英语：unit1 Tales of the unexplained-welcome教案(2)(牛津译林版必修2)
Unit1 Tales of the unexplained-Welcome to the Unit教案DescriptionIn this section, students will be asked to talk about the following phenomena, including traces of UFO, real existences of Yeti and the Loch Ness monster, reasons for building Stonehenge and the Great Pyramid and disappearances of ships and planes in the Bermuda. All these have a 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 and illustrationsindividually 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 answer the 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. As students have beenrequired 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 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 init?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; challengethemselves; 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 connections 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 ofit? What are its reasons?Do you think the Great Pyramid a wonder in the human history? How was theGreat Pyramid built?I haven’t heard of Stonehenge or the Ness Monster. They are a bit new to me.What about you? Will you be interested in making discoveries about them whenyou 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 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 toomysterious?Suppose there is a ship equipped with the latest scientific equipment and it canmake contact with scientists on land at any time, do you think it will be possibleto solve the mysteries?Sharing information1 Pair students up first. Let different pairs focus on different questions. If possible, the firstquestion 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 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。
高中英语 Unit 1 Tales of the unexplaine Welcome to the unit课件 牛津译林版必修2
Lock Ness Monster
• The Loch Ness Monster in Scotland … • Could it be a sunken snster
• Have you ever heard of the Loch Ness Monster? • Are you interested in it? • They are a bit new to me, what about you?
Stonehenge
• Have you ever heard or read about the Stonehenge? • Are you interested in Stonehenge?
Group discussion
1. Do you believe in unexplained things mentioned above? Why or why not?
Yeti Abominable Snowman Half-man and half-beast
• You might run into a Yeti in the Himalayas, or just see a few footprints, but you’d still be lucky!
Yetis
• Are you interested in UFOs? • Are they really from another planet? • What do the letter UFO stand for? • Why do you think UFOs visit our planet?
Loch Ness
• A spaceship from another planet? • A satellite? A weather balloon? Can’t tell? • That’s why it is called a UFO!
精选牛津译林版必修二：Unit1 Tales of the unexplained Period2 Language points教案
Unit 1 Tales of the unexplainedPeriod 2 Language points of Reading一．【设计思想】本节课为阅读课的第二课时，重点是在复习课文内容的基础上学习课文中出现的一些重要词汇和句型等，培养学生的语言运用能力。
通过真实语境学习重要语言点的用法，并配以相关的练习。
二．【教学目标】By the end of this class, the students will be able to1. learn some useful words, expressions and some sentence patterns.2. put what they have learned into practice.三．【教学重难点】1. Understand the text better.2. Master the usage of some words and phrases.四．【教学环节】【课堂导入】Enjoy the following sentences and underline where you think it should be paid attention to.1. However, since Mrs. Foster thought that Justin was spending the night with a friend, she assumed that Kelly was having a bad dream, and sent her back to bed.2. When Justin did not show up for lunch the next day…3. “It’s happened to me!” said Mrs. Mavis Wood.4. The aliens took me abroad the UFO so that they could do research on me.5. Luckily, they returned me home without any injuries.6. When asked about the possibility that Justin was taken by aliens, Detective Sam Peterson, who has taken charge of the case, told journalists, “Sometimes people make up such amazing stories. There’s really no hard evidence that aliens took him.”7. So, while we have not dismissed the idea, we are looking into other possibilities as well.8. We will not give up until we find out what happened.【预习检查】熟读课文，划出下列短语并识记：1. run into_____________2. 发生在某人身上___________________3.加紧对…的搜索___________________4.失踪______________________5.引发兴趣________________________6.在空中______________________7.go straight to______________________ 8. 播放CD______________________9. 醒来；唤醒______________________ 10. pull back the curtains______________________11. a flash of light______________________12. have a bad dream__________________ 13. send her back to bed__________________14. work on______________________15. 报警_________________________ 16. take me aboard theUFO_____________________17. 在我身上做实验________________18. without anyinjuries______________________19. 编造这样令人惊叹的故事______________________20.确凿的证据_____________________ 21. on earth____________________22. continue to defend his research____________________【课堂教与学】体会课文中下列每句话中的语言点的用法，可查阅工具书。
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,。
英语：unit1《Tales of the unexplained-reading》课件(牛津译林版必修2)
Module Ⅱ
Tales of the unexplained
Unit one
Reading
Title:
Boy missing, police puzzled
?
