外研高一必修mysteries of the natural world教案

Module6UnexinedMysteriesoftheNaturalSkillSkill▲Talkabout inedmysteriesofthenatural▲Talkaboutpossibilityand▲Expresspossibilityinthepast:mayhave,might▲WriteaboutamysteryforvisitorsⅡ.TargetPossibilityandimprobabilityHemay/can...HemayHeisnotlikelytodo...It’spossiblethat...It’sprobablethat...It’slikelythat...ItisunlikelyItisimpossiblythat...Sb/Sthislikelytodo...Itmay/mightbeabigfish.It’sunlikelytobeadinosaur.Thatsnakemaybedangerous./Itmightbedangerous.Mr.ChenmaybetoobusytocometoAli’sparty.HemaynothavetimetocometoAli’sManypeoplethinkthemonstermayberelatedtoNessie.Theythinktheremightbesimilarcreaturesinotherlakes.It’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonIt’spossibleMarywon’tbeabletogotoBogotáat=>MarymightnotbeabletogotoBogotáatChristmas.It’spossiblethatAligotlost.=>AlimighthavegottenIt’spossiblethatAlididn’tgotoMr.=>AlimightnothavegonetoMr.seal,mysterious,claim,surface,horn,dive,calm,unlikely,cover,adapt,disappear,extinct,generous,emperor,robe,reputation,border,positive,indicate,identity,myth,fortunejournal,skeptical,volcanic,evolve,fierce,destruction,bebackinthenews,getaclearlookatsth,theremightbe,dieout,throwlighton,comestraighttothepoint,dueto,coveranareaof,berelatedto4may,might,unlikely,appear,repeat,cover,due語法mayhave/mightThe“MonsterofLakeTianchi”intheChangbaiMountainsinJilinProvince,,isbackinthenewsafterseveralrecentsightings.Althoughnoonereallygotaclearlookatthemysteriouscreature...Heclaimstohaveseenaroundblackcreaturemovingquicklythroughthewater.ManypeoplethinkthatthemonstermaybeadistantcousinoftheLochNessmonsterinScotland.P52Theyalsothinkthattheremightbesimilarcreaturesinotherlakesaroundtheworld.Theysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.P52Itis2189metreshighandcoversanareaofabouttensquarekilometers.III.分析與重本模塊以UnexinedMysteriesoftheNaturalWorld為話題，旨在通過此模塊的教學(xué)使theMonsterofLakeTianchi,LochNessmonsterinScotland等等，通過這一有趣的話題激發(fā)中學(xué)生熱愛大自然、熱愛生活、熱INTRODUCTION旨在引導(dǎo)學(xué)生通過看圖搭配和定義搭配，要求學(xué)生在語境中掌READINGANDVOCABULARY提供一篇新穎有趣的材料TheMonsterofLakeTianchi,文章首先通過三個真實人物在不同時間在同一個地方所看到的天池水怪的SPEAKING是一個任務(wù)型教學(xué)活動。創(chuàng)設(shè)了一個情景：要學(xué)生寫一篇有關(guān)天池水LISTENINGANDVOCABULARY通過聽來鞏固本模塊的話題詞匯。部分可要生的預(yù)測能力。重點是第七個任務(wù)的完成。 設(shè)的怪物Monster。CULTURALCORNERTASK用本模塊所學(xué)的話題詞匯和句式為來中國的外賓描述一個神秘的事物（mystery，INTRODUCTIONREADINGANDVOCABULARY從話題內(nèi)容和訓(xùn)練目的上分析，SPEAKING,LISTENINGANDPRONUNCIATION,EVERYDAYENGLISH和WORKBOOKListening相一致，故將三將FUNCTION,GR R與WORKBOOK中的Gr CULTURALCORNERWORKBOOKReading整合在一起上一節(jié)“泛讀WRITING,TASK和WORKBOOKWriting課型設(shè)計與分配（經(jīng)分析，本模塊可以用5教完1st 2ndperiod Listening&Speaking3rdperiod 4thperiod ExtensiveReading5thperiod V.分教Teachinggoals

