牛津译林版高中英语必修2Unit 1Tales of the unexplainedTask教案4

Unit 1《Tales of the unexplained》Task 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 encouragethem to communicate with each other in obtaining useful information.3. Enable the students to conduct a survey, make conclusions and giverecommendations.Teaching Procedures:Step 1Skills building 2:Greeting others and making introductions: Good morning, class. In the last period, we learned a new task. It’s about conducting a survey. This is a good way to collect information and help make decisions. In order to complete our survey successfully and accurately, what do we need to do first? (design our questionnaire.) Tha t’s right. Can you remember what is important for completing a questionnaire? (Ss give their answers.) Good. You have a good memory. And I’m sure you are ready to put your questionnaire into practice, right?At the end of the class, you were asked to complete another questionnaire about our interests and hobbies. Have you got the answers to the question? Can I have a look? (Read to the whole class.)By the way, did you speak English when you were interview others? (No?) It’s important that we conduct our survey in English. But before we start, we’d better have a quick review about how to begin the interview. Usually it’s easy and natural for us to greet a person we know well.How do you greet each other or your teachers on the way to school in the morning? (Who would like to perform first?)What do you say when you are introduced to someone for the first time at a formal situation, a party, for example?Page 54 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 2PracticeNow that we know how 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…like 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 3 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 4 PracticeNow let’s look at the statistics we made just now. Let’s see what conclusions 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 5 Writing a report1.Page 53, questionnaire. Ss practice the interview in pairs, and get the answers.They can use the vocabulary on page 55.2.In groups of four. One of the students will be the boss. Ask the rest of themembers questions 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 inpairs 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)Step 6 HomeworkWrite the report about the survey of the Mystery Book Club.此课为录像课，供广州试点区参考用。

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高中英语 Unit1(Tales of the unexplained)Task教案2 牛津译林版必

Unit 1《Tales of the unexplained》Teaching plan for Task of B2U1Conducting a surveyMini-task1 What is a questionnaire?T: Today we are going to learn Task of this unit. As we all know, in our daily life and study, we may meet all kinds of questions and problems. For example, we may have new words in our reading. Class, please discuss with your partners and find their ways to solve this problem.T: Good. To know the meaning of a new word, we can look up the dictionary, ask the teacher for help and guess its meaning.T: Again, if your teacher asks you to write a report about the usual ways to find the meaning of a new word, what can you do to collect some useful information? Ss: We can ask our partners what are the ways they use to find the word meaning. T: Yes. To collect information we need, we can ask people do some questions and answers. Sometimes we can ask people to tell us whether they agree or disagree to a sentence or a statement. This is called a survey. The questions and statements you ask in your survey are called a questionnaire. There are two kinds of questionnaire. One is in the form of statements, the other is in the form of questions. The following are two examples:Questionnaire (1) shopping habitsTick your level of agreement with the statement below (A stands for Agree, D for Disagree, and N for Not sure). 1I go shopping in supermarkets. A口 D 口 N 口2I go shopping once a day and spend more than $15 each time. A口D口N口3I have gone shopping at Smith’s. A口 D 口 N口4When I go shopping, I always go with my friends who live near my house that is near a shopping center. A口 D 口 N口5I go shopping frequently. A口 D 口 N口6I buy I new top every month. A口 D 口 N口Questionnaire (2) Best Book ClubPlease tick the appropriate boxes or write your answers in the blanks.1. How old are you?Below 15口 15-20口 over 20 口2.What membership do you belong to?group membership 口 single membership 口 student member 口3. How much have you spent on books in the last six months?$0-10口 $11-20口 $21-30 口 over 30 口Mini-task2 What is a good questionnaire?T: In order to collect the information you need, you have to offer people a well-designed questionnaire. A good questionnaire can help you a lot. Next we will study another questionnaire carefully and learn how to design a good questionnaire.A questionnaire about English LearningPlease tick your level of agreement with the statements below(A stands for Agree,D for Disagree, and N for Not sure).1.I started to learn English seven years ago and I have learned it very hard.A 口 D口 N口2. When I have questions that I can’t find the right answers, I often ask my friends who are happy to help me.A 口 D口 N口3. I don’t like learningEngl ish grammar. A 口 D口 N口4. After class, I alwaysdo exercise first. A 口 D口 N口5. I have learnedmore than 300new words. A 口 D口 N口6. I havea very big Webster. A 口 D口 N口T: Now we study the first statement. Class, please discuss it with your partner and see anything improper in it.S: The first statement should be divided into two parts. We can ask one piece of information at a time.I started to learn English seven years ago. A 口 D口 N口I have learned it very hard. A 口 D口 N口T: (Deal with the other 5 statements in the same way.)The second is too long and too difficult. Change it into: When I have questions, I often ask my friends to help me.The third statement is a negative sentence. Change it into: I like learning English grammar.Word “exercise” has several different meanings in statement 4. Change it into: After class, I always do English exercise first.In statement 5, we need to add the time reference. I have learned more than 300 new words this term.Most of the students don’t know what a big Webster is in statement 6. Students know the Oxford Dictionary. So change it into: I have a very big Oxford Dictionary. T: The following questionnaire is a good one:A questionnaire about English LearningPlease tick your level of agreement with the statements below(A stands for Agree, D for Disagree, and N for Not sure).1.I started to learn English seven years ago.A 口 D口 N口2.I have learned English very hard.A 口 D口 N口3. When I have questions, I often ask my friends to help me.A 口 D口 N 口4. I like learningEnglish grammar. A 口 D口 N口5. After class, I alwaysdo English exercise first. A 口 D口 N口6. I have learnedmore than 300new words this term. A 口 D口 N口7.I have a very big Oxford Dictionary. A 口 D口 N口T: From the above questionnaire we learn a good questionnaire must obey the following 6 rules:1. ask a piece of information at a time.2. use short and simple sentences.3. avoid negative sentences4. Use precise language.5. Give specific references.6. Make sure people have the necessary knowledge to answer.Mini-task3 Improve a questionnaire.T: By now we have learned what is a good questionnaire. Please open your books at Page XX andwe will use what we have learned to improve the questionnaire of shopping habits. Please discussin Group of 4, point out which rule each statement fails to follow. Then one of your group willreport your answer to the class. (Group discussion)Suggested answer:3; 1; 6; 2; 5; 4.Mini-task4 plete a questionnaire.T: Just now we improved a questionnaire in the form of statement. Now we will study another one in the form of question. Please find it on Page XX.T: Firstly, we need to study the questionnaire and improve it, for it is not well designed. Please discuss it with your partner and make it a better one. (Pair work) (Collect students’ answer)Suggested answer:1. Question 2 should be divided into 2 questions.(1) How did you find out about Best Book Club? newspapers口magazines口friends口Internet口TV口(2) When did you the club? 2000 口2001口2002 口2003 口2. Question 4 needs time reference. Add “in the last six months” to it.3. In Question 6, the sentence in the brackets is too long. Chang it into(Please specify)T: Secondly, let’s listen to the tape and check whether we are right. (Listen to the first part of the dialogue and check the answer.)T: Thirdly, we will listen to the second part of the dialogue and get what else the boss wants to addtwo new items to the questionnaire. Please write down the two items and I will ask one or two of your plete the questionnaire.Suggested answer:9 Are you interested in a mystery book club?Yes口 No口10 How much would you spend on mystery books each month?Less than￥ 50口￥ 51-100 口￥ 101-150 口￥over 150口Mini-task5 Conduct a survey (assignment).T: Today we learned what a questionnaire is, what a good questionnaire is. We also improved and pleted some questionnaire. After class, please design a questionnaire of students’interests and try to know whichactivity is the most popular among the students. .。

