2020高中英語 Module6 Unexplained Mysteries of the Natural World學(xué)案 外研版必修4

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1、Module 6 Unexplained Mysteries of the Natural World 導(dǎo)學(xué)學(xué)案 I．教學(xué)內(nèi)容分析 本模塊以Unexplained Mysteries of the Natural World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。同時通過學(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。 Introduction 部分通過四則小短文描述四種神秘的怪物，并且結(jié)合短文學(xué)習(xí)詞匯，引起學(xué)生對本模塊學(xué)習(xí)的興趣。

2、 Reading and Vocabulary 部分通過課文《天池怪物》的學(xué)習(xí)，學(xué)會根據(jù)起始段落預(yù)測文章出處。學(xué)會提取文章主要信息，歸納文章的主旨大意。根據(jù)上下文正確理解生詞含義。 Speaking 部分所給的信息，要求學(xué)生能學(xué)會采訪中的發(fā)問和應(yīng)答。 Function 部分通過四個活動，練習(xí)“可能”、“不可能”這一交際功能的表達(dá)。 Listening and Vocabulary 部分同過聽“自然之謎——恐龍”的文章，訓(xùn)練學(xué)生判斷信息正確與否的能力，培養(yǎng)學(xué)生熱愛自然生物的興趣。 Grammar部分復(fù)習(xí)并歸納may have done 或might have done的意義和用法，要求

3、學(xué)生熟練應(yīng)用這一結(jié)構(gòu)。 Writing 部分要求學(xué)生能夠模仿課文“天池怪物”撰寫一篇描述想象中的一種怪物的短文，開發(fā)學(xué)生想象力，進(jìn)一步熟練使用本模塊詞匯。 Pronunciation 部分通過聽力的訓(xùn)練，讓學(xué)生掌握語音中的失去爆破現(xiàn)象。 Everyday English 部分主要通過選擇題的形式使學(xué)生掌握back in the news, throw light on something等幾個日常英語的運(yùn)用。 Cultural Corner部分是一篇學(xué)生很感興趣的文章，介紹了龍?jiān)诓煌幕械南笳骷捌渚売?，通過閱讀了解外國文化，拓展學(xué)生的文化背景知識，提高學(xué)生文化底蘊(yùn)和對外國文化的感悟能

4、力。并讓學(xué)生對比中外文化，發(fā)現(xiàn)兩者之間的差異。 Task部分是結(jié)合本模塊學(xué)習(xí)內(nèi)容，要求學(xué)生小組活動，討論某種大自然的神秘生物或神秘現(xiàn)象，然后以向游客介紹的方式進(jìn)行描寫，訓(xùn)練學(xué)生描寫自然的能力。 Module File部分有助于學(xué)生對本模塊學(xué)習(xí)內(nèi)容進(jìn)行歸納，對自己的學(xué)習(xí)進(jìn)行總結(jié)和檢驗(yàn)。 II．教學(xué)重點(diǎn)和難點(diǎn) 1. 教學(xué)重點(diǎn) (1) 掌握一些和自然及動植物有關(guān)的詞匯。 (2) 學(xué)習(xí)情態(tài)動詞表猜測的用法。 (3) 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(diǎn) (1) 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。 (2) 正確使用情態(tài)動詞來表示猜測，特別是對

5、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。 III．教學(xué)計劃 本單元分五個課時： 第一課時：Introduction, Speaking, 第二課時：Reading and Vocabulary, Writing 第三課時：Vocabulary and Listening, Pronunciation, Everyday English 第四課時：Grammar, Function 第五課時：Cultural Corner, task, Module File IV．教學(xué)步驟： Period 1 Introduction, Sp

6、eaking Teaching Goals: 1. To arouse Ss’ interest in learning about mysterious things. 2. To get Ss to learn some words to describe mysteries of the nature. 3. To get Ss to know and describe some mysterious things in nature. Teaching Procedures: Step 1. Introduction Purpose: To arouse Ss’ inte

7、rest in learning about mysteries of the nature. 1. Pair work (1) Ask Ss to look at the four pictures on page 51 and give some descriptions in their own words. For your reference: ① A large foot which looks like a giant’s. It is similar to our human being’s but much bigger than it. Strangely it h

