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。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。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用。Cultural Corner部分是一篇學(xué)生很感興趣的文章，介紹了龍在不同文化中的象征及其緣由，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)生文化底蘊和對外國文化的感悟能力。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)容進行歸納，對自己的學(xué)習(xí)進行總結(jié)和檢驗。II教學(xué)重點和難點1. 教學(xué)重點(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(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 FileIV教學(xué)步驟：Period 1 Introduction, SpeakingTeaching 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. IntroductionPurpose: To arouse Ss interest 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: A large foot which looks like a giants. It is similar to our human beings but much bigger than it. Strangely it has only four toes. 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. A kind of animal like a huge dragon in ancient Chinese legend. It lives in the water. A terrible creature with long grey hair and face. It has long claws instead of hands.(2) Let Ss read the four paragraphs and match them with the pictures.Suggested Answers: b a d c2. Individual workAsk Ss to do Activity 2 on page 51 individually.Suggested Answers:(1) creature (2) monster (3) hairy (4) footprint (5) tail(6) dinosaur (7) spirit (8) claw (9) attackStep 2. SpeakingPurpose: To enable Ss to practice reporting mysteries of the nature.1. Pair workAsk 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 acts 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: I was cutting the firewood in the mountainous forests that evening. About 6 oclock, 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 monkeytall and hairy with big arms and legs.Student A: Did you feel frightened 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. Its about two meters tall and has powerful arms and legs. Its head is very big and its eyes opened wide. It approached me slowly as if it wanted to attack me. I was very frightened but I didnt dare to cry for helpStudent A: Its really exciting and risky. But what happened last?Student B: .2. Individual workAsk Ss to say the imaginary creatures and scene in details according the dialogue they made. Then report in individuals.Step 3. Homework1. 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, WritingTeaching Goals:1. 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 theyve 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) Whats the Loch Ness Monster like?Suggested Answers:(1) It will attack anyone who goes close 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-inPurpose: To let Ss have a discussion about the Monster of Lake Tianchi.1. Group workShow four pictures and ask Ss to say something about the Lake Tianchi and the monster. 2. Group workLet 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 is 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 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 based on interviews. Someone drew a picture to show its shape, but it remains unconfirmed.Step 3. ReadingPurpose: To improve Ss reading skills.1. SkimmingAsk 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 read the first paragraph quickly and answer the two questions. According to the text, what did the monster look like? How many people saw it?Suggested Answers: Black in color; jumped like a seal; its head looked like a horse. About 200(2) Ask Ss to read the second paragraph and answer the questions: Who else saw the animal? What were they doing? What did it look like?Suggested Answers: A group of soldiers They were walking along the side of the lake. It was greenish-black and had a round head with 10cm horns.(3) Ask Ss to read the third and fourth paragraph and answer the questions. What did Li Xiaohe see? Why could they see the animal clearly? How long was the history of reports of monsters in Lake Tianchi? What do many people think? What do the scientists think?Suggested Answers: A round black creature moving quickly through the water. After 300 or 400 meters it dived into the water. The weather was fine and the lake was calm. Since the beginning of the last century. 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. The 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: Area: Depth: Suggested Answers: 2189 m 10 km2 370 m deep in some places4. Post-readingAsk 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) bStep 4. Language PointsPurpose: To let Ss understand the passage well.1.Group workAsk Ss to discuss the important and difficult 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 A girl was attacked and robbed by two strong men. The enemy attacked during the night.【拓展】 attack vt 抨擊attack sb / sth for sth 為某事抨擊某人Eg He was attacked for his corruption. attack nlaunch / 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）Eg I dont claim to be an expert. 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 high 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 covers 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。 be (un)likely to do （不）可能做Eg Youre likely to catch a cold if you go out now.【拓展】Its likely that 有可能Eg Its likely that he will be late. = He is likely to be late.2. Individual workAsk Ss to fill the blanks of the summary according to the passage.The “Monster” of Lake Tianchi, 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 group 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, 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(11) distant(12) sceptical (13) unlikely (14) support (15) livingStep 5. WritingPurpose: To enable Ss to learn how to write a passage to say about another monster.1. Group workAsk Ss to read the passage on page 52 and answer the questions in Activity 1 on page 57.Suggested Answers:(1) 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 horses head.