牛津译林版高中英语必修二unit 1《tales of the unexplained》第1课时优秀教案(重点资料).doc

1. This incident ___________________ (已引起人们的极大关
注) due to reports of strange lights in the sky and of alien visits
around the time the boy disappeared. (has received great interest)
Boy missing, police puzzled
Boy missing
程
3
Justin Foster went 1.____
The 2.____ found that Justin did return home that night.
People think the boy was taken away by 3.______
Police puzzled
4
*************************************
5
t.目击,
assume vt. 假定;认为过
筑物
construction n. 施工 ; 建
possibility n.可能性
evidence n.证据
enthusiastic adj.热情的;;满腔热枕的 mystery n.神秘,神秘的事
1
物或人
程 di scount n. 折扣
tournament n. 联赛;
锦标赛
attack vt. & vi.攻击,进攻 reserve n.（动植物）保护区;储备 vt.
预订;保留;
existence n.存在
survive vi.&vt. 生存;挺过(难

英语周报高中英语 Unit1 Tales of the unexplained Task教案牛津译林版必修2

Unit 1 Tales of the unexplainedPeriod 6 Task Doing a surveySkill building 1 completing a questionnaireThe analysis of this part:The task section is doing a survey and involves listening, reading, speaking and writing skills1. 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 do a survey, make conclusions and give suggestions.Step one:Skills building 2: Greeting others and making introductions:Good morning, class. In the last period, we learned a new task. It’s about doing a survey. This is a good way to collect information and help make decisions. In order to complete our survey successfully and accurately, what do we need to do first? (make our questionnaire.) That’s right. Can you remember what is important for completing a questionnaire? (Ss give their answers.) Good. You have a good memory. And I’m sure you are ready to put your questionnaire into practice, right?At the end of the class, you were asked to complete another questionnaire about our interests and hobbies. Have you got the answers to the question? Can I have a look? (Read to the whole class.) By the way, did you speak English when you were interview others? (No?)It’s important that we do our survey in English. But before we start, we’d better have a quick review about how to begin the interview. Usually it’s easy and natural for us to greet a person we know well.How do you greet each other or your teachers on the way to school in the morning?(Who would like to perform first?)What do you say when you are introduced to someone for the first time at a formal situation, a party, for example?Page 54 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 / programme/ new book….2. My name is…. I’m from….. I’d like to ask you a few questions if you don’t mind. It’s for ….Step two: PracticeNow that w e know how 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…like 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 three: 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 analyze 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 suggestions based on the conclusions. That is one of our major goals when doing a survey. According to the conclusions we made above, we can make a suggestion: Every student who is studying English should have an English-English dictionary.(Ss give more suggestions.)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 suggestions. (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 suggestions) 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. Suggestions:1 The school should have more sports equipment.2. The school should help the students understand how to use the Internet forstudy and research..3. The school should find ways to get the students interested in reading.4. School social events shouldn’t include dancing because most students simplynot interested in it.This is our report about the survey, and it’s important we write a report after the survey.Step four: PracticeNow let’s look at the statistics we made just now. Let’s see what conclusions and suggestions 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 suggestions.Conclusions:(Ss Write the sentences on the Bb)Suggestions:(Ss Write the sentences on the Bb)(students discuss in pairs or groups. Put the conclusions and suggestions on either end of the Bb. Ss can come to the Bb and write down their answers without putting up their hands.)Step five: Writing a report1. Page 53, questionnaire. Ss practice the interview in pairs, and get the answers. They can use the vocabulary on page 55.2. In groups of four. One of the students will be the boss. Ask the rest of the members questions on page 55.3. Page 57. Suppose you are the boss of the Best Book Club. Here are some statistics gathered 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 suggestions can you give?(Ss practice orally. They can give their own opinions)Step six: HomeworkWrite the report about the survey of the Best Book Club.。

