Module6UnexplainedMysteriesoftheNaturalWorld教學設計（第1課時）TheGeneralIdeaofThisPeriodDuringthisperiodwewilllearnsomenewwordsthatcanbeusedtomonsters.IndealingwithActivity1theteachermayencouragethestudentstodiscussthefourpictures.Someperformancesmaybeofgreathelpinleadinginthispart.ThetaskofActivity2istolearnsomewordsappearedintheshortarticleswhichdescribethepictures.Theteachermayaskthestudentstoworkinpairsandgroupsandmakeupadialogue.Andthenseveralpairsorgroupsneedtoactouttheirdialogue.一、TeachingImportantPointsMastersomewords,phrasesandusefulexpressions，describingmonstersofthenaturalworld.Improvethestudents’speakingabilitybytalking,discussingandmakingupdialogues.二、TeachingDifficultPointsHowtoencouragestudentstotakepartinactivelydiscussionandspeakingactivities?Howtoimprovethestudents’speakingability?三、TeachingMethodsIndividualwork,pairworkorgroupworktomakesurethateverystudentcanparticipateinclass.PreparedmoreReadingandmatchingactivitiestohelpstudentsgainagoodunderstandingofthefourshortarticles.四、TeachingAidsMultimediaAblackboard五、ThreeDimensionalTeachingAimsKnowledgeandSkillsMakethestudentsmastersomenewwords,phrasesandusefulexpressions.Encouragethestudentstoknowhowtodescribemonstersofthenaturalworld.MakesurethestudentsusesimpleEnglishtodiscussthemonstersofthenaturalworldandexpresswhattheymean.ProcessandStrategiesTrainthestudents’speakingabilitythroughindividual,pairworkandgroupwork.Trainthestudents’cooperationskillsthroughdiscussionandmatchingexercise.FeelingsandValueDeepenthestudents’correctunderstandingofwhattheirpartnerreallymeanandmakearesponse.Havethestudentsknowaboutsomemonstersexistinginthenaturalworldandbroadentheirculturalbackgroundknowledge.六、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.Anydifferentopinions?S:Idon’tagreewithyou.Inmyopinion,itisabigfootofamysteriousmonster.T:Youareright.Whataboutthesecondone?S:Wecouldseeamanfulloffur.Maybeheisawildmanlivingonwildlife.T:Youareclever,goodguy.Anydifferentopinions?Volunteer?Goon.S:Letmehaveatry.Thereisamonkeywhichisstandingupthere.T:Completelytrue.Meanwhile,yourpronunciationisverybeautifulandfluent.Anotheroneelse?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.NowopenyourbooksandturntoPagethefollowingfourshortdescriptionsaboutwhatwejustdiscussedandthenmatchthemwiththepicturesabove.(Thestudentsreadthemcarefully.)T:Areyouready?Ss:Yes.T:Whichpicturedoyoumatchthefirstdescriptionwith?Ss:Pictureb.T: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.Youhav