TheFirst attack,claw,creature,dinosaur,footprint,hairy,monster,spirit,tail,appear,calm,claim,dive,horn,repeat,skeptical,seal,sighting,temperature,bebackinthenews,getaclearlookat,coveranareaHeclaimstohaveseenaroundblackcreaturemovingquicklythroughtheTheysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingAbilitygoalsEnablethestudentstodescribeamonsterorothernaturalphenomenawiththetargetLearningabilitygoalsTeachthestudentshowtodescribeamonsterorothernaturalphenomena.Teachingimportantpoints教學(xué)重點Helpthestudentstoyzethestructureofthe Enablethestudentstodescribetheirmonsterorothernaturalphenomena.Teachingmethods教學(xué)方法Listening,reading,discussing.Teachingaids Ataperecorderaprojectorandacomputer.Teachingprocedures&ways過程與方式StepILeadingFirsttheteacherletsthestudentstalkaboutthefourpicturesonPage51andthenfinishTask2individually.Task1andTask2canalsobepreparedbeforeclass.Showsomedinosaurphotoson .ThesepicturesarefromthefilmT:IthinkyoumustknowsomethingaboutthesepicturesYesThesedinosaurpicturesarefromaveryveryfamousfilm.Doyouknowwhichfilm?…ItwastheDinosaurthatWaltDisney’scontributiontothefieldofhi-techanimationtechnologywasasmammothasthefilm’stitle,Dinosaur,intheyearof2000.Anextraordinarymergerofstate-of-the-artlivecinematography(電影術(shù))withspectacularcomputeranimationtricksleavesyougrasformore.Butallofyouinmyclass,whohaveeverseenadinosaur?Itiswellknownthatnoonealivetodayintheworldhaseverseenadinosaur;sinceGodkilledthemalloffintheGreatFlood.Thisisjustakindofmonstersofamythsoralegend.Theteachercanletthestudentstalkaboutthepictures.TeacherofferssomeT:Allofusmusthavebeentoldalotofthesemonsterswhenyouwereyoung.Wemustalsoalotfromallkindsofbooksormagazines.TodayI’lltakeyoutotheChengbaiMountainstowatchthemonster,theMonsterofLakeTianchi.DoyouknowwheretheTianchiis?S:ItisinJilinT:HowmuchdoyouknowsomethingaboutTheteachershouldprepareamapof onthescreen.LetthestudentstalkaboutthelocationofS:JilinProvinceissituatedinthecentralsectionof ’snortheastregion.ItisborderedbyHeilongjiangonthenorth,Liaoniangtothesouth,InnerMongoliaonthewestandNorthKoreaontheeast.ThislocationgivesJilinProvinceitsfavorabletemperateclimate,whichincludesalengthywinterwithsnowthatcanstartasearlyasOctoberandlastuntilApril.Despitethewintercold,peopleflocktothisareafortheIceLanternFestivalandthewintersports.Jilinisknownasanareaforwintersportsandhasproducedsomeofthebestskiresortsin .However,Jilinhasmanyothernaturalandhistoricalattractionstoentertainitsresidentsandvisitors.T:WhocanlusanythingelseaboutJilin?WhattoS:Changbaishan(TallWhiteMountain)includesseveralhighlightsthatwilldelightanyvisitor.Thereisthemountainitselfwhichisanaturepreservethathastigersdeerblackbearsleopards(豹),andsable（貂）amongthemorethan200varietiesofwildlifethatliveinitsoriginalundisturbeds.Withinthesareinnumerablehotspringsandamorethan1,500speciesofnts.Rarebirds,suchastheflyingDragonBird,alsomaketheirhomeinthismountain.ThemountainalsoincludesaspectacularwaterfallwhichisthesourceoftheSongHuaRiver.Thewesternsideofthemountainrangehasthreelakes:Songhua,TaiLake,andDongtingLake,aswellas largestice-skatingtrainingfacility.T:Wonderful.Buttodaywemustclimbuptotheverytopofthemountain.Why?BecauseTianchi(HeavenlyLake)isjustattheverytop.Theviewisnothingshortofmiraculousandperhaps,asarewardforclimbingupthisvolcaniccone,youmightbeluckyenoughtocatchaglimpseofthelake’sveryownresident“monster.”NowpleaseturntoPage52.Let’sreadthepassageTheMonsterofLakeTianchi.FiveminuteslateryoushouldlmewhatthemonsterofLakeTianchiislike.OK?StepIIkindsofspecificinformationaboutthemonster.Fiveminuteslater.T:Areyouready?S:Yes.Ready!T:NowanswermyTeachershowsthequestionsonthescreen.OfcourseTeachercanalsoaskstudentsonebyonetoanswerthesequestionstotrainthestudents’memory.Wheredoesthepassagecomefrom?HowdoyouWhereistheMonsterofLakeWhatwerethejobsofthe