高中英语 Unit1 Ttales of the unexplained-project精品教案牛津译林版必修2

高一英语精品教案：Unit1 Ttales of the unexplained-project（牛津译林版必修2）The project in this unit is designed to help you learn and use English by doing a group project. The reading material about Yetis is a sample for you to see how a mysterious story can be written. Try to write a story on one of the five mysteries in the section Welcome to the unit.Use what you have learned in this unit to complete the project. You may discuss what mystery you want to write a story about, and collect as much information as you can. Please think carefully and creatively about the story. Divide the work among yourselves and cooperate by working together. In this way, I’m sure you will learn something that you didn't know before.Reading1. Read the article quickly to find the main idea of each paragraph and the connections between them.Paragraph 1 Yetis are reported to have been seen all over the world.Paragraphs 2-4 Descriptions of Yetis in different places (supported details for paragraph 1)Paragraphs 5-6 Scientists' different opinions about YetisParagraph 7 Scientists hope to find the truth.2. Read the article again, and find answers to the following questions and fill in the form below:In which years were Yetis seen?Where have Yetis or similar creatures been seen?What has been reported about Yetis?What do scientists think of Yetis?3. Try to distinguish the writing features of a mysterious story so that you may know how to write such a story.The writing features of a mysterious story:*an interesting and attractive title*an attractive beginning*some details of the story with some pictures or photos*what scientists or people think about the story*an open end of the story4. You may also consult the story Boy missing, police puzzled, which is a news story, while S earching for the Yeti is an overview about Yetis. Compare the two articles. The former one is a newspaper report. So after reading the first paragraph readers will know what has happened and when and where it happened and more details and information are given in the following paragraphs. The latter one is a magazine article. It is an overview with general information about Yetis. So it tells readers some details about Yetis people have seen in different places.5. Do Parts B1 and B2 on page 81 in Workbook,so you will have a better understandingabout the usages of the useful words and expressions in Project.Parts D1 and D2 on page 83 in Workbook are assigned as your homework to practise using some words and important patterns in this unit.Telling a mysterious storyTo conduct this project, you need to follow the following four steps: planning, preparing, producing and presenting. I’d like to give you some guide for each step: 1. At the step of planning, you should first make clear the dead line is the end of this week. Then work in small groups to discuss first what to write and then the questions in this part. Divide up the work and decide what each group member will do.2. When preparing, you meet, discuss and choose from the information each group member has collected. One of you in the group write the outline according to the result of the discussion. When finished, the outline should be approved by the whole group.3. The next step is producing. Each of you should write a part of the story. Then put what you have written together. Proofread the story to correct mistakes if there are any. New ideas can be added. Those who are responsible for illustrating the story should draw your pictures according to the writing. Then the whole group should approve the story and the illustrations.4. Then comes your time of presenting. The storyteller of each group is to tell your story to the whole class. Then put up your stories on the walls of the classroom. AnswersPart B1 (page 81)1 hairy hair2 strength strong3 existence exist4 climber climbing5 describe descriptions6 heavy heavily7 amazesamazing 8 really realPart B2 (page 81)1 search for2 similar3 living on4 convinced5 made his way6 supported7 on average8 mysteries Part C1 (page 82)1 have done have made2 have lost3 have been preparing have invited4 has been writing hasn't finished5 has forgotten have been expecting6 have been waiting hasn't turned7 has been snowing have had 8 have been trying have got has happenedPart C2 (page 82)1 has been doing has written have been published is teaching2 have become wrote3 e-mailed answered have been expecting4 have listened have become5 have been reading have learned will/am going to introduce1 spaceship2 amazing3 creatures4 research5 missing6 experiences7disappeared 8 witnesses 9 disappearance 10 evidence11 frightened 12 have been havingPart D2 (page 83)1. He will not give up until the problem is solved.2. I remember I put the book away after reading the first two pages, but now it has gone missing.3. According to Bill, the football match will be held on the first Sunday in June.4. The airport was closed because of/due to the bad weather.5. The neighbours reported seeing him leave the house in a black coat.6. The police have ruled out the possibility of murder. However, his death still puzzles everyone.7. I am surprised that the seventy-year-old man has passed the college entrance examinations and got into a famous university.8. Is there any possibility that a child can start a toy company on the Internet? ReadingPart A (page 84)1. To show Alan that many people have made stories to make us feel moved.2. He feels that the film is too long and that Steven Spielberg just wanted to makea sad story.3. It is one hour and forty--five minutes long.4. E.T is just like us. He needs love, friendship and help.5. The first time she is telling Alan how the film is still loved by many peoplea long time after it was made. The second time she is telling him that the special effects still look good after more than twenty years.Part B (page 85)1. People were worried about terrorism. China had a problem with SARS and many countries had many problems.2. When it first appeared, they were scared and tried to kill it but now they are happy to see it.3. The writer wants to show that many things are the same. Though many people don't believe the monsters really live in the lakes, tourism has still increased in both places.4. People could open shops to sell souvenirs.5. No, more and more tourists are visiting the lakes.ListeningParts A and B (page 86)TV report: 1. town Jiangsu eleven 2. visiting 3. coloured lights 4. two hills cloudsDad's beliefs: 1. plane 2. hundreds of people see 3. Tian'anmen Square1. town2. Jiangsu3. eleven4. visiting5. coloured lights6. plane7. hundreds of8. see9. Tian'anmen SquareWritingPart B (page 87)Dear Jim,I had a strange experience last night. It was unusually dark. I noticed a light in my back garden and walked to the door to take a look. A UFO had landed in my garden and opened its door! I couldn't believe my eyes. An alien was walking down the stairs of the UFO. He walked up to me and said, 'Now, I'm taking you to a new place.' With that, he led me into the UFO and we flew to the Moon and then to Mars. Just as I began to enjoy the ride, the alien brought out a torch. All of a sudden, a strong beam shone in my eyes. I had to keep my eyes shut to avoid the light. Guess what? It was sunlight shining on my bed. What a dream!Yours truly,。

