英语：unit1 tales of unexplained-Welcome课件(牛津译林版module2)) 2
The Sphinx
Half human, half Pyramids , Egypt lion, the Sphinx is 240 feet long and 66 feet high
How Wide
The base of the Great Pyramid is a square with each side measuring 230 m (756 ft) and covering an area of 5.3 hectares (13 acres). How much is that? Imagine a football field. Nearly 10 football fields could fit within the base. The area of the base is also equal to about seven city blocks in New York City. If you were to walk around the base, about how far would you walk? A. 500 m (1,640 ft) B. 1850 m (6,069 ft) C. 920 m (3,018 ft)
mystery神秘, 神秘的事物, 谜 他是怎样进去的是一个谜。 How he got in is a mystery. 谁把书拿走了？这是个谜。 Who has taken the book? It is a mystery. 世界上有太多解不开的谜。 There are too many unexplained mysteries in the world.
Group discussion
1. Do you believe in unexplained things mentioned above? Why or why not?
2. If you saw a UFO or a monster some day, what would you do?
(run into, ran across/into, run out, run after, run for, run into)
Translate the following phrases:
1.充满神秘 be full of mysteries 2.先进的科学与技术 advanced science and technology 3.一艘沉船 a sunken ship 4.相信未解之谜 believe in unexplained things 5.偶遇一个飞碟 run into a UFO
run相关短语： run across 偶然碰到 run after 追逐，追捕 run away 逃跑 run for 竞选 run into 偶然碰到（困难）遇见 （人），相撞 run out of 用完 run out 用完
1) If you drive so fast, you'll _________ someone some day. 2) I __________ a friend of mine in the exhibition yesterday. 3) Our water has __________. Can you fill up some more bottles? 4) Why do you always __________ adventure? 5) He didn't want to ___________ president that year. 6) In that way you will only __________ difficulties.
2005年1月5日清晨7 点30分北京 2001年12月26日傍晚 5时04分 杭州 2005年11月5日在永康大 寒山
Do you think such kind of things mysterious? Are you curious about them? Besides UFOs, can you list anything more unexplained you’ve ever heard or seen in your daily life?
The most beautiful thing one can experience is mysteries. They are truly the basis of all arts and sciences .
Albert Einstein
Here are some pictures on the screen. Can you tell me what they are?
the largest of a series of interlinked lochs, or lakes, located in northern one of Scotland’s top tourist attractions.
Stonehenge
prehistoric monument on Salisbury Plain, southern England, consisting of two concentric circles of large standing stones. It was built between 2800 and 1500 BC and is thought to have been an astronomical calendar or a temple to the sun.
Have you heard stories about these things?
Yeti Himalayas Abominable Snowman the highest mountain Half-man and range in the world half-beast
Lock Ness Monster Loch Ness
UFOs : unidentified flying objects
The chances for seeing a UFO are greater for those people who live in small towns or in the country and are outside late at night.
Surf the internet and learn more about world mysteries. Prepare a short speech to introduce something that interests you.
run into跑进, 撞上, 偶遇, 陷入, 达到
昨天我在街上碰见十年未见的老朋友了。 I ran into an old friend yesterday in the street, whom I hadn’t seen for 10 years. 那天他撞到另外一辆车的车尾了。 He ran into the back of another car the other day.
How Tall
At 146.5 m (481 ft) high, the Great Pyramid stood as the tallest structure in the world for more than 4,000 years. Today it stands at 137 m (449.5 ft) high, having lost 9.5 m (31 ft) from the top.
Байду номын сангаас
How Steep? Each side of the Great Pyramid rises at an angle of 51.5 degrees to the top. Not only that, each of the sides are aligned almost exactly with true north, south, east, and west. For a pyramid to look like a pyramid, each of the four triangular-shaped sides must slope up and towards each other at the same angle so that they meet at a point at the top. The builders constructed the pyramid layer by layer, starting at the bottom. They had to check their work often, for even a tiny error at the bottom could grow into a very large error by the time the workers reached the top!
How Heavy?
