2019届一轮复习外研版必修四Module6UnexplainedMysteriesoftheNaturalWorld

2019届一轮复习外研版必修四Module6UnexplainedMysteriesoftheNaturalWorld

‎ 2019届一轮复习外研版必修四Module 6 Unexplained Mysteries of the Natural World单元教案设计 Period 1 Introduction Teaching Aims To arouse Ss’ interest in learning about mysterious things.‎ I. Teaching Important Points To get Ss to learn some words to describe mysteries of the nature.‎ III.Teaching Difficult Points To get Ss to know and describe some mysterious things in nature.‎ IV.Teaching & Learning Methods a. Pairs work and group work；‎ b. Discussion. ‎ C.Individual work V.Teaching Procedures Step 1. Lead-in ＆ Question Presentation Ask Ss to look at the four pictures on page 51 and give some descriptions in their own words. ‎ Questions: ‎ ‎1.Look at the photo in your textbooks. What do they look like?‎ ‎2.Have you ever seen them before？‎ ‎3.Do you know anything else about them?‎ Step 2. Independent Study ＆ Group Discussion ‎ ‎(1).Show the supposed answer in activity 1.‎ ‎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 has 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 has long claws instead of hands.‎ (2) ‎.Let Ss read the four paragraphs and match them with the pictures.‎ (3) ‎.Ask Ss to do Activity 2 on page 51 individually.‎ Step 3. Cooperative Inquiry ＆ Teachers’ Enlightenment 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 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 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 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. It’s 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 didn’t dare to cry for help…‎ Student A: It’s really exciting and risky. But what happened last?‎ Student B: ….‎ Step 4 Conclusion ＆ Exercise Ask Ss to say the imaginary creatures and scene in details according the dialogue they made. Then report in individuals.‎ 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.‎ Teaching Reflection Period 2 Reading I. Teaching Aims ‎1. To let Ss master how to get useful information from a passage.‎ ‎2. To let Ss master some words and phrases.‎ II.Teaching Important Points To get Ss to talk something about a monster.‎ I. Teaching Difficult Points To help Ss write a story about another monster.‎ IV.Teaching & Learning Methods a. Skimming and Scanning;‎ b. Asking-and-answering Activity to check the Ss’ understanding of the text;‎ c. Individual, pair or group work to finish each task;‎ d. Discussion.‎ V.Teaching Procedures Step 1. Lead-in ＆ Question Presentation To check whether Ss master what they’ve learnt in the last period or not.‎ ‎(1).Ask Ss to answer the following questions.‎ a.What will the Yeti do when it gets angry?‎ b. What does the Bigfoot look like?‎ c. Where does the Grey man live?‎ d.What’s the Loch Ness Monster like?‎ ‎(2).Show four pictures and ask Ss to say something about the Lake Tianchi and the monster.‎ Step 2. Independent Study ＆ Group Discussion ‎ a. Let Ss reported their discussions to the class and collect them. Then give a simple introduction to lead in the reading. ‎ b. Ask Ss to read the beginning of the passage and finish Activity 1 on page 52.‎ Step 3. Cooperative Inquiry ＆ Teachers’ Enlightenment ‎(1) Ask Ss to 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?‎ ‎(2) Ask Ss to read the second paragraph and answer the questions:‎ ‎① Who else saw the animal?‎ ‎② What were they doing?‎ ‎③ What did it look like?‎ ‎(3) Ask Ss to read the third and fourth paragraph 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?‎ ‎(4) Ask Ss to read the last paragraph and give the following information about Lake Tianchi:‎ Height: ① Area: ② Depth: ③ ‎ Step 4. Conclusion ＆ Exercise Ask Ss to do Activity 4 on page 53. Then check the answers.‎ Homework Write a summary of the passage within 100 words.‎ Teaching Reflection ‎ ‎ ‎ ‎ Period 3 Language Points I. Teaching Aims To let Ss understand the passage well.‎ II.Teaching Important Points Key words: attack, claim, cover, likely...‎ III.Teaching Difficult Points Have an accurate understanding of the sentences in the passage.