Module 6 Period 1 introduction 教学设计优质公开课外研版必修4精品.docx
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Module 6 Period 1 introduction 教学设计优质公开课外研版必修4精品.docx
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Module6Period1introduction教学设计优质公开课外研版必修4精品
Module6UnexplainedMysteriesoftheNaturalWorld教学设计
BriefStatementsBasedonThisModule
TheAnalysisofTeachingContentsinThisModule
Thetopicofthismoduleis“UnexplainedMysteriesoftheNaturalWorld”.Relatedinformationisintroducedthroughreadingandlistening.ThereadingpartgivesabriefintroductionofTheMonsterofLakeTianchiwhilethelisteningpartshowshowdinosaursdisappeared.Thevocabulary,sentencepatterns,grammar,themaincontentofthecontextaswellasthestudents’activitiessuchaslistening,speaking,readingandwritingandsoonalldeveloparoundthistopic.Theteachercandesignandorganizesuchactivitiesasorganizingstudentstosearchformoreinformationaboutmysteriesofnaturalworld.
Introduction
Thispartismadeupoftwoactivities,thefirstofwhichintroducepicturesoffourdifferentmysteriousmonstersaswellastherelativedescriptionsaboutthem.AndActivity2presentssomevocabularybasedonthedescriptionsabove,whichnotonlyisofgreathelptothestudentsbutalsolaysfoundationforthecentralthemeofthismodule.
ReadingandVocabulary
ThispassagegivesabriefintroductionofTheMonsterofLakeTianchi.Throughthestudyofthispart,thestudentsaredemanded:
(1)toguesswherethepassagecomesfrom(tourguide,dictionary,newspaperaswellasscientificmagazines)byreadingthebeginningparagraph;
(2)tomasterthemaininformationofthispassage;(3)tocorrectlyunderstandthenewwordsaccordingtothecontext.Andfourexercisesconcerningthecontentandvocabularyofthepassagearedesigned.Bydoingtheseexercisesthestudentscanhaveagoodunderstandingofthecontentofthispassageandlearnsomewordsrelatedtothecontentofthispassage.
Speaking
Inthispartthestudentsworkinpairstoperformarole-playgameintheformofcarryingoutaninterview,inwhichtheycangetachancetopracticeaskingandanswering.OneplaystheroleofaninterviewerandaskshispartnerforsomeinformationconcerningthemonsterappearedinLakeTianchi,theothergivesrelativereplies.Sothispartconsolidatesthereadingcomprehensionaswellasthevocabulary.
Function
Thefunctionofthismoduleisabout“possibilityandimprobability”.Studentsaredemandedtomasterhowtoexpresspossibilityandimprobabilitywhentheyarenotsureaboutsomething.Thispartcontainsfouractivities.InActivity1thestudentsneedtolookatthreesentencesfromthereadingpassageandtrytheirbesttolearnthewordsaswellasphrasesthatcanbeusedtodescribepossibleorimpossiblesituationsinthesentences.MeanwhilethisactivityalsolaysagoodfoundationforActivity2.Activity2practicesexpressingtheuncertainsituationsthroughtheuseofwordsandphrasesjustlearnedinActivity1.InthethirdactivitytherearesixsentencesconcerningthemonsterinLakeTianchi.Thestudentsneedtochoosewhattheyagreewith.Thelastactivityisbasedonthefirstthreeactivities.Thestudentsarerequiredtoidentitythecreaturesusingmayormight.Deeplyspeaking,theseactivitiesbothdevelopandimprovestudents’languageskillsandincreasesandbroadentheirnaturalworldknowledge.
ListeningandVocabulary
Thispartbringsinboththecontentcloselyconcerningthethemeortopicofthismoduleintheformoflistening:
themysteriesofthenaturalworld—dinosaurs.Itismadeupofsevenactivities.InActivity1studentsaredemandedtolearnthegivenwords.ItleadsstudentstoActivity2.Meanwhilethesewordsarecloselyconnectedtothethemeofthismodule.Activity2showsthestudentsfoursentenceswhichprovidemaininformationofthelisteningmaterialandhelpthemhaveaknowledgeofdinosaurs’life.BothActivity3and4arebasedonActivity1and2.ThroughActivity3,studentsneedtocatchthemainideaandchoosetherightanswers.IfweseeActivity3astrunkofabigtree,Activity4willbebranches.Thatistosay,Activity4requiresstudentstolistencarefullyandunderstandtheinterviewfullyanddeeplyinordertocatchasmanydetailsaspossibleandprepareforthefollowingthreeactivities.Maybetheyneedtopaymuchattentiontohowtocarryoutaninterviewandgiveresponsecorrectly.Sothishelpsstudentspracticewhattheylearnedinspeakingpart.
Grammar
Thispartintroducestwowaysofexpressingthepossibilityinthepastaroundwhichthreeactivitiesaredesigned.ThroughActivity1thestudentscanhaveaknowledgeofthesituationthetwowaysdescribes.AndActivity2willhelpstudentspracticeandconsolidatewhattheyhavelearnedinActivity1.Thelastactivityistogivethestudentsachancetodiscussfreelyandraisetheircooperation.
