高一英语tales of the unexplained教案2
Unit1 Tales of the unexplained-reading学案
Welcome to the unit
Put the following into English:
1.充满神秘
2.先进的科学与技术
3.一艘沉船
4. 相信未解之谜
5.偶遇一个飞碟
Language study
1 mystery n 神秘, 神秘的事物, 谜
(1) 他是怎样进去的是一个谜。
(2) 世界上有太多解不开的谜.
2 advanced (adj.)高级的, 年老的, 先进的
advanced teaching methods
a person of advanced age
advanced mathematics
advanced studies
advanced ideas
3 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.
那天他撞到另外一辆车的车尾了.
Reading
Language points:
1.Boy missing, police puzzled.(2) 男孩失踪，警察迷惑。
= A boy went missing, and the police were puzzled.
missing 和puzzled分别为现在分词和过去分词作表语。现在分词作表语和主语之间往往是主
动关系，表示主语的性质；过去分词作表语和主语之间往往是被动关系，表示主语所处的状
态.
(1) 消息很激动人心，所以听到这个消息学生们都很激动。
(2) 我们被那只吓人的老虎吓住了。
2. … who went missing two days ago
go (+adj.) Link. v 变得…(往往由好变坏)
His hair has ＿＿＿＿＿＿＿＿＿(变得花白) over the years.
We can’t let the child ＿＿＿＿＿＿(挨饿).
She ＿＿＿＿＿＿＿＿(发疯)when she found out that she had failed the exam.
3. show (an) interest in
have an/no interest in
take （no） interest in
feel no/much interest in
develop (one’s) interest in
lose interest (in)
4.However, police found that Justin did
in fact return…
do, does和did分别用于一般现在时和一般过去时
的肯定陈述句中,与动词原形连用,用以加强语气,在
句中要重读.
If you do find the book, send it to me.
Do write to me soon!
He does know where the man is hidden.
注意:用以强调句中的主语,宾语和状语的,要用
“It is/was … that (who) …”
She saw a thief in the shop this morning.
It was in a shop that she saw a thief this morning.
She likes to eat in the bedroom.
It is in the bedroom that she likes to eat.
5. …but I heard him put on his favourite CD.
put on 打开（电灯等）=turn on
稍等片刻，我就打开电灯。
（1） 穿上， 戴上
He __________ his coat and went out.
他穿上大衣出去了．
（2）上演， 演出， 展出
A play written by Shakespeare ＿＿＿＿＿ successfully at the theatre.
一出莎士比亚写的戏在剧院成功地上演了。
6.multi-coloured , white-skinned, strange-looking
复合形容词
形容词+名词+ed noble-minded 高尚的
good-tempered 脾气好的
形容词+现在分词 good-looking 好看的
fine-sounding 动听的
副词+现在分词 hard-working 勤劳的
far-reaching 深远的
名词+现在分词 peace-loving 热爱和平的
drug-taking 吸毒的
名词+过去分词 state-owned 国营的
heart-felt 由衷的
副词+过去分词 well-known 著名的
wide-spread 广泛流传的
形容词+名词 large-scale 大规模的
high-class 高级的
名词+形容词 duty-free 免税的
air-sick 晕飞机的
6.I haven’t seen Justin since.
since adv 和现在完成时或过去完成时连用
表示 “自那以后,后来”.
Her husband died 10 years ago but she has since remarried.
The incident was unlike any other before or since.
He came to England in 1989 and has lived here ever since.
高一英语《Unit1 Tales of the unexplained- Reading 1》课件 牛津版必修2
The structure of a news story
title to give a general idea about the news
1st the
to tell readeห้องสมุดไป่ตู้s “who” “when”
paragraph “where” “what” “why” “how”
Reading strategy
3.What time did Justin get back home that night? At about 11 p.m.
Read the passage carefully and finish exercise C1.
4.What does Kelly think happened to her brother?
B. They think it possible for some people to make up an amazing story.
C. They are looking at other possibilities, such as murder.
D. All of the above.
Find the best answers
title to give a general idea about the news
Reading strategy The structure of a news story
title to give a general idea about the news
the 1st
paragraph
Reading strategy
4. What is the attitude of the police to the disappearance of the boy? _____
【原创课件】牛津高中模块二Unit1 Tales of the unexplained 阅读
Main points
Supporting details Kelly saw ________________________. a large spaceship flying outside Kelly heard ________ Justin shout .