‎ I. Teaching & Learning Methods a. Understand sentences in the whole context;‎ b. Learn these words by explanation and comparison.‎ V.Teaching Procedures Step 1. Lead-in ＆ Question Presentation Look at the sentences: ‎ ‎(1) It often gets angry and will attack anyone who goes close to it. (Page 51) ‎ 它经常生气，会袭击靠近它的任何人.‎ attack vt. & vi 袭击 ‎ ① A girl was attacked and robbed by two strong men.‎ ‎② The enemy attacked during the night.‎ ‎◆ attack vt. 抨击 attack sb. / sth. for sth. 为某事抨击某人 ‎ He was attacked for his corruption.‎ ‎◆ attack n.‎ launch / make an attack (on sb. / sth.) 攻击某人或者某物 They launched an attack on racism.‎ ‎2. He claims to have seen a round black creature moving quickly through the water. （Page 52）他说他看见一个圆形黑色的东西在湖面快速游过。‎ claim vt宣称，声称（后可跟that从句或动词不定式）‎ ‎ ① I don’t claim to be an expert.‎ ‎ ② He claimed he should be given a fairer opportunity. ‎ ‎ claim的意思还有：‎ ‎◆ vt. 要求，认领 Has anyone claimed this watch?‎ ‎◆ vt. 索赔，索取 Did you claim the insurance after your car accident?‎ ‎◆ vt. 注意，思考 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，面积有10平方公里 cover an area of意为“占有……空间”,也可以只用cover表示此意。‎ The town covers (an area of) 5 square miles. ‎ ‎ cover 的其他意思还有：‎ ‎◆ vt 覆盖 The mountain is covered with snow all the year round.‎ ‎◆ vt. 包含，涉及 The lecture covers many aspects of business. ‎ ‎◆ vt. 走完（一段路程）‎ I can cover the distance on foot in two hours.‎ ‎◆ vt. 报道 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）他们说，温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……‎ You’re likely to catch a cold if you go out now.‎ It’s likely that… 有可能……‎ It’s likely that he will be late. = He is likely to be late.‎ Step 2. Independent Study ＆ Group Discussion ‎ Ask 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.‎ Step 3. Cooperative Inquiry ＆ Teachers’ Enlightenment Check the answers with you partner and explain why you put that certain word in it.‎ The teacher present the supposed answers.‎ Step 4. Conclusion ＆ Exercise Ask students to read the summary carefully and try to understand how to write a summary.‎ Homework Memorize the language points in the passage.‎ Teaching Reflection Period 4 Grammar I. Teaching Aims To talk about possibility and improbability.‎ II.Teaching Important Points To enable Ss to master the usage of “may”, “might”, and “likely”.‎ III.Teaching Difficult Points To help Ss learn how to use modal verbs “may” and “might” to express conjecture.‎ IV.Teaching & Learning Methods a. Teach grammar in real situations;‎ b. Learn grammar through practice.‎ V.Teaching Procedures Step 1. Lead-in ＆ Question Presentation Look at the sentences and answer the questions.‎ a. Many people think the monster may be related to Nessie.‎ b. They think there might be similar creatures in other lakes.‎ c. Scientists say the lake is unlikely to be able to support such a big creature.‎ Questions:‎ 1. Which sentences say that something is possible?‎ 2. Which sentences say that something is impossible?‎ 3. Which word is followed by to + verb?‎ Step 2. Independent Study ＆ Group Discussion ‎ Check the answers and discuss the usage of “may”“might”and“unlikely”.‎ Step 3. Cooperative Inquiry ＆ Teachers’ Enlightenment may:可能会, 或许会 ‎1. It may be a new species.‎ ‎ 它可能是一种新的物种。‎ ‎2. He may not be there.‎ ‎ 他或许不在那儿。‎ might: 可能, 或许 (语气较may更不肯定)‎ ‎3. His suggestion might be worth thinking about.‎ ‎ 他的建议或许值得考虑。‎ ‎4. I have got a lot of books that might interest you.‎ ‎ 我有许多或许你感兴趣的书。‎ unlikely: 可能性不大的(形容词)‎ ‎5. She is unlikely to arrive before 7.‎ ‎ 7点钟前她可能到不了。‎ ‎6. It is unlikely that he got injured.‎ ‎ 他不大可能受伤。‎ Step 4. Conclusion ＆ Exercise Rewrite the sentences using the words in brackets.‎ E.g.Perhaps that snake is dangerous.(may)‎ That snake may be dangerous.‎ ‎1.Perhaps there are still dinosaurs somewhere. (might)‎ ‎2.Don’t go near the water. Perhaps it’s very deep. (may)‎ ‎3.We probably won’t see the monster. (unlikely)‎ ‎4. Perhaps there is an underground river from Loch Ness to the sea. ‎ Homework Finish Exercise 3 on page 55, then compare your ideas in a group of four.‎ Finish Exercise 4 on page 55, then work with your partner, saying what you think.