高一英语tales of the unexplained教案3
Unit1 Tales of the unexplained-Reading教案DescriptionThe 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. How to read a news article is designed and pre sented. All the activities are involved with checking and enhancing students‟ reading abilities. Students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.Suggested teaching procedures●Lead-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 photographs first anddescribe 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 firstparagraph 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 disappe arance?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 according to C1 and C2. The first three questions in C1 check some background information about Justin while Questions4 and5 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.C24 Ask students to self-evaluate how well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.Justin Fosterstrange object (UFO)5 Have students pay attention to the different features of each paragraph with the following activities.The next morning, he was found ___________________.a Ask students to conduct a discussion about how they usually choose whether the news articleis 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 reading a newspaper. From your own experience, how do you usually select the news you’d like 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 article and the followingparagraphs. 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 studentsboth 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 in D are notdifficult for them to identify after students have read through the passage 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 teacher can writedown 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 efforts toinvestigate 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:A ll the people are concerned about Justin’s disappearance. What do you think might havehappened 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 do some speakingpractice 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 m ore 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 they find interestingand read and discuss those articles with them.b Read newspaper coverage of a major news story and watch the same story presented ontelevision. 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 newsstories 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 appealing and why.Compare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify and discuss the author‟s style andtone. Encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.。
高中英语 Unit1《Tales of the unexplained》教案3 牛津译林版必修2
Unit 1《Tales of the unexplained》Teaching planWelcome to the unitTeaching aims:encourage students to look for relevant information themselves and learn how to reorganize what they think importantprovide students with sufficient chances to practice their spoken English broaden students’ knowledge related to the topics and arouse their interestTeaching procedures:Preparations for warming-upWarming-upHow do you usually spend your free time?Do you like watching TV programs?What kinds of programs do you like to watch most?Are you interested in the program called “Discovery” and why ?Are you curious about mysteries?Have you ever thought of exploring some of the mysteries?( 这步骤的设计旨在激活学生的思维，设计的问题不妨从学生最熟知的话题、最有内容可谈的问题入手。
建议：教师在设计此类问题时，可拓展部分知识和有意识地穿插新词汇，以满足一批优秀学生的需求。
如教师在完成上面的问题设计时，可以补充一些电视栏目的表达法。
词汇如entertainment, recreation, thrilling, amusement, global, economy, finances, comment, analyze, current 等均可以作为词汇的拓展，让学生有个感性的认识。
高一年级下册英语教案：Tales of the unexplained
高一年级下册英语教案：Tales of the unexplained教学内容简介本次课程的主要教学内容是阅读和理解非自然事件类短篇故事，探究故事中人物的思想感情以及作者想表达的主题。
同时，通过教学，可以提高孩子们的阅读理解能力和表达能力。
本次教学的重点是让孩子们通过阅读理解的方式感知故事中的文化内涵和情感体验，从而提高他们的文化素养。
教学目标•熟悉故事的结构和命题方式；•引导学生自主思考和推理；•帮助学生发现和理解故事背后的文化内涵、情感表现和主题；•培养学生的阅读、理解和表达能力。
教学重点•帮助学生理解并掌握故事的主要内容；•帮助学生思考故事中的不确定性问题，引导学生独立分析和判断；•帮助学生理解和感受故事背后的意义和文化内涵。