At about 11 p.m. returned home
What did kelly ,Justin’s sister hear? Kelly heard Justin put on（播放） his favorite CD.
put on （1）打开（电灯等），播放（turn on ） (2) 穿上，戴上 e.g. 今天非常冷，你最好穿件外套. It’s very cold today , you’d better put on a coat. (3) 上演，展出 e.g. The senior class put on a dance. 高年级表演了舞蹈。
Language points in paragraph 1
1. step up (ine1) 加快， 加速
e.g. When Jack found that he was going to be late, he stepped up his pace. 杰克发现他就要迟到了，他加快了脚步。 The factory has stepped up its output of cars. 工厂加快了汽车生产。
3. due to (line 6)
( because of, caused by)
由于，因为
e.g. He arrived late due to the storm . 由于暴风雨，他迟到了
高中英语 Unit 1 Tales of the unexplained 课件 牛津译林版必修2
①China has stepped up its efforts to study the phenomenon
after a team of US scientists announced their discovery. 继美国的一支科学家队伍宣布他们的发现后，中国也加快了
研究此现象的步伐。
→amaze vt.使惊奇(惊讶) 8. assume vt.假定；假设→assumption n．假定；假设
4
记得快·记得多 1.creature n．生物，动物
[记法] create(造)＋-ure(名词后缀)→创造出的人和物→生物 [词块] all the living creatures in the sea所有海洋生物 2.assume v．假定，认为 [记法] as-(＝ad-，to)＋sume(＝take拿，取)→先拿出想法后再 证实→假定
possibilities as well. 所以，尽管我们不排除这种 让步状语从
想法，但是我们也在调查其 句。
have much time available. 尽管我愿意帮忙，但 是我没有多少时间。
他的可能性。
15
1．(教材P2)Boy missing, police puzzled 男孩失踪，警方茫然 puzzled adj.困惑的，茫然的
(尤指按计划或安排)发生
③come about
发生
7
二、这样记短语
1．run into 2．believe in 3．step up 4．due to 5．get ready for
记牢固定短语 偶遇 相信 加紧，加强，促进 由于，因为 为……准备好
8
6．put on
7．show up 8．do research on 9．take charge of 10．make in 11．look into 12．find out
英语：unit1《tales of the unexplained》学案(1)(译林牛津版必修2).doc
英语：Unit1《Tales of the unexplained》学案（译林牛津版必修2）1. search(1) search vt./vi. 搜索,搜寻,搜查search sb 搜（某人的）身；search somewhere 在某处搜查search somewhere for sth. 在某处搜寻某物；search for sth. 搜寻/寻找某物They searched him without any reason.他们毫无理由地搜了他的身。
They searched every part of the temple for the murderer. 他们对这座寺庙进行了全面搜查，以便找出凶手。
Scientists are searching for a cure for the disease. 科学家正在寻找治愈这种疾病的办法。
He is searching for the missing key. 他正在寻找失踪的钥匙。
(2) search n. 搜寻，寻找in search of …寻找/寻求某物The villagers continued their search for the lost child in the forest. 村民们继续在森林里寻找那个迷路的孩子。
Migrant workers moved from city to city in search of work. 流动工人为找工作从一个城市移居到另一个城市。
He went in search of a doctor for his sick wife. 他去为他生病的妻子找医生.。
选择答案1. Many policemen and soldiers are ______ the forest _____ the prisoner escaping from prison.A. searching for; searchingB. searching; searchingC. searching; in search ofD. in search for; searching for2.The police ___ the murderer everywhere when he suddenly appeared in a theatre.A. was searchingB. were searchingC. was searching forD. were searching forA group of soldiers went into the woods ___ the missing pilot.A. search forB. in search ofC. searched forD. searched of3. A group of soldiers went into the woods ___ the missing pilot.A. search forB. in search ofC. searched forD. searched of2. support(1) support vt. 支撑；支持，拥护；维持, 赡养；证实The old man entered the room supported by his grandson. 老人由孙子扶着进了房间。
高中英语 unit1 Tales of the Unexplained welcome an
Module 2 Unit 1 Tales of the Unexplainedwelcome and reading一、英汉互译。
1. step up their search_______________________________2.show up________________________3. make up such amazing stories______________________4. run into _______________________5.white-skinned,strange-looking creatures________________6.get frightened___________________7. show interest in __________________________8. sightings of puzzling lights___________________9. due to________________________________10. according to _________________________11. 径直走进房间 ______________________12. 负责这起案子____________________________13. 调查其它的可能性 ________________________14. 在..做研究 _____________________________15. 找到令人信服的证据 ______________________16. 排除 _________________________________17. 播放CD _________________________18. 拉回窗帘 _____________________________二、选词填空。
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。
高中英语 Unit1 Tales of the unexplained-grammar(2)精品教案 牛津译林版必修2