More than 2,300,000 limestone and granite blocks were pushed, pulled, and dragged into place on the Great Pyramid. The average weight of a block is about 2.3 metric tons (2.5 tons). How much is that? Well, you can think of it in terms of refrigerators. An average refrigerator weighs about 91 kg. If 1 metric ton = 1,000 kg, how many refrigerators equal a 2.3-metric ton block? A. 25 refrigerators B. 5 refrigerators C. 90 refrigerators
高中英语 Unit1 Tales of the unexplained Welcome to the
Module 2 unit 1 Tales of the unexplainedWele to the unitAnalyzing of the materialPeople are curious about mysteries. In this section, students will be asked to talk about some mysterious or unexplained phenomena, including evidence of UFOs, the possible existence of Yetis and the Loch Ness Monster, reasons for building Stonehenge and the pyramids. No evidence or proof has been provided to explained these phenomena. Students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.It is the first period in this unit and it functions as leading-in.Module 2 unit 1 Tales of the unexplainedWele to the unitStep 1 Lead in1. Brief self-introduction and something about learning English.(When speaking English, we should be brave and don’t be afraid of making mistakes. NO mistakes, no improvement. It encourages students to speak English in the class.)2. What do you usually do in your spare time?(Watch TV, read books, etc. What about watching films?)3. Show part of a film named E.T.(After seeing part of the film, the teacher asks some questions, such as What do you feel when you see the film? What subjects can you use to describe your feelings? terrible, mysterious and so on.)Step 2 Unexplained things1.UFO2. Yetis and Loch Ness Monster3. Have a debateDo you think that the Loch Ness Monster exists?Why or why not?(I think so, because…/I don’t think so, because…)It is time to practise their spoken English. The teacher should encourage students to speak English.4. Similarities of the three unexplained things(Mysterious, No evidence or proof has been provided to explained these phenomena.)5. Pyramids and Stonehenge(Who built them ? Why and how were they built? ) Step 3 Group discussionWhat would you do if you saw a UFO or a monster?(It’s time for the students to practise their spoken English. It arouses the students’ interest.)Step 4 Further discussionWhat mysterious things would you like to explore if you have a chance?(I would like to explore…, because…challenging, prove myself/my ability, learn knowledge about, protect our earth/country, contribute to , develop science and technology, make our country strong…) Practise the sentence pattern and it has something to do with the students’ ideals.Step 5 ConclusionThe most beautiful things one can experience are mysteries. They are truly thebasis of all arts and sciences. ---Albert EinsteinStep 6 HomeworkWrite a passage about UFO. You can surf the Internet, read books or ask teachers to get more information that you need.。
高中英语unit1talesoftheunexplainedwelcome牛津译林版必修Word版
Unit 1 Tales of the unexplainedPart 1: Teaching DesignAims and requirements♦ Read a news story about a missing boy and a magazine article about Yeti♦ Listen to a dialogue between a boss and his employee♦ Talk about aliens and conduct an interview♦ Write a report♦ Tell a mysterious storyProcedures●Welcome to the UnitStep 1: Brainstorming1. Boys and girls, have you ever heard something not only interesting and attractive but also unexplained at all even with the help of modern science and technology in the world? Here are some pictures on the screen. Can you tell me what they are?The chances for seeing a UFO are greater for those people who live in small towns or in the country and are outside late at night.UFOs. Yes, they are called UFOs, meaning unidentified flying objects.UFOs come in all shapes and sizes. Some are only small spots of light that move in strange patterns across the night sky.Some can be seen in the daytime are often disk- or saucer-shaped.UFOs were once seen in different parts of China. Look at some pictures on the screen, please.Do you think such kind of things mysterious ? Are you curious about them? Besides UFOs, can you list anything more unexplained you’ve ever heard or seen in your daily life?They are Yetis, the Loch Ness Monster, Stonehenge and the Pyramids in Egypt.2. Open your books and let’s look at page one. Please read the instruction and focus on the five pictures and illustrations first. Then answer the following questions: Do the five pictures have something in common?If so, what is it? (unexplained; no satisfactory answers; mysterious; no evidence...) Can scientists explain these phenomena?How do you feel about them?Are you a bit curious?3. Think of as many expressions as possible to answer the questions above. Try to make up some sentences and read them to the class. I will also offer you some examples. They are mysterious because no satisfactory answers have been offered to explain them. Though these mysteries have puzzled people for a long time, they still show great interest in them.People feel puzzled by the mysteries.4. Report the information you have collected to the class. Your answers are quite different. Now we will use some of your answers as a prompt for a class discussion. For example,Teacher: What information have you got about UFOs?Student A:...Teacher:Do you think Student A's information interesting? What about the information you've got? Is there anything different?Student B:...5. Please discuss the topics in pairs. Here are some questions.About UFOs:Have you ever read some reports about UFOs in China?Are you interested in UFOs?Are they really from another planet?What do the letters UFO stand for?Why do you think UFOs visit our planet?About Yetis:Where are the Himalayas?What's the weather like there?Why do some people make great efforts to climb them?