學必求其心得，業必貴于專精學必求其心得，業必貴于專精學必求其心得，業必貴于專精Module6UnexplainedMysteriesoftheNaturalWorldBriefStatementsBasedonThisModuleTheAnalysisofTeachingContentsinThisModuleThetopicofthismoduleis“UnexplainedMysteriesoftheNaturalWorld".Relatedinformationisintroducedthroughreadingandlistening.ThereadingpartgivesabriefintroductionofTheMonsterofLakeTianchiwhilethelisteningpartshowshowdinosaursdisappeared。Thevocabulary,sentencepatterns,grammar，themaincontentofthecontextaswellasthestudents'activitiessuchaslistening，speaking，readingandwritingandsoonalldeveloparoundthistopic。Theteachercandesignandorganizesuchactivitiesasorganizingstudentstosearchformoreinformationaboutmysteriesofnaturalworld.IntroductionThispartismadeupoftwoactivities,thefirstofwhichintroducepicturesoffourdifferentmysteriousmonstersaswellastherelativedescriptionsaboutthem.AndActivity2presentssomevocabularybasedonthedescriptionsabove，whichnotonlyisofgreathelptothestudentsbutalsolaysfoundationforthecentralthemeofthismodule。ReadingandVocabularyThispassagegivesabriefintroductionofTheMonsterofLakeTianchi。Throughthestudyofthispart，thestudentsaredemanded:(1）toguesswherethepassagecomesfrom（tourguide,dictionary，newspaperaswellasscientificmagazines）byreadingthebeginningparagraph；（2）tomasterthemaininformationofthispassage；（3）tocorrectlyunderstandthenewwordsaccordingtothecontext。Andfourexercisesconcerningthecontentandvocabularyofthepassagearedesigned.Bydoingtheseexercisesthestudentscanhaveagoodunderstandingofthecontentofthispassageandlearnsomewordsrelatedtothecontentofthispassage。SpeakingInthispartthestudentsworkinpairstoperformarole—playgameintheformofcarryingoutaninterview，inwhichtheycangetachancetopracticeaskingandanswering.OneplaystheroleofaninterviewerandaskshispartnerforsomeinformationconcerningthemonsterappearedinLakeTianchi,theothergivesrelativereplies.Sothispartconsolidatesthereadingcomprehensionaswellasthevocabulary。FunctionThefunctionofthismoduleisabout“possibilityandimprobability”。Studentsaredemandedtomasterhowtoexpresspossibilityandimprobabilitywhentheyarenotsureaboutsomething。Thispartcontainsfouractivities。InActivity1thestudentsneedtolookatthreesentencesfromthereadingpassageandtrytheirbesttolearnthewordsaswellasphrasesthatcanbeusedtodescribepossibleorimpossiblesituationsinthesentences.MeanwhilethisactivityalsolaysagoodfoundationforActivity2.Activity2practicesexpressingtheuncertainsituationsthroughtheuseofwordsandphrasesjustlearnedinActivity1。InthethirdactivitytherearesixsentencesconcerningthemonsterinLakeTianchi。Thestudentsneedtochoosewhattheyagreewith.Thelastactivityisbasedonthefirstthreeactivities.Thestudentsarerequiredtoidentitythecreaturesusingmayormight.Deeplyspeaking,theseactivitiesbothdevelopandimprovestudents’languageskillsandincreasesandbroadentheirnaturalworldknowledge.ListeningandVocabularyThispartbringsinboththecontentcloselyconcerningthethemeortopicofthismoduleintheformoflistening：themysteriesofthenaturalworld—dinosaurs.Itismadeupofsevenactivities.InActivity1studentsaredemandedtolearnthegivenwords.ItleadsstudentstoActivity2.Meanwhilethesewordsarecloselyconnectedtothethemeofthismodule.Activity2showsthestudentsfoursentenceswhichprovidemaininformationofthelisteningmaterialandhelpthemhaveaknowledgeofdinosaurs'life.BothActivity3and4arebasedonActivity1and2。ThroughActivity3,studentsneedtocatchthemainideaandchoosetherightanswers.IfweseeActivity3astrunkofabigtree，Activity4willbebranches。Thatistosay，Activity4requiresstudentstolistencarefullyandunderstandtheinterviewfullyanddeeplyinordertocatchasmanydetailsaspossibleandprepareforthefollowingthreeactivities。