四川省宜宾市一中高2014级2015-2016学年上学期Module6教学设计

课题

Introduction, reading

课时

1

授课班级

         考点、知识点

四会词汇：(1) creature (2) monster  (3) hairy  (4) footprint  (5) tail  (6) dinosaur (7) spirit  (8) claw   (9) attack

学习目标

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.

重、难点

1. To arouse Ss’ interest in learning about mysteries of the nature.

2. Make students speak out

学习内容

学生活动

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.

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.

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?

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)

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 vt. & vi  袭击

 ① A girl was attacked and robbed by two strong men.

② The enemy attacked during the night.

※【拓展】

◆ 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. 

※【拓展】

    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.

※【拓展】

   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.

Group work

Individual work

Read and answer

课题

Grammar

课时

2

授课班级

考点、知识点

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 “likely”.

3. To help Ss learn how to use modal verbs “may” and “might” to express conjecture.

学习目标

1. To enable the students to use the words and expressions in this unit.

2. To enable the students to summarize the ways to use passive voice

3.To help the students learn how to say numbers in English.

重、难点

To enable Ss to know how to use modal verbs “may” and “might” to express conjecture.

学习内容

学生活动

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 then 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 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 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 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 past—perhaps.

2. Explanation

Explain how to use modal verbs to talk about something which happened in the past—perhaps.

(1) 对过去的事情进行猜测，但把握较小时，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) 对过去的事情进行猜测，但把握更小时，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) 对过去的事情进行猜测，并且可能性较大时，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 last 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 modal verbs to talk about something which happened at present—perhaps.

用来表猜测的情态动词有：must, can, may等，但它们所表示可能性是不同的。

(1) 对现在的事情进行猜测，并且可能性较大时，肯定形式一般用must加动词原形，此时，must不再表示“必须”，而是表示“肯定”；否定形式一般用can’t加动词原形，此时，can不再表示“能够”，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 Linda in the classroom, because she is on duty today.

(2) 对现在的事情进行猜测，但把握较小时，肯定形式一般用may加动词原形，此时，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加动词原形。如：

He may tell the truth to his father.

She may not angry because she is good-tempered.

(3) 对现在的事情进行猜测，但把握更小时，肯定形式一般用might加动词原形；否定形式一般用might not加动词原形。如：

She might not be angry because she usually is very patient.

He might be at home now, but I’m not sure.

(4) 情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。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) 情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。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.

      (1) 他们也许错过了那班飞机。

(2) 快点！他们正在机场等我们。

(3) Tom是个诚实的孩子。他今晚可能会把真相告诉他父亲。

     (4) 他五年前来看过我，他也许不费劲就能找到我的住处。

Suggested Answers:

(1) They may have missed the plane. 

(2) Let’s hurry! They may be waiting for us at the airport.

(3) Tom is an honest boy. He may tell his father about the truth this evening.

(4) He came to see me five years ago. He might find my house without any difficulty.

Step 4. Homework

1. Ask Ss to review Grammar.

2. Ask Ss to finish Grammar exercises in the Workbook pages 97~98.

教学反思

教学反思

课题

  Speaking and listening

课时

1

授课班级

考点、知识点

学习目标

重、难点

学习内容

学生活动

Step 1. 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.

Step2. Listening

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 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 creatures 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 chickens, 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 subject, from the Pitt Rivers Museum in Oxford, Dr Roger Binfield.

Suggested Answers:

⑴ edition ⑵ big  ⑶ dinosaurs  ⑷ ruled  ⑸ plant  ⑹ attacked  ⑺ eating 

⑻ size   ⑼ closest  ⑽ mystery  ⑾ disappeared  ⑿ throw  ⒀ experts

(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.  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 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 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.

Lsttening

Speaking

answering

课题

Extensive Reading

课时

1

授课班级

考点、知识点

millennium; gunpowder; explosion; explode; escape; arrow; straight; clear

学习目标

1. To arouse Ss’ interest in learning the differences of the dragon in different countries.

2. To make Ss develop the patriotic feeling.

3. To let Ss learn how to write a mystery of China.

4. To help Ss review what we have learnt in this module;

重、难点

1. Listen to the material about the quiz to grasp the key information to answer the given questions.

Get the useful information needed by listening.

学习内容

学生活动

Step 1. Revision

Check the workbook grammar exercises on pages 97~98.

Step 2. Cultural Corner

Purpose: To arouse Ss’ interest in learning the differences of the dragon in different countries.

1.      Group work

Show two pictures of Chinese dragon and western dragon. Ask Ss to discuss the differences and tell something about them.

Asking

|Reading

Making notes

discussion

For your reference:

Western dragons were typically bad creatures which had to be killed. But in China they were

generous and wise, and associated with the royal family to show power and strength.

2. Individual work

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.

Suggested Answers:

(1) dragons  (2) different   (3) Chinese   (4) wise       (5) connected

(6) if       (7) intelligent  (8) poorly    (9) dangerous  (10) hero

(11) why    (12) snake    (13) hated    (14) sign      (15) fortune

Step 3. Module File

Purpose: To enable Ss to make a conclusion of this module and deepen what they have learned in the module.

Ask Ss to look at Module File on P60 and try to recall what they have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they don’t know.

Help Ss to share their ideas and deal with the difficult or confusing points.

Step 4. Homework

1. Ask Ss to review Module 6.

2. Ask Ss to finish the rest of the exercises in the Workbook.

教学反思

课题

Writing

课时

1

授课班级

考点、知识点

What’s more, moreover, besides, in addition, worse still

学习目标

To enable Ss to learn how to write a passage to say about another monster.

重、难点

Help Ss learn how to write a biography.

Teach Ss how to write a biography, following the examples.

学习内容

学生活动

Step ⅠRevision

1. Greetings.

2. Revision.

Writing

Discussion

remembering

Step Ⅱ Warming Up

Task 1 Read what four students describe some mysteries.

1. Work in pairs and answer the questions.

2. Read again and find out the words or phrases that have the same meaning.

After several minutes.

3. Find out different ways of talking about the mystery

Step III Writing

In this part, ask the Ss to write a passage of a mystery, using the given information.

First, let the Ss discuss how to make an outline.

Second, teacher shows the instructions on how to write a proposal letter on the screen.

Third, ask the Ss to read the notes on Page 45. Ask them to discuss what evaluation should be given.

Fourth, give them ten minutes to write a passage.

At last, ask some of the Ss to read their passag for the class and the teacher gives some comments.

教学反思