‎ Teaching Reflection Period 5 Cultural Corner I. Teaching Aims ‎1. To arouse Ss’ interest in learning the differences of the dragon in ‎ different countries.‎ ‎2. To make Ss develop the patriotic feeling. ‎ II.Teaching Important Points To let Ss learn how to write a mystery of China.‎ III. Teaching Difficult Points To help Ss review what we have learnt in this module.‎ IV.Teaching & Learning Methods a. Fast reading;‎ b. Dealing with comprehension questions;‎ c. Discussion;‎ d. Student-centered vocabulary learning.‎ V.Teaching Procedures Step 1. Lead-in ＆ Question Presentation Check the workbook grammar exercises on pages 97-98.‎ Question:Do you know any dragon stories?‎ Show two pictures of Chinese dragon and western dragon. ‎ Ask Ss to discuss the differences and tell something about them.‎ Step 2. Independent Study ＆ Group Discussion ‎ Read the passage and give the main idea of each paragraph.‎ Step 3. Cooperative Inquiry ＆ Teachers’ Enlightenment Ask Ss to read the passage and fill in the blanks by using the key words from the passage. ‎ People talk about (1) almost everywhere in the world but have _ (2) _ opinions. In _ (3) _ culture, dragons are generous and _ (4) _.The dragon was closely _ (5) _ to the royal family. According to popular belief, _ (6) _you were born in the year of the dragon, you are _ (7) _, brave and a natural leader.‎ But in the west, most people think _ (8) _of the dragon. It is said that in an old English story a man kills a _(9)_ dragon and the man is called by people a_(10)_.‎ The reason _ (11) _ westerners dislike dragons is that the idea of the dragon came from the_ (12) _, an animal which people _ (13) _and were afraid of. But the idea of the dragon in China came from alligator, an animal which is a good _(14)_for agriculture, so the Chinese people think dragons can bring good _(15)_ to them. ‎ Step 4. Conclusion ＆ Exercise Check the answers and enable Ss to make a conclusion of this module and deepen what they have learned in the module.‎ Homework Ask Ss to finish the rest of the exercises in the Workbook.‎ Teaching Reflection Period 6 Writing I. Teaching Aims To enable Ss to learn how to write a passage to say about another monster.‎ II.Teaching Important Points Teach the Students how to write a short description of a monster. ‎ III. Teaching Difficult Points Teach the Students how to describe a monster and let them have an idea of the elements which should be included in the description.‎ IV.Teaching & Learning Methods Task-based learning.‎ I. Teaching Procedures Step 1. Lead-in ＆ Question Presentation Look at the reading passage The Monster of Lake Tianchi again and check your answers to these questions.‎ Questions:‎ a.What happened?‎ b.Where did it happen?‎ c.What was the monster like?‎ d.What might have been the reasons for the appearance of the monster?‎ Step 2. Independent Study ＆ Group Discussion ‎ Work in groups. Think of some unexplained mysteries in China. They may be monsters, or other natural phenomena. Choose a mystery, make up a story about it.‎ Step 3. Cooperative Inquiry ＆ Teachers’ Enlightenment Show some expressions.‎ ‎1.For introduction：‎ ‎ ... is one of the world-famous / unexplained mysteries.‎ ‎ ... is one of the world’s unexplained mysteries.‎ ‎ ... has been seen all over the world.‎ ‎ There are many mysteries about ... in ...‎ ‎ What makes ... so mysterious is ...‎ ‎ It is a(n) ... made of ...‎ 2. For describing the discovery:‎ ‎... was discovered by ...‎ Witnesses described it as ...‎ Scientists have found that ...‎ Some people saw it in ... for the first time.‎ 3. For showing opinions:‎ Some scientists think that ...‎ Some hold the view that ...‎ They even guess that ...‎ According to the recent research, we can learn that ...‎ Personally, I (don’t) believe ...‎ It is not clear whether ...‎ It remains a mystery till now.‎ So far, there has been no exact evidence for ...‎ Step 4. Conclusion ＆ Exercise Ask Ss to write a passage using the words and sentences above.‎ Homework ‎1. Reread the summary we have read in the last class and learn how the monster is described.‎ Teaching Reflection