Maybetheyneedtopaymuchattentiontohowtocarryoutaninterviewandgiveresponsecorrectly.Sothishelpsstudentspracticewhattheylearnedinspeakingpart.GrammarThispartintroducestwowaysofexpressingthepossibilityinthepastaroundwhichthreeactivitiesaredesigned。ThroughActivity1thestudentscanhaveaknowledgeofthesituationthetwowaysdescribes。AndActivity2willhelpstudentspracticeandconsolidatewhattheyhavelearnedinActivity1。Thelastactivityistogivethestudentsachancetodiscussfreelyandraisetheircooperation.WritingThemaincontentofthispartistomakeupastoryaboutanothermonsterandthreeactivitiesareprovidedtohelpstudentswritewell.Activity1reviewsthereadingpassagebyansweringfourquestionsandisaprewritingactivitytowritingpart。Activity2offersagoodopportunityforstudentstobefullycreativeandimaginative.It,aswellasActivity1,offersthenecessarypreconditiontoActivity3.Basedonthetwoactivitiesabove,studentsarerequiredtowriteanarticleforanEnglishnewspaperinActivity3,whichconsolidateswhattheyhavejustlearnedabove.PronunciationThispartshowsthatsometimesconsonantsdisappearinsomesituations.Therearetwoactivitiesdesignedinthispart,bothofwhicharelinkedwithlistening.Inthefirstactivitystudentsneedtolistentothreesentencesandjudgewhichconsonantsdisappear.Duringthecourseoflisteningstudentsarerequiredtolistencarefully。Activity2suppliesstudentsagoodchancetopracticewhattheyjustlearned。Inthisway,studentscannotonlyimprovetheirpronunciationaccuracybutalsopracticetheirlisteningskill。EverydayEnglishThispartismainlyaboutfourdailyexpressionsinEnglishwhicharedesignedtohelpstudentsunderstandandmasterhownativeEnglishspeakerstakeadvantageofusefulphrasesandexpressionsintheirdailylife。Meanwhile，theycanalsoimprovestudents'oralEnglishlevelanddeepentheircomprehensionofidiomsandcustomsaswellascultureofEnglishspeakingcountries，whichembodiesthethemeortopicofthismodule。CulturalCornerThispartisfocusedonapassageintroducingwhatdragonsymbolizesindifferentcountriesandwhy,soiteasilyintereststhestudents.Atthesametime，itcouldbroadenthestudents’culturalbackgroundknowledgeandraisetheirawarenessofforeignculture.TaskThetaskofthismoduleis“writingamysteryforvisitorstoChina”。ItrequiresstudentstomakeadiscussionwiththeirclassmatesandmakealistofvariousunexplainedmysteriesinChinatowriteabout.Andthentheyhadbetterwriteashortparagraphoneachmysterytoshowvisitorswhattheycouldsee,hearorevenfeel。Butthestudents’dbetterusemayhave，mighthaveorbelikelytodoaswellasusefulwordsandexpressionslearned，whichmakessurethatstudentsgooverwhattheyhavelearnedinReadingandGrammarpart.Finallyworkingroupstointroducewhattheywritetoeachother.Maybethiswayraisestheirawarenessofcooperation.ModuleFileThispartisasummaryofthismodule。Itmayhelpthestudentstoknowwhethertheyhavemasteredthemainpointsornot.Iftimepermits,theteachermayhavearevisionofthismodulebyanalyzingthispartandconsolidateitwithsomeexercises。SixperiodsforteachingPeriod1:IntroductionPeriod2：ReadingandVocabularyPeriod3：Speaking；FunctionPeriod4:ListeningandVocabulary;GrammarPeriod5:Writing;Pronunciation；EverydayEnglishPeriod6:CulturalCorner；Task；ModuleFilePeriod1IntroductionTheGeneralIdeaofThisPeriodDuringthisperiodwewilllearnsomenewwordsthatcanbeusedtomonsters。IndealingwithActivity1theteachermayencouragethestudentstodiscussthefourpictures。Someperformancesmaybeofgreathelpinleadinginthispart。ThetaskofActivity2istolearnsomewordsappearedintheshortarticleswhichdescribethepictures。Theteachermayaskthestudentstoworkinpairsandgroupsandmakeupadialogue。Andthenseveralpairsorgroupsneedtoactouttheirdialogue。TeachingImportantPointsMastersomewords,phrasesandusefulexpressionsdescribingmonstersofthenaturalworld.Improvethestudents’speakingabilitybytalking,discussing，makingupandactingoutdialogues.TeachingDifficultPointsHowtoencouragestudentstotakeanactivepartinthediscussionandspeakingactivities。