8、as only four toes. ② A huge monster like a gorilla, but looks taller and stronger than a gorilla. You may find the same creature in the film King Kong. ③ A kind of animal like a huge dragon in ancient Chinese legend. It lives in the water. ④ A terrible creature with long grey hair and face. It ha

9、s long claws instead of hands. (2) Let Ss read the four paragraphs and match them with the pictures. Suggested Answers: ① b ② a ③ d ④ c 2. Individual work Ask Ss to do Activity 2 on page 51 individually. Suggested Answers: (1) creature (2) monster (3) hairy (4) footprint (5) tail (6)

10、 dinosaur (7) spirit (8) claw (9) attack Step 2. Speaking Purpose: To enable Ss to practice reporting mysteries of the nature. 1. Pair work Ask Ss to suppose they are interviewed by a journalist to describe something about the monsters they saw. Ask them to do the role-play in pairs. One act

11、s the interviewer and the other acts the interviewee. Ask them to describe the four creatures in Activity 1 of Introduction one by one according the information showed in the introduction. Show Ss two examples to guide them. Example (1): Student A: Where and when you saw the Bigfoot? Student B:

12、I was cutting the firewood in the mountainous forests that evening. About 6 o’clock, when I wanted to go home, it appeared in the woods 20 yards from me. Student A: What is it like? Student B: It looks like a very large monkey—tall and hairy with big arms and legs. Student A: Did you feel frighte

13、ned then? Student B: Yes, very. I thought it would attack me. I was frightened to death. … Example (2) Student A: Can you describe the scene when you met the monster like The Yeti? Student B: yeah. It’s about two meters tall and has powerful arms and legs. Its head is very big and its eyes open

14、ed wide. It approached me slowly as if it wanted to attack me. I was very frightened but I didn’t dare to cry for help… Student A: It’s really exciting and risky. But what happened last? Student B: …. 2. Individual work Ask Ss to say the imaginary creatures and scene in details according the dia

15、logue they made. Then report in individuals. Step 3. Homework 1. Ask Ss to revise the passages in the Introduction. 2. Ask Ss to practise making dialogue to say the monsters.. 3. Ask Ss to preview Reading and Vocabulary in the module. Period 2 Reading and Vocabulary, Writing Teaching Goals: 1

16、. To let Ss master how to get useful information from a passage. 2. To let Ss master some words and phrases. 3. To get Ss to talk something about a monster. 4. To help Ss write a story about another monster. Teaching procedures: Step 1. Revision: Purpose: To check whether Ss master what they’v

17、e learnt in the last period or not. Ask Ss to answer the following questions. (1) What will the Yeti do when it gets angry? (2) What does the Bigfoot look like? (3) Where does the Grey man live? (4) What’s the Loch Ness Monster like? Suggested Answers: (1) It will attack anyone who goes close

18、 to it. (2) It looks like a very large monkey – tall and hairy with big arms and legs. (3) The Grey man lives on mountains in Scotland. (4) It has a small head and a long tail and some people believe it is a dinosaur. Step 2. Leading-in Purpose: To let Ss have a discussion about the Monster of

19、Lake Tianchi. 1. Group work Show four pictures and ask Ss to say something about the Lake Tianchi and the monster. 2. Group work Let Ss reported their discussions to the class and collect them. Then give a simple introduction to lead in the reading. For your reference: Lake Tianchi i

20、s located in the north-eastern Jilin province near the border of North Korea, in China. The lake is 1,243 feet deep and has had some volcanic activity in the last 300 years. Tianchi is honoured as the deepest mountain lake and the largest crater lake in China. There have been more than 30 reported

21、sightings by tourists from home and abroad over the past 20 years. They said that they saw the great monster in the lake. There are quite a few pictures and videos of this creature, but none is clear enough to give a good appearance of it. Some persons made the picture with computer images of it bas

22、ed on interviews. Someone drew a picture to show its shape, but it remains unconfirmed. Step 3. Reading Purpose: To improve Ss’ reading skills. 1. Skimming Ask Ss to read the beginning of the passage and finish Activity 1 on page 52. Suggested Answers: A newspaper. 2. Scanning (1) Ask Ss to

23、read the first paragraph quickly and answer the two questions. ① According to the text, what did the monster look like? ② How many people saw it? Suggested Answers: ① Black in color; jumped like a seal; its head looked like a horse. ② About 200 (2) Ask Ss to read the second paragraph and answe