(hobby; dream; challenge themselves; make discoveries; overcome difficulty,..)A Yeti is reported to be half-man and half-beast. Have you heard of it?Do you think some climbers' disappearances are connected with Yetis?About Stonehenge, the pyramids and the Loch Ness Monster:Stonehenge and the pyramids in Egypt, the most famous of which is the Great Pyramid, are cultural relics.Where were the pyramids built, on the east coast of the Nile or on the west coast? What are the reasons?Do you think the Great Pyramid is a wonder in human history?How was the Great Pyramid built?I haven't heard of Stonehenge or the Loch Ness Monster. They are a bit new to me. What about you?Would you be interested in discovering more about them?Step 2: Sharing information1. Let’s deal with the questions in pairs. For the first question, you may discuss it this way: Do you believe in UFOs? What might be the most acceptable explanation for UFOs? You may give different answers such as:-Aliens from space.-Military test aircraft.-Some UFOs are alien, some are test aircraft.-UFOs are evidence of human space travel.-UFOs are neither alien nor test aircraft.-UFOs don't exist.You can express your agreements and disagreements with each other.2. Summarize your answers and then report to the class.Sample answers1. I have a firm belief in UFOs. In fact, I have seen a few myself. UFO stands for Unidentified Flying Object, that is, an object, apparently moving in the sky, which we cannot identify. However, if you ask me whether or not I believe in spacecraft carrying visitors from outer space, I would have to say 'no'. I do not believe in them.2. The continent of Antarctica was discovered in 1818. It was once supposed to have been covered by ice for hundreds of thousands of years. However, in 1949 scientists took samples from sediment deep beneath Antarctica, which revealed that great rivers had once flowed into Antarctica until about 6,000 years ago, Many more mysteries remain to be discovered.3. I'm always interested in the stories of UFOs and aliens. And I hope I will have the chance to meet one some day. If it really happens to me, I will ask questions such as 'Who or what are you?', 'Where are you from?' and 'How long does it take to travel from your place to our planet?'. I will try my best to communicate with them, discovering what their life is like and why they have come to the earth.第十三章：干燥通过本章的学习，应熟练掌握表示湿空气性质的参数，正确应用空气的H–I 图确定空气的状态点及其性质参数；熟练应用物料衡算及热量衡算解决干燥过程中的计算问题；了解干燥过程的平衡关系和速率特征及干燥时间的计算；了解干燥器的类型及强化干燥操作的基本方法。
高中英语Unit1TalesoftheunexplainedSectionⅠReadingⅠWelc
高中英语Unit1TalesoftheunexplainedSectionⅠReadingⅠWelcom etotheunit&Reading讲义牛津译林版必修2101461Unit 1 Tales of the unexplainedDNA to unlock tomb mystery河南考古学家说在安阳发现了曹操墓。
复旦大学的专家试图作DNA比对以确定真伪。
The photo shows an unearthed tomb in Anyang，HenanProvince.The local government believes it belongs to CaoCao(AD 155 to 220)，an ancient politician.DNA tests may be able to make sure if the newlydiscovered tomb in central China's Henan Province housedthe remains of Cao Cao，a politician and general from the Three Kingdoms Period (AD 220－280)．Scientists will take samples of DNA from the tomb and from Cao Cao's descendants to solve the mystery.The discovery of a big tomb on Dec.27，2009，which local archeologists said belongs to Cao，had brought about a debate among Chinese citizens over the evidence dug from the ancient tomb，buried in a remote village of Henan Province.Archeologists have successfully located three places where Cao's descendants might live today.Experts with Fudan University are trying to get DNA from Cao's descendants and compare it with the DNA from the bones uncovered in the tomb.“Instead of waiting for volunteers to provide their DNA samples，we decided to collect by visiting those areas that are shown by the archeologists，” Li said.[阅读障碍词]1．descendant n．后代2．archeologist n．考古学家3．debate n．争论；辩论4．remote adj.遥远的；偏僻的5．locate v．位于；定位[诱思导读]阅读文章，回答下面的问题1．Which period does Cao Cao come from as a politician and general?It is called the Three Kingdoms Period.2．Why do experts try to compare “Cao's” DNA with his descendants'?To unlock the tomb mystery.Section ⅠReading (Ⅰ)(Welcome to the unit & Reading)Ⅰ.匹配下列单词的词性及汉语意思( )1.puzzled A．v.消失；失踪( )2.incident B．adj.困惑的，茫然的( )3.disappear C．n.目击者，证人( )4.witness D．n.发生的事情( )5.assume E．n.伤害( )6.occur F．n.证据( )7.evidence G．vt.假定；认为( )8.injury H．vi.发生[答案]1－5 BDACG 6－8 HFEⅡ.选择下列句中词组的汉语意思A．播放(激光唱片、磁带等) B．编造，杜撰C．弄清楚；查明D．由于；因为E．加紧，加强，促进F．负责，掌管( )2.He has stepped up his training to prepare for the race.( )3.The project had to be abandoned due to a lack of government funding. ( )4.He made up some excuse about his daughter being sick.( )5.He took charge of the farm after his father's death.( )6.Do you mind if I put some music on?[答案]1－6 CEDBFABoy missing，police puzzledPolice in America have stepped up(加紧) their search for a fifteenyearold boy who went missing three days ago in Dover，New Hampshire①.This incident(事件) has received great interest due to reports of strange lights in the sky and of alien(外星人) visits around the time the boy disappeared②.Justin Foster，a high school student，was last seen Friday night.That evening at 8 p．m.，Justin went to play baseball with two friends，who both say Justin went home after the game③.Witnesses(证人) also say they saw Justin walking towards his house at 10.45 p．m.④Justin's sister，Kelly，aged nine，says she heard her brother return home at about 11 p.m.男孩失踪，警方茫然美国警方现已加紧对一名15岁男孩的搜索，该男孩三天前在新罕布什尔州的多佛市失踪。
高中英语 Unit 1 Tales of the unexplaine welcome课件 牛津译林版必修2(1)
B. people showed great interest in Justin Foster’s being missing
C. the police have discovered the truth of Justin’s being missing
Module 2 Unit 1
Tales of the unexplained
Boy missing, police puzzled
A boy is missing and the police are puzzled.
Boy missing, police puzzled
What?
? ＋ Who ? When?
√D. Kelly was quite sure that the
aliens took Justin away
5. From the last paragraph we can know that_________.
A. the police have given up looking into space
7. Who is in charge of the case?
Detective Sam Peterson is in charge of the case.
