英语必修ⅱ牛津译林版unit1教案6

Unit 1 Tales of the Unexplained
word study
01.tell sb sth =tell sth to sb 告知某人某事
tell sb to do sth 让某人做某事
tell the difference between A and B=tell A from B 区分A和B
02. run into/across, come across （偶然）碰见遇见
run after 追追求；run out of …用完耗尽…
03. the reason for ……的原因；for …reason(s) 由于…的原因
04. search …for sth/sb 搜查…以寻找某物或某人
search for sth/sb 寻找某物或某人=look for
in search of sth/sb 寻找某物或某人
05. step up 加速增加提高登上走近；step down 减慢减低走下
06. interest sb in …使某人对…产生兴趣；
take/show/have (an) interest in …对…感兴趣
07. due to…；because of …；owing to …由于…；
thanks to …多亏了…
08. show up 出席到场；揭穿揭露；露出显现
09. see … doing/do/done 看到…正在做/做了/被…（相似动词有：hear, watch, notice等）
10. pull back 往后拉反悔撤退；pull down 拆毁；pull out 拔出
11. convince sb of sth 使某人相信某事
12. make (some/much/great) progress (in…) （在…方面）取得（一些/很大）进步
13. be disappointed at …对…感到失望
14. so far = by now =till now 到目前为止；
far from 远离远非；far away 遥远
as far as (1)远到直到； (2)就…而论（此时等同so far as）
15. dream a (good/sweet/strange) dream 做了…梦
dream about …梦见…； dream of …梦想渴望….
have a dream/dreams (of … ) 有（…的）梦想；
have a dream/dreams (about …)做梦（梦见…）
16. separate A from B 将A和B分开；
A separate from
B A和B分开/分离/分手/走散
17. divide … into …将…分成若干份或若干组
18. pick up 拾起捡起；（用车）接；（车）搭载（乘客）；收听（电视广播节目）；（自
然地、无意地）学会；恢复健；
pick sth 采摘某物；
19. protect …from/against …保护...免受…的伤害/损害/侵犯
20. provide sb with sth； provide sth for sb 提供某人某物
provide for …养活；为…作准备
21. for the first time 第一次（作状语）；
the first time 第一次…就…（引导时间状语从句）
It/This/That is the + 序数词+ that…（从句中用现在完成时）
22. be tired with/from sth/doing sth 因（做了）某事而劳累疲劳
be tired of sth/doing sth 厌烦厌倦（做了）某事
23. have/get … done 使…被做；表示主语的遭遇；
have sb do =get sb to do 使某人做…
get … doing 使…动起来；have … doing 使…不停地做…
24. avoid sth/doing sth 避免逃避某事或做某事
25. not 同evryone, all, both连用表示部分否定；none, neither表示完全否定
26. draw/come a conclusion/conclusions 得出结论
27. report doing sth (to sb) （向某人）报告作过某事；
It is reported/said that …据报道/说…
28. describe … to sb；give a description of … to sb 向某人描述…
29. make one’s way to …向…走/前进；
make way for …为…让路
30. someday=some day 将来某天有朝一日（用于将来时态）
one day 一天（用于过去时态）；将来某天有朝一日（用于将来时态）
Unit 1 Tales of the Unexplained
Period one Welcome to the Unit
The Analysis of this part:
Ss are encouraged to conduct a free discussion about some mysterious and unexplained phenomena in the world.
Teaching aims:
1. Help Ss practice spoken English.
2. Help Ss express their opinions boldly and imaginatively.
Teaching methods:
1. Looking and speaking
2. Discussion in pairs or groups.
Teaching procedures:
Step one: Lead- in
Today, our topics are not only interesting and attractive, but al ittle mysterious
as well. They are beyond our knowledge. Maybe we only hear of them. Even the advanced
science and technology of today can't offer satisfactory answers to them. Step Two: Picture talking
Step Three: Description of the pictures
Picture two: Yetis
1) Where are the Himalayas ? It is in the south of Asia.
2) What's the weather like there ? cold.
3) What is the Yeti, and what is it like?
It's reported to be half-man and half-beast. It's supposed to
live in the highest moutain in the world---Mount Qomolangma.
Picture three: The Loch Ness Monster
1) Where is the Loch Ness ? a big lake in Scotland.
2) Do you believe in the Loch Ness Monster?
3) Do monsters really exist in the world?
4) If you really come across a monster, what will you do ?
Picture four: the Pyramids
1) Where were the pyramids built, on the east coast of the Nile or on
the west coast ? why ?
It stands on the west bank of the Nile River not far from Cairo. In fact all the pyramids
along the Nile are on its west bank. The ancient Egyptians compared the rising of the sun
to the beginning of life and the setting of the sun to the end of life. This is why their dead bodies were buried (埋葬) on the west bank of the Nile. The kings of ancient Egypt planned strong tombs (坟墓) to keep their bodies safe after death
and to hold their treasures (财宝) . The Great Pyramid was built thousands of years ago
for a king called Khufu. It stands on the west bank of the Nile River not far from Cairo.
In fact all the pyramids along the Nile are on its west bank.
The ancient Egyptians compared the rising of the sun to the beginning of life and the setting of the sun to the end of life.
This is why their dead bodies were buried (埋葬) on the west bank of the Nile.① The people of Mexico also built pyramids. They did not build the pyramids for tombs.
They used to build a pyramid and then a temple on top of it.
The pyramids of Mexico are not as high as the pyramids of Egypt, but they are big.
Each of the pyramids has a wide stairway (阶梯) that goes from the bottom to the top.②
More pyramids were built in the Americas than in Egypt.
About 90 pyramids are known to have stood in Egypt,
while several hundred small pyramids are scattered (分散) across Central and South America.
The biggest pyramid in Mexico is almost 2,000 years old.
Scientists think it took 10,000 men more than ten years to build it.
On the top they built a temple of the sun.
The temple is no longer there but people still called it the Pyramid of the Sun.
Near it is another huge pyramid, the Pyramid of the Moon.
根据文章内容，选择正确答案：
1. In ancient Egypt pyramids were built____ .
A. for visitors to see
B. for kings to live in
C. as the kings tombs
D. for king Khufu
2. All the pyramids along the Nile are on its west bank, because in ancient Egypt people thought ____.
A. they died in the west
B. the sun sets in the west
C. the end of their lives was like the setting of the sun
D. they would go to the west after death
3. The pyramids in ancient Mexico were built____ .
A. for the kings
B. for the people
C. for wars
D. for the gods
难句注释
① This is why their dead bodies were buried on the west bank of the Nile.
这就是他们的尸体葬在尼罗河西岸上的原因。