Unit1 Tales of the unexplained—grammar教案Present perfect tenseTeaching aim:To give a brief introduction to the present perfect tenseTeaching procedures:1 Go over the news story on Page2 and find the sentences using the present perfect tense.Please explain why the tense is used in these sentences.2 The form of the present perfect tense3 Talk about the uses of the present perfect tenseA We use the present perfect tense to talk about things that happened in the recent past, but are connected to the present.The disappearance of Justin has made Kelly very unhappy.B We also use the present perfect tense to talk about something that started in the past, and is still happening now.I have not seen Justin since last Friday night.C 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 yetWe use already for affirmative statements and yet for negative statements.We use for + a period of time and since + a point in time.D We use the present perfect tense to talk about actions that were completed only a short time ago. In this case, just is used. Pay attention to the position of just. He has just gone out.(=He went out a few minutes ago.)We use the present perfect tense here to tell others that he isn’t here now.I have just heard the news.(Now I know the news.)E We can also use the present perfect tense for repeated actions, that is, we use the present perfe ct tense with the time expressions once/twice/three times…F Actions occurring in an incomplete period might be indicated by today or thismorning /afternoon/evening/week/month/year/century or all day/night/week, all the time, always etc.Tom has rung up three times this morning.(Now it is still in the morning.)Tom rang up three times this morning.(Now it is not still in the morning.)Complete the following sentences with the proper tense.A We have studied (study) English for about five years.B They have lived (live) in the south since their daughter was born.C I have read (read) your article three times. It’s well written.D The student has finished (finish) her homework already.E Eric has gone (go) back to his hometown today.F The police have just finished (finish)searching the area.4 Compare the simple past tense and the present perfect tenseLook at the following sentences and point out what tense or tenses are used in them and the reasons why they are used.A We have studied English for about five years. We began to study it five years ago .B They moved to the south in 1990 and have lived there since then.C Eric left home last year and has just come back.E Justin has been away from home for several days. He disappeared last Friday.F They bought this house three years ago and they have lived here since then.G my brother went to see my grandpa last week. He has visited him three times this month.Complete the following sentences :a ‘Have you seen my pen?’ ‘Yes, I saw it on your desk just now.’b ‘Have you had dinner?’ ‘Yes, I had it with Mary.’C Has the postman come yet/this morning?D Did the postman come this morning?E I have known him for a long time.F Hello! I didn’t know you were here in Nanjing. How long have you been here?Notes:1)The present perfect tense is normally used for an action which lasts throughout an incomplete period, but with the past simple tense, we use time expressions which a fixed point in the past.c.f.We haven’t seen Justin for a week.(He is still missing.)Justin disappeared last week.(It may mean that this week Justin is here.)He has smoked since he left school.(He still smokes.)He smoked for six months.(It means that he stopped smoking then.2) Sometimes, however, the action finishes at the time of speaking.It has been very cold lately but it’s just beginning to get warmer.3)On meeting someone, you may say: I haven’t seen you for ages.(But I see you now.)4) For a past action whose time is not definite and often has a result in the present. Tom has had a bad car crash.(He’s probably still in hospital now.)Tom had a bad car crash.(But he’s probably out of hospital now.)The lift has broken down.(We have to use the stairs.)The lift broke down.( But it’s probably workin g again now.)5 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 fo und (11) Has, been 6 AssignmentPeriod Two Present perfect continuous tenseTeaching aim:To give a brief introduction to the present perfect continuous tenseTeaching procedures:1 Go over the news story on Page2 and find the sentences using the present perfect continuous tense.Please explain why the tense is used in these sentences.2 The form of the present perfect continuous tense3 Talk about the uses of the present perfect continuous tenseWe sometimes use the Present perfect continuous tenseto 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.A I’ve been waiting for an hour and he still hasn’t turned up.B I’m so sorry I’m late. Have you been wa iting long?Go over Points 1 and 2 on page 9.4 Exercises on page 9Answers: (2) have been talking (3) have been taking (4) have been watching (5) have seen (6) have been writing5 Compare the present perfect and the present perfect continuous tenseLi Jia has read a book about Stonehenge.Li Jia has