Task 2:Choose the best answers according
to the text.
1.According to paragraph 1, __B_____.
8. What can we infer according to the passage? A. the police have known the cause of the boy’s disappearance B. the police haven’t found convincing evidence about the boy’s disappearance C. the police will catch the aliens who took away the boy D. the police won’t get any information about the child’s disappearance
高中英语 Unit1《Tales of the unexplained》welcome to the unit教案 牛津译林版必修2
Learn some useful words, expressions and structures.
教学重、难点
Ⅰ. What is the article about ?
2.他们看起来完全一样，你怎么认得出谁是谁啊？
They look exactly the same. How can you tell which is which?
3.你怎么知道要按这些中的哪一个？
How do you tell which buttons to press?
4.那个粗心大意的司机把汽车撞在一棵大树上。
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
Ⅰ. Words and expressions.
puzzled/puzzling set up search
due to show up
witness according to
creature research
frightening rule out
Why were they built ?
Picture 5
What is the name of ths it built?
Ⅲ. Discussion:
1．Do you believe in unexplained things such as UFOs,Yetis and monsters? Why or why not?
What does“run into”mean?
Picture 3
Is it a swam ? Why?
最新-高中英语 Unit1《Tales of the unexplained》教
Unit 1《Tales of the unexplained》Welcome to the UnitDescriptionIn this section, students will be asked to talk about the following phenomena, including traces of UFO, real existences of Yeti and the Loch Ness monster, reasons for building Stonehenge and the Great Pyramid and disappearances of ships and planes in the Bermuda. All these have a common characteristic, that is, no evidences or proofs have been provided to explain the mysterious phenomena.Students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.Suggested teaching proceduresBrainstorming1 ( before taking up the task)The teacher assigns students a task, that is, all of them are required to surf the net or refer to some reference books, in English or in Chinese to get some information about UFO, Yeti, the Loch Monster, Bermuda, Stonehenge and the Great Pyramid. The activity can be conducted like this:The topics we are going to deal with in our next period are not only very interesting and attractive, but a bit mysterious as well. They are beyond our knowledge. Even the advanced science and technology of today cannot offer satisfactory answers, so I recommend if we’d like to discuss these topics, it is best for all of us to make preparations first, either by searching for information on the Internet or looking up background information in some books.Besides collecting information, you have to note down your answers. It’ll be more convenient for you to report back your answers if you do so.2 ( focusing on the pictures )a Ask students to read the instructions and focus on the six pictures andillustrations individually first. The teacher can arouse their interest byasking them the following questions:Do the six pictures have something in common? What is it?(unexplained; no satisfactory answers; mysterious; no evidences…)Can scientists explain these phenomena?How do you feel about them? Are you a bit curious?b Ask students to think of as many expressions as possible to answer the abovequestions, encourage them to make up sentences and report back theiranswers. The teacher can share the following sentences with students.They are mysterious because no satisfactory answers have been offered toexplain their reasons.Though these mysteries have puzzled people for a long time, people show greatinterest in them.People feel puzzled due to their mysteries.c Ask students to report back the information they have collected. As studentshave been required to prepare for the topics, their answers might be various.The teacher can vary the activities according to students’ responses. If possible, some answers students provide can be used as a prompt for a class discussion. For example:Teacher: What information have you got about UFO?Student A: ... ……Teacher: Do you think student A’s introduction interesting? What about the information you’ve got? Is there something different?Student B: ………This activity can be conducted flexibly.d Ask students to have a discussion about the topics by exploring some otheractivities. In order to conduct them more conveniently, the teacher can arrange numbers from left to right, from top to bottom first. For example:(Picture 1) Have you ever read some reports about UFO in Chinese? Are you interested in it?Is it really from another planet? What does UFO stand for?For what reasons do you think UFO visits our planet?(Picture 2) Where is Himalayas? What’s the weather like there?Why do some people make great efforts to climb it? (hobby; dream;challenge themselves; make discoveries; overcome …) Yeti is reported to be half-man and half-beast, have you heard of it?Do you think some climbers’disappearance have some connectionswith Yeti?(Pictures3, 4 and 6) Stonehenge and the Great Pyramid of Egypt are both cultural relics.Where is the Great Pyramid built, on the east coast of the Nile or on the west of it? What are its reasons?Do you think the Great Pyramid a wonder in the human history? How was the Great Pyramid built?I haven’t heard of Stonehenge or the Ness Monster. They are a bitnew to me. What about you? Will you be interested in makingdiscoveries about them when you grow up?(Picture 5) While talking about picture 4, the teacher can show a map to the students and point to them clearly where Florida and the BermudaFlorida are on the map.Are there any monsters in these areas?Why do ships or planes disappear in this area? Do you think it is too mysterious?Suppose there is a ship equipped with the latest scientific equipment and it can make contact with scientists on land at any time, do youthink it will be possible to solve the mysteries?Sharing information1 Pair students up first. Let different pairs focus on different questions.If possible, the first question can be adapted easily like this:Do you believe in UFOs? What may be the explanations of UFOs?