Justin Foster was taken away by aliens.
to give detailed but less
important information
Reading strategy
The reading skills of news stories
For general ideas, read the topic and the first one or two paragraphs; For details, read the rest of the news s_________________________ that the aliens took her aboard the UFO so that they could do research _________________________ on her _____. Back
Skimming & scanning
Boy missing, police puzzled a missing boy It’s about ________ __ the first paragraph: three days ago when____________; Dover, New Hampshire where____________________; who__________; what___________; Justin Foster went missing has received great interest how_____________________; why_______________________ reports of strange lights in the sky and alien visits around the time the boy disappeared _______________ the following paragraphs: evidence Justin’s parents, sister, neighbor … given by____________________________ Back
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。
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。
高一牛津译林英语必修二课件精选：Unit 1 Tales of the unexplained Reading (共16张PPT)
1. Part one: (para 1)
2.Part two: (para 2)
3.Part three: (para 3-4)
4.Part four: (para 5-6)
5.Part five: (para 7)
Who is missing?
Justin Foster is missing.
Do the police know what happened to Justin?
No.
Focusing on the 1st para. This is a typical(典型的) news story. The first paragraph gives the most general( 大体的) information--the main idea of the whole story.
➢Where does Justin Foster live?
He lives in Dover, New Hampshire.
➢Why did Justin’s mother go to bed early?
She went to bed early because of a headache.
➢What time did the witnesses see Justin walking home?
A boy went missing and the police were searching for him. People showed great interest in the case.
Listening
Police in America have stepped up their __se_a_r_ch__for a fifteen-year-old boy who went __m_i_ss_in_g___two days ago in Dover, New Hampshire. People have shown great ___in_t_e_r_es_t__in his ___d_is_a_p_p_e_a_ra_n_c_e__ due to sightings of ___p_u_z_z_lin_g____ lights in the sky and reports of ___al_ie_n__ visits around the time of his disappearance.
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 Title: Tales of the UnexplainedGrade: 11th (Year 1)Textbook: English Language Teaching and Research PressUnit: Tales of the Unexplained (Module 4)Lesson Duration: 1 hourObjectives:1. To develop students' reading comprehension skills.2. To enhance students' vocabulary related to mysterious stories.3. To encourage critical thinking and promote discussion.Materials:1. Textbook: Tales of the Unexplained (Module 4)2. Handouts with comprehension questions3. Vocabulary list4. Board markers5. Projector and screenProcedure:Introduction (10 minutes):1. Greet the students and briefly introduce the topic of today's lesson: Tales of the Unexplained.2. Brainstorm with the students about different types of mysterious stories or supernatural phenomena they are familiar with.Pre-Reading Activity (10 minutes):1. Display a picture related to an unexplained event (e.g., crop circles) on the screen.2. Ask students to share their thoughts and predictions about the picture. Encourage them to generate questions related to the topic.Reading (20 minutes):1. Distribute the handouts with the reading passage from the textbook.2. Ask students to read the text silently and underline any unfamiliar words.3. Ask students to take turns reading the passage aloud.4. Discuss the main points and ask comprehension questions to ensure understanding. Use the following prompts:a. What is the main idea of this passage?b. Can you name some examples of unexplained phenomena mentioned in the passage?c. How would you feel if you experienced any of these events? Why?Vocabulary Extension (10 minutes):1. Provide students with a list of vocabulary words from the reading passage.2. Discuss the meanings, pronunciation, and usage of each word.3. Engage students in activities such as matching the word with its definition or using the word in sentences.Post-Reading Activity (15 minutes):1. Divide the class into small groups or pairs.2. Assign each group a different unexplained event mentioned in the passage (e.g., Loch Ness Monster, Bermuda Triangle, etc.).3. Ask the groups to research and prepare a short presentation about their assigned event, including possible explanations and theories.4. Allocate time for each group to present their findings to the class.5. Encourage class discussion on the credibility and believability of these events.Conclusion (5 minutes):1. Summarize the main points discussed during the lesson.2. Encourage students to think critically about strange phenomena and to always question and seek evidence and explanations.Extension Activity (optional):1. Ask students to write a short story inspired by one of the unexplained events.2. Encourage creativity and the use of descriptive language.Note: The lesson plan can be adjusted based on the specific content and structure of the textbook being used.。
【高中英语】2018最新牛津译林版高中英语必修二优质课件：Unit1TalesoftheunexplainedSectionⅡ
一
二
三
三、语法预习 根据情境与汉语意思完成句子 Mum:Hi,I’m home.It 1. has been a long and tiring day today. 嗨,我回来了。今天真是够累的。 Tom:Where 2. have you been ,mum? 你去哪里了,妈妈? Mum:I 3. have been to a supermarket,and bought a little salt.Tell me what you have done today. 我去了趟超市,买了一点盐。告诉我今天你都做了些什么。
一
二
三
Tom:I 4. have finished all my homework. 我把所有功课都做完了。 Mum:Oh,good boy.And? 噢,好孩子,然后呢? Tom:I 5. have cleaned all the rooms. 我打扫了所有的房间。 Mum:You 6. must be very tired now. 你现在一定很累了。
Section Ⅱ Word power & Grammar and usage
一
二
三
一、词汇复习 根据Reading部分的文章将短文补充完整 charge of the 2. case in which a boy Police who took 1. named Justin went missing have 3. stepped up their search for him.People have shown great interest in his disappearance 4. due to reports of strange lights in the sky and of alien visits around the time of his 5. disappearance .