swhowatchedthemonsterinParagraphone?WhataboutParagraph2andParagraph3?Whosawthemonsterclearly,andHowmanysightingofthemonsterdoesthearticleWhichdescriptionofthemonsterismostWhenwasthemonsterfirstsighted?HowlonghavetherebeenreportsofmonstersinLakeWhatdomanypeoplethinkabouttheWhatdoscientiststhinkabouttheWhatisspecialaboutLakeThenTeachercancallbackthestudents’answerstothesequestionsorshowthemontheThispassagemustcomefromanewspaperbecauseitisbackinthenewsafterseveralrecentItisintheverytopoftheChangbaiMountainsinJilinprovince, smentionedinParagraph1areMengFanyingandXueJunlin.Theformeristhedirectorofalocaltouristoffice.Thelaterisalocalphotographer.The smentionedinParagraph2areagroupofsoldiers,whowerewalkingalongthesideofthelake.AnotheroneisLiXiaohe,whowasvisitingthelakewithhisfamily.MrLiXiaohesaidthatheandhisfamilywereabletoseethemonsterclearlybecausetheweatherwasfineandthelakewascalm.Butinmyopinion,thesoldierssawitmoreclearlybecauseoneofthemsaid“Itwasgreenish-blackandaroundheadwith10-centimetrehorns.”Itseemedtobemoreaccurate.Ibelieveinthesoldier.ThearticlereportsthreesightingsoftheThesoldier’sdescriptionwasthemostdetailed.“Itwasgreenish-blackandaroundheadwith10-centimetrehorns.”TherehavebeenreportsofmonstersinLakeTianchisincethebeginningofthelastcentury,althoughnoonehasseenonecloseup.ManypeoplethinkthemonstermaybeadistantcousinoftheLochNessmonsterinScotland.Theyalsothinkthattheremightbesimilarcreaturesinotherlakesaroundtheworld.HoweverthescientistsarescepticalaboutthemonsterofLakeTianchi.Theysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.ItwasnotlongbeforetheLakeTianchiwasformedaboutthreehundredyears.LakeTianchiisthehighestvolcaniclakeintheworld.Itis2189metreshighandcoversanareaofabouttensquarekilometers.Incesitismorethan370metresdeep.Step ThistimeTeachercanythetapeofthistextandletthestudentslistentothepassagecarefully.Thenaskthestudentstoreadthroughthetextandgraspthemainideaofthetext.Inthisprocedure,studentsshouldsumupthemainideasbythemselvesfirst,thendiscusswithgroupmembers.Beforegivingstudentstheanswers,askthemtodiscussfirst.Cooperativelearning.T:HowmanypartsofthispassagecanbedividedS:Inmyopinionitcanbedividedintothreeparts.Thefirstpartreportsthethreesightingsofthemonster.Fromseveralsides:beginbysayingwhathappened,whereithappened,whowatched;desciberthemonsterorwhatthemonsterwaslike.Parttwolswhatotherpeoplethinkaboutitincludingscientists.PartthreelswhatisspecialaboutLakeTianchi.T:WhatshouldwelearnfromthisS:ThistextlsusthemonsterofLakeTianchi,anunexinedmysteryofthenaturalworld.Itmakesusfeelmoremysteriousaboutthenaturalworld.Ontheotherhand,wearestudentsStudyinghardisourinviolable(神圣的)responsibilityWeshouldtryourbesttodoitbetterinordertodevoteourselvestosearchingthenaturalworldinthefutureforthemankind.T:Youarequiteright.WestudyinordertomakeourworldmorebeautifulandmoreStepIVExDuringthisprocedureTeacherwillythetapeforstudents.Studentswillunderlinethedifficultsentences.Afterlisteningtothetape,Teacherwillexinthetextanddealwithlanguageproblems.Whileexiningthetext,TeacherwillaskstudentstorefertoNote1-7onPage106andlearntheT:Wehavelearnedthemainideaofthetext.Nowlet’sreadthetextcarefullyandpayattentiontosomedetails.Thistimewewilldealwithsomedifficultlanguagefocuses.NextIwillythetapeforyou.Afterlisteningtothepassage,Teacheraskssomeofthestudentstogivetheirdifficultsentences.T:Doyouhaveanyquestions?S:Inthefirstsentenceofthefirstparagraph,whatdoesbackinthenewsmeanT:Good,that’sagoodproblem.Ifsomethingisbackinginthenewsitisinthenewsagain.Areyouclear?Anyotherquestions?S:Idon’tunderstandthissentenceTheysaythatthelow-temperaturelakeisunlikelytobeabletosupportsuchlargelivingcreatures.T:Inthissentencebeunlikelytoexpressesimprobability.Wecanalsosaythatthelow-temperaturelakemaynot/isimpossibletosupportsuchlargelivingcreatures.InEnglishthereareotherstructurestoexpressPossibilityandimprobability.Showthefollowingtostudents,butdon’texinmore.Hemay/can...HemayHeisnotlikelytoIt’spossibleIt’sprobablethat...It’slikelythat...ItisunlikelyItisimpossiblythat...Sb/Sthislikelytodo...Itmay/mightbeabigfish.It’sunlikelytobeadinosaur.Thatsnakemaybedangerous./Itmightbedangerous.Mr.ChenmaybetoobusytocometoAli’sparty.HemaynothavetimetocometoAli’sManypeoplethinkthemonstermayberelatedtoNessie.Theythinktheremightbesimilarcreaturesinotherlakes.It’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonIt’spossibleMarywon’tbeabletogotoBogotáat=>MarymightnotbeabletogotoBogotáatChristmas.It’spossiblethatAligotlost.=>AlimighthavegottenIt’spossiblethatAlididn’tgotoMr.=>AlimightnothavegonetoMr.Yamamoto’s.T:Ok,somuchforlanguageexnations.StepVPost-Askthestudentstoworkinpairstocomparethethreesightingsofthemonster.Letthemdiscussthequestionaccordingtowhattheyhavelearntfromthetext.Afterthespokesmenineachgroupgivepossibleanswers,showthesuggestedanswersonthe .ThenchecktheanswerstoTask4.StepRecitethepassageand lthepassageinyourownPrepareforthenextclassoflisteningandTheSecondPeriodListening&Teachinggoalsmonster,adapt,disappear,climate,extinct,evolve,survive,meteorite,crater,galaxy,volcaniceruption,consonant,throwlighton,bebackinthenews,comestraighttothepoint,almostovernight,dieout,gofor,quitesomethingIthinkit’sthemostlikelyexnation.Wesawthemostfantasticcreature.AbilitygoalsEnablestudentstoask/answerthequestionsabouttheLakeTianchimonsterasajournalist.Enablestudentstolistenforspecificinformation:Howmanyexnationsforaregivenforthedisappearanceofthedinosaurs?HowarethepeopletalkingabouttheLochNessmonster?LearningabilitygoalsTeachstudentstolearnhowtoopenanin ctionbyelicitingaresponsebyaskingquestions.Teachstudentstolearnhowtoidentifydetailsthatsupportamainidea.Howtouseclues,contextandknowledgeofthewordtoworkoutthemeaningofanunknownword.Teachingimportant DothetwotasksofListening.Teachingdifficultpoints