—— Aliens from space without a doubt—— Military test craft without a doubt——Some UFOs are alien, some are test craft—— UFOs are evidence of human space travel—— UFOs are neither alien nor test craft—— UFOs don't existEncourage students to express their agreements or disagreements about it.2 Ask different pairs to summarize their answers and then report them back. Sample answers1 Like any other intelligent and rationale person, I have a firm belief in UFOs. In fact, I have seen a few myself. UFO stands for Unidentified Flying Object, that is, an object, apparently moving in the sky, that we cannot identify. However, if you ask me whether I believe spacecraft carrying visitors from outer space, I would say ‘no’. I do not believe it.2 The continent of Antarctica was discovered in 1818. A map known as the 'Piri Reis' Map, a genuine document made in Constantinople in 1513, clearly shows the continent of Antarctica. How could this have been possible if Antarctica was not discovered until 300 years later? Antarctica was supposed to have been covered by ice for the last million or so years, but samples taken from sediment deep beneath Antarctica in 1949 revealed that great rivers had once flowed in Antarctica until about 6000 years ago.3 I’m always interested in the stories of UFOs and aliens. And I hope I will have the chance to meet one some day. If it really happens to me, I will ask questions such as ‘who or what are you?’ ‘Where are you from?’ ‘How long does it take to travel from your place to our planet?’ I wil l try my best to communicate with them, discovering what their life is like and why they come to the earth.Resources(Picture 1) The following is a description from a witness: The light was travelling west to northeast. They were saying it then changed direction from west to southeast. There was no colour, just bright light like a large spotlight. At firstmy husband thought it was a helicopter with a spotlight, but there was no noise.It seemed to move in a slow, steady speed. From my perspective it changed directionat the last moment.’ For more information, you can surf the following web-site: /~geibdan/framemst.html(Picture 2) The Yeti has lived in the Himalayas as a mystery for many years. Knownas "the rock living animal" in Sherpa, and as "the abominable snowman" in the west, the sightings of Yeti have been reported since the late 1800s. The following website gives you more information / (Picture 3) Loch Ness is a vast and beautiful body of water. Although Nessie was sighted as far back as the 6th century AD, it is the modern day sightings that have attracted the public imagination. For more information you can surf the following website : /livecam/(Picture 4) The huge three-sided section of the Atlantic Ocean, surrounded by Bermuda, Puerto Rico and Florida, did not receive its famous nickname until 1964, but reports of strange happenings there, or nearby, have been recorded for centuries. The following website tells you more: /Tidings/myths/bermuda.html(Picture 5)Stonehenge is surely Britain's greatest national icon, standing for mystery, power and endurance. Its original purpose is unclear to us, but some have guessed that it was a temple made for the worship of ancient earth god or goddess. For more information, you can surf the following website: /earthmysteries/EMStonehenge.html(Picture 6) The Great Pyramid of Khufu is a typical example of the knowledge and experience of all previous pyramids, and it is the only surviving member of the ancient Seven Wonders of the World. The following website tells you more: /buildings/Great_Pyramid.htmlReadingDescriptionThe article is a news story about a boy’s strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. Howto read a news article is designed and presented. All the activities are involved with checking and enhancing students’ reading abilities. Students are expectedto gain an overall understanding of the article and learn to read in different ways according to the type of the article.Suggested teaching proceduresLead-inAsk students the following questions by having them focus on the title of the article ‘Boy missing, police puzzled’.Does the title arouse your interest when you read it? Can you complete the title?From the title what information can you get? And what else do you want to know?For example:‘boy missing’( How / When / Where was the boy missing? )‘police puzzled’( For what are they puzzled? / What are the police going to do with the boy’s disappearance and how?)Are you curious about why the writer uses a non-complete sentence as a title? Do you know it’s a feature of a news title? What are the other features of a news title?Can you guess what details may be covered in the following news story?Reading comprehension1 Before asking students to skim the passage, let them look at the news photographsfirst and describe as much as possible what is happening in the photograph. And then let them find answers to the questions in A.Answers 1 The article is about a missing boy / UFOs and aliens.2 Justin Foster is missing.3 No.2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to “How / When / Where was the boy missing?” The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the first paragraph gives the main topic and most important facts. The followings are all covered.When and where was the boy missing?What caused the boy’s sudden disappearance?How old was the boy?Why do people show interest in his disappearance?3 Ask students to scan the article again and locate specific information accordingto C1 and C2. The first three questions in C1 check some background information about Justin while Questions 4 and 5 check students’ comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises individually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster.Answers C1 1 He lives in Dover, New Hampshire.2 He plays basketball and baseball.3 He has a sister.4 They were white.5 Mavis Wood has been taken.6 Sam Peterson was in charge of the case.4 Ask students to self-evaluate how well they understand and comprehend thearticle with the following exercise. This step is optional and the teacher can conduct it flexibly.5 Have students pay attention to the different features of each paragraph withthe following activities.a Ask students to conduct a discussion about how they usually choose whetherthe news article is worth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first.As is known to all, newspapers play an important part in our daily life.Whenever or wherever you are, you can be informed of the latest