[学案] 外研高一必修四Module 6 学案
(2010-08-30 15:11:24)
标签:
[学案]外研必修四高一module6学案杂谈 |
Module 6 Unexplained Mysteries of the Natural World
导学学案
I.教学内容分析
Introduction 部分通过四则小短文描述四种神秘的怪物,并且结合短文学习词汇,引起学生对本模块学习的兴趣。
Reading and Vocabulary
部分通过课文《天池怪物》的学习,学会根据起始段落预测文章出处。学会提取文章主要信息,归纳文章的主旨大意。根据上下文正确理解生词含义。
Speaking 部分所给的信息,要求学生能学会采访中的发问和应答。
Function 部分通过四个活动,练习“可能”、“不可能”这一交际功能的表达。
Listening and Vocabulary
Grammar部分复习并归纳may have done 或might have
done的意义和用法,要求学生熟练应用这一结构。
Writing
部分要求学生能够模仿课文“天池怪物”撰写一篇描述想象中的一种怪物的短文,开发学生想象力,进一步熟练使用本模块词汇。
Pronunciation 部分通过听力的训练,让学生掌握语音中的失去爆破现象。
Everyday English 部分主要通过选择题的形式使学生掌握back in the news, throw light on
something等几个日常英语的运用。
Cultural
Corner部分是一篇学生很感兴趣的文章,介绍了龙在不同文化中的象征及其缘由,通过阅读了解外国文化,拓展学生的文化背景知识,提高学生文化底蕴和对外国文化的感悟能力。并让学生对比中外文化,发现两者之间的差异。
Task部分是结合本模块学习内容,要求学生小组活动,讨论某种大自然的神秘生物或神秘现象,然后以向游客介绍的方式进行描写,训练学生描写自然的能力。
Module File部分有助于学生对本模块学习内容进行归纳,对自己的学习进行总结和检验。
II.教学重点和难点
1. 教学重点
(1)
(2)
(3)
2. 教学难点
(1)
(2)
(3) 学会利用已知词汇来描写介绍自然现象,动植物生活等自己感兴趣的话题。
III.教学计划
本单元分五个课时:
第一课时:Introduction, Speaking,
第二课时:Reading and Vocabulary, Writing
第三课时:Vocabulary and Listening, Pronunciation, Everyday
English
第四课时:Grammar, Function
第五课时:Cultural Corner, task, Module File
IV.教学步骤:
Period 1 Introduction, Speaking
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’ 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:
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.
Suggested Answers:
① b
2. Individual work
Ask Ss to do Activity 2 on page 51 individually.
Suggested Answers:
(1) creature
(6) dinosaur
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 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: ….
2. Individual work
Ask Ss to say the imaginary creatures and scene in details
according the dialogue 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. 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’ve 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 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 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 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. 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 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 answer 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 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?
Suggested Answers:
① A round black creature moving quickly through the 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 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:
Suggested Answers:
4. Post-reading
Ask Ss to do Activity 4 on page 53. Then check their answers.
Suggested Answers:
(1) a
Step 4. Language Points
Purpose: To let Ss understand the passage well.
1.Group work
Ask 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)
它经常生气,会袭击靠近它的任何人.
attack
Eg ① A girl was attacked and robbed by two strong men.
② The enemy attacked during the night.
※【拓展】
◆ attack
attack sb / sth for sth 为某事抨击某人
Eg He was attacked for his corruption.
◆ attack n
launch / make an attack (on sb / sth) 攻击某人或者某物
(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)
※【拓展】
◆ vt 要求,认领
Eg Has anyone claimed this watch?
◆ vt索赔,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。
Eg The town covers (an area of) 5 square miles.
※【拓展】
◆ vt 覆盖
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报道
Eg The reporters are covering the fire for a newspaper.
◆ 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, 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
(6) swimming
(11) distant
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) 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) The 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 Listening, 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. Vocabulary study
Purpose: To get Ss to learn some new words.
1. Group work
(8)
eruption
Suggested Answers:
(1) b
2. Individual work
(1) climate
Step 3. Listening
Purpose:
● To get the main information in the listening part;
● To develop Ss’ listening ability.
1. Pre-listening
2. While-listening
(1) Ask Ss to listen to the tape and check the answers to Activity
2 on page 56
Suggested Answers:
① c ② c
(2) Ask Ss to listen again and fill the missing words in the
listening passage
Good afternoon, and welcome to this
week’s
Suggested Answers:
① edition ② big
⑧ size
(3) Listen to the second part and do Activity 4 and 5 on page
56.
Suggested Answers to Activity 4:
① A meteorite hit the earth.
④ A volcanic eruption
Suggested Answers to Activity 5:
Suggested Answers:
① F ② 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 Activity 1 on the screen
and ask Ss to read them out.
2. Individual work
Ask Ss to listen to the tape. Let them pay attention to the elides.
Give them the right pronunciation.
Suggested Answers:
(1) straight to =
/
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=
/
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