Dotherole-y.SaysomethingabouttheLochNessmonsterafterlistening.Teachingmethods Listeningtothetape(individuals).Pairsworkorcooperativelearning.Teachingaids教具準備Arecorder，aprojectorandaTeachingprocedures&waysStepIT:Goodmorning/afternoon,class!YesterdaywelearnedtheMonsterofLakeTianchi.Whocanrelthepassagewiththetargetlanguagewehavelearnt?S:Letmetry.ItisreportedthatthemonsterofLakeTianchiisbackinthenewsrecently.Thedirectorofalocaltouristofficesaidthatthemonsterwaslikeablackseal,whilealocalphotographerclaimedthatitsheadlookedlikeahorse.Oneofthesoldierswhowaswalkingalongthesideofthelakewatchedthecreatureswimmingforabouttwominutes.Hesaidthemonsterwasgreenish-blackandhadaroundheadwith10-centimetrehorns.Another whovisitedthelakewithhisfamilyclaimedtohaveseenaroundblackcreaturemovingquicklythroughthewaterclearly.Althoughnoonereallygotaclearlookatthemysteriouscreature,theirwordssoundedbelievable.Ithasbeenforalongtimebeforethemonsterisinthenewsagain.ManypeoplethinkthemonstermaybeadistantcousinoftheLochNessmonsterinScotlandandtheremightbesimilarcreaturesinotherlakesaroundtheword.However,thescientistsareskeptical.LakeTianchiistoospecialtosupportsuchlargelivingcreatures.T:Verygood.NowturntoPage54.Let’sreadtheinstructionsanddotherole-yinStepIITeachergivesthestudentssometimetopreparetheirrolesthenaskthemtoactoutinpairs.Sb:WherewereyouwhenyousawtheSa:WhenIsawthemonsterIwasattheverytopofthemountain.Sb:Whatwereyoungthereatthattime?Sa:Iwasvisitingthelake,thefamousLakeSb:Didonlyyouownoneseethemonsterwhenyouwereonthetopofthemountain?Sa:No.About200peopleonChangbai’swesternpeaksawit.Sb:WhatwerethemonsterngwhenyousawSa:Itwasswimmingonthesurfaceofthewaterormovingquicklythroughthewater.Andsometimesjumpedoutofthewater.Sb:CouldyouseeitclearlyandSa:Yes,Isawthemonsterclearlybecausetheweatherwasfineandthelakewascalm.Sb:Howmanymonstersdidyouseeatthattime?Sa:Duringaperiodofabout50minutes,Isawtheanimalsfivetimes.Sometimes20appearedatonetimeandsometimestherewasonlyoneortwoofthem.Sb:WhatwasthemonsterSa:Themonsterlookedlikeasealwitharoundhorsehead,whichhas10-centimetrehornsonit.Sb:Whatcolourwasit?Sa:Itwasgreenish-Sb:WhatdoyouthinkabouttheSa:IthinkthemonstermaybeadistantcousinoftheLochNessmonsterinScotland.Ortheymightbesimilarcreaturesinotherlakesaroundtheworld.Sb:Thanksforyourhelpofmyinterview.Bestwishestoyou.Sa:You’re e.Seeyounexttime.StepIIIListening1(▲ythetapeforstudents.Whilelistening,thestudentsshouldgraspthe andgetthemainidea.Afterlisteningtothetape,doTask1onPage55.Andchecktheanswerswiththewholeclass.Thenletthestudentstrytheirbesttorememberthesentences.▲Letstudentsanswerthequestionsaboutdinosaursinpairsaccordingtotheirknowledge.Thenlistentothefirstpartofaradiointerviewandchecktheiranswers.Task2&Task3.▲DoTask4~7.Firstlistentothesecondpartoftheinterview.AnswerthequestionHowmanyexnationsaregivenforthedisappearanceofthedinosaurs?Thenlistentothesecondpartagaintoidentifydetails.StepIVListening2(T:Nowlet’sturntoPage101.Let’sdothisListening.YouaregoingtohearpeopletalkingabouttheLochNessmonster.Iftimeisnotenough,youshouldletSsfinishitafterStepVT:Doyouknowthiswordelision?Elisionisalinguisticsword.Itmeansthepracticeofleavingasoundoutwhenyousayawordorgroupofwords,forexample,whenyousayitquicklyinordinaryconversation.NowpleasestudythesentencesonPage58andsaywhichconsonantsdisappear.StepDolisteningexercisesonTrytofindouttheuseofmayhave/mighthaveandthestructuresaboutexpressingpossibilityandimprobability.Teachinggoals