教学难点•教师要引导学生独立思考，加强理解并掌握故事中的不确定性；•教师要帮助学生深入理解故事背后的意义和文化内涵。
教学准备•教师需要准备课件、黑板、分组表等，以便有效组织课堂教学；•教师还需要准备教学大纲、学生指导书等教学辅助材料，以便学生深入理解故事中的主题和文化内涵。
教学过程第一步：引入引入（5分钟）：老师向学生介绍主题《Tales of the unexplained》，并让学生表达自己对未解之谜的看法和感受。
第二步：教学教学（35分钟）：老师根据学生的不同程度，逐步讲解短篇故事《Tales of the unexplained》中的关键点和重点，帮助每个学生理解、感受和表达故事中的思想感受。
第三步：互动互动（15分钟）：老师提出互动问题，并派遣学生分组进行推理、讨论和分享。
第四步：总结总结（5分钟）：总结本节课的教学要点，对学生的表现进行评估。
教学策略•通过引导学生思考、推理和分享的方式，深化学生的理解和感受，提高学生的表达能力；•通过分类讲解的方式，优化教学效果，提高教学质量；•通过文化演绎的方式，烘托故事背后的文化内涵，增加教学的趣味性和吸引力。
教学反思本次课程采用了引导学生思考、推理和分享的教学策略，根据学生不同程度分别讲解了故事的关键点和重点。
Unit 1 Tales of the unexplained教案
Unit 1 Tales of unexplainedPeriod 7Task Conducting a surveyTeaching aims:1. Provide the students with a good chance to practice their English in listening, speaking, reading and writing.2. Help the students to realize the importance of cooperation, and encourage them to communicate with each other in obtaining useful information.3. Enable the students to conduct a survey, make conclusions and give recommendations.Teaching important and difficult points1.Finish the task of listening to improve the st udents’ listening ability.2.Finish the task of writing a reportTeaching Procedures and ways:Step 1 Skills building 1: completing a questionnaireThe rules to conduct a survey:QuestionnaireStep 2: designing a questionnaireDesigning a questionnaire page13Listen to the first part of his conversation with you and check your revisions. Then listen to the second part of the conversation and add two questions as your boss requires.Step 3: Skills building 2: Greeting others and making introductions:Greeting a friend or classmateHello! / Hi!Greeting someone formally, e.g., in a job interview.Good morning/afternoon. (You can also shake hands with the person.)Nice to meet you. (Only used when meeting someone for the first time.) But if we meet a stranger in the street, and we have no choice but to start a conversation with him, what shall we do to make both of you feel comfortable and at ease? How do you introduce yourself to them?Greeting a stranger, e.g., before asking him/her questions.Excuse me, (sir/madam) / Hello!What else is important besides saying “excuse me, or Hello”? (Students give their own opinions, including body language, and facial expressions, also the mood, strategy)Sentences for references:1. I’m … from…. I’d like to ask you a few questions about your opinions about….2. My name is…. I’m from….. I’d like to ask you a few questions if you don’t mind. It’s for /to….Step 4PracticeNow that we know h ow to greet others. It’s time for us to practice a dialogue with our partner. Here on the Bb are some sentences for us to make up our dialogue.Ss may begin their conversation as follows:S1: Good morning/ afternoon.S2: Good morning/ afternoon.S1: My name is … I’m a member of our school students’ union. I’d like to ask you a few questions if you don’t mind.S2: Certainly not. What do you want to know?S1: Your articles are often published in some newspapers and magazines. I know you were asked to write an article for our school magazine. Could you please tell me what you’re going to talk about?S2: …. about the students’ interests and hobbies.S1: Oh, that must be very interesting. Which…like best?S2: ….S1: Thank you. Which…li ke least?More questions:1. How do you know what other students think about their interests and hobbies?2. How many students are interested in…?3. What about …?