24、r the questions: ① Who else saw the animal? ② What were they doing? ③ What did it look like? Suggested Answers: ① A group of soldiers ② They were walking along the side of the lake. ③ It was greenish-black and had a round head with 10cm horns. (3) Ask Ss to read the third and fourth paragrap

25、h and answer the questions. ① What did Li Xiaohe see? ② Why could they see the animal clearly? ③ How long was the history of reports of monsters in Lake Tianchi? ④ What do many people think? ⑤ What do the scientists think? Suggested Answers: ① A round black creature moving quickly through the

26、 water. After 300 or 400 meters it dived into the water. ② The weather was fine and the lake was calm. ③ Since the beginning of the last century. ④ The monster may be a distant cousin of the Loch Ness monster in Scotland and there might be similar creatures in other lakes around the world. ⑤ The

27、 low-temperature lake is unlikely to be able to support such large living creatures. (4) Ask Ss to read the last paragraph and give the following information about Lake Tianchi: Height: ① Area: ② Depth: ③ Suggested Answers: ① 2189 m ② 10 km2 ③ 370 m deep in some pla

28、ces 4. Post-reading Ask Ss to do Activity 4 on page 53. Then check their answers. Suggested Answers: (1) a (2) a (3) a (4) b (5) c (6)a (7) a (8) c (9) c (10) b Step 4. Language Points Purpose: To let Ss understand the passage well. 1.Group work Ask Ss to discuss the important and d

29、ifficult language points in groups. (1) It often gets angry and will attack anyone who goes close to it. (Page 51) 它經(jīng)常生氣，會襲擊靠近它的任何人. attack vt & vi 襲擊 Eg ① A girl was attacked and robbed by two strong men. ② The enemy attacked during the night. ※【拓展】 ◆ attack vt 抨擊 attack sb / sth for sth

30、 為某事抨擊某人 Eg He was attacked for his corruption. ◆ attack n launch / make an attack (on sb / sth) 攻擊某人或者某物 Eg They launched an attack on racism. (2) He claims to have seen a round black creature moving quickly through the water. （Page 52） 他說他看見一個圓形黑色的東西在湖面快速游過。 claim vt宣稱，聲稱（后可跟that從句或動詞不定式）

31、Eg ① I don’t claim to be an expert. ② He claimed he should be given a fairer opportunity. ※【拓展】 claim的意思還有： ◆ vt 要求，認(rèn)領(lǐng) Eg Has anyone claimed this watch? ◆ vt索賠，索取 Eg Did you claim the insurance after your car accident? ◆ vt 注意，思考 Eg The matter claims our attention. (3) It is 2,189 metres h

32、igh and covers an area of about ten square kilometers. （Page 52） 天池海拔2189米，面積有10平方公里 cover an area of意為“占有……空間”,也可以只用cover表示此意。 Eg The town covers (an area of) 5 square miles. ※【拓展】 cover 的其他意思還有： ◆ vt 覆蓋 Eg The mountain is covered with snow all the year round. ◆ vt包含，涉及 Eg The lecture cove

33、rs many aspects of business. ◆ vt走完（一段路程） Eg I can cover the distance on foot in two hours. ◆ vt報道 Eg The reporters are covering the fire for a newspaper. (4) They say that the low-temperature lake is unlikely to be able to support such large living creatures. （Page 52）他們說，溫度低的湖中不可能存活如此大的生物。 ◆

34、 be (un)likely to do… （不）可能做…… Eg You’re likely to catch a cold if you go out now. ※【拓展】 It’s likely that… 有可能…… Eg It’s likely that he will be late. = He is likely to be late. 2. Individual work Ask Ss to fill the blanks of the summary according to the passage. The “Monster” of Lake Tianchi,

35、 the highest __(1)__ lake in the world, is __(2)__ after several recent sightings. But no one has ever got a clear look at the __(3)__ creature. In one sighting, as is __(4)__ by the director of a local tourist office, it is black and __(5)__ the water like a seal. In another recent sighting, a grou

36、p of soldiers watched it __(6)__ for about 2 minutes. A third report came from a family who __(7)__ to __(8)__ a round black creature __(9)__ quickly through the water and then __(10)__the water. Many people think the monster may be a __(11)__cousin of the Loch Ness monster in Scotland. Scientists,