TheThird Learnthemodalverbsmayhave/mightAbilitygoalsEnablestudentstoexpresspossibilityinthepast.Enablestudentstoexpresspossibilityandimprobability.LearningabilitygoalsHelpstudentslearnhowtousemayhave/mighthave.Teachingimportantpoints教學(xué)重點Howtousethemodalverbsmayhave/mighthave.Teachingdifficultpoints教學(xué)難點Howtoexpresspossibilityandimprobability.Teachingmethods教學(xué)方法Exiningandpracticing.Teachingaids教具準備AprojectorandaTeachingprocedures&waysStepICheckExercise12-15on102.Showthepossibleanswersonthe.Aftershowingtheanswers,goontodealwiththegr T:Inthisclasswearegoingtolearnthegr r—howtoexpresspossibilityinthepast.Nowpleaselookatthescreen.Teachershowstheof mayhave/mightThedinosaursmayhavestoppedevolving,andbeenunabletoadapttochangesintheclimate.Theymighthavekilledeachother.StepII rexExinhowtousethemodalverbs—mayhave/mightT:Weusemayhave/mighthave(withthepastparticiple)totalkaboutsomethingwhichhappenedinthepast-perhaps.Askstudentstoreadthefollowingsentences(onthescreen).TeachergivessomenecessaryWhereisHemayhavegonetotheskatingrink.Iamnotsure.Shemay/might/couldhaveforgottenmyaddress.YoumighthavecaughtthefirstTheymay/might/couldhaveforgottenabouttheappointment.Thismighthavecuredyourcough,ifyouhadtakenit.Thisnewtoolmayrevealsecretswhichmightneverhavebeenlearnedbyothermethods.Theymayhavebeendiscussingtheproblemthismorning.TheymayhavebeenvisitingafilmHemaynothaveachievedallhisaims.Buthiseffortisagoodone.Youmay/mighthavereadaboutitinthepapers.Shemay/mighthavegonetotheTheymighthavederivedinspirationfromthesewords.Youmight/couldhavebeenmoreconsiderate.Youmight/couldhavemadegreaterprogress.Youmightatleasthaveansweredmyletter.Youreallymighthaveshownalittleconsiderationforme,注：may+have+ might+have+P.P.表示過去事情可能性的推測。所推測的可能性與實際情況相反，往往含AfterTeacher’sexnation,letstudentscompleteTask1andTask2.ThenletstudentsdoTask3inT:NowIwillasksomeofyoutothinkofsomemorereasonswhythedinosaursmighthavedisappeared.Usemayhave/mighthave.HereIgiveyousometimetoprepare.SampleanswerstoTask3onPageThedinosaursmighthavedisappearedbyvolcanicThedinosaursmayhavebeenkilledbyGreatThedinosaursmighthavebeenkilledbyavolcanicThedinosaursmayhavedisappearedbytoomuchfightingeachThedinosaursmighthavebeencausedtodieoutbecausetheyatethewrongThedinosaursmayhavebeencausedtodieoutbyahugeThedinosaursmayhavedisappearedbecausetheclimateStepIIIFUNCTIONonPageshowtheir first.ThenshowthestructuresaboutpossibilityandimprobabilityontheHeHemayHeisnotlikelytoIt’spossibleIt’sprobablethat...It’slikelythat...ItisunlikelyItisimpossiblythat...Sb/Sthislikelytodo...Itmay/mightbeabigfish.It’sunlikelytobeadinosaur.Thatsnakemay/mightbeMr.ChenmaybetoobusytocometoAli’sparty.HemaynothavetimetocometoAli’sparty.ManypeoplethinkthemonstermayberelatedtoNessie.Theythinktheremightbesimilarcreaturesinotherlakes.It’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonIt’spossibleMarywon’tbeabletogotoBogotáat=>MarymightnotbeabletogotoBogotáatChristmas.It’spossiblethatAligotlost.