Module 6 Unexplained Mysteries of the Natural World
同步练习
1. The ocean looks much ________ (平静的) today than before.
2. Most wild animals won’t a________ unless they are annoyed.
3. They ran to the pool, d________ in, and swam to the other side.
4. There is no evidence that life ________ (存在) on other planets.
5. We could see fish swimming just below the s________ of the water.
6. I am extremely ________ (怀疑的) about what I read in the newspaper.
7. The natural park c________ an area of 1,140 square kilometres.
8. He ________ (声称) to have met the President, but I didn’t believe him.
1. A(n) ________ (mystery) young woman is living next door.
2. What can we do to make the experience less ________ (frighten)?
3. Over 200 people have been killed by ________ (volcano) eruptions.
4. He was wearing shorts which showed his long, ________ (hair) legs.
5. Donna might be able to come tomorrow, but it’s very ________ (likely).
6. Dave said good night to everyone and quickly ________ (appear) upstairs.
1. I am sure Monica ________ ________ ________ ________ (在说实话).
2. The wild population of koalas is in danger of ________ ________ (灭绝).
3. Samuel trained every day ________ ________ ________ (为了) improve his performance.
4. Many students have difficulty ________ ________ ________ ________ (适应大学生活).
5. When I ________ ________ ________ ________ ________ (看清楚) the little creature, I found it very cute.
?????? 假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
?????? 增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
?????? 删除：把多余的词用斜线（＼）划掉。
?????? 修改：在错的词下划一横线，并在该词下面写出修改后的词。
?????? 注意：1. 每处错误及其修改均仅限一词；2. 只允许修改10处，多者（从第11处起）不计分。
The summer holiday was coming. We will have plenty of time enjoy ourselves. But I think we should plan the time careful. We had better made a list of all the things we wish to do and try hardly to keep a balance between study and play. In the holiday we can do many activity. For the example, we can play for friends or do different?sports. Besides, we?can do some reading, that can help get us preparing for the new term. I hope all of us will have a wonderful holiday.
某英文报最近开辟了一个专栏Share Your Unusual Experience，邀请读者分享自己的奇特经历。请你根据以下提示信息，写一篇英语短文向该专栏投稿。
1. 去年秋天与父母郊游时看到大片黑云快速移动，你很害怕；
2. 父母告诉你，黑云事实上是大群迁徙的鸟儿。
注意：1. 词数100左右；? 2. 可适当增加细节，以使行文连贯；3. 参考词汇：迁徙migrate
?????? ___________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
参考答案
1. calmer??? ???? 2. attack????? ????? ?3. dived??? 4. exists ? ? ? ? ? ? ?
5. surface ? ? ?6. sceptical 7. covers ? ? ? ? ?8. Claimed
1. mysterious???? 2. frightening???? 3. volcanic ? ? 4. hairy????????
5. unlikely???????????? 6. disappeared
1. is telling the truth????
2. dying out????
3. in order to / so as to???
4. adapting to college life????
5. got a clear look at
1. ... was coming. ? ? ? ? ? ? ? ? ? was?→ is??????????????????
2. ... enjoy ourselves. ????????????? enjoy前加to??????????????
3. ... plan the time careful. ? ? ? ? careful → carefully
4. ... had better made ... ? ? ? ? ? ? made → make??????????
5. ... try hardly ...???? ???????????? ?????? hardly → hard????????????
6. ... many activity. ? ? ? ? ? ? ? ?activity → activities????
7. For the example ... ? ? ? ? ? ? ? 去掉the?????????????????????
8. ... play for friends ... ? ? ? ? ? ? for → with???? ?
9. ... that can help ... ? ? ? ? ? ? ? ?that → which?????? ???????????
10. ... get us preparing ... ? ? ? ? ? ?preparing → prepared?
One possible version:
Last autumn, my parents and I made a trip to the countryside. It was far from the city and we were able to get back to nature.
After a picnic at noon, we began heading home. We were walking when we saw a huge dark cloud moving quickly in our direction. It soon became completely dark, just like what is described in the frightening tales. “Monster!” I cried loudly and ran as fast as I could. My parents told me not to panic.