高中英语 Unit1(Tales of the unexplained)教案1 牛津译林版必修2 教

word 1 / 9 Unit 1 Tales of the unexplained 【教学内容与教学要求】一、教学内容：牛津高中英语模块二Unit 1（上）二、教学要求： 1．学会谈论有关宇宙空间的简单话题。 2．学习阅读英语新闻综述。 3．理解现在完成时和现在完成进行时的意义和用法。【知识重点与学习难点】一、重要单词： tale, unexplained, .alien, mystery, technology, monster, sunken(adj) stonehenge, pyramid, disappearance, multi-coloured, nightmare, detective, format, detail, paragraph, Yeti, puzzle(n&v), sighting, witness, creature, research, frighten, case, murder, convincing, evidence, typical, outer, progress, treasure, lately, website, wild, similar, hairy, strength, footprint, existence, inch, exploration, orbit, launch, artificial, astronaut, oxygen. 二、重点词组： run into碰到, believe in相信（信仰、理论、说法等）, step up加紧, go missing失踪, show great interest in对….表现出极大的兴趣, due to因为, show up露面, according to根据, pull back拉开, do research on在….方面进行研究, rule out排除, look into调查, make up编造, take charge of负责, make a speech作报告, so far到目前为止, outer space外层空间, human beings人类, space shuttle航天飞机, Soviet Union苏联, carry out.完成, 实现, 贯彻, 执行, dream of梦想, e true实现, solar system太阳系, ic strip连环漫画. 三、【语法】 A.现在完成时 1．现在完成时态的构成：现在完成时是由助动词have/has+过去分词构成。 2．在现完成时表示动作完成在过去，强调对现在造成的影响或结果，常与already，just，ever，neverword 2 / 9 和yet等连用。表示曾去过某处have / has been；表示某人去某处（还没有回来）用have / has gone。例如：I have just locked the door. He has left London for York. 3．表示过去已经开始，持续到现在的动作或状态，有以下几种情况：与for + 表示一段时间的词组连用。例如：I have worked here for 20 years. 与since + 表示过去某一时刻的词或词组连用。例如：They have had 4 meetings since the new term began. 4. 非延续性动词与可延续性动词两者都可用于现在完成时，但非延续性动词用在现在完成时时不能与表示一段时间的时间状语连用。如果必须这样用，就需要把非延续性动词转化为可延续性动词或状态动词。 He has been back for three days. He has been back since three days ago. It\'s three days since he came back. Three days has passed since he came back. B.现在完成进行时构成：have/has been+doing 现在完成进行时是一兼有现在完成时和现在进行时二者基本特点的时态。由于它有现在完成时的特点，所以它可以表示某一动作对现在产生的结果或影响。由于它有现在进行时的特点，所以它也可以表示某一动作的延续性、临时性、重复性。现在完成进行时比较生动，有时含有明显的感情色彩,例如: The couple have been quarreling ever since they got married.（说话人对这对夫妻的关系很不以为然） You have been asking me questions for the last two hours.（不耐烦） 1．现在完成进行时可以用来表示一个动作从过去某时开始一直延续到说话时刻还在进行。例如： a. He has been working on the puzzle since early morning. b. We have been waiting for the result for half a day. 2．现在完成进行时可以用来表示一个动作从过去某时开始一直延续到说话时刻刚刚结束。例如： a. Where have you been? We have been looking for you everywhere. b. I have been wondering about your behavior. word 3 / 9 3. 现在完成进行时可以用来表示过去刚刚完成的动作，其结果对现在有影响或联系，例如： a. She has been crying(她现在眼睛还在红肿). b. It has been snowing.(地上已经有了一层雪). 【难点讲解】 1. The world we live in today is full of mysteries unsolved even by today’s advanced science and technology. 我们生活的世界里充满了谜团, 这些谜团即使是当今发达的科学技术也无法解开。过去分词短语unsolved even by today’s advanced science and technology是mysteries的定语，它的作用相当于定语从句which are unsolved even by today’s advanced science and technology。当定语从句是由关系代词＋be动词＋过去分词或现在分词短语构成时，关系代词和be动词可以省略。例如： Stories (which were) made up by him didn’t sound very convincing. People (who are) living in these areas believe in ghosts. Advanced 先进的、发达的。 2. Police in America have stepped up their search for a fifteen-year-old boy who went missing in Dover, New Hampshire. 美国警方现已加紧对一名15岁失踪男孩的搜索，该男孩于两天前在新罕布什尔州的多佛市失踪。 step up加紧，如: step up production, step up the campaign, step up the lobby(加紧游说) search在句中作名词，常见词组有one’s/the search for（对…的搜索、探求），in search of(为了寻求)。例如： His search for truth has led to one discovery after another. He risked his life in search of truth. Police是集体名词，形式上永远是单数，和复数动词连用。 3. People have shown great interest in his disappearance due to sighting of puzzling lights in the sky and reports of alien visits around the time of his disappearance. 公众对男孩的失踪表现出极大的兴趣，原因是在他失踪前后有人声称看到天空中出现令人迷惑不解的亮光，还有关于外星人造访地球的报道。 4. Standing inside were lots of white-skinned, strange-looking creatures with large black eyes. word 4 / 9 （飞碟）里面站着许多白皮肤、样子奇怪、长着黑色大眼睛的生物。这是个倒装句，这句话的正常语序是：Lots of white-skinned, strange-looking creatures with large black eyes were standing inside. 当句子的主语部分太长，或说话人想要强调对动作的描写时，可以把现在分词短语和主语部分的位置交换，形成“现在分词短语＋be动词＋主语部分”的倒装结构。例如： Lying there was a thin, black woman with untidy hair and stony face. ing up is a talk show by our famous host Peter Pan. white-skinned白皮肤的，这是一个由形容词＋名词＋ed构成的复合形容词，中学阶段常见的还有: kind-hearted, bold-faced, ill-tempered等。 strange-looking样子奇怪的。形容词/副词＋动词＋ing也可以构成的复合形容词，例如：good-looking, easy-going(好相处的), never-ending, ever-lasting. 5. believe和believe in believe+sb表示“相信某人的话”，believe+sth表示“相信某事的真实性”。例如： I believe George, he has never told a lie. Do you believe his story? Believe in+sb表示“信任某人”，believe in+sth表示“相信某事的存在、信仰某种学说或某某”。例如： I believe in Ed, he will never let me down (让我失望). I don’t believe in UFO. He believes in Maxism. 6. search和search for search+搜查的对象，例如：search the house, search the prisoner. Search for+，例如：search for gold, search for food. 也可以是：search+搜查的对象＋搜索的目标。例如：search the house for the thief 7. make up编造, make up for补偿、弥补, be made up of由….构成. 例如： We had to work day and night to make up for the lost time. He made up this story simply to draw attention to himself. The exploration team was made up of 4 scientists, a doctor and an Indian guide. 8. go作为系动词用法小结：

高中英语Unit1Talesoftheunexplained单元小结教学案牛津译林版必修2(new)

Unit 1 Tales of the unexplainedYesterday afternoon， a puzzlingincidentoccurred near a high building which isunderconstruction。

A bus which was due to arrivein half an hour arrived earlier. When adismissedastronomer wanted to go aboard the bus, a detective came to stop him. He tried to convince him that if the astronomer could make some statements, he would have the possibility of getting the award belonging to him。

However，the astronomer didn’t accept his advice。

Instead, he attacked the enthusiastic detective, causing him to get seriously injured。

As soon as the astronomer got on the bus, a bright light flashed and then the bus disappeared。

A journalist who was making his way home happened to see it。

Dozens of other witnesses provided the police with the same evidence. But no one could exactly say where the bus had gone. The police, taken charge of by a Mr Wang, are looking into the amazing incident at present.Many people assume that aliens showed up and took the bus away， together with the astronomer and some other passengers. Whether the mystery can be solved or not, only time can tell。

译林版高中英语必修二全册教学案(共167页)

译林版高中英语必修二全册教学案（共167页）Unit 1 Tales of the unexplainedPeriod 1 Welcome to the unit and Reading一、【设计思想】本文的体裁是新闻报道，采用新闻报告的常规要点为切入口，从title和五个“W”、一个“H”这几个方面构画出新闻报道清晰的框架结构并指导学生如何阅读此类文章，如何在此类文章中捕捉所需要的信息。