news by readinga newspaper. From your own experience, how do you usually select the news you’dlike to read, by taking a look at its title or by being attracted by its colourful pictures?Encourage students to express their own opinions and their reasons.b Ask students to tell the differences between the first paragraph of the articleand the following paragraphs. The teacher can begin like this:Compared with the following paragraphs, does the first paragraph serve as the most important one in the article?c Ask students to read the Reading strategy of how to read a newspaper article.Tell students both the title and the first paragraph that is called the Lead play a key role in their understanding of a news article .6 Ask students to complete D and E individually. The meanings of the words inD are not difficult for them to identify after students have read through thepassage twice. E is a diary written by Kelly. It requires students to understand the letter first and then write down the missing words to make it meaningful.AnswersD 1a 2d 3h 4b 5f 6g 7e 8cE (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not(8) puzzled (9) witnesses (10) murderedPost-reading activities1 Ask students to retell the story according to the diagram on Page 8. The teachercan write down some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 Ask students to give an ending to the story. Though the police have made effortsto investigate the case, how Justin was missing remained a mystery. Was he really seized by aliens or were there any other reasons? If time doesn’t permit, the teacher can assign this activity as homework. The teacher can begin like this: All the people are concerned about Justin’s disappearance. What do you think might have happened to him?Was he in danger? If he were taken away by aliens, how would they treat him?All the endings are acceptable.3 Ask students to turn their attention to the questions in F. Let students dosome speaking practice according to the sample.Resources1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story’s content.The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students’knowledge of social and cultural experience.Newspapers mirror our national values, habits and preferences. Newspaper reading is more like the overall improvement of students’ abilities than being simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 Following are some newspaper activities the teacher can utilize in their teaching:a Encourage students to read the newspaper daily. Ask them what articles theyfind interesting and read and discuss those articles with them.b Read newspaper coverage of a major news story and watch the same story presentedon television. Talk about the differences between reading newspapers and watching television news.c Read the newspaper for issues that have some direct effect on students’families. Locate news stories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.d Review TV and movie schedules, discussing which shows and movies are appealingand why. Compare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify and discussthe author’s style and tone. Encourage studnets to respond with their own letters to the editor when they encounter ideas with which they disagree.。
英语：unit1-tales of unexplained-welcome教案(牛津译林版必修2)
Unit 1 Tales of the unexplainedPart 1: Teaching DesignAims and requirements♦ Read a news story about a missing boy and a magazine article about Yeti♦ Listen to a dialogue between a boss and his employee♦ Talk about aliens and conduct an interview♦ Write a report♦ Tell a mysterious storyProcedures●Welcome to the UnitStep 1: Brainstorming1. Boys and girls, have you ever heard something not only interesting and attractive butalso unexplained at all even with the help of modern science and technology in the world? Here are some pictures on the screen. Can you tell me what they are?The chances for seeing a UFO are greater for those people who live in small towns or in the country and are outside late at night.UFOs. Yes, they are called UFOs, meaning unidentified flying objects.UFOs come in all shapes and sizes. Some are only small spots of light that move in strange patterns across the night sky.Some can be seen in the daytime are often disk- or saucer-shaped.UFOs were once seen in different parts of China. Look at some pictures on the screen, please.Do you think such kind of things mysterious ? Are you curious about them? Besides UFOs, can you list anything more unexplained you’ve ever heard or seen in your daily life?They are Yetis, the Loch Ness Monster, Stonehenge and the Pyramids in Egypt.2. Open your books and let’s look at page one. Please read the instruction and focus on the fivepictures and illustrations first. Then answer the following questions:Do the five pictures have something in common?If so, what is it? (unexplained; no satisfactory answers; mysterious; no evidence...)Can scientists explain these phenomena?How do you feel about them?Are you a bit curious?3. Think of as many expressions as possible to answer the questions above. Try to make up some sentences and read them to the class. I will also offer you some examples.They are mysterious because no satisfactory answers have been offered to explain them. Though these mysteries have puzzled people for a long time, they still show great interest in them.People feel puzzled by the mysteries.4. Report the information you have collected to the class. Your answers are quite different. Now we will use some of your answers as a prompt for a class discussion. For example,Teacher:What information have you got about UFOs?Student A:...Teacher:Do you think Student A's information interesting? What about the informationyou've got? Is there anything different?Student B:...5. Please discuss the topics in pairs. Here are some questions.About UFOs:Have you ever read some reports about UFOs in China?Are you interested in UFOs?Are they really from another planet?What do the letters UFO stand for?Why do you think UFOs visit our planet?About Yetis:Where are the Himalayas?What's the weather like there?Why do some people make great efforts to climb them?(hobby; dream; challenge themselves; make discoveries; overcome difficulty,..)A Yeti is reported to be half-man and half-beast. Have you heard of it?Do you think some climbers' disappearances are connected with Yetis?About Stonehenge, the pyramids and the Loch Ness Monster:Stonehenge and the pyramids in Egypt, the most famous of which is the Great Pyramid, are cultural relics.Where were the pyramids built, on the east coast of the Nile or on the west coast?What are the reasons?Do you think the Great Pyramid is a wonder in human history?How was the Great Pyramid built?I haven't heard of Stonehenge or the Loch Ness Monster. They are a bit new to me. What about you? Would you be interested in discovering more about them?。