Howtoimprovethestudents’speakingability.TeachingMethodsIndividualwork，pairworkorgroupworktomakeeverystudentparticipateinclass。Readingandmatchingactivitytohelpthestudentshaveagoodunderstandingofthefourshortarticles.TeachingAidsMultimediaAblackboardThreeDimensionalTeachingAimsKnowledgeandSkillsMakethestudentsmastersomenewwords,phrasesandusefulexpressions。Encouragethestudentstoknowhowtodescribemonstersofthenaturalworld。MakesurethestudentsusesimpleEnglishtodiscussthemonstersofthenaturalworldandexpresswhattheymean.ProcessandStrategiesTrainthestudents’speakingabilitythroughindividual，pairworkandgroupwork。Trainthestudents’cooperationskillsthroughdiscussionandmatchingexercise。FeelingsandValueDeepenthestudents’correctunderstandingofwhattheirpartnerreallymeanandmakearesponse。Havethestudentsknowaboutsomemonstersexistinginthenaturalworldandbroadentheirculturalbackgroundknowledge。TeachingProceduresStep1Lead—inT：Goodmorning,boysandgirls！Ss:Goodmorning，sir！T:InlastmodulewehavelearnedsomethingaboutatripalongtheThreeGorges.Todaywearegoingtolearnsomethingaboutunexplainedmysteriesofthenaturalworld。T:(Theteachershowsapileofpicturesofphysicalcontacts.）Hereareseveralpictures。Areyouclearwhattheyareabout?DoyouknowhowtoexpresstheminEnglish？Nowdiscussandguesstheminpairsorgroups。Inafewminutes,I’llasksomestudentstotalkaboutthem.（Thestudentsbegintodiscussthepictures.Andtheteachergoesaroundtheclassandjoinsthem。Afewminuteslater,theteachersaysthefollowing.）T：Areyouready?Whocangiveusatalkaboutthefirstpicture？Anyvolunteer?S:Letmehaveatry.Ithinkthisisabigfootofahugemaninthefirstpicture.T：Maybe。Anydifferentopinion？S：Idon’tagreewithyou.Inmyopinion,itisabigfootofamysteriousmonster。T:Youareright.Whataboutthesecondone？S：Wecouldseeamanfulloffur。Maybeheisawildmanlivingonwildlife。T:Youareclever，goodguy.Anydifferentopinion？Volunteer？Goon.S:Letmehaveatry.Thereisamonkeywhichisstandingupthere.T：Completelytrue.Meanwhile，yourpronunciationisverybeautifulandfluent.Anotherone？Describethenextpicture。Whowantstograspthischance？S：Me.(Aboyraiseshishand.）IthinkofitasaChinesedragon。T：Justguessed,right？Whohasadifferentidea？S：Inmyopinion,itistheLochNessMonster。T:Welldone。Youmusthavepreviewedthismodule，right？S：Yes.T:Hard—workingguy!Youwillmakegreaterprogressifyoucontinuelikethis。Whowantstotalkaboutthelastone?S：Icouldonlyseelonghairandclawsbutcan'tguesswhatitis.T：Goodguessing。Thanksanyway。Somuchforthispart。Let’sgotothenextpart。Step2MatchdescriptionswiththepicturesT:Justnowwehavediscussedsomepicturesconcerningwildlikethings.NowopenyourbooksandturntoPage51。Readthesethefollowingfourshortdescriptionsaboutwhatwejustdiscussedandthenmatchthemwiththepicturesabove.（Thestudentsreadthemcarefully.）T:Areyouready?Ss:Yes。T：Whichpicturedoyoumatchthefirstdescriptionwith?Ss:Pictureb.T:Right.No.2？Ss:Picturea。T：Areyousureofit?Ss:Yeah。T：Goodjob。Whataboutthenextdescription？Ss：Pictured.T:Welldone。Thelastone?Ss:Picturec。Step3WordstudyT：Excellent.Youareallright.Havingfinishedthisexercise，youreadthesefourdescriptionsagain.Atthesametime，underlinethenewwordsandphrasesthatyoudon’tknow。Thenworkinpairstoguesstheirmeaninginthesentencesaccordingtothecontext。Areyouclear?Ss:Yes.（Theteachergivesafewminutesforthestudentstoworkthemout。）T:Readynow?Ss:Yeah。T:Maybeyouhavefurtherunderstoodwhatyouread,butperhapsyoustillhavesomedifficultyinworkingthemallout,right?Ss:Youareright。T:Inordertodeepenyourunderstandingthemandhelpyouusethesewordsfreely,let’sdoanotherexercise.NowIdivideyouintofourgroups-Groupa，Groupb，GroupcandGroupd.EachgrouptriesyourbesttomatchthefollowingwordsandtheirEnglishdefinitionsasquicklyaspossibleandthensendsarepresentativetowritethemontheblackboard。