教学方法还是通过预测、略读和寻读等常规技巧，帮助学生了解课文内容。

教学步骤的设计以培养说、读、写能力为主。

二、【教学目标】By the end of this class, the students will be able to：1. know about some mysterious and unexplained phenomena in the world.2. know typical writing features in news articles.3. learn how to read a newspaper article and how to get the important information in it.4. express themselves in both written and oral English so that their language learning abilities can be enhanced.三、【教学重难点】Encourage the students to express themselves in both written andoral English so that their language learning abilities can be enhanced.四、【教学环节】【课堂导入】Group discussion:Talk about the pictures one by one. For example:Topic 1: about UFOs:(1) What do the letters UFO stand for?(2) Are they really from another planet? Why or why not?(3) Do you believe in UFOs? Why or why not? What do you think might be the most acceptable explanation for UFOs?(4) Can you show us more information you get about it?UFO stands for Unidentified Flying Objects, that is, objects, apparently moving in the sky, which we cannot identify. There are lots of reports about UFOs. Some say they are aliens visiting us in their spacecraft, and some say they are military test aircraft, while others say they do not actually exist. Since we have never seen one with our own eyes and there is no definite scientific explanation for it, we are not certain whether UFOs really exist, but we believe everything will be clear in the future.Topic 2: about Yetis:(1) Where is the Himalayas? What’s the weather like there?(2) Why do some people make great efforts to climb them?(3) Have you ever heard of Yetis? What do Yetis look like?(4) Do you believe there are Yetis? Why or why not?(5) Do you think some climbers’ disappearances are connected with Yetis?(6) Show us more information you know about Yetis.Topic 3: about crop circles:(1) Where can we see these strange circles?(2) What do they mean?(3) Who on earth created these circles?Topic 4: about Stonehenge:What is it? Where is it? Why is it famous?【预习检查】Word study（Match them and write the correct letters in the blanks）1. step up ________ a. on or onto a ship, plane, bus or train2. disappear ________ b. get control of3. witness _______ c. arrive or appear4. assume _______ d. become lost or impossible to find5. show up _______ e. think that something is true without having the facts6. aboard ________ f. the fact that something might be true7. possibility _______ g. increase the amount or speed of something8. take charge of_____ h. someone who has seen somethinghappen【课堂教与学】Step1. Lead-in1. Can you complete the title?2. What are features of a news title?Step2. Fast reading1. What is the article about?_______________________________2. When was Justin last seen?_____________________________3. Who is in charge of the case?_____________________________Step3. Reading strategyGo through the reading strategy to find out “how to read news articles”1. ___________: give a general idea of the news2. the 1st Para / the lead:_________________________like when, where, who, what , why and how about the event;3. the 2nd Para:______________________________________4. the rest: _______________________________________Step4. Careful readingTitle: Boy missing, police puzzled→ It’s about _____________________Paragraph ______: Brief introduction to the case1) How old was the boy? _________________2) What happened to the boy?________________3) When was the boy found missing?_________________________4) Where did these events occur?_________________5) Why did people show interest in his disappearance?_____________________Paragraph _______: Supporting details to the case1.Fill in the timer shaft about Justin Foster.2. True or False1) No one saw Justin after he played baseball with his friends.______2) Justin’s sister was sure that Justin was taken away by the aliens in the UFO.____3) Justin’s mother thought that her son was spending the night with his friends.____4) Justin’s father was working on his road construction job that night._______5) Mrs. Mavis Wood was once taken away by aliens.________3. Role playRead the Para 2-8 and pick out the sentences said by different characters.Then work in groups of 6 to make up a dialogue and then act it out.Paragraph _________: Detective Sam P eterson’s description to thecase.1) We can know that the police _________A. have known the cause of the boy’s disappearanceB. haven’t found hard evidence about the boy’s disappearanceC. will stop looking into the evidence of the boy’s disappearanceD. have ruled out the possibility that the boy was taken by aliens2) The purpose of the passage is to ___________A. tell a news storyB. discuss whether aliens existC. describe a UFOD. introduce a schoolboy【课堂巩固】Ⅰ. Task-based readingThis news story is about a boy’s strange (1)_________. Though a lot of efforts have been made to look into the case, it still (2)_________unexplained.Main points Supporting detailsJustin Foster (3)__________ missing. ●Mrs. Foster thought he was spending the night with a (4)_________.●Justin Foster did not (5)________ at the family lunch the next day.Evidence showed that Justin returned home. ●Justin’s friends said he went home after playing baseball with them.●(6)_________ said they saw Justin walking towards his home at 10:45 p.m.●Kelly heard him (7)________ his favorite CD after he went to his room.Some believed the boy was taken away by (8)___________.●Kelly saw a large spaceship flying outside and heard Justin shout.●Mavis Wood said that that the aliens took he r aboard a UFO so that they could do (9)__________ on her.The police were puzzled. It was (10)__________ that Justin was taken by aliens, but there is no convincing evidence for it and there are other possibilities as well.Ⅱ.Fill in each blank with a proper word and then enjoy the following sentences.1. Police in America have (加快) their searcha fifteen-year-old boy who (失踪) two days ago in Dover.2.This incident has received great interest (由于) reports of strange light (在空中) and of alien visits (前后) the boy disappeared.3. (站) inside were lots of strange (长着…生物) white skin and large black eyes.4. When Justin did not (出现) for lunch the next day, Mrs. Foster (担心起来) and told her husband to (报警).5. The aliens took me ___________ (上飞机、船等)the UFO (目的为了) they could （进行研究）me.6. When asked about the possibility Justin was taken by aliens, Detective Sam Peterson, who （已负责）the case, told journalists, “Sometimes people (杜撰) such (令人惊异的) stories”.7. So, while we (不排除) the idea, we are (调查) other possibilities as well.8. We will (直到...才放弃) we find out(发生了什么) .【知识小结】让学生对要学的文体特点先有个粗略的了解。

高中英语 Unit1《Tales of the unexplained》教案2 牛津译林版必修2

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 picturesand illustrations individually first. The teacher can arouse their interest by asking 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 answerthe above questions, 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. Asstudents have 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 canbe 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 somethingdifferent?Student B: ………This activity can be conducted flexibly.d Ask students to have a discussion about the topics by exploring some other activities. 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 someconnections with 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 area bit new to me. What about you? Will you be interested inmaking discoveries 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 andthe Bermuda Florida 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 landat any time, do you think it will be possible to solve themysteries?Sharing information1 Pair students up first. Let different pairs focus on differentquestions. 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 themback.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 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 ch anged direction at 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. Known as "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.html ReadingDescriptionThe 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 presented. 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 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 newsphotographs first 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 informationaccording to C1 and C2. The first three questions in C1 check somebackground 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.C24 Ask students to self-evaluatehow well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.strange object (UFO)5 Have students pay attention to the different features of each paragraph The next morning, he was found ___________________.with the following activities.a Ask students to conduct a discussion about how they usually choosewhether the news article is worth reading or not and what methods theyuse in their reading. The following question can be used to begin withthe 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 newsby reading a newspaper. From your own experience, how do you usuallyselect the news you’d like to read, by taking a look at its title orby 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 ofthe article and the following paragraphs. The teacher can begin likethis: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 newspaperarticle. Tell students both the title and the first paragraph that iscalled 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 wordsin D are not difficult for them to identify after students have readthrough the passage twice. E is a diary written by Kelly. It requiresstudents to understand the letter first and then write down the missingwords 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 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 havemade efforts to investigate the case, how Justin was missing remaineda 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 studentsdo some 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. Theheadline 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 articlesthey find interesting and read and discuss those articles with them.b Read newspaper coverage of a major news story and watch the same storypresented on 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 areappealing and why. Compare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify anddiscuss the author’s style and tone. Encourage studnets to respond with their own letters to the editor when they encounter ideas with which they disagree.。