A few minutes later, the sky was bright again. My parents explained to me that the dark cloud was actually large groups of migrating birds.
Module 6 Unexplained Mysteries of the Natural World
Lesson 1 Introduction and Reading
教材分析:
This module focuses on unexplained mysteries of the natural world. And this lesson refers to an article about the monster of Lake Tianchi.
教学目标：
By the end of this lesson, students will be able to:
(1) get detailed information about different sightings about the monster of Lake Tianchi;
(2) enhance reading abilities;
(3) raise the awareness of treating things scientifically.
教学重难点：
Students get detailed information about different sightings..
课前准备：
Multimedia.
教学过程：
Step 1 Warm-up
Share some pictures about unexplained mysteries and ask students what they are.
Do you know any other unexplained mysteries in the world? Tell us something you know.
【设计意图】
图片帮助学生导入本节课的话题——explained mysteries。
Step 2 Fast reading
1. What is the topic sentence of the article?
2. Where do you think this article may come from?
【设计意图】
这两个问题旨在帮助学生快速获得主旨大意以及文章的出处。
Step 3 Careful reading
How many sightings of the monster does the article report?
Who claimed to have seen it in each sighting?
Sightings
Witnesses
When was the monster first sighted?
What do many people think of it, and what about scientists?
（Information about Loch Ness monster will be added here.）
What is special about Lake Tianchi?
【设计意图】
这一环节的问题意在让学生获得文本中的有关天池水怪报道的细节信息，以及人们的态度。在这个过程中补充关于尼斯湖水怪的图片和信息，以扩大学生的知识面以及科学对待事物的意识。
Step 4 Pair work
1. Please work with your partner and gather all the descriptions of the monster.
2. Whose description do you think is the most believable, and whose is the least believable? Why?
3. Do you believe in the existence of the monster of Lake Tianchi? Why?
【设计意图】
增强学生基于证据，科学看待事物的意识。
Lesson 2 Language points
教材分析:
In the reading material, there are some words and expressions related to sightings about monsters. Students can also learn how to express possibilities.
教学目标：
By the end of this lesson, students will be able to:
(1) master “cover”, “claim”, “sceptical”, “unlikely”, “there might be”;
(2) apply the knowledge to practical use;
(3) develop imagination
教学重难点：
Students write a short passage by using what they’ve learnt.
课前准备：
Multimedia.
教学过程：
Step 1 Lead-in
Lake Tianchi is the highest volcanic lake in the world and _________ an area of about ten square kilometers. The “Monster of Lake Tianchi” attracts people’s attention again after several recent _________(sight). Though there was no one getting ________ clear look at the _________(mystery) creature, a local photographer, _________(claim) that its head looked like a horse.
There _________(be) reports of monsters in Lake Tianchi since the beginning of the last century, although no one has seen one close up. Some people guess that _________ might be similar creatures in other lakes, but the scientists are __________ about it. They all think that Lake Tianchi is ________ to be able to support such large living creatures because of its low temperature.
【设计意图】
一方面巩固上节课所学的文本内容，另一方面导入本节课的语言点学习。
Step 2 New words and expressions
1. cover
原文再现：It is 2,189 metres high and covers an area of about ten square kilometres. 2189米高，占地约10平方公里。
cover an area of 占地……面积
Translation:
汤逊湖占地48平方公里。
Tangxun Lake covers 48 square kilometres..
Guess the meanings of “cover”.
The city was covered _______ snow.
I prefer the course covering business law.
They had hoped to cover 20 miles yesterday.
He’s returned from covering the war.
His salary should be enough to cover the rent.
2. claim
原文再现：Although no one really got a clear look at the mysterious creature, Xue Junlin, a local photographer, claimed that its head looked like a horse. 尽管没有人真正看清这个神秘的生物，薛俊林，一位当地的摄影师，声称它的头看起来像一匹马。
Translation：他声称他以前见过外星人。
He claimed that he had seen aliens before.
He claimed to have seen aliens before.
Guess the meanings of “claim”.
So far, the book found in the library hasn’t been claimed.
The accident claimed all the passengers’ lives.