37、however, are __(12)__, because the low-temperature lake is __(13)__ to be able to __(14)__ such a large __(15)__ creature. Suggested Answers: (1) volcanic (2) back in the news (3) mysterious (4) claimed (5) jumped out of (6) swimming (7) claimed (8) have seen (9) moving (10) diving into (

38、11) distant (12) sceptical (13) unlikely (14) support (15) living Step 5. Writing Purpose: To enable Ss to learn how to write a passage to say about another monster. 1. Group work Ask Ss to read the passage on page 52 and answer the questions in Activity 1 on page 57. Suggested Answers: (1)

39、 Several groups of people saw a kind of “ monster”. (2) In Lake Tianchi in the Changbai Mountains in Jilin Province (3) It lived in the water, was black or greenish-black, and some people said it had a roundhead and body with 10-cm horns on the head, while others said it had a horse’s head. (4) T

40、he weather or large food supply to the monster. 2. Group work Ask Ss to write a passage using the words and sentences in Activity1. Step 6. Homework 1. Ask Ss to finish Reading exercises in the Workbook on pages 99~101. 2. Ask Ss to prepare for the Listening class. Period 3 Vocabulary and List

41、ening, Pronunciation, Everyday English Teaching Goals: 1. To enable Ss to know some skills of listening. 2. To study some daily expressions. 3. To learn the intonation in exclamations. Teaching procedures: Step 1. Revision Check the answers to the Reading exercises in the Workbook. Step 2.

42、Vocabulary study Purpose: To get Ss to learn some new words. 1. Group work Ask Ss to match the words with their definitions. (1) dinosaur (a) A bowl-shaped depression at the mouth of a volcano or geyser (2) carnivore (b) a large extinct reptile living on earth ever. (3) meteorite (c) a st

43、ony or metallic mass that has fallen to the earth's surface from outer space (4) mammal (d) the act or process of radiating (5) radiation (e) A flesh-eating animal (6) galaxy (f) a warm-blooded milk-producing animal like human being (7) crater (g) A sudden, often violent outburst (8) erupti

44、on (h) numerous stars, gas, and dust containing large amount of solar masses Suggested Answers: (1) b (2) e　 (3) c　　(4) f (5) d (6) h (7) a (8) g 2. Individual work Let Ss do Activity 1 on page 55 and check the answers. Suggested Answers: (1) climate (2) extinct (3) disappear (4) s

45、urvive (5) adapt (6) evolve Step 3. Listening Purpose: ● To get the main information in the listening part; ● To develop Ss’ listening ability. 1. Pre-listening Let Ss do Activity 2 on page 56 to know something about dinosaurs. 2. While-listening (1) Ask Ss to listen to the tape and check

46、 the answers to Activity 2 on page 56 Suggested Answers: ① c ② c ③ c ④ a (2) Ask Ss to listen again and fill the missing words in the listening passage Good afternoon, and welcome to this week’s ① of Mysteries of Nature. Today’s topic is a ② one--- it’s ③ , those strange creatur

47、es which ④ the earth for no less than two hundred million years, some of them were ⑤ eaters, others were like the infamous Tyrannosaurus Rex, carnivores who lived off meat and who ⑥ the more peaceful plant ⑦ dinosaurs. Not all dinosaurs were big --- some were the ⑧ of ch

48、ickens, and in fact the ⑨ things to dinosaurs living today are actually birds. But the ⑩ we are going to talk about today is why the dinosaurs suddenly __(11)__ exactly 66 million year ago, and to __(12)__ light on the subject we’ve invited one of the world’s foremost __(13)__ on the s

49、ubject, from the Pitt Rivers Museum in Oxford, Dr Roger Binfield. Suggested Answers: ① edition ② big ③ dinosaurs ④ ruled ⑤ plant ⑥ attacked ⑦ eating ⑧ size ⑨ closest ⑩ mystery (11) disappeared (12) throw (13) experts (3) Listen to the second part and do Activity 4 and 5 on page 56. S

50、uggested Answers to Activity 4: ① A meteorite hit the earth. ② They stopped evolving. ③ They killed each other ④ A volcanic eruption ⑤ Cancer caused by radiation Suggested Answers to Activity 5: (4) Listen to the second part again and do Activity 6 on page 56. Suggested Answers: ① F ② T ③ F

51、④ F ⑤T ⑥ F ⑦ F ⑧ T 3. Post-listening Ask Ss to work in pairs and discuss which theory they think is most likely and why. Step 4. Pronunciation — Consonants disappearing Purpose: To enable Ss to know the words which consonants disappear. 1. Pair work Show the sentences in the Pronunciation Acti

