高中英语新课标外研版必修4教案Period1introductionModule6UnexplainedMysteriesoftheNaturalWor

1、Module 6 Unexplained Mysteries of the Natural World Brief Statements Based on This Module The Analysis of Teaching Contents in This Module The topic of this module is “Unexplained Mysteries of the Natural World”.Related information is introduced through reading and listening.The reading part gives a

2、 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 studentsactivities such as listening,speaking,reading and writing and so on all develop around this topi

3、c.The teacher can design and organize such activities as organizing students to search for more information about mysteries of natural world.Introduction This part is made up of two activities,the first of which introduce pictures of four different mysterious monsters as well as the relative descrip

4、tions 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 Vocabulary This passage gives a brief introduction of The Monster of Lake Tianchi.Through

5、 the study of this part,the students are demanded:1 to guess where the passage comes from tour guide,dictionary,newspaper as 1 / 18 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 th

6、e 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.Speaking In this part the students work in pai

7、rs 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 t

8、his part consolidates the reading comprehension as well as the vocabulary.Function The 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 activit

9、ies.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

10、 2 practices expressing the 2 / 18 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

11、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 Vocabulary This part brings in both the content closely concernin

12、g 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 mod

13、ule.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 se

14、e 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 atten

15、tion to how to carry out an interview and give 3 / 18 response correctly.So this helps students practice what they learned in speaking part.Grammar This part introduces two ways of expressing the possibility in the past around which three activities are designed.Through Activity 1 the students can h

16、ave 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.Writing The main content of this part is to make up

17、 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 we

18、ll 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.Pronunciation This part shows that sometimes consonants disappear i

19、n some situations.There are two activities designed in this part,both of which are 4 / 18 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 su

20、pplies 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 English This part is mainly about four daily expressions in English which are designed to help students understand

21、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 to

22、pic of this module.Cultural Corner This 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 studentscultural background knowledge and raise their awareness of foreign culture.Task The

23、 task of this module is “ writing a mystery for visitors to China”.It requires students to make a discussion with their classmates and 5 / 18 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 th

24、ey could see,hear or even feel.But the students d 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 ot

25、her.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

26、some exercises.Six periods for teaching Period 1:Introduction Period 2:Reading and Vocabulary Period 3:Speaking;Function Period 4:Listening and Vocabulary;Grammar Period 5:Writing;Pronunciation;Everyday English Period 6:Cultural Corner;Task;Module File Period 1 Introduction The General Idea of This

27、Period 6 / 18 During 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 appea

28、red 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 Points Master some words,phrases and useful expressions describing monsters of

29、the natural world.Improve the students speaking ability by talking,discussing,making up and acting out dialogues.Teaching Difficult Points How to encourage students to take an active part in the discussion and speaking activities.How to improve the students speaking ability. Teaching Methods Individ

30、ual 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 Aids 7 / 18 Multimedia A blackboard Three Dimensional Teaching Aims Knowledge and Skills Make the students mast

31、er 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 Strategies Train the students speaking ability t

32、hrough individual,pair work and group work.Train the studentsmatching exercise. Feelings and Value cooperation skills through discussion and Deepen the students correct understanding of what their partner really mean and make a response.Have the students know about some monsters existing in the natu

33、ral world and broaden their cultural background knowledge.Teaching Procedures Step 1 Lead-in 8 / 18 T: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

34、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,I ll ask some students to talk about them.The student

35、s 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

36、:Maybe.Any different opinion. S:I don t 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.9 / 18 T:You are clever,good guy.Any different opinion. Volunteer. Go on

37、.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

38、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

39、 it is.T:Good guessing.Thanks anyway.So much for this part.Lets go to the next part.Step 2 Match descriptions with the pictures T: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 w

40、e just discussed and then match them with the pictures above.The students read them carefully. T:Are you ready. 10 / 18 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

41、. Ss:Picture d. T:Well done.The last one. Ss:Picture c. Step 3 Word study T: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 don t know.Then work in pairs to guess their meaning in the sente

42、nces 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. 11 / 18 Ss:You are right. T:In ord

43、er 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 represe

44、ntative 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

45、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

46、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 Retelling12 / 18 T:Stop here.Another interesting exercise for you.Continu

47、e 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. CREATURE the YetiNess DESCRIPTION the Himalayas,2-metre tal

48、l,powerful arms and legs,angry,attack northwest America,large footprints,tall,hairy,big the Bigfootarms and legs Scotland,tall,grey face,long claws lake ness,north of Scotland,small head,long tail the grey man the Loch MonsterT:Time is up.Excellent.You have given good performances.Thats all for this

49、 activity.Follow me to the next part.Step 5 Summary and homework In this class we ve mainly learned something about mysterious monsters of natural world by speaking and discussion,so we ve got more information about mysterious monsters and our speaking ability has been improved.At the same time,we h

50、ave 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 par

51、tReading and vocabulary.That s all for today.Goodbye,everyone.Ss:Goodbye,Mr./Mrs 13 / 18 The Design of the Writing on the Blackboard Module 6 Unexplained Mysteries of Natural World The first period monster spirit tail creature attack claw dinosaur footprint hairy Record after Teaching _ _ _ _ _ _ Activities and Research 1.Encourage the students to collect more body languages in different countries.2.Make the students debate with each other. Reference for Teaching Language Points attack vt.vi.攻击;疾病发作 ,侵袭 n.攻击 ;疾病发作 The enemy attacked d