=>AlimighthavegottenIt’spossiblethatAlididn’tgotoMr.=>AlimightnothavegonetoMr.…ExamplesIt’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonMondays.It’spossiblethatMiguelwillforgetaboutExamplesIt’spossiblethattherestaurantisopenonMondays.=>TherestaurantmightbeopenonMondays.It’spossiblethatMiguelwillforgetaboutMarta.=>MiguelmightforgetaboutMarta.It’spossiblethatIhavechangeforaten-dollarImighthavechangeforaten-dollarIt’spossiblethatMartawon’tbeabletogotoBogotáatChristmas.=>MartamightnotbeabletogotoBogotáatChristmas.Changethesentencesasintheexample.UsemightormightIt’spossiblethatthephoneisoutofIt’spossiblethatMiguelwillimmigratetotheUnitedIt’spossiblethattherestauranthasaIt’spossiblethatwewon’tgoanywherethisIt’spossiblethatPauloisn’tattheofficeIt’spossiblethatyouhavetheIt’spossiblethatwewillseeMigueloffattheairport.It’spossiblethatthosepeoplearelost.ExamplesIt’spossiblethatAligotlost.=>Alimighthavegottenlost.It’spossiblethatAlididn’tgotoMrYamamoto’s.=>AlimightnothavegonetoMrYamamoto’s.UsemighthaveormightnothaveintheIt’spossiblethatMrNikzadupsetIt’spossiblethattheydidn’treceiveyourIt’spossiblethatheleftworkIt’spossiblethatthemailmanhasn’tcomeIt’spossiblethatPaulowasdelayedattheIt’spossiblethatthedoorwasn’tStepIVThisisagoodopportunityforthestudentstoconsolidatetheirknowledgeofgrrandfunction.YoushouldhelpthestudentstodoTask1—Task4on55.Askthemtopaymoreattentiontotheusageofmay/might.StepVThistimeletSsdotheGrronPage97andVocabularyon99inclass.Dothesetasksinpairs.Thenchecktheanswerswiththewholeclass.StepVIRememberandusethestructuremay/might+have+PracticetalkingaboutpossibilityandPreviewthepassagesonPage59andReadingonPage ExtensiveTeachinggoalsuniversal,dragon,fierce,destruction,generous,unpredictable,emperor,robe,reputation,border,positive,indicate,identity,myth,legend,alligator,fortune,remote,unexplored,extinct,coelacanth,previously,sturgeon,fin,swampy,swamp,serpent,current,dueto,besimilarto,aspeciesof,sofar culture,dragonsaregenerousandwise,althoughtheycanbeunpredictable.P59Themajorityoftheearth’soceansand...sotheremaybecreatureswhich...P99Someexpertssuggestthatpeoplemayreallyhaveseenlogspushedto...P100Butit’salsopossiblethatpeoplemayhaveinventedthestories...P100AbilitygoalsEnablestudentstolearnhowwesterndragonsaredifferentfrom Enablestudentstodescribemoreothermonstersitmentions.LearningabilitygoalsTeachstudentslearnhowtomastermorewordsaboutthetopicwords.Teachingimportantpoints教學(xué)重點Letstudents lhowwesterndragonsaredifferentfrom