最新牛津译林版必修二unit 1《tales of the unexplained》教案.doc

Unit 1 Tales of the unexplainedPart 1: Teaching DesignAims and requirementsRead a news story about a missing boy and a magazine article about Yeti Listen to a dialogue between a boss and his employeeTalk about aliens and conduct an interviewWrite a reportTell a mysterious storyProceduresPeriod one, Welcome to the UnitStep 1: Brainstorming1. Boys and girls, have you ever heard something not only interesting andattractive 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 toPeriod two, Reading boy missing ,police puzzledStep 1: Lead-in1. Some questions about UFODo you know what the three letters UFO stand for?Have you ever heard of the UFOs?Have you ever had the chance to see one?Do you believe the usual sayings about the UFOs?What do you think a UFO is?Do you think there are any creatures on it?Where do you think the creatures come from?Will they become our friends or enemies?2. Today, we’ll come to Reading part. Now I’d like you to look at the pictures on pages 2 and 3 and the title, Boy missing, police puzzled. Can you connect them with each other?Picture 1:Is the first picture a UFO?Are there really UFOs from the outer space?Picture 2:Who was the missing boy?Does he like playing football or baseball?Picture 3:What’s the picture about?Does the bright light outside the window come from a UFO?Does the bright light have something to do with Justin’s missing?(If possible, the teacher may use the projector or macromedia to show the situations in the three pictures and ask the students the same questions as given above. Check answers in pairs. Check the answers with the whole class if you wish.)3. Answer the following questions, focusing 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?What information can you get from the title?What else do you want to know? For example, 'boy missing' (How/When/Where was the boy missing?) 'police puzzled' (Why are they puzzled?/What are the police going to do about the boy's disappearance and how?)Are you curious about why the writer uses an incomplete sentence as the title? Did you know that it is a feature of a news title?What are some other features of a news title?Can you guess what details may be covered in the following news story? Step 2:Fast reading for general ideas1. Before skimming the passage, please look at the news photographs first and describe what is happening in them. Then find the answers to the three questions above the text:1) What is the article about? (The article is about a missing boy/UFOs and aliens.)2) Who is missing? (Justin Foster is missing.)3) Do the police know what happened to Justin? (No.)2. Read the first paragraph carefully to get the main idea and the important facts such as: When and where was the boy missing? What caused the boy's sudden disappearance? How old was the boy? Why did people show interest in his disappearance?3. Now scan the article again and locate specific information according to Parts C1 and C2. Questions 1, 2, 3 and 5 in Part C1 check background information about Justin while Questions 4, 6, 7 and 8 check your comprehension about witnesses,aliens and the case. Part C2 requires you to identify some details to support the main points of the story.Step 3: Detailed reading for important information1. Please self-evaluate how well you understand and comprehend the article with the following exercise.At 8 p.m.___________________________________At 10.45 p.m._____________________________Justin Foster At 11 p.m.___________________________________After 11p.m., he was seen_____________________The next morning, he was found________________shape__________________its appearance colour__________________Strange objects (UFO) size______________________its inside ___________________________________2. Answer the questionsWhere does Justin Foster live ? （He lives in Dover, New Hampshire.）Why did Justin’s mother go to bed early? (Justin’s mother went to bed early because of a headache.)What sports does Justin play? (He plays basketball.)What time did the witness see Justin walking home? (At 10.45 p.m.)Does Justin have any brothers and sisters ? (He has a sister)What colour were the aliens? (They were white.)Who else has been taken by the aliens? (Mavis Wood has been taken by the aliens.) Who is in charge of the case ? (Detective Sam Peterson was in charge of the case.)3. Complete Parts D and E. The meanings of the words in Part D are not difficult for you to identify after you have read through the passage twice. Part E is a diary written by Kelly. It requires you to understand the diary first, and then write down the missing words to make the meaning complete.3. Having read the text, please pay attention to the different features of each paragraph.1) First let’s have a discussion about how we usually decide whether a news article is worth reading or not and what methods we use in our reading.As we all know, newspapers play an important part in our daily life. Wherever you are, you can be informed of the latest news by reading a newspaper. From your experience, how do you usually select the news you’d like to read, by taking a look at its title or being attracted by its colorful pictures?Every one of you can express your own opinions and give the reasons. 2) Compared with the other paragraphs, is the first paragraph the most important one in the article? Please describe the differences between the first paragraph of the article and the paragraphs that follow.3) You are asked to read the Reading strategy ‘reading a newspaper article’. Pay attention that both the title and the first paragraph, which is called the lead paragraph, play a key role in your understanding of news articles. Step 4: Post-reading activities1. Retell the story according to the diagram on page 6. I’ll write down some key words and phrases on the blackboard or the overhead projector for you to refer to in case you need help.2. Suppose you are a writer. Please give an ending to the story. Though the police have made efforts to investigate the case. Justin's disappearance remains a mystery. Was he really seized by aliens or were there other reasons? 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 do you think they would treat him? Just use your imagination and all the endings are acceptable.3. Do with Parts A1 and A2 on page 80 in Workbook to get more familiar with the text and the words and expressions in it.4. Please turn your attention to the questions in Part F. You are expected dosome speaking practice according to the sample.5. Read Part A first and then do Part B in Writing on page 87 in Workbook.Listen to me, please. Space exploration began with the launch of the first artificial satellite. What does 'launch' mean? What word can be used to replace 'artificial'? What about the word 'man-made'?3. Now continue with your discussion by answering the following questions: How can a space shuttle be sent into space?Can it fly into space by itself?With these two questions, you should focus on reading the poster the scientist is showing to you. By the way, do you know the differences between spaceship and space shuttle?▲A spaceship is a vehicle for carrying people through space.▲A space shuttle is a vehicle that is designed to carry people into space and back to the Earth several times to do experiments.Think about other information the scientist may refer to in the following part of his speech.4. Read the second part of the scientist's speech and complete Part C individually according to the instructions. We’ll then check the answers. Answers to C (Page 7)I guess some of you are dreaming an astronautTo check your reading comprehension, I’d like to ask you some questions: What will happen to the rockets after the shuttle has been sent to space? Where will the astronauts do their research?Why can't they remove their spacesuits?Step 3: Vocabulary extension1. Right now we've got some knowledge about space and space exploration, and learned some relevant words and expressions. Let's review them.inner spacespacePeriod four, Grammar and UsagePresent perfect tense1. Use different methods to present the present perfect tense. Here are some ideas:1) Please look at the screen. Pay attention to the different forms of the verbs:2) Let’s complete the following sentences, in which the predicate part is missing.We_____(study) English for about five years.They_____(live) in the south since their daughter was born.I_______ (read) your article three times. It's well written.The student________(finish) her homework already.Eric__________(go) back to his hometown today.Answers: have studied have lived have read has finished has gone3) Read the following sentences and point out what tense or tenses are used in them and the reasons why they are used.We have studied English for about five years. We began to study it five years ago.They moved to the south in 1990 and have lived there since then.The student is doing her homework. She hasn't finished it yet.Eric left home last year and has just come back.2. We may wonder why some verbs can't be used in the present perfect tense. Let’s read the following sentences, and try to find different usages of some verbs.Justin has been away from home for several days. He disappeared last Friday.They bought this house three years ago and they have lived here since then.My brother went to see my grandpa last week. He has visited him three times this month.So you see when an action happens over a period of time that began in the past and continues to the present, the present perfect tense is often used. When an action happened at a definite time in the past, the past simple tenseis often used.3. Read Points 1 and 2 on page 8 to make sure why the present perfect tense is used in these two sentences.4. Go over Point 3 on page 8 to learn what time expressions can be used with the present perfect tense. Pay attention to the different usages between already and yet, or for and since.5. Read Point 4 on page 8 to learn that the present perfect tense can be used in a situation where the action was completed only a moment ago. In this case, just is used.6. Go over Points 5 and 6 on page 8 and note that when we want to express a repeated action, we use the present perfect tense with the time expressions once/twice/three times ...7. Let’s read the diary entry and then complete it using the correct forms of the verbs in brackets.Answers:(2) saw (3) has visited (4) loves (5) hasn't visited (6) has swum(7) has never met(8) has dived (9) has found (10) hasn't found (11) Has, been Summary of The Present Perfect tense:1.We use the present perfect tense to talk about things that happened in the recent past, but are connected to the present.Daniel has lived(live) in Beijing since he came to China.