3. sceptical
原文再现：Scientists, however, are sceptical. 然而，科学家是怀疑的。
sceptical or skeptical
be sceptical about/of sth
Translation:
我怀疑他所说的话。
I am still skeptical about what he said.
4. unlikely
原文再现：They say that the low-temperature lake is unlikely to be able to support such large living creatures. 他们说湖水温度低，不可能维持如此庞大的生物。
be likely/unlikely to do sth
Translation:
他这次不可能提供证据。
He is unlikely to provide evidence this time.
____ is unlikely that he can provide evidence this time.
5. there might be
原文再现：They also think that there might be similar creatures in other lakes around the lake. 他们也认为这个湖周围的其他湖中可能有相似的生物。
Translation:
在他们观察生物方式上可能存在一些差异。
There might be some differences between their methods of observing creatures.
【设计意图】
通过原文再现、拓展和各种形式的练习，帮助学生掌握和运用所学的知识。
Step 3 Practice
He _________ that he had done the work without help.
The temple __________ an area of 2000 square meters.
________________ changes in the law.
_________________ Jane gave up the project.
Faced with so much information on the Internet, we really should learn to be __________ and cautious.
【设计意图】
帮助学生巩固所学知识。
Step 4 Pair work
Work with your partner and try to write a short passage or make up a story by using what you’ve learnt.
1. cover;
2. claim;
3. sceptical;
4. unlikely;
5. there might be.
【设计意图】
该步骤侧重输出，学生通过这一练习，增强对语言点的运用能力，同时也增强用英语表达的能力以及培养想象力。
Lesson 3 Listening and Speaking
教材分析:
The listening material is about dinosaurs and some explanations given for the disappearance. In this part, students will pay attention to the use of “may/might do”. During the speaking part, students talk about the monster of the Lake Tianchi monster.
教学目标：
By the end of this lesson, students will be able to:
get the detailed information about dinosaurs and the explanations given for the disappearance;
improve the listening and speaking abilities;
raise the awareness of expressing uncertainty when they are not sure;
communicate with their partners smoothly and actively.
教学重难点：
(1) Get the detailed information in the listening material.
(2) Conduct the role-play.
课前准备：
Multimedia.
教学过程：
Step 1 Speaking
Student A: You were one of the people who saw the monster from the top of the mountain. Think about what you saw. Answer B’s questions.
Student B: You are a journalist of an English Newspaper. You are writing an article about the Lake Tianchi monster. Ask A what he/ she saw.
Example: -- Where were you when you saw the monster?
-- I was…
【设计意图】
联系所学内容，训练学生说的能力。
Step 2 Listening
Share some pictures and ask students how much they know about dinosaurs.
【设计意图】
帮助学生导入到听力话题。
Step 3 Vocabulary
1. The _______ of a country is the type of weather it has.
2. If an animal or plant is ______, it existed a long time ago but doesn’t exist now.
3. When things _________, they no longer happen or exist.
4. When people or animals _______, they don’t die after an accident or an illness.
5. If you can ______ to something, you can change in order to make the situation better.
6. When animals or plants ______, they change and develop over a long period of time.
【设计意图】
帮助学生处理生词，以降低接下来听的难度。
Step 4 Listening
1. Listen and answer the questions about dinosaurs.
1) Dinosaurs ruled the earth for about ______ million years.
A. two B. twenty C. two hundred
2) They ate ____.
A. plants B. meat C. both plant and meat
3) They became extinct ______ years ago.
A. 600,000 B. 6 million C. 66 million
4) Their nearest relatives today are ____.
A. birds B. fish C. mammals
2. Listen to the second part of the tape and discuss how many explanations are given for the disappearance of the dinosaurs?
3. Listen again and decide whether the statements are true or false.
A huge meteorite may have hit all the dinosaurs.
Perhaps a dust cloud made the world dark.
A meteorite caused a volcanic eruption.
The dinosaurs had to eat seeds and nuts to survive.
Perhaps too much fighting caused the dinosaurs to die out.
One scientist believed the dinosaurs became ill when they ate the wrong food.
There may be dinosaurs today living in other galaxies.
Dr Binfield thinks the crater near Mexico was caused by a meteorite.