Teachingdifficultpoints教學(xué)難點Howtowritealegend/myth/monsterandsendittotheweb.Teachingmethods教學(xué)方法Reading,speakingandtalkinginpairs.Teachingaids教具準備Arecorder,aprojectorandacomputer.Teachingprocedures&ways教學(xué)過程與方式StepILead-TeacherhelpsstudentslearnthepassageTheUniversalTIthinkyoumustknowthisEnglishwordDragon.Buthaveyoueverseenarealdragon?NooneYes,thedragondoesn’tactuallyexist,that’squitesomething.Itisjustasymboloftotem(圖騰),totemismofthehumanbeings.Whatdoesadragonlooklikeinthelegend?S:Thedragonofancientdateyedaprominentpartinearlyromance,thoughlittleusedinEnglishheraldry.Heisusuallydepictedwithfourlegsandwings,alongbarbedtail,usuallyknotted,andabodyprotectedbyscales.Whenthedragonisdrawnwithoutwingsheiscalledablindworm;withoutfeet,aserpent;whenhehangsbythehead,itrepresentsaconquereddragon.T:Canyousayanythingelseabout isadevelocountrylikeagiantflyingdragon.S2:Weareallthefuturegenerationsofthedragon.S3:Likeamassivesleedragon,theGreatWallsnakesacross’slandscape,risingandfallingwiththecontoursofthecountryside.TeachershowsapictureontheT:Whatarethe peopleeverywherehavebeencelebratingtheDragonBoatFestival,otherwiseknownasT:WhatarethetwomajorfeaturesonS:Andthetwomajorfeaturesmarkedthespecialdayin areZongzianddragonboatraces.T:WhataboutDuanwu?S:ThisisafestivaltorememberagreatpatrioticpoetQuYuan.MrChenbutIdon’tknowwhypeopleeatZongziandhaveadragonboatracing.T:Whocangivehertheanswer?None!Allright.Letmelyouaboutit.Zongzi,rice-and-meatparcelswrappedinbambooleaves,usedtobedroppedinriverstorememberthegreatpatrioticpoetQuYuanwhodrownedhimselfbackin278BC.Peoplehopedthefishwouldeatthetemptingofferings,insteadofQu’sbody.Today,however, sticktoeatingthedeliciouspackagesthemselves.Anotherspecialityofthedayisdragonboatracing. traditionallyusedthegarishboatstoscareawaytheriver’sdragonandprotectQuYuan’sbody.Today,ithas eaninternationalsportingevent.Lastyearineast ’sJiangsuProvincemorethan400employeesfromoverseascompaniesinNanjingtookpartinadragonboatrace.Butdoyouknow,mydearfriends,thatinthewestculture,dragonshaveadifferentreputation.NowpleaseopenyourbookstoPage59.HereIgiveyousometimetolookthroughthepassageandthenanswermyquestion.StepIICulturalBeforereadingthepassage,askthestudentstoreadthetwoquestionsonthetop.AfterawhileTeacheraskssomequestions.T:JustonlythetalkaboutS:Dragonscanbefriendlyorfierce,theycanbringgoodluckorcausedeathanddestruction,butonethingissure—peopletalkaboutthemalmosteveryintheworld.T:HowaboutdragonsinS:Dragonsaregenerousandwise,althoughtheycanbeT:Wasthedragoncloselyconnectedtotheroyalfamily?lmesomethingaboutS:Theemperor’srobeshaveasymbolofagolddragonwithfiveclaws.Othermembersoftheroyalfamilywereallowedtoweardragonsymbols,too,butwithfewerclawsandadifferentcolour.T:If wasbornintheyearofthedragon,whatishe/sheS:Accordingtopopularbelief,he/sheisinligent,brave,andanaturalT:Howmanyofuswerebornintheyearofdragoninourclass.OK!Youareallgreat!Butinthewest,dragonshadadifferentreputation.DoyouknowanythingaboutBeowulf?S:ThisistheAnglo-Saxonpoem,whichlsthestoryaScandinavianhero,Beowulf,whofightsandkillsadangerousdragonbutishimselfkilledinthefight.T:WhatdoesthereddragonwhichappearsontheWelshflagmeaninWales?S:Itisapositivesymbol,indicatingstrengthandasenseofnationalidentity.T:Whyshouldthedragonhaveadifferentcharacterindifferentpartsoftheworld?S1:Peoplethinkitisduetotheanimalsthemythsgrewoutof.S2:Itissomeexpertswhobelieveit.Inthewest,theideaofthedragonprobablycamefromthesnake.Peoplehatedandwereafraidofi