been reading a book about Stonehenge.In the first sentence, it means the action read isn’t still continuing, and Li Jia knows what the book is about now, but in the second sentence , it means the action read is still continuing.c.f. I’ve cleaned the house.I’ve been cleaning the house.Read Point 1 on page 10.Notes:1)I have visited Egypt twice this month.I have been touring Egypt for two months.The present perfect continuous ten se 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 started again.We can use the present perfect tense for repeated actions, and the present perfect continuous tense for non-stop actions.2)How many times have you swum in the lake?How long have you been swimming in the lake?We usually use the present perfect tense to ask questions beginning with how many/much, and the present perfect continuous tense to ask questions beginning with how long.3) I’ve never visited Paris.I’ve already been to Paris.always, never, yet, already and ever can’t be used in a continuous tense.4)I have not been sleeping well since I returned home.I’ve been waiting for an hour.We can use for and since with the the present perfect continuous tense.5)Both present perfect tense and present perfect continuous tenseAn action which began in the past and is still continuing or has only just finished can, with certain verbs, be expressed by either the present perfect or present perfect continuous.Verbs which can be used in this way include expect, hope, learn, lie, live, sleep, sit, study, wait, want, rain, etc.How long have you learnt English? OrHow long have you been learning English?It has snowed for a long time.It has been snowing for a long time.6 A state verb or an action verbI have had this camera for five years.(state verb)I have taken photos of UFOs with this camera.(action verb)I have been taking photos of UFOs with this camera.(action verb)An action means something happening or changing. A state means something staying the same. Some examples of action verbs are do, go, and play. Some examples of state verbs are like, know and exist.A state verb doesn’t mean an action,so it can’t be used in a continuous tense. They’ve always had a big garden.How long have you known each other?He’s been in hospital since his accident.7 Exercises on page 11:Answers on page 11A (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 answersB 1 He has been waiting at an underground station.2 They have been traveling in an UFO. It looks like a saucer.3 They probably have talked to animals or plants on the earth as well as creatures on other plants.4 They have visited Mars, Venus, Jupiter and some other planets.8 Assignment。
unit 1《tales of unexplained》-welcome学案1(牛津译林版必修2)
Unit 1 Tales of the unexplainedWelcome to the unit1st period Welcome to the UnitTeaching aims:(1) Get students to conduct a free discussion about some mysterious and unexplained phenomena in the world.(2) Encourage the students to make full use of resources and share their imaginative ideas with each other.Important points & difficult points:(1) Students are expected to describe what they have known about the posters and what they are eager to know about it.(2) Encourage students to communicate with classmates.Teaching procedures:Step 1 Lead-in(1) Group discussion: In your opinion, what is the most beautiful things one can experience? Why?(2) About Elbert Einstein:•What have you known about Elbert Einstein? Why was he so great? …•Introduce his saying about mysteries and lead to the topic of this unit.Step 2 Photo observation1.Why is the Mona Lisa Smiling? Is the Mona Lisa just the painter himself?2.On seeing this photo, how are you feeling? Why? (Revision of the related vocabularyabout the emotion.)3.What has drawn your attention? ( Train students to observe the photo and describe it intheir own words.)Step 3 Posters(1) about UFOs: What do the letters UFO stand for?Are they really from another planet? Why?Read out more information about it.(2) about Yetis: Himalayas---the highest mountain range in the world;Why do some people make great efforts to climb them?Yeti---Abominable Snowman, half-man and half-beast.(3) about Lock Ness Monster: Where is Lock Ness? Why is it famous for?What does the Loch Ness Monster look like? A sunken ship? A kind of dinosaur?(4) about Stonehenge: introduce some information about Stonehenge to students.(5) about pyramids: Where were these pyramids built, on the east coast of the Nile or on the westcoast? What are the reasons?Do you think the Great Pyramid is a wonder in human history?One of them: the Sphinx---Half human, half lion, the Sphinx is 240 feet longand 66 feet high.