高一英语Unit1 Tales of the unexplained教学课件
Find the main idea of each part Para 1: Yetis are reported to have been
seen all over the world.
Para 2-4: Descriptions of Yetis in different places.
F
who say that they have seen a Yeti. 2. According to some reports, Yetis come down from the mountains to attack people. 3. Yetis walk like humans but they are much taller and stronger. 4. It was clear that the Yeti that was found in the National Park in western Hubei Province was not a real Yeti.
1. In the areas of Himakayas, _____. D A. there live a small number Yetis who always stay in secret places B. some hard facts have been found that some Yetis are living a lonely life C. several Yetis are found to be bears or some other huge animals D. not much convincing evidence has been found to support the existence of Yetis
高中英语必修二学案M2 Unit 1 Tales of the unexplained Skills building 2 第七课时
池州华佑高级实验中学人本跨界大课堂自主学习型英语学道班级高一（）姓名编号07日期11.23_设计者：高一英语组审核：课题：M2 Unit 1 Tales of the unexplained. 未解之谜Skills building 2第七课时【自研课导学】(一) 自研内容及目标: 1.打开课本P14-15，认真研读这两页内容，了解如何问候与作介绍；2.会用英文问候与作介绍。
(二) 检测内容及方法：列举问候的常用语：1.2.3.(三) 晨读目标：1.大声朗读P18内容15’2.大声朗读单词表Unit1单词10’3.小对子之间互相朗读P18内容及Unit1 单词。
5’【展示课导学】（一）学习主题： 1.了解如何用英语问候与介绍；2.掌握用英语问候与介绍。
（二）定向导学·互动展示【训练课导学】1.时段：晚自习 2.时间：20’ 3.训练方式：独立，自主完成“日日清过关”巩固提升三级达标训练题1. Police have found out the possibility Justin was taken by aliens, but are also looking into other possibilities.A. whichB. thatC. whatD. why2. ----I’m sorry, I shouldn’t have been late for the party.----You late, but that’s OK.A. did comeB. have come C had come D. were coming3. ----The police have been the area for quite a long time.----I’ve also noticed that. What have they been ?A. searching; searchingB. searching for; searchingC. searching for; searching forD. searching; searching for4. ----Look! How long like this?----Three weeks! It’s usual here that rain without stopping these days of the year.A. has it rained; poursB. has it been raining; poursC. is it raining; is pouringD. does it rain; pours5. Everybody in the village likes Jack because he is good at telling and jokes.A. turning upB. putting upC. making upD. showing up6. Mary her homework since seven and it will take another two hours to finish it.A. has doneB. is doingC. has been doingD. has been done7. I was almost asleep when Andrew finally .A. show upB. show overC. show offD. show up8. He needs more to prove himself innocent(无辜).A. remarkB. evidenceC. signD. symbol9. Kathy some French while she was away on a business trip in Paris.A. picked upB. took upC. made upD. turned up10. The 1990s great social changes in East Asia.A. witnessedB. discoveredC. noticedD. watched11. Foster has been missing for as long as two months, and there has been no news about his whereabouts(行踪).A. believingB. convincingC. confusingD. proving12. Would you please the paper for me and see if there are any obvious mistakes?A. look aroundB. look intoC. look upD. look through13. I am by his attitude after hearing the news.A. puzzled; puzzledB. puzzling; puzzlingC. puzzled; puzzlingD. puzzling; puzzled14. Her efforts led to her success while his failure his laziness and carelessness.A. led toB. due toC. was due toD. because of15. people in this area lived on wild fruits and animals. But now things are different.A. At a timeB. At timesC. At one timeD. At no time16. Jack is a warm-hearted man and he is always ready to help others without expecting anything .A. in needB. in dangerC. in returnD. in fact17. The students should doing the daily report.A. take turnsB. take turnC. take their turnD. make turns【学生自主反思】(精题选编，错题纠正，今日一得等)今日心得：今日不足：【培辅课】(时段：附培辅单)疑惑告知：效果描述：。
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.。