(Connection with the past: Daniel came to China. Connection with the present: Daniel is living in China.)2.We use the present perfect tense to talk about something that started in the past, and is still happening now.came has lived________________________________________past now future3.We use the present perfect tense to talk about actions that were completed only a short time ago.I went to Egypt in 1986. I went to Egypt in 2004.I have been (be) to Egypt twice.4.We can also use the present perfect tense for repeated actions.Has it ever snowed(snow) in Hong Kong?No, it has never snowed(snow) there.5.We use the present perfect tense when the exact time of an action is not clear or important. We use it with time expressions such as: already, ever, for, just, lately, never, recently, since, yetNotes:1. We use already for affirmative statements and yet for negativestatements and interrogative sentences.2. We use for + a period of time and since + a point of time.3. Structures connected with the present perfect tense:1) It is (has been) +a period of time +since-clause.2) This (That/It) is the first (second…) time + that-clause (present perfect tense).3) This (That/It) is the only ) … + that-clause (present perfect tense).4) This (That/It) is the best/ finest /most interesting … + that-clauseResourcesThe present perfect-Three hours ago she baked a cake. And since then let’s see…-…She’s already made the beds, written a letter, gone shopping, and cooked dinner.-And now she’s just answered the telephone for the fifth time.English has a verb tense, the present perfect, which serves to denotepast happenings that are relevant to, or that still have an effect at,the moment of speaking. This tense, formed with the present of have plusa past participle (answered, cooked, gone, written, made, and so on),is really a combination of present and past together. Notice the kindsof adverbs and adverbial phrases that are closely associated with the present perfect.He’s been a success now, I would say, since 1990.And now he’s just decided to enter politics.The simple past, denoting past happenings that are localized in the past, contrasts sharply with the present perfect, as can be seen best by thekinds of “time” adverbials that may be used with one tense but not withthe other.Simple Past PresentPerfectyesterday since thenan hour ago so farI learned a new song last night I’ve learned another nowon Monday in thelast houralreadynow nowthen × then then ×then(past) (future) (past) (future)(Attention is drawn to the past (Attention is drawn tothe present knowledgeEvent and the time it took place.) of the song and not on theprevious act of learning it.)Therefore, do not say things like “I’ve learned a new song yesterday”, which is a very common mistake.The speaker chooses among these and other tenses in part accordingto how he feels himself related to the event.Present perfect continuous tenseHere we will look at two situations in which the present perfect continuous tense is used. Note how the tense is formed and try to understand how the tense is used in sentences. We will practise forming verbs in this tense and complete sentences.1. We sometimes use the present perfect continuous tense to talk about actions that started in the past and are still continuing, or have just finished but are still connected to the present in some way. For example,I've been waiting for an hour and he still hasn't turned up.I'm so sorry I'm late. Have you been waiting long?2. Go over Points 1 and 2 on page 9 to understand this tense better.3. Go over Point 3 to see how the tense is formed.4. Fill in the missing words. Pay attention to the verb form in the example given in the first picture (all the verb forms here are the present perfect continuous tense, except for the one in Sentence 5). It is a trap and does not require the present perfect continuous tense.Answers:(2) have been talking (3) have been taking (4) have been watching (5) have seen (6) have been writing5. Do with Part C1 on page 82 in Workbook to become familiar with the present perfect tense and the present perfect continuous tense.Present perfect or present perfect continuous?1. Go over Point I on page 10 to identify why the two different tenses are used in the two sentences.In the first sentence, the present perfect tense is used, which means that the action read isn't continuing, and Li Jia knows what the book is about now. In the second sentence, the present perfect continuous tense is used, which means that the action read is still continuing.2. Go over Point 2 on page 10. Note that the present perfect continuous tense can't be used with time expressions such as twice or how many times, because in this tense the action is continuous, not stopped and then started again.3. Go over Point 3 on page 10 to define the meaning of a state verb or an action verb. Note that a state verb doesn't mean an action, so it can't be used ina continuous tense.4. Note that the present perfect continuous tense can't be used when the words always, never, yet, already or ever are used in a sentence.5. Finish the two exercises on page 11.Answers:A (1) heard (2)been doing (3) been researching (4) been doing (5) started (6) done (7) read (8) found (9) started (10) been doing (11) been makingSample answers:B 1. He has been waiting at an underground station.2. They have been traveling in a UFO. It looks like a saucer. (Answers may be various.)3. They probably have talked to animals or plants on the Earth as well as creatures on other planets. (Answers may be various.)4. They have visited Mars, Venus, Jupiter and some other planets. (Answers may be various.)6. Do with Part C2 on page 82 in Workbook to have one more chance to practise the usage of the two different tenses.ResourceThe Present Perfect Continuous-I still haven’t figured out how she does it all.-I haven’t either, and I’ve been trying now for ten years.The present perfect tense, like the simple present and the simple past,has a continuous form as well. The effect of the present perfect continuous is to make past happenings continuous throughout a time span extending up to the present:Simple Past: I learned a new song (three hours ago).nowHours then ×then(past) (future)(past event accomplished,specific time)Present Perfect: I’ve learned another now (inthe past few hours).nowHours then ×then(past) (future)(past event accomplished, present relevance)Present Perfect Continuous: I’ve been learning still another now (for the past hour).nowHours then ×then(past) (future)(past event not necessarily accomplished, present relevance, possibly still going on at the moment of speaking)Verbs denoting action that can only be momentary or instantaneous (knock, hit, sneeze, interrupt, introducing, and so on) can also occur in the continuous. The meaning, however, is then one of repetition:You’ve been interrupting me now ( for the past five minutes).nowthen × then(past) (future)Although this class of verbs also includes arrive, leave, come, go, and so on, the “repetition” with the verbs just mentioned cannot be effected by one person alone: The guests haven been arriving now for an hour. But not “The guest has been arriving now for an hour.ConsolidationI. Relative items in recent years’ college entrance examinations:1. My friend, who ____ on the International Olympic Committee all his life, is retiring next month. (2006浙江)A. servedB. is servingC. had servedD. has served2. John and I ________friends for eight years. We first got to know each otherat a Christmas party. But we ________each other a couple of times before that. (2002北京春季招生)A. had been; have seenB. have been; have seenC. had been; had seenD. have been; had seen3. With the rapid growth of population, the city ________in all directions inthe past five years. (2003北京春季招生)A. spreadsB. has spreadC. spreadD. had spread4. --How long ________at his job? --Since 1990. (2003北京春季招生)A. were you employedB. have you been employedC. had you been employedD. will you be employed5. How can you possibly miss the news? It ________on TV all day long. (2004北京春季招生)A. has beenB. had beenC. wasD. will be6. Now that she is out of a job, Lucy ________going back to school, but shehasn’t decided yet. (2004 北京高考)A. had consideredB. has been consideringC. consideredD. is going to consider 7. --How are you today? (2000全国高考)--Oh, I ________as ill as I do now for a very long time.A. didn’t feelB. wasn’t feelingC. don’t feelD. haven’t felt8. I _______ Ping-pong quite well, but I haven’t had time to play since the new year. (2001全国高考)A. playedB. will playC. have playedD. play9. I wonder why Jenny ________us recently. We should have heard from her bynow. (2002全国高考)A. hasn’t writtenB. doesn’t writeC. won’t writeD. hadn’t written10. Although he has lived with us for years, he ________us much impression.(2004上海春季招生)A. hadn’t leftB. didn’t leaveC. doesn’t leaveD. hasn’t left11. The first use of atomic weapons was in 1945, and their power________increased enormously ever since. (2004上海高考)A. isB. wasC. has beenD. had been12. She has set a new record, that is, the sales of her latest book ________50million. (2004福建高考)A. have reachedB. has reachedC. are reachingD. hadreached13. More patients ________in hospital this year than last year. (2004江苏高考)A. treatedB. have treatedC. had been treatedD. have beentreated14. --The window is dirty. --I know. It ________ for weeks. (2004广西高考)A. hasn’t cleanedB. didn’t cleanC. wasn’t cleanedD. hasn’t been cleaned15 Years ago we didn't know this, but recent science ______ that people whodon't sleep well soon get ill. (2005广东高考)A. showedB. has shownC. will showD. is showing16. The coffee is wonderful ! It doesn’t taste like anything I _____ before. （2005全国卷I）A．was having B．have C．have ever had D．had ever had 17. My brother is an actor. He _________ in several films so far. （2005浙江卷）A．appears B．appeared C．has appeared D．is appearing 18. I ____ in London for many years, but I’ve never regretted my final decision to move back to China. (2006重庆)A. livedB. was livingC. have livedD. had lived19. Although medical science ____ control over several dangerous diseases, what worries us is that some of them are returning. (2006江苏)A. achievedB. has achievedC. will achieveD. had achieved20. I won’t tell the student the answer to the math problem until he ____ on it for more than an hour. (2006湖北)A. has been workingB. will have workedC. will have been workingD. had workedII. Translation1 我已经看了说明，但我还是不理解。