Themorequicklyandcorrectlythegroupworksthemout，thebetter。Now5minutesforyoutoprepare.Youcanalsorefertoyourdictionary。T:(Fiveminuteslater)Areyouready?Ss:Yeah。Writeyouranswersontheblackboard.（Representativesofeachgroupgototheblackboardandwritetheiranswersandthengoesbackoneafterone。）T：OK.Nowlookattheblackboardandseeiftheiranswersarecorrect.Well,whattheywriteareallcorrect,sowecouldonlyseewhowritesthefirstandleavesthefirst.Thenhisgroupwillbewinner。（Duringthiscourse，ifnewwordsappear,theteachershouldexplainthemandleadthereadingoraskastudentwhoknowsthemtogiveanexplanation。)Ss:Groupc。T：Goodenough.Here，Iamannouncingthewinnerinthisactivity-ItisGroupc。Congratulations。Step4RetellingT：Stophere.Anotherinterestingexerciseforyou。Continueourgroupwork。Eachgroupchoosesoneofthefourmonsterswediscussedabove.Eachdescribesitinyourownwordswithlookingatyourbooksforreference.Butyoucanrefertothefollowingchart.(Theteachershowsthechartonthescreen。）CREATUREDESCRIPTIONtheYetitheHimalayas，2-metretall,powerfularmsandlegs,angry,attacktheBigfootnorthwestAmerica,largefootprints，tall，hairy,bigarmsandlegsthegreymanScotland，tall,greyface,longclawstheLochNessMonsterlakeness,northofScotland，smallhead，longtailT:Timeisup。Excellent.Youhavegivengoodperformances。That’sallforthisactivity。Followmetothenextpart.Step5SummaryandhomeworkInthisclasswe’vemainlylearnedsomethingaboutmysteriousmonstersofnaturalworldbyspeakinganddiscussion，sowe’vegotmoreinformationaboutmysteriousmonstersandourspeakingabilityhasbeenimproved.Atthesametime,wehavelearntsomewords,suchasattack，claw，creatureandhairyconcerningwithmysteriousmonsters。(Theteacherwritesthemontheblackboard。）Youshouldrememberthemandlearntousethem。Afterclass,trytocollectmoreinformationaboutunexplainedmysteriesofnaturalworldandpreparefornextpart-Readingandvocabulary。That’sallfortoday。Goodbye，everyone！Ss:Goodbye,Mr./Mrs。.。.TheDesignoftheWritingontheBlackboardModule6UnexplainedMysteriesofNaturalWorldThefirstperiodmonsterspirittailattackclawcreaturedinosaurfootprinthairyRecordafterTeaching_________________________________________________________________________________________________________________________________________________________________________________________________________ActivitiesandResearch1.Encouragethestudentstocollectmorebodylanguagesindifferentcountries。2。Makethestudentsdebatewitheachother.ReferenceforTeachingLanguagePointsattackvt.＆vi。攻擊;疾病發作,侵襲n。攻擊;疾病發作Theenemyattackedduringthenight.敵人在夜間發動攻擊。Thediseaseattackedhisbones。病患已侵襲了他的骨骼.Thefamousmasterswimmerhadanattackofcrampandhadtogiveupthecontest。那個著名的游泳健將突然抽筋，不得不退出比賽。Assoonashearrivedattheworkshop,thetechnicianattackedthedifficultiesatonce。技術員一到車間就立即干勁十足地著手解決困難。attack還有”侵襲；傷害”“開始處理（某事）"的意思。aheartattack心臟病發作makeanattackon/upon。。.對……發動進攻BackgroundInformationCropCirclesCropCircles—formations，usuallyfoundingraincrops,wherethecrophasbeenmysteriouslyfoundlaidflat，inpatterns，thatdidnotexistindaylightthepreviousday。Althoughthoughtbymanytobeaphenomenaofthe20thCentury，cropcirclesandformationshavebeenaroundforaverylongtime，andrecordsevendatebackwellbeforetheinventionofthecamera.Therecordedincidenceofcropcirclesinmoremoderntimesseemstohavestartedintheearly20thcentury,withagradualincreaseinnumbersthroughtoamarkedincreaseinthe1960s,leadingtoaquitedramaticupturninthe1990s。Atleast190formationswerediscoveredanddocumentedin1999,perhapsanomenforwhatistocomeinthenewmillennium.TherearemanywhoareundertheimpressionthatcropcirclesareonlyindigenoustotheU。K.Sure，theyaremoreprevalentherethanelsewhereintheworld，butt