…Remember you should greet him first and ask him/her the questions. The listeners should not look at your sentence, just listen and answer the questions.Now let’s begin! (Ask two or three pairs to act out their dialogue before the class.)Step 5 Skills building 3: Analyzing statisticsSo you know, we can get information or statistics by asking questions or doing interviews. Here, as our homework, we also did an interview about our interests and hobbies. We’ve got the statistics we need. But that’s not the end of our task. We have the numbers, but what do all these numbers mean to us? What conclusions can we make from these numbers? And what should we do to improve some shortages, if there are any? What suggestions can we give to help with decisions? That’s the goal of our survey.Look at this sentence: over 80 percent of the students in our school have an English-English dictionary.Now analyse 80%. We can draw conclusions: An English-English dictionary is very useful.It is easy to get an English-English dictionary.(Ss can draw more conclusions)After we draw conclusions from statistics, we have to make appropriate recommendations based on the conclusions. That is one of our major goals when conducting a survey. According to the conclusions we made above, we can make a recommendation:Every student who is studying English should have an English-English dictionary.(Ss give more recommendations.)Here are some statistics gathered from a school survey about students’ hobbies and interests. Analyse the statistics and draw at least three more conclusions. Then make your recommendations. (See page 56 pie chart) (Ss write down the sentences in the book. They can discuss in pairs.)(help the students to analyse the statistics and give conclusions and recommendations)Conclusions:1. Playing sports is the most popular activity for students in the school.2. The second popular activity for Ss in the school is surfing the Internet.3. Most Ss in the school do not like reading.4. Only a few students in the school like playing musical instruments.Recommendations:1. The school should have more sports facilities.2. The school should find ways to arouse Ss’ interests in reading.3. The school should guide students in surfing the internet.4. The school should take measures to make more Ss become interested in playing musicalinstruments.This is our report about the survey, and it’s important we write a report after the survey.Step 6 PracticeNow let’s look at the statistics we made just now. Let’s see what concl usions and recommendations we can make. Are they the same with the ones in our book?(draw chart on ppt.) Ss analyse the statistics in pairs and give conclusions first, then recommendations.Conclusions:(Ss Write the sentences on the Bb)Recommendations:(Ss Write the sentences on the Bb)(students discuss in pairs or groups. Put the conclusions and recommendations on either end of the Bb. Ss can come to the Bb and write down their answers without putting up their hands.) Step 7 Writing a report1. Page 53, questionnaire. Ss practice the interview in pairs, and get the answers. They canuse the vocabulary on page 55.2. In groups of four. One of the students will be the boss. Ask the rest of the membersquestions on page 55.3. Page 57. Suppose you are the boss of the Best Book Club. Here are some statisticsgathered from the survey. Try to analyse them and write down your report. Practice in pairs before speaking before the class. (look at the three charts)Can you describe the statistics to the class?What conclusions can you make?What recommendations can you give?(Ss practice orally. They can give their own opinions)Homework1. Write the report about the survey of the Mystery Book Club.2. Unit Revision: P66-67: Periods 7&8.。
高中英语 Unit 1 Tales of the unexplaine教案 新人教版必修2(1)
【课堂新坐标】（教师用书）2013-2014学年高中英语 Unit 1 Tales of the unexplaine教案新人教版必修2【美文阅读】Tales of the unexplained人类科技发展到今天，早已能够上天下海。