高中英语 Unit1 Tales of the unexplained-welcome(2)精品教案
Unit1 Tales of the unexplained-Wele to the Unit教案DescriptionIn this section, students will be asked to talk about the following phenomena, including traces of UFO, real existences of Yeti and the Loch Ness monster, reasons for building Stonehenge and the Great Pyramid and disappearances of ships and planes in the Bermuda. All these have a mon characteristic, that is, no evidences or proofs have been provided to explain the mysterious phenomena. Students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.Suggested teaching proceduresBrainstorming1 ( before taking up the task)The teacher assigns students a task, that is, all of them are required to surf the net or refer to some reference books, in English or in Chinese to get some information about UFO, Yeti, the Loch Monster, Bermuda, Stonehenge and the Great Pyramid. The activity can be conducted like this:The topics we are going to deal with in our next period are not only very interesting and attractive, but a bit mysterious as well. They are beyond our knowledge. Even the advanced science and technology of today cannot offer satisfactory answers, so I remend if we’d like to discuss these topics, it is best for all of us to make preparations first, either by searching for information on the Internet or looking up background information in some books. Besides collecting information, you have to note down your answers. It’ll be more convenient for you to report back your answers if you do so.2 ( focusing on the pictures )a Ask students to read the instructions and focus on the six pictures andillustrations individually first. The teacher can arouse their interest by asking them the following questions:Do the six pictures have something in mon? What is it?(unexplained; no satisfactory answers; mysterious; no evidences…)Can scientists explain these phenomena?How do you feel about them? Are you a bit curious?b Ask students to think of as many expressions as possible to answer the abovequestions, encourage them to make up sentences and report back their answers.The teacher can share the following sentences with students.They are mysterious because no satisfactory answers have been offered to explain their reasons.Though these mysteries have puzzled people for a long time, people show great interest in them.People feel puzzled due to their mysteries.c Ask students to report back the information they have collected. As studentshave been required to prepare for the topics, their answers might be various.The teacher can vary the activities according to students’ responses. If possible, some answers students provide can be used as a prompt for a class discussion. For example:Teacher: What information have you got about UFO?Student A: ... … …Teacher: Do you think student A’s introduction interesting? What about the information you’ve got? Is there something different?Student B: ………This activity can be conducted flexibly.d Ask students to have a discussion about the topics by exploring some otheractivities. In order to conduct them more conveniently, the teacher can arrange numbers from left to right, from top to bottom first. For example:(Picture 1) Have you ever read some reports about UFO in Chinese? Are you interested in it?Is it really from another planet? What does UFO stand for?For what reasons do you think UFO visits our planet?(Picture 2) Where is Himalayas? What’s the weather like there?Why do some people make great efforts to climb it? (hobby; dream;challenge themselves; make discoveries; overe …) Yeti is reported to be half-man and half-beast, have you heard of it?Do you think some climbers’ disappearance have some connectionswith Yeti?(Pictures3, 4 and 6) Stonehenge and the Great Pyramid of Egypt are both cultural relics.Where is the Great Pyramid built, on the east coast of the Nile or on the west of it? What are its reasons?Do you think the Great Pyramid a wonder in the human history? How was the Great Pyramid built?I haven’t heard of Stonehenge or the Ness Monster. They are a bitnew to me. What about you? Will you be interested in makingdiscoveries about them when you grow up?(Picture 5) While talking about picture 4, the teacher can show a map to the students and point to them clearly where Florida and the BermudaFlorida are on the map.Are there any monsters in these areas?Why do ships or planes disappear in this area? Do you think it is too mysterious?Suppose there is a ship equipped with the latest scientific equipment and it can make contact with scientists on land at any time, do youthink it will be possible to solve the mysteries?Sharing information1 Pair students up first. Let different pairs focus on different questions.If possible, the first question can be adapted easily like this:Do you believe in UFOs? What may be the explanations of UFOs?—— Aliens from space without a doubt—— Military test craft without a doubt——Some UFOs are alien, some are test craft—— UFOs are evidence of human space travel—— UFOs are neither alien nor test craft—— UFOs don't existEncourage students to express their agreements or disagreements about it.2 Ask different pairs to summarize their answers and then report them back. Sample answers1 Like any other intelligent and rationale person, I have a firm belief in UFOs. Infact, I have seen a few myself. UFO stands for Unidentified Flying Object, that is, an object, apparently moving in the sky, that we cannot identify. However, if you ask me whether I believe spacecraft carrying visitors from outer space, I would say ‘no’. I do not believe it.2 The continent of Antarctica was discovered in 1818. A map known as the 'Piri Reis' Map, a genuine document made in Constantinople in 1513, clearly shows the continent of Antarctica. How could this have been possible if Antarctica was not discovered until 300 years later? Antarctica was supposed to have been covered by ice for the last million or so years, but samples taken from sediment deep beneath Antarctica in 1949 revealed that great rivers had once flowed in Antarctica until about 6000 years ago.3 I’m always interested in the stories of UFOs and al iens. And I hope I will have the chance to meet one some day. If it really happens to me, I will ask questions such as ‘who or what are you?’ ‘Where are you from?’ ‘How long does it take to travel from your place to our planet?’ I will try my best to munic ate with them, discovering what their life is like and why they e to the earth.Resources(Picture 1) The following is a description from a witness: The light was travelling west to northeast. They were saying it then changed direction from west to southeast. There was no colour, just bright light like a large spotlight. At first my husband thought it was a helicopter with a spotlight, but there was no noise. It seemed to move in a slow, steady speed. From my perspective it changed direction at the last moment.’ For more information, you can surf the following web-site:/~geibdan/framemst.html(Picture 3) Loch Ness is a vast and beautiful body of water. Although Nessie was sighted as far back as the 6th century AD, it is the modern day sightings that have attracted the public imagination. For more information you can surf the following website :(Picture 4)(Picture 5)Stonehenge is surely Britain's greatest national icon, standing for mystery, power and endurance. Its original purpose is unclear to us, but some have guessed that it was a temple made for the worship of ancient earth god or goddess. For more information, you can surf the following website:dings./buildings/Great_Pyramid.html。
高中英语 Unit 1 Tales of the unexplained Period One Welcome to the unit
Unit 1 Tales of the unexplainedThere are many people who often discuss whether aliens(外星人) are real or not.There are also some different stories about aliens.Do aliens really exist in space？When you think of aliens，what comes to your mind？Whatever pictures we have of aliens in our mind is due to the influence from newspapers，the Internet and the TV.There could be life forms as tiny(极小的) as some microorganisms or as large as giant dinosaurs.Scientists argue that the universe is far too huge and it is very unlikely that only our planet can support life.There must be other planets which support life but are unknown to us.One of the organizations working on outer space life is SETI.Astrophysicist(天体物理学家) Carl Sagan believes the presence of life outside the Earth.Frank Drake，founder of SETI，is another scientist who has devoted his life to providing the presence of life outside the Earth.Many other research projects have been and are still being carried out to collect evidence of life outside the Earth.In fact，Bruno D’Argenio and Giuseppe Geraci have found evidence of life in 4.5 billionyearold meteorites(陨石)．Just as there are people who support the existence of life outside the Earth，there are others who think of it as a farfetched idea.They argue，if there is life outside the Earth，why have we not been able to get any hard evidence till today? 根据上文判断正(T)误(F)1．The scientists are sure that there are some aliens outside the Earth.(F) 2．People have different opinions on whether there is life outside the Earth.(T)Period One Welcome to the unit & ReadingⅠ.重点单词1．unexplained adj.无法解释的，神秘的explain v．说明，解释2．puzzled adj.困惑的，茫然的puzzling adj.令人困惑的3．due adj.由于，因为；预期的；适当的4．disappear vi.消失；失踪appear vi.出现5．witness n．目击者，证人；vt.目击，见证6．flash n．& vi.闪光，闪耀7．assume vt.假定；认为8．construction n．施工；建筑物construct vt.建设；建造9．occur vi.发生10．aboard adv.& prep.在(轮船、飞机、火车等)上；上(轮船、飞机、火车等) 11．possibility n．可能性possible adj.可能的12．case n．案件；具体情况，实例13．amazing adj.令人惊奇(惊叹)的14．injury n．伤害15．dismiss vt.不予考虑；解雇；解散Ⅱ.重点短语1．step up加紧，加强，促进2．due to由于，因为3．show up出现，现身4．take charge of负责，掌管5．make up编造，杜撰；构成6．look into调查Ⅲ.重点句式1．That’s why...那就是……的原因。
高中英语Unit1 Tales of the Unexplained Welcome to the
.专业. Unit 1 Tales of the Unexplained Welcome to the unit1. Something unexplained :UFOs (unidentified flying objects), Yetis (snowmen), Loch Ness Monsters. Stonehenge ( a circle of large standing stones located near Salisbury, in Wiltshire, England, built in about 3,100)2. Learn the following by heart:be full of , advanced science and technology , a sunken ship , run into , some day3. The general idea of this period:The five pictures can arouse the students’interest in knowing something mysterious. They can know something unexplained better by talking about the pictures , and they will love nature and be willing to study hard to know more about the world.4. Ask and encourage the students to express themselves on telling a mysterious story freely.5.Grammar: the Present perfect tense.Teaching Aims:1.Learn about traveling.2.Develop the students’ speaking ability by talking about places in the world and traveling.Important Points:1.Develop the students’ speaking ability.2.Train the students’ listening ability.Difficult Point:How to get the students to speak more and improve their speaking ability.Teaching Methods:1.Free talk to arouse the students’ interest in traveling.2.Listening-and-answering activity to help the students to go through the listening materal.ReadingBrief Statements:One 15- year- old boy got lost. All people take great interest in the boy’s disappearance. The article arouses the students’ imagination and direct them to learn how to describe things that are unexplained. The three questions in A are aimed at developing the students’ ability in skipping reading and the comprehension of the whole text. Parts C,D are designed to develop the students’ ability in further understanding of the text and make an intensive reading of the text. They contain the judgment of new words and the main idea of paragraphs and the text as well as the author’s feeling. Part E is a diary from Kelly in telling how things are getting along, which develops the students’abilities to use lexis (vocabularies).And Part F a discussion is designed to strengthen the students’communicating ability.。