高中英语 Unit1《Tales of the unexplained》Project教案1 牛津译林版必修2

Unit 1 Tales of unexplained ProjectAims:Ⅰ. Learn about a mysterious story about Yeti.Ⅱ. Use what we have learnt in this unit to complete a project.PreparingⅠ. Try to pronounce the following proper words:Himalayas Yeti Bossburg, Washington Dr.KrantzⅡ. Words and expressions:similarshoulderrun afterstrengthfootprintsupportexistence / existon averageⅢ. Fill in the blanks:People have 1 seeing a wild man-like creature in the Himalayas. They call it Yeti. In 1998, an American mountain climber said that he saw a Yeti on the Chinese side of the Himalayas. The Chinese engineers also reported that they saw a Yeti. In 1970, 1,089 footprints were 2 in the snow near Bossburg, Washington in the USA. Some scientists think that these are not 3 by Yetis, but Dr.Krantz, 4 has studied reports of Yetis for many years, says that it possibly lived inAsia 5 3,000,000 years ago. It could have 6 its way to other parts of the world and lived on7 today. Scientists hope the mystery will be 8 someday.Answers: 1.reported 2. discovered 3.left 4. who 5. some /about 6.made 7. until 8. solved LearningⅠ. Words and expressionswith amazing speedcould have donemake one’s waysome 3,000,000 years agowith one’s own eyesⅡ. Lead-inHave you ever heard of yetis?Ⅲ. ReadingPara.1Question 1: What is a Yeti like?Para.2-5Question 2:How many reports of Yetis are mentioned? What are they?Para.6Question 3: Do you agree with whose opinion ?Ⅳ. LanguageYetis are said to be heavily built and hairy.The footprints are much larger than those of a human.Ⅴ. Part B: PlanningPreparingProducingPresentingExercises:Homework exercise p.21--28。

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