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Module 6 Unexplained Mysteries of the Natural World教学设计3一、题材内容与学习目的本模块主要介绍了自然界的不解之谜：长白山天池水怪。
通过学习，使学生进一步认识我们所处的世界，培养他们不断探索自然奥秘的精神。
二、语言知识目标1．语音省音(失去爆破)。
2．词汇(1)单词monster n. attack vt. footprint n. hairy adj.frightening adj. creature n. grey adj. claw n.exist vi. sharp adj. nail n. journal n.sighting n. seal n. mysterious adj. claim vt.surface n. horn n. dive vi. calm adj.skeptical adj. unlikely adj. volcanic adj. cover vt.adapt vt. disappear vi. extinct adj. evolve vi.fierce adj. destruction n. generous adj. unpredictable adj.emperor n. robe n. reputation n. border n.positive adj. indicate vt. identity n. myth n.fortune n.(2)短语die out throw light oncome straight to the point be related togo for back in the newsalmost overnight due to3．语法may / might have done用于表示对过去的推测。
例如：They may have been killed by radiation.They might have killed each other.4．功能表达可能与不可能。
高中英语必修四Module 6 Unexplained Mysteries of the Natural WorldSectionⅠ Introduction, reading and vocabulary一、语言•知识精讲1.It often gets angry and will attack anyone who goes close to it.它常变得很生气，并会攻击靠近它的人。
（1）get angryget可用来代替be强调动作，后可跟形容词、过去分词等You’ll get we t if you go out without an umbrella.如果不带伞出去，你会淋湿的。
Let’s go right now before it gets too late.趁着还不是太晚，我们赶紧走They got caught in the big rain on their way here他们在来这儿的路上碰上了大雨He got burnt while putting out the fire在灭火时他被烧伤了。
（2）attack表示“袭击“，可作及物动词或不及物动词，表示”用……袭击某人“，可用固定句型：attack sb. /sth. with sth.She was attacked while walking home late at night.深夜走回家的时候她遭到了袭击His shop was attacked by a gang of youths.他的店铺被一群年轻人给砸了attack还可以指“攻击“，只能作及物动词，常用句型attack sb. for (doing) sth.表示”为了……攻击某人“。
Newspapers attacked the government for failing big tax cuts.报纸因为政府没有大幅度减税而攻击政府。
【常用短语】make an attack on / upon对……发动进攻an attack order进攻命令an attack plane攻击机a surprise attack奇袭a heart attack心脏病突发be / come under attack遭到进攻/抨击（3）close to靠近，在附近，接近于，几乎，常用在动词be, get, stand, live等后面，也可单独使用，作定语。
Module 6 Unexplained Mysteries of the Nature WorldPeriod One Introduction 教学设计4 Teaching Aims1. Make the students master some new words，phrases and useful expressions.2. Encourage the students to know how to describe monsters of the natural world.3. Make sure the students use simple English to discuss the monsters of the natural world.Teaching Important Points1. Master some words，phrases and useful expressions describing monsters of the natural world.2. Improve the students’ speaking ability by talki ng，discussing，making up and acting out dialogues.Teaching Difficult Points1. How to encourage students to take an active part in the discussion and speaking activities.2. How to improve the students’ speaking ability.Teaching Methods1. Individual work，pair work or group work to make every student participate in class.2. Reading and matching activity to help the students have a good understanding of the four short articles.Teaching Aids Multimedia，A blackboardTeaching ProceduresStep 1 Lead-inT: Good morning，boys and girls！In last module we have learned something about a trip along the Three Gorges. Today we are going to learn something about unexplained mysteries of the natural world.(Ask students to look at the four pictures on page 51 and give some descriptions in their own words.)Here are several pictures. Are you clear what they are about？Do you know how to express them in English？Now discuss and guess them in pairs or groups. In a few minutes，I’ll ask some students to talk about them.For your reference:①A 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.②A 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.④A terrible creature with long grey hair and face. It has long claws instead of hands.Activity 1 Suggested Answers: ①b ②a ③d ④cT: Are you ready？Who can give us a talk about the first picture？Any volunteer？S: Let me have a try. I think this is a big foot of a huge man in the first picture.T: Maybe. Any different opinion？S: I don’t agree with you. In my opinion，it is a big foot of a mysterious monster.S: We could see a man full of fur. Maybe he is a wild man living on wildlife.S: Let me have a try. There is a monkey which is standing up there.S: I think of it as a Chinese dragon.S: In my opinion，it is the Loch Ness Monster.S: I could only see long hair and claws but can’t guess what it is.(Let students read the four paragraphs and match them with the pictures.) Activity 2Suggested Answers: (1) creature (2) monster (3) hairy (4) footprint (5) tail(6) dinosaur (7) spirit (8) claw (9) attackStep 2 SpeakingAsk students 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 to the information showed in the introduction. Show students 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: y eah. 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 an d risky. But what happened last？Student B: ….(Ask students to say the imaginary creatures and scene in details according the dialogue they made. Then report in individuals.)Step 3 Homework1. Ask students to revise the passages in the Introduction.2. Ask students to practice making dialogue to say the monsters...3. Ask students to preview Reading and V ocabulary in the module.Period Two Reading and Vocabulary, Writing Teaching Goals1. To let students master how to get useful information from a passage.2. To let students master some words and phrases.3. To get students to talk something about a monster.4. To help students write a story about another monster.Teaching proceduresStep 1 RevisionAsk students to answer the following questions to check whether students master what they’ve learnt in the last period.1)What will the Yeti do when it gets angry？It will attack anyone who goes close to it.2) What does the Bigfoot look like？It looks like a very large monkey – tall and hairy with big arms and legs.2)Where does the Grey man live？The Grey man lives on mountains in Scotland.4) What’s the Loch Ness Monster like？It has a small head and a long tail and some people believe it is a dinosaur.Step 2 Leading-in1.Group workShow pictures and ask students to say something about the Lake Tianchi and the monster.2.Group workLet students 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 honored 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 Reading1. Skimming Ask students to read the beginning of the passage and finish Activity 1 on page 52.Suggested Answers: A newspaper.2. Scanning1) Ask students to read the first paragraph quickly and answer the two questions.①According to the text，what did the monster look like？Black in color；jumped like a seal；its head looked like a horse.②How many people saw it？About 2002) Ask students to read the second paragraph and answer the questions:①Who else saw the animal？ A group of soldiers②What were they doing？They were walking along the side of the lake.③What did it look like？It was greenish-black and had a round head with 10cm horns.3) Ask students to read the third and fourth paragraph and answer the questions.①What did Li Xiaohe see？A round black creature moving quickly through the water. After 300 or 400 meters it dived into the water.②Why could they see the animal clearly？The weather was fine and the lake was calm.③How long was the history of reports of monsters in Lake Tianchi？Since the beginning of the last century.④What do many people think？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.⑤What do the scientists think？The low-temperature lake is unlikely to be able to support such large living creatures.4) Ask students to read the last paragraph and give the following information about Lake Tianchi:Height: 2189 m Area: 10 km2 Depth: 370 m deep in some places3. Post-reading Ask students 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) b3.Individual workAsk students 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) skeptical (13) unlikely (14) support (15) livingStep 4 Language Points1、It often gets angry and will attack anyone who goes close to it. (Page 51)2、它经常生气，会袭击靠近它的任何人.attack：vt. & vi 袭击A girl was attacked and robbed by two strong men.The enemy attacked during the night.拓展：◆attack vt. 抨击。
