.Thanks anyway.So much for this part.Lets go to the next part.Step 2 Match descriptions with the picturesT:Just now we have discussed some pictures concerning wild like things.Now open your books and turn to Page 51.Read these the following four short descriptions about what we just discussed and then match them with the pictures above.(The students read them carefully.)T:Are you ready?Ss:Yes.T:Which picture do you match the first description with? Ss:Picture b.T:Right.No.2?Ss:Picture a.T:Are you sure of it? Ss:Yeah.T:Good job.What about the next description? Ss:Picture d.T:Well done.The last one?Ss:Picture c.Step 3 Word studyT:Excellent.You are all right.Having finished this exercise,you read these four descriptions again.At the same time,underline the new words and phrases that you dont know.Then work in pairs to guess their meaning in the sentences according to the context.Are you clear?Ss:Yes.(The teacher gives a few minutes for the students to work them out.)T:Ready now? Ss:Yeah.T:Maybe you have further understood what you read,but perhaps you still have some difficulty in working them all out,right? Ss:You are right.T:In order to deepen your understanding them and help you use these words freely,lets do another exercise.Now I divide you into four groupsGroup a,Group b,Group c and Group d.Each group tries your best to match the following words and their English definitions as quickly as possible and then sends a representative to write them on the blackboard.The more quickly and correctly the group works them out,the better.Now 5 minutes for you to prepare.You can also refer to your dictionary.T:(Five minutes later) Are you ready? Ss:Yeah.Write your answers on the blackboard.(Representatives of each group go to the blackboard and write their answers and then goes back one after one.)T:OK.Now look at the blackboard and see if their answers are correct.Well,what they write are all correct,so we could only see who writes the first and leaves the first.Then his group will be winner.(During this course,if new words appear,the teacher should explain them and lead the reading or ask a student who knows them to give an explanation.)Ss:Group c.T:Good enough.Here,I am announcing the winner in this activityIt is Group c.Congratulations.Step 4 RetellingT:Stop here.Another interesting exercise for you.Continue our group work.Each group chooses one of the four monsters we discussed above.Each describes it in your own words with looking at your books for reference.But you can refer to the following chart.(The teacher shows the chart on the screen.)CREATUREDESCRIPTIONthe Yetithe 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 performances.Thats all for this activity.Follow me to the next part.Step 5 Summary and homeworkIn this class weve mainly learned something about mysterious monsters of natural world by speaking and discussion,so weve got more information about mysterious monsters and our speaking ability has been improved.At the same time,we have learnt some words,such as attack,claw,creature and hairy concerning with mysterious monsters.(The teacher writes them on the blackboard.) You should remember them and learn to use them.After class,try to collect more information about unexplained mysteries of natural world and prepare for next partReading and vocabulary.Thats all for today.Goodbye,everyone!Ss:Goodbye,Mr./Mrs.The Design of the Writing on the BlackboardModule 6Unexplained Mysteries of Natural WorldThe first periodmonsterspirittail attackclawcreature dinosaurfootprinthairyRecord after Teaching_Activities and Research1.Encourage the students to collect more body languages in different countries.2.Make the students debate with each other.Reference for TeachingLanguage Pointsattack vt.vi.攻击;疾病发作,侵袭n.攻击;疾病发作The enemy attacked during the night.敌人在夜间发动攻击。The disease attacked his bones.病患已侵袭了他的骨骼。The famous master swimmer had an attack of cramp and had to give up the contest.那个著名的游泳健将突然抽筋,不得不退出比赛。As soon as he arrived at the workshop,the technician attacked the difficulties at once.技术员一到车间就立即干劲十足地着手解决困难。attack还有”侵袭;伤害”“开始处理（某事）”的意思。a heart attack 心脏病发作 make an attack on/upon.对发动进攻Background InformationCrop CirclesCrop Circles-formations,usually found in grain crops,where the crop has been mysteriously found laid flat,in patterns,that did not exist in daylight the previous day.Although thought by many to be a phenomena of the 20th Century,crop circles and formations have been around for a very long time,and records even date back well before the invention of the camera. The recorded incidence of crop circles in more modern times seems to have started in the early 20th century,with a gradual increase in numbers through to a marked increase in the 1960s,leading to a quite dramatic upturn in the 1990s.At least 190 formations were discovered and documented in 1999,perhaps an omen for what is to come in the new millennium.There are many who are under the impression that crop circles are only indigenous to the U.K.Sure,they are more prevalent here than elsewhere in the world,but there are countless examples