4. Fill in the blanks.
(PRES=Presenter, DR= Dr Binfield
PRES: Good afternoon, Dr Binfield, and welcome to the programme.
DR: Thank you.
PRES: I’m going to________________________, even if I think there’s not going to be an easy answer. Why did the dinosaurs suddenly disappear, almost overnight, 66 million years ago?
DR: You’re right. There’s no easy answer to that question, but there are lots of theories.
PRES: Such as?
DR: Well, probably the most widely accepted theory is the meteorite one…
PRES: You mean the ______ was hit by a meteorite from space?
DR: Yes, that’s right.
PRES: And the dinosaurs died immediately?
DR: ___________, not all of them. The meteorite may have hit the earth with the such force that it created a huge __________, which stopped the sunlight from getting through …so there was no light, no heat, and no______.
PRES: But other animals survived?
DR: Yes, _______ creatures like mammals, which may have survived because they ate _____________.
PRES: What other theories are there?
DR: Lots. The dinosaurs may have stopped_______ , and been unable to adapt to changes in the climate. Or they might have _______________.
PRES: Is that possible?
DR: Oh yes. They spent a lot of time ________. There again, it might have been ________________, not a meteorite, which sent up clouds of dust and cut off the light.
One very recent theory says they died of _______.
PRES: Cancer? You mean the dinosaurs died out because they fill ill?
DR: Yes. As a result of radiation coming from ___________ somewhere in our galaxy…
PRES: That sounds fantastic.
DR: Well, I think it’s unlikely, but it’s not impossible.
PRES: Which theory do you believe?
DR: I’d go for the meteorite. I think it’s the most likely one. And in fact there is a huge crater in the Caribbean sea, off the coast of Mexico, where the meteorite may have landed…
【设计意图】
通过各种练习，帮助学生理解文本内容，增强其听力能力。
Step 5 Discussion
What is the fun_ction of the expression—may/might have?
【设计意图】
关注听力材料中的may/might have表达，增强学生表述严谨的意识。
Lesson 4 Cultural Corner
教材分析:
In this part, students will learn a passage, which focuses on dragons. In this part, students will learn the differences between Chinese dragons and western dragons. Besides, they will share stories related to dragons.
教学目标：
By the end of this lesson, students will be able to:
tell the differences between Chinese dragons and western dragons;
master the important expressions;
(3) enhance reading and speaking abilities;
(4) raise interest in natural world.
教学重难点：
Students get the detailed information about dragons.
课前准备：
Multimedia.
教学过程：
Step 1 Lead-in
Share a picture of a dragon.
1.What can you see in the picture?
2. What’s your impression of it?
【设计意图】
通过图片导入，增加学生学习的兴趣，同时设置的两个问题有助于了解学生对于本节课话题已知的情况。
Step 2 Reading
1. Read the passage and answer the following questions.
1) What do Chinese think of dragons?
2) What do westerners think of dragons?
3) How are western dragons different from Chinese dragons?
2. Read the passage again and give the main idea of each paragraph.
【设计意图】
帮助学生快速掌握文本的主要信息，理清文章的结构。
Step 3 Group work
Do you know any dragon stories?
【设计意图】
建立在文本阅读的基础上，给予学生对于该话题展开的机会。从而也增强学生听说能力。
Step 4 Language points
1. However, across the border in Wales, the red drag _________ appears on the Welsh flag is a positive symbol, _________(indicate) strength and a sense of national identity.
Practice:
The creature __________ looks like a monster is actually a fish.
The researcher sat in the empty library, ________(lose) in thought.
2. Some experts believe it is due _____ the animals the myths grew out of.
Practice:
He has been absent from work _____________ (由于生病).
补充：Your essay is due to be handed in tomorrow afternoon.
be due to do
【设计意图】
帮助学生处理文本的长难句和重点表达，并适当拓展。
Step 5 Homework
Learn more about the unexplained mysteries in the world, choose one and write a short passage of 100 words.
1. What is it?
2. What do people think of it?
3. What do you think of it?
【设计意图】
学生将输入转为输出，在这一环节中，学生语言组织能力得到提高。同时，这一任务也帮助学生培养思维品质。
教学反思：（略）