(4) The weather or large food supply to the monster.2. Group workAsk Ss to write a passage using the words and sentences in Activity1.Step 6. Homework1. Ask Ss to finish Reading exercises in the Workbook on pages 99101.2. Ask Ss to prepare for the Listening class.Period 3 Vocabulary and Listening, Pronunciation,Everyday EnglishTeaching 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. RevisionCheck the answers to the Reading exercises in the Workbook.Step 2. Vocabulary studyPurpose: To get Ss to learn some new words.1. Group workAsk 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 stony 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) eruption (h) numerous stars, gas, and dustcontaining large amount of solar massesSuggested Answers:(1) b(2) e(3) c(4) f (5) d (6) h (7) a (8) g2. Individual workLet Ss do Activity 1 on page 55 and check the answers.Suggested Answers:(1) climate(2) extinct(3) disappear(4) survive (5) adapt (6) evolveStep 3. ListeningPurpose: To get the main information in the listening part; To develop Ss listening ability.1. Pre-listeningLet 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 the answers to Activity 2 on page 56Suggested Answers: c c c a(2) Ask Ss to listen again and fill the missing words in the listening passageGood afternoon, and welcome to this weeks of Mysteries of Nature. Todays topic is a one- its , those strange creatures which the earth for no less than two hundred million years, some of them were eaters, others were like the infamous Tyrannosaurus Rex, carnivores who lived off meat and who the more peaceful plant dinosaurs. Not all dinosaurs were big - some were the of chickens, and in fact the things to dinosaurs living today are actually birds. But the 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 weve invited one of the worlds foremost _(13)_ on the subject, from the Pitt Rivers Museum in Oxford, Dr Roger Binfield.Suggested Answers: edition big dinosaurs ruled plant attacked eating size closest mystery (11) disappeared (12) throw (13) experts(3) Listen to the second part and do Activity 4 and 5 on page 56.Suggested Answers to Activity 4: A meteorite hit the earth. They stopped evolving. They killed each other A volcanic eruption Cancer caused by radiationSuggested Answers to Activity 5:(4) Listen to the second part again and do Activity 6 on page 56.Suggested Answers: F T F F T F F T3. Post-listeningAsk Ss to work in pairs and discuss which theory they think is most likely and why.Step 4. Pronunciation Consonants disappearingPurpose: To enable Ss to know the words which consonants disappear.1. Pair workShow the sentences in the Pronunciation Activity 1 on the screen and ask Ss to read them out.(1) Ill come straight to the point.(2) The most widely accepted theory.(3) I think its the most likely explanation.2. Individual workAsk Ss to listen to the tape. Let them pay attention to the elides. Give them the right pronunciation.Suggested Answers:(1) straight to = / / (2) most widely=/ / (3) most likely=/ /3. Pair workAsk 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) didnt take= / /Step 5. Everyday EnglishAsk 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) bStep 6. Homework1. Ask Ss to finish Vocabulary exercises in the Workbook on pages 9899.2. Ask Ss to preview Grammar and Function.Period 4 Function, GrammarTeaching 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 verbs “may” and “might” to express conjecture.Teaching procedures:Step 1. RevisionCheck the answers to the Vocabulary exercises in the Workbook.Step 2. FunctionPurpose: To let Ss know how to talk about possibility and improbability.1. Pair workAsk Ss to do Activity 1 on page 54 and then call back the answers.Suggested Answers:(1) a, b(2) c (3) unlikely2. Group workAsk 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 workAsk Ss to do Activity 2 on page 54 individually. Then check their answers.Suggested Answers:(1) There might still be dinosaurs somewhere.(2) Dont 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 be able to swim.(6) There are likely to be lots of strange creatures in that lake.Step 3. GrammarPurpose: To enable Ss to know how to use modal verbs “may” and “might” to express conjecture.1.Group workAsk Ss to discuss the two sentences in Activity 1 of Grammar on page 57, and then ask them 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 pastperhaps.2. ExplanationExplain how to use modal verbs to talk about something which happened in the pastperhaps.(1) 對過去的事情進行猜測，但把握較小時，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 didnt 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 her 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cant have done。如：Your score is the highest; you must have studied very hard.You cant have seen her in her office last Friday; shes been out of town for two weeks.3. PracticeAsk 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 killed4. SupplementsExplain how to use modal verbs to talk about something which happened at presentperhaps.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cant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 cant be in his own room.It must be Linda in the classroom, because she is on duty today.(2) 對現(xiàn)在的事情進行猜測，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 not be angry because she usually is very patient.He might be at home now, but Im not sure.(4) 情態(tài)動詞+動詞現(xiàn)在進行時，表示對現(xiàn)在或?qū)碚谶M行的情況進行推測。如：At this moment, our teacher must be correcting our exam papers.Doctor Wang isnt 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. ConsolidationAsk Ss to translate the following sentences.