范文Module 6 Unexplained Mysteries of the NaturalWord格式.docx
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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。
ListeningandVocabulary
部分同过听“自然之谜——恐龙”的,训练学生判断信息正确与否的能力,培养学生热爱自然生物的兴趣。
Grammar部分复习并归纳mayhavedone或mighthavedone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。
EverydayEnglish部分主要通过选择题的形式使学生掌握backinthenews,throwlightonsomething等几个日常英语的运用。
culturalcorner部分是一篇学生很感兴趣的,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。
moduleFile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
.教学重点
掌握一些和自然及动植物有关的词汇。
学习情态动词表猜测的用法。
学习提取有用信息,猜测词义的方法。
2.教学难点
听懂描述陌生事物并能做出正误判断,正确理解新学词汇的含义。
正确使用情态动词来表示猜测,特别是对过去的猜测。
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:
ReadingandVocabulary,writing
第三课时:
VocabularyandListening,Pronunciation,EverydayEnglish
第四课时:
Grammar,Function
第五课时:
culturalcorner,task,moduleFile
IV.教学步骤:
Period1Introduction,Speaking
TeachingGoals:
.ToarouseSs’interestinlearningaboutmysteriousthings.
2.TogetSstolearnsomewordstodescribemysteriesofthenature.
3.TogetSstoknowanddescribesomemysteriousthingsinnature.
TeachingProcedures:
Step1.Introduction
Purpose:
ToarouseSs’interestinlearningaboutmysteriesofthenature.
.Pairwork
AskSstolookatthefourpicturesonpage51andgivesomedescriptionsintheirownwords.
Foryourreference:
①Alargefootwhichlookslikeagiant’s.Itissimilartoourhumanbeing’sbutmuchbiggerthanit.Strangelyithasonlyfourtoes.
②Ahugemonsterlikeagorilla,butlookstallerandstrongerthanagorilla.youmayfindthesamecreatureinthefilmkingkong.
③Akindofanimallikeahugedragoninancientchineselegend.Itlivesinthewater.
④Aterriblecreaturewithlonggreyhairandface.Ithaslongclawsinsteadofhands.
LetSsreadthefourparagraphsandmatchthemwiththepictures.
SuggestedAnswers:
①b
②a
③d
④c
2.Individualwork
AskSstodoActivity2onpage51individually.
creature
monster
hairy
footprint
tail
dinosaur
spirit
claw
attack
Step2.Speaking
ToenableSstopracticereportingmysteriesofthenature.
AskSstosupposetheyareinterviewedbyajournalisttodescribesomethingaboutthemonsterstheysaw.Askthemtodotherole-playinpairs.oneactstheinterviewerandtheotheractstheinterviewee.
AskthemtodescribethefourcreaturesinActivity1ofIntroductiononebyoneaccordingtheinformationshowedintheintroduction.ShowSstwoexamplestoguidethem.
Example:
StudentA:
whereandwhenyousawtheBigfoot?
StudentB:
Iwascuttingthefirewoodinthemountainousforeststhatevening.About6o’clock,whenIwantedtogohome,itappearedinthewoods20yardsfromme.
whatisitlike?
Itlookslikeaverylargemonkey—tallandhairywithbigarmsandlegs.
Didyoufeelfrightenedthen?
yes,very.Ithoughtitwouldattackme.Iwasfrightenedtodeath.
…
Example
canyoudescribethescenewhenyoumetthemonsterlikeTheyeti?
yeah.It’sabouttwometerstallandhaspowerfularmsandlegs.Itsheadisverybiganditseyesopenedwide.Itapproachedmeslowlyasifitwantedtoattackme.IwasveryfrightenedbutIdidn’tdaretocryforhelp…
It’sreallyexcitingandrisky.Butwhathappenedlast?
….
AskSstosaytheimaginarycreaturesandsceneindetailsaccordingthedialoguetheymade.Thenreportinindividuals.
Step3.Homework
.AskSstorevisethepassagesintheIntroduction.
2.AskSstopractisemakingdialoguetosaythemonsters..
3.AskSstopreviewReadingandVocabularyinthemodule.
Period2ReadingandVocabulary,writing
.ToletSsmasterhowtogetusefulinformationfromapassage.
2.ToletSsmastersomewordsandphrases.
3.TogetSstotalksomethingaboutamonster.
4.TohelpSswriteastoryaboutanothermonster.
Teachingprocedures:
Step1.Revision:
TocheckwhetherSsmasterwhatthey’velearntinthelastperiodornot.
AskSstoanswerthefollowingquestions.
whatwilltheyetidowhenitgetsangry?
whatdoestheBigfootlooklike?
wheredoestheGreymanlive?
what’stheLochNessmonsterlike?
Itwillattackanyonewhogoesclosetoit.
Itlookslikeaverylargemonkey–tallandhairywithbigarmsandlegs.
TheGreymanlivesonmountainsinScotland.
Ithasasmallheadandalongtailandsomepeoplebelieveitisadinosaur.
Step2.Leading-in
ToletSshaveadiscussionaboutthemonsterofLakeTianchi.
.Groupwork
Showfourpicturesandas