那么人类是否已无所不能了呢？还是让我们先去看一看百慕大三角再下结论吧！We like to consider ourselves the superior race，and weare.It's true that we are getting to know more and more，and weactually live in “the information age”．Our human vanity (虚荣心) makes us believe that we really have to know everything！Surprisingly，we do not have this ability.The question “Whatis happening in the Bermuda Triangle？”is the very proof (证据)．Where is the Bermuda Triangle located？The mysterioustriangle is believed to be situated between Florida，Bermuda andPuerto Rico，where too many unusual events have happened.On December the 5th 1945，five U．S. military planes took off from Florida on a clear day only to disappear over Bermuda.Furthermore，some other disappearances took place：in 1947，an American C54 plane simply disappeared at 100 miles from Bermuda；at 80 miles，a Star Tiger plane disappeared in 1948.Even Columbus had trouble in Bermuda.Some of his journals were about the strange happenings there：“the waters are changing their color”and “compasses are going wild”．Maybe it's why it is called the Devil's triangle or the Atlantic cemetery (公墓)．Many hypotheses were stated in order to explain the strange events.In spite of these attempts，the mystery of the Bermuda Triangle remains unsolved.Some people get to say that maybe aliens are involved in it.Other imaginative scientists relate the happenings in Bermuda to Einstein's theory，saying that the missing ships and planes are translated to another dimension of space and time and taken into another world.Maybe we will just have to wait to go to Heaven and ask the one who made it.The answer will surely be a satisfying one!【诱思导学】1．What did the Columbus' journals tell us?2．What do you think the underlined word probably mean in the 6th paragraph?3．Why is the Bermuda Triangle called the Devil's triangle or the Atlantic cemetery?【答案】 1.It told us there were some strange happenings in Bermuda triangle.2．It probably means“guesses”(推测；猜测)．3．Because there have been many planes and ships disappearing over and in the Bermuda Triangle.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。
高中英语必修2Unit1Talesoftheunexplained词汇课教学设计
高中英语必修2Unit1Talesoftheunexplained词汇课教学设计高中英语必修2 Unit1 Tales of the unexplained 词汇课教学设计教材分析1．本堂词汇课，课标要求学生掌握并扩展与太空，太空探险有关的词汇；在第一部分，学生要读懂一篇演讲并对相关词汇有所了解，第二部分是通过宇宙飞船的发射过程图强化词汇，在第三部分通过填写所缺词汇巩固一二部分的生词，最后扩展一个太阳系几大行星的知识；本节内容旨在一方面扩展词汇量，一方面提升学生了解未解之谜的兴趣。
2．学本节内容，首先是帮助学生学习更多有关外太空的知识；其次是增加与本单元主题相关的词汇。
学情分析1.学习任务分析本单元的中心话题是“未解之谜”，内容涉及人类至今为止还无法理解的事物，其中谈到UFO,喜马拉雅山雪人，英格兰巨石阵等等。
整个单元内容引人入胜，很容易引起学生的学习兴趣。
在词汇课部分，主要补充了有关太空和太空探险的词汇和知识。
通过一篇科学家的演讲导入，配以发射宇宙飞船的过程图，给学生更加真实的学习氛围。
笔者通过联系时事，将神八发射的信息带入本课，同时将四个部分的内容进行重组，可以使课堂更紧凑，内容更连贯。
2.学习者分析未解之谜这一话题虽然有趣，但本单元所选语言材料属于科普类说明文，内容较为抽样，文章中也不乏一些专业术语，对于高一学生来说有一定的难度。
目前，学生上课以interpersonal的交流为主，而interpretative 和presenta tional形式比重不够。
由于文化教学不够重视，学生的跨文化意识不高。
此外，学生跨学科学习的意识不够，语言和信息的双向促进关系的认识不够。
对于比较策略主要运用在英汉汉英互译的语言层面，未进入文化比较和思维比较。
学生的课外语言活动环境不够丰富和重视程度不够，通常以词汇、语法和写作练习为主，缺乏真实的语言运用。
教学目标1. 帮助学生学习更多有关外太空的知识；2. 增加与本单元主题相关的词汇。
Unit 1《Tales of the unexplained》Welcome to the unit教案3(牛津译林版必修2)
Module 2 Making discoveriesUnit 1 Tales of unexplained1st period Welcome to the UnitTeaching aims:(1) Get students to conduct a free discussion about some mysterious and unexplained phenomena in the world.(2) Encourage the students to make full use of resources and share their imaginative ideas with each other. Important points & difficult points:(1) Students are expected to describe what they have known about the posters and what they are eager to know about it.(2) Encourage students to communicate with classmates.Teaching procedures:Step 1 Lead-in(1) Group discussion: In your opinion, what is the most beautiful things one can experience? Why?(2) About Elbert Einstein:•What have you known about Elbert Einstein? Why was he so great? …•Introduce his saying about mysteries and lead to the topic of this unit.Step 2 Photo observation1.Why is the Mona Lisa Smiling? Is the Mona Lisa just the painter himself?2.On seeing this photo, how are you feeling? Why? (Revision of the related vocabulary about the emotion.)3.What has drawn your attention? ( Train students to observe the photo and describe it in their own words.) Step 3 Posters(1) about UFOs: What do the letters UFO stand for?Are they really from another planet? Why?Read out more information about it.(2) about Yetis: Himalayas---the highest mountain range in the world;Why do some people make great efforts to climb them?Yeti---Abominable Snowman, half-man and half-beast.