52、vity 1 on the screen and ask Ss to read them out. (1) I’ll come straight to the point. (2) The most widely accepted theory. (3) I think it’s the most likely explanation. 2. Individual work Ask Ss to listen to the tape. Let them pay attention to the elides. Give them the right pronunciation. Su

53、ggested Answers: (1) straight to = / / (2) most widely=/ / (3) most likely=/ / 3. Pair work Ask Ss to listen to the sentences in Activity 2 and repeat the elides. Then ask them to practise more. Suggested Answers: (1) went to= / / (2) most fantastic= / / (3) didn’t take= /

54、 / Step 5. Everyday English Ask Ss to choose the correct answers to Everyday English exercises and try to grasp the meaning of these expressions on page 58. Suggested Answers: (1) a (2) b (3) a (4) a (5) b (6) a (7) b Step 6. Homework 1. Ask Ss to finish Vocabulary exercises in the Work

55、book on pages 98~99. 2. Ask Ss to preview Grammar and Function. Period 4 Function, Grammar Teaching Goals: 1. To enable Ss to know about the way to express possibility and improbability. 2. To enable Ss to master the usage of “may”, “might”, and “l(fā)ikely”. 3. To help Ss learn how to use modal

56、verbs “may” and “might” to express conjecture. Teaching procedures: Step 1. Revision Check the answers to the Vocabulary exercises in the Workbook. Step 2. Function Purpose: To let Ss know how to talk about possibility and improbability. 1. Pair work Ask Ss to do Activity 1 on page 54 and the

57、n call back the answers. Suggested Answers: (1) a, b (2) c (3) unlikely 2. Group work Ask Ss to identify the creatures in the pictures in Activity 4 on page 55, by using “may” or “might”. Arouse their interest in talking about possibility. 3. Individual work Ask Ss to do Activity 2 on page 54

58、 individually. Then check their answers. Suggested Answers: (1) There might still be dinosaurs somewhere. (2) Don’t go near the water. It may be very deep. (3) We are unlikely to see the monster. (4) There may be an underground river from Loch Ness to the sea. (5) We must help him – he may not

59、 be able to swim. (6) There are likely to be lots of strange creatures in that lake. Step 3. Grammar Purpose: To enable Ss to know how to use modal verbs “may” and “might” to express conjecture. 1.Group work Ask Ss to discuss the two sentences in Activity 1 of Grammar on page 57, and then ask t

60、hem to choose the best answer. Suggested Answers: We use may have or might have (with the past participle) to talk about something which happened in the past—perhaps. 2. Explanation Explain how to use modal verbs to talk about something which happened in the past—perhaps. (1) 對過去的事情進(jìn)行猜測，但把握較小時，

61、肯定形式一般用may have done，否定形式一般用may not have done。如： He may have gone back home, because he didn’t say he would take part in her birthday party. He may not have paid for the bill, because he had lost his job. (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might have done，否定形式用might not have done。如： They helped send h

62、er bat to the hospital; otherwise, she thought, the baby might have died. She might not have left home when I got to school. (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must have done，否定形式一般用can’t have done。如： Your score is the highest; you must have studied very hard. You can’t have seen her in her office l

63、ast Friday; she’s been out of town for two weeks. 3. Practice Ask Ss to do Activity 2 on page 57. Then call back the answers and correct them. Suggested Answers: (1) might have caused (2) may have cut off (3) may have survived (4) might have been killed 4. Supplements Explain how to use mod

64、al verbs to talk about something which happened at present—perhaps. 用來表猜測的情態(tài)動詞有：must, can, may等，但它們所表示可能性是不同的。 (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： I saw him go out just now. He can’t be in his own room. It must be Lind

65、a in the classroom, because she is on duty today. (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may not加動詞原形。如： He may tell the truth to his father. She may not angry because she is good-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might not加動詞原形。如： She might

66、not be angry because she usually is very patient. He might be at home now, but I’m not sure. (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： At this moment, our teacher must be correcting our exam papers. Doctor Wang isn’t here. He might be giving a lecture in the hall. (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： Your mother must have been looking for you. The light was on the whole night. He may have been doing his homework all the time. 5. Consolidation Ask Ss to translate the following sentences.