(If time permits, introduce more information about pyramids that we have knownabout them, such as how wide, how tall and how heavy and do some quizzes.) Step 4 Group discussion:1.Do you believe in unexplained things mentioned above? Why or why not?2.If you saw a UFO or a monster some day, what would you do?Step 5 Language points1. advanced (adj.); advance (v.)2. run into3. translation of some phrasesStep 6 Homework(1) Surf the net and learn more about world mysteries. Prepare a short speech (better inPowerpoint) to introduce something that interests you.(2) Make a scale model of the Great Pyramid under the following guidelines and bring it to the class.背景导读：AIn 1974, in a village in Nepal, high in the Himalayan Mountains, something strange attacked ayoung girl called Lhakpa Dolma. When the police saw the footprints of the attacker, they were frightened. The footprints were huge!“What kind of beast is this?” the people asked.Lhakpa lived in the village, and every day she went up the mountain with her yaks(a kind of cow) so that they could eat the grass. Lhakpa knew exactly where to find the sweet, green grass for her yaks on this special mountain, which was called Mount Everest and is famous because it is the highest mountain in the world.“Aren’t you frightened to walk in the mountains alone, Lhakpa?” asked her friends. “What about the yeti?”But Lhakpa was not frightened. “The mountains of the Himalayas are huge!” she laughed. “I only go to one small place, not far from the village. And no one here has veer seen a yeti----it’s only a story.” So Lhakpa never really thought about the old yeti tales while she was working.One day in 1974, Lhakpa took her yaks up the mountain as usual, but she could see that the yaks were not happy. “Perhaps they can smell a bear or a snow leopard near us,” she thought, and looked around.Lhakpa couldn’t see anything, but she moved away. She took the yaks to another place, near a small stream. The water here came from the mountain snow and Lhakpa drank a little----it always tasted good! Then she sat down and watched her yaks eating.Suddenly, Lhakpa heard a noise behind her---it was the noise of an animal, but it was very strange. She looked round very quickly---Lhakpa couldn’t believe her eyes! A huge creature was coming towards her on two legs. Lhakpa’ s eyes got bigger and bigger—it was a yeti!The yeti took Lhakpa up in its long, hairy arms! She was terrified. She shouted and kicked, but it was no good ----- the yeti was too strong. “Help me!” she shouted. But the mountains were quiet, and nobody heard her.But the huge beast was not really interested in Lhakpa --- perhaps she was too small. It put her down in the cold mountain stream, then it turned round and looked at the yaks, which were big and strong---- but the yeti was bigger. Lhakpa watched the yeti--- she was too terrified to move at first. With its strong arms, it quickly killed three of the yaks.Then Lhakpa got out of the stream and ran home. She was frightened and cold. She told her parents about eh yeti killing the yaks. Her family were amazed at the story. They soon went to the police after they learned about it. But when the police and the people from the village arrived at the stream, they saw the huge footprints of a strange creature ---- but they didn’t see the yeti.1. Lhakpa was frightened to walk on the mountains.2. That day Lhakpa found a bear near her.3. The water that came from the mountain snow always tasted good.4.The yeti caught up with Lhakpa and killed her.5. When the police and the people from the village arrived at the stream, only to find some hugefootprints.6. The yeti killed all the yaks.BThe very success of communication satellite system has raised wide spread concern about their future. Some countries are already using satellites for domestic(国内的) communications in place of conventional (传统的) telephone lines on land. Although this technique is extremely useful for linking widely scattered villagers in remote or mountainous regions, in heavily built-up areaswhere extensive telephone and telegra ph systems already exist, domestic satellites (or “domsats”) are seen by the landline net work as an unfair competition. Despite such opposition, domsats are gaining support from many businesses and public interest groups in the United States, and seem likely to be more widely utilized in