(3) about Lock Ness Monster: Where is Lock Ness? Why is it famous for?What does the Loch Ness Monster look like? A sunken ship? A kind of dinosaur?(4) about Stonehenge: introduce some information about Stonehenge to students.(5) about pyramids: Where were these pyramids built, on the east coast of the Nile or on the west coast? What arethe reasons?Do you think the Great Pyramid is a wonder in human history?One of them: the Sphinx---Half human, half lion, the Sphinx is 240 feet long and 66 feet high.(If time permits, introduce more information about pyramids that we have known about them, suchas how wide, how tall and how heavy and do some quizzes.)Step 4 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?Step 5 Language points1. advanced (adj.); advance (v.)2. run into3. translation of some phrasesStep 6 Homework(1) Surf the net and learn more about world mysteries. Prepare a short speech (better in Powerpoint) to introducesomething that interests you.(2) Make a scale model of the Great Pyramid under the following guidelines and bring it to the class.。
高中英语Unit1《Talesoftheunexplained》welcometotheunit教案
《Tales of the unexplained》welcome to the unit 课题教学目标Learn about different mysteries . Discuss about the unexplained things. Learn some new phrases.教学重、难点Learn about different mysteries . Learn some new phrases.教、学具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁注PreparingⅠ. Words and phrases: advanced science andtechnologyrun intofor what reasona sunken shipCan’t tell?Find other words and expressions you don’t understandon p.1.Learning:Ⅰ. Lead-in:What do you think is the most mysterious things to you?Why?Ⅱ. Welcome to the unit:Picture 1What is the white thing?Why do you think so ?What does “Can’t tell” mean?Picture 2What’s the animal?Where do you think you can find it ?What does “run into”mean?Picture 3Is it a swam ? Why?Have you ever heard of Loch Ness Monster?Do you think it is true ?Picture 4What are the buildings ?Why were they built ?Picture 5What is the name of these stones ?Who built it?Why was it built?Ⅲ. Discussion:1．Do you believe in unexplained things such as UFOs,Yetis and monsters? Why or why not?2．What other unexplained things do you know about?3．If you saw a UFO or a monster some day, what would you do?Ⅳ. Language points:1.tell:课题M2U1 课时10-2Reading 主备人授课时间200809教学目标Reinforce reading comprehension skill.Reinforce listening, speaking and writing skills.Learn how to read newspaper articles and get important information .Learn some useful words, expressions and structures.教学重、难点Ⅰ. What is the article about ?Ⅱ. Try to pronounce the following proper words:Justin Foster Dover New Hampshire Kelly Mavis WoodDetective Sam PetersonⅢ. Words and phrases:教、学具Slides预习要求Workbook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 searchdue to show upwitness according tocreature researchfrightening rule outpossibility look intomake up take charge ofcase murderconvincing evidenceprogress disappointeda.distinguish, know aboutCan you tell Tom from his brother?b.make outMary can tell the clock.2. run intoa.meet unexpectedlyI ran into an old friend in a pub last night.b. collide withThe bus got out of control and ran into a wall.Ⅴ. Homework:1.Learn the new phrases by heart.2.Collect more mysteries.3.Exercises.Exercises:Ⅰ.Workbook: p.91 Part BⅡ. Translate the following sentences into English:1.我不知道出于什么原因他没来参加我们的聚会。
高一年级下册英语教案：Tales of the uneplained
高一年级下册英语教案：TalesoftheUnexplned【教学目标】1.让学生掌握课文中的生词和短语。
2.培养学生对未解之谜故事的理解和欣赏能力。
3.提高学生的阅读理解能力，激发学生的想象力和好奇心。
4.培养学生的口语表达能力和团队合作精神。
【教学内容】1.课文内容：TalesoftheUnexplned2.生词和短语：mystery,ghost,phenomenon,supernatural,occur,etc.3.阅读理解：分析课文中的未解之谜故事，理解故事情节和主题。
【教学过程】一、导入利用图片或视频介绍未解之谜的概念，激发学生的兴趣和好奇心。
二、课文阅读1.学生自主阅读课文，了解故事大意。
2.教师通过提问，检查学生对课文的理解。
3.学生分小组讨论，分享各自对课文的理解和感悟。
三、生词学习1.教师引导学生学习课文中的生词和短语。
2.学生通过例句和语境，理解生词的含义。
3.学生进行生词默写，巩固记忆。
四、课文分析1.教师引导学生分析课文中的未解之谜故事。
2.学生通过故事情节，探讨未解之谜的特点和原因。