Pronunciation
Thispartshowsthatsometimesconsonantsdisappearinsomesituations.Therearetwoactivitiesdesignedinthispart,bothofwhicharelinkedwithlistening.Inthefirstactivitystudentsneedtolistentothreesentencesandjudgewhichconsonantsdisappear.Duringthecourseoflisteningstudentsarerequiredtolistencarefully.Activity2suppliesstudentsagoodchancetopracticewhattheyjustlearned.Inthisway,studentscannotonlyimprovetheirpronunciationaccuracybutalsopracticetheirlisteningskill.
EverydayEnglish
ThispartismainlyaboutfourdailyexpressionsinEnglishwhicharedesignedtohelpstudentsunderstandandmasterhownativeEnglishspeakerstakeadvantageofusefulphrasesandexpressionsintheirdailylife.Meanwhile,theycanalsoimprovestudents’oralEnglishlevelanddeepentheircomprehensionofidiomsandcustomsaswellascultureofEnglishspeakingcountries,whichembodiesthethemeortopicofthismodule.
CulturalCorner
Thispartisfocusedonapassageintroducingwhatdragonsymbolizesindifferentcountriesandwhy,soiteasilyintereststhestudents.Atthesametime,itcouldbroadenthestudents’culturalbackgroundknowledgeandraisetheirawarenessofforeignculture.
Task
Thetaskofthismoduleis“writingamysteryforvisitorstoChina”.ItrequiresstudentstomakeadiscussionwiththeirclassmatesandmakealistofvariousunexplainedmysteriesinChinatowriteabout.Andthentheyhadbetterwriteashortparagraphoneachmysterytoshowvisitorswhattheycouldsee,hearorevenfeel.Butthestudents’dbetterusemayhave,mighthaveorbelikelytodoaswellasusefulwordsandexpressionslearned,whichmakessurethatstudentsgooverwhattheyhavelearnedinReadingandGrammarpart.Finallyworkingroupstointroducewhattheywritetoeachother.Maybethiswayraisestheirawarenessofcooperation.
ModuleFile
Thispartisasummaryofthismodule.Itmayhelpthestudentstoknowwhethertheyhavemasteredthemainpointsornot.Iftimepermits,theteachermayhavearevisionofthismodulebyanalyzingthispartandconsolidateitwithsomeexercises.
Sixperiodsforteaching
Period1:
Introduction;
Period2:
VocabularyandReading
Period3:
Speaking;Function
Period4:
ListeningandVocabulary;Grammar
Period5:
Writing;Pronunciation;EverydayEnglish
Period6:
CulturalCorner;Task;ModuleFile
Period1 Introduction
TheGeneralIdeaofThisPeriod
Duringthisperiodwewilllearnsomenewwordsthatcanbeusedtomonsters.IndealingwithActivity1theteachermayencouragethestudentstodiscussthefourpictures.Someperformancesmaybeofgreathelpinleadinginthispart.ThetaskofActivity2istolearnsomewordsappearedintheshortarticleswhichdescribethepictures.Theteachermayaskthestudentstoworkinpairsandgroupsandmakeupadialogue.Andthenseveralpairsorgroupsneedtoactouttheirdialogue.
TeachingImportantPoints
Mastersomewords,phrasesandusefulexpressionsdescribingmonstersofthenaturalworld.
Improvethestudents’speakingabilitybytalking,discussing,makingupandactingoutdialogues.
TeachingDifficultPoints
Howtoencouragestudentstotakeanactivepartinthediscussionandspeakingactivities.
Howtoimprovethestudents’speakingability.
TeachingMethods
Individualwork,pairworkorgroupworktomakeeverystudentparticipateinclass.
Readingandmatchingactivitytohelpthestudentshaveagoodunderstandingofthefourshortarticles.
TeachingAids
Multimedia
Ablackboard
ThreeDimensionalTeachingAims
KnowledgeandSkills
Makethestudentsmastersomenewwords,phrasesandusefulexpressions.
Encouragethestudentstoknowhowtodescribemonstersofthenaturalworld.
MakesurethestudentsusesimpleEnglishtodiscussthemonstersofthenaturalworldandexpresswhattheymean.
ProcessandStrategies
Trainthestudents’speakingabilitythroughindividual,pairworkandgroupwork.
Trainthestudents’cooperationskillsthroughdiscussionandmatchingexercise.
FeelingsandValue
Deepenthestudents’correctunderstandingofwhattheirpartnerreallymeanandmakearesponse.
Havethestudentsknowaboutsomemonstersexistinginthenaturalworldandbroadentheirculturalbackgroundknowledge.
TeachingProcedures
Step1Lead-in
T:
Goodmorning,boysandgirls!
Ss:
Goodmorning,sir!
T:
InlastmodulewehavelearnedsomethingaboutatripalongtheThreeGorges.Todaywearegoingtolearnsomethingaboutunexplainedmysteriesofthenaturalworld.
T:
(Theteachershowsapileofpicturesofphysicalcontacts.)Hereareseveralpictures.Areyouclearwhattheyareabout?
DoyouknowhowtoexpresstheminEnglish?
Nowdiscussandguesstheminpairsorgroups.Inafewminutes,I’llasksomestudentstotalkaboutthem.
(Thestudentsbegintodiscussthepictures.Andtheteachergoesaroundtheclassandjoinsthem.Afewminuteslater,theteachersaysthefollowing.)
T:
Areyouready?
Whocangiveusatalkaboutthefirstpictu
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