the future.7. The passage mentions which of the following as a major advantage of domsats?A. They are inexpensive to operateB. They easily connect distant pointsC. They can be directed by remote control.D. They can be built to be very light.8. According to the passage, the use of domsats is especially valuable for which of the following?A. mountain areasB. busy citiesC. small countriesD. private businesses9. Who objects to the use of domsats?A. managers of international business groupB. people in small villagesC. operators of conventional communications systemsD. large public interest groups10. According to the passage, future United States domsats will probably ________.A. be produced competitivelyB. carry telephone message onlyC. become a government monopoly (垄断)D. increase in useCA 17-year-old cave explorer was rescued(解救), wet and cold, today. He had been inside a narrow part of a cave for twenty-three hours without food or light.Bill Dean had gone exploring by himself yesterday afternoon with only a lamp to light his way. Less than an hour after he entered the cave, his light went out. He sat in the damp(潮湿的) darkness the rest of the day, all night and part of today. “I was terrified,” Bill said.He had decided against trying o find his way out. He thought it best to wait for somebody to rescue him.One boy crawled(爬行) 600 feet into the cave, but could not find Bill.Finally, one of Bill’s friends and a teacher c rawled slowly inside, found him and led him to safety.11. Yesterday afternoon Bill Dean_______A. dropped into the caveB. went into the cave by mistakeC. entered the cave to learn or to study somethingD. was driven into the cave by somebody12. Bill Dean had to stay in the cave because________.A. he went into aloneB. his light went outC. he became afraidD. he had no food13. After the light went out, Bill Dean________.A. decided to wait for helpB. tried to crawl outC. crawled to find another way outD. lit a fire to light his way14. Before he was rescued, Bill Dean_______.A. had food leftB. was walking aboutC. cried for helpD. was alone15. After the rescue, Bill Dean would most probably _________ at once.A. go home to eatB. be sent to the hospitalC. go back into the cave to continue his workD. go back to schoolDMany people will remember the flight of the space shuttle(航天飞机) Challenge, in June, 1983. The achievement of Sally Ride, America’s first woman astronaut(航天员) to fly into space, made this flight especially memorable. Students from two Camden, New Jersey, high schools, however, are probably to remember Norma rather than Sally whenever they think about the flight.Norma didn’t travel alone. She brought about 100 companies along with her. Norma was an ant, a queen ant who, with her subject, made up the first ant colony(群体) to travel into space. The ants were part of a scene experiment designed by students to test the effects of weightlessness on insects(昆虫).The equipment designed by the students for their colony functioned perfectly through the long space trip. The young scientists and their teachers were very sad to find that their insect astronauts had all died at some point before the container was returned to the school and opened. The problem did not occur in space, but on the ground after Challenger had landed. The container remained in the desert for nearly a week before the ant colony was removed. The hot, dry desert air dried out the colony’s container and the ants died from lack of moisture(水分).The project was termed a success because it did provide useful information. Students will continue their ef forts to pinpoint exactly what went wrong. They don’t want to be discouraged either by the demise of the ants or by the $ 10,000 shuttle fare the will have to pay to send the next colony of ants into space.16. The story is mainly about________.A. Sall y Ride’s first rideB. space equipment for insectsC. a space experiment with antsD. going to school in New Jersey17. Demise is another word for__________.A. deathB. moistureC. spaceD. leader18. The project wasn’t failure becaus e_________.A. important things were learnedB. space caused too much painC. no one fed them in spaceD. they dried out in the desert19. The ants died because________.A. weightlessness harmed themB. space caused too much painC. no one fed them in spaceD. they dried out in the desert20. On the next space trip, ants________.A. will be sent without peopleB. should not be left in the desertC. will have to pay double fareD. will die completely。