3.教师引导学生思考：为什么这些未解之谜会引起人们的好奇心？五、口语表达你是否遇到过类似的未解之谜？请分享你的经历。
你认为这些未解之谜应该如何解释？2.每组选代表进行发言，分享讨论成果。
3.教师对学生的发言进行点评和指导。
六、写作练习1.教师给出一个未解之谜的题目，如：“请你写一篇关于本地一个著名未解之谜的故事。
”2.学生进行写作练习，运用所学的生词和短语。
3.教师对学生的作文进行批改和指导。
2.学生分享自己的收获和感受。
3.教师布置课后作业：请学生写一篇关于未解之谜的短文，下节课进行分享。
【教学反思】本节课通过未解之谜的故事，激发学生对英语学习的兴趣，提高学生的阅读理解能力和口语表达能力。
在教学过程中，教师要关注学生的个体差异，鼓励学生积极参与讨论，培养学生的团队合作精神。
同时，教师应关注学生的写作能力，及时给予指导和反馈，提高学生的写作水平。
高中英语 Unit1(Tales of the unexplained)Reading教案3 牛津译
Unit 1 Tales of unexplainedReading Aims:Reinforce reading prehension skill.Reinforce listening, speaking and writing skills.Learn how to read newspaper articles and get important information . Learn some useful words, expressions and structures.Preparing:Ⅰ. What is the article about ?Ⅱ. Try to pronounce the following proper words:Justin Foster Dover New Hampshire Kelly Mavis WoodDetective Sam PetersonⅢ. Words and phrases:puzzled/puzzlingstep upsearchdue toshow upwitnessaccording tocreatureresearchfrighteningrule outpossibilitylook intomake uptake charge ofcasemurderconvincingevidenceprogressdisappointedⅣ. Sentence structures:However, police found that Justin did in fact return home on Friday nightat about 11 p.m.2. Police have not ruled out the possibility that Justin was taken away by aliens. Ⅴ. prehension:What is the article about ?Who is missing?Do the police know what happened to Justin?LearningPeriod ⅠⅠ. Words and expressions.II. Lead-inWhere is the boy now?Who took him away?What are the police doing?Ⅳ. Fast reading and finish Part A.Ⅴ. Careful reading and finish Part C1.Ⅵ. Reading strategy: how to read newspaper articles and get important information. Ⅶ. Try to understand the structure of the reading and finish Part C2.Ⅷ. Workbook p.90 Part A1Period ⅡⅠ.Revision.Ⅱ. Language:search vt/vi.search sp for sthn. in search of/in one’s search for sthdue to/ beause ofgo missingput on CDaccording todo research on sthmake upHowever, police found that Justin did in fact return home on Friday nightat about 11 p.m.Police have not ruled out the possibilitythat Justin was taken away by aliens. Ⅲ. Homework:Read the article for several times.Workbook p.89 Part D2Period ⅢⅠ. Revision.Ⅱ. Finish DⅢ. Finish ELanguage:make progress in sthsb be disappointed to do sthWorkbook p.87Part B2Ⅳ. Finish F:Workbook p.86 Parts A1 & A2Exercises:Ⅰ. Fill in the blanks with the correct words: Homework exercise p7—p8ⅡTranslation:Homework exercise p9Ⅲ. Cloze test:Homework exercise p9 Cloze test。
高一英语Tales;of;the;unexplained教案
高一英语Tales;of;the;unexplained教案高一英语tales of the unexplained教案m2u1 tales of the unexplained1. run into ①.偶然遇见②.撞③跑进④流入guess whom i ran into in town today! ( 偶然遇见)he ran into the back of another car the other day. ( 撞) we saw the boy run into the house. ( 跑进)the river runs into a lake. ( 流入)短语：run away 逃跑run out (of) 耗尽，完毕“遇见”的说法：run into, run across, come across, happen to meet sb,meet sb. by chance2. boy missing, police puzzled.男孩失踪, 警察迷惑。
= a boy is/goes missing, and the police are puzzled.go missing=go lost : go 连系动词, 意思为“变成某种状态〔通常指不好的状态〕”如: go mad (发疯), go wrong (出故障), go bad (变质) puzzle vt. 使迷惑，使犯难n. 谜，谜语；难题，困惑〔只用单数〕puzzled adj. 困惑的，茫然的puzzling adj.令人困惑的be/ feel puzzled about sth. 对…感到困惑lucy looks a little _puzzled_. he felt puzzled about thequestion.the question puzzled me. = i was puzzled by the question. 〔 b 〕the __________ look in his face suggested thathe_________ that.a. puzzling; hasn’t expectedb. puzzled; hadn’t expectedc. puzzling; doesn’t expectd. puzzled; didn’t expect puzzle, interest, surprise, astonish, shock, upset, excite, disappoint, please, satisfy, frighten, amaze, convince 等意思为“使••••••”的动词都属于同一类，此时此刻分词表主动，可译为“令人••••••的”，过去分词表被动，表示“〔本身〕感到••••••的”1) _b__ and happy, tony stood up and accepted the prize. ( 全国卷)a. surprisingb. surprisedc. being surprisedd. to be surprising2) tom sounds _a_ very much in the job, but i’m not sure whether he can manage it.a. interestedb. interestingc. interestinglyd. interestedly3) 这个消息很激烈人心，所以听到这个消息学生们都很激烈。