② Each of the pyramids has a wide stairway that goes from the bottom to
the top. 每座金字塔都有一个从底部到顶端的宽阶梯。

Step Four: Discussion
1.Ask students to discuss the question On P1 in pairs or a group of four .
2.Then ask each group leader to report the result of their discussion Step five : Language points
1.be full of mysteries
2.advanced science and technology
3.can’t tell ……说不准
tell 与be able to /can /could 连用“判断、区别、猜测”
=decide /determine/know
e.g. I really can’t the difference between the twin brothers
4. a sunken ship
Sink-sank-sunk/sunken-sinking
Vi.下沉、下降、下落
The ship stuck the rocks and sank.
His heart sank at the thought .想到这，他大案心情一下子沉重起来
Vt.使…沉没
A small leak will sink a great ship.
小漏洞能使大船沉没。

* sinking sunken (作前置定语)
E.g. They tried in every way possible to rescue the boat .
They tried to bring the … ship out of the sea.
* rise-rose risen-rising the ~sun
Fall-fell-fallen-falling ~leaves
5. run into
E.g. I run into an old school friend at the supermarket this morning
We run into a patch of thick fog just outside London
The project is running into financial difficulties.
Run sth. into sb./ sth.
The bus went out of control and ran into a shop front.
She ran her car into a tree while reversing.
6. the Himalayas
Mount Qomolangma
7. Egypt --Egyptian
8. be unknown to sb.
9. no one / none of
Step Six: consolidation & Homework
Translation
1.There’re many unexplained mysteries in the world.
2.He didn’t expect to run into some of his friends in the street.
3.The reason for his illness was drinking the polluted water.
4.He didn’t atte nd the meeting for some reason.
5.None of us agrees to your plan.
Ask students to preview reading part on page 2—3 and finish doing part A and B on page 90—91.
Period 2 Reading
Boy missing, police puzzled
The analysis of this part:
The reading text is a news story about a boy, whose disappearance was thought to be connected with a UFO. Though a lot of effort ahs been made to investigate the case, it still remains a mystery.
The reading strategy of this unit enables students to become familiar with typical writing features in news articles and acquaint themselves with effective ways of reading those articles.
Teaching aims:
1.Checking and enhancing Ss’s reading abilities.
2.Help Ss gain an overall understanding of the article.
3.Help Ss learn to read in different ways according to the types of the article
they’re reading.
Teaching methods:
1.Listening and reading
2.Pair work
Teaching procedures:
Step one: Lead-in
Teacher stars the lesson by raising the following questions:
1)What can you guess from the title? Can you complete the title?
2)Are you curious about why the writer uses an incomplete sentence as the
tile?
3)Do you know it is a feature of a news title? What are some of other
features of a news title?
Step two: Fast reading
1.Ask Ss to read the story quickly and finish doing Part A.
2.Ask Ss to describe the pictures before reading
3.Suggested answers:
The title is about a missing boy, UFOs and alients.
Justin Foster is missing.
The police don’t know what happened to him.
Step three: Reading strategy
Before Ss do the careful reading, they are asked to go through the reading strategy on page 3.
Pay attention to some phrases about lead
take the lead in doing sth. be/have/ gain the lead in the race 在赛跑中领先
take/ lose the lead 带头/落后 lead story
lead-led-led-leading lead a happy life
lead to This misprint led to great confusion.
Step four: Careful reading
1.Ask Ss to read or listen to the tape and finish doing Part C
2.Tell Ss that the first paragraph gives the main idea and the most
important facts. Ask students read it and answer the following questions:
1)When and where was the boy missing?
2)What caused the boy’s sudden disappearance?
3)How old was the boy?
4)Why did people show interest in this disappearance?
3.Ask Ss to finish Part C1 and C2.
4.Suggested answers:
Step five : Consolidation and Homework
1.Ask Ss to finish Part E
2.Ask Ss to preview reading part on page 90-91
Period 3 Reading
Teaching aims:
1.Help Ss learn more about the story
2.Help Ss grasp the usage of the words and expressions
Teaching procedures:
Step one: language points on page 2-3
1.ordinary common usual 15. Step up
2.Search 16.go missing
3.show great interest in 17. due to
4.sightings 18. puzzle ---puzzled---puzzling
5.show up 19. so that
6.in fact 20. witness
7.put on 21 go straight to his room..
8.according to 22 pull back
9.Standing inside were …….(表语提前用全部倒装) 23 rule out
10.see, hear, notice, watch, keep, find, get, have, feel, look at, listen to ,
catch, send + n. + 复合宾语 24 make up
11.do research on sb. do research into/ on sth.
12.have been doing
13.look into
14.take charge of convince—convinced—convincing
Step two: Consolidation and Homework
Translation:
1.When John realized he was going to be late he stepped up his pace.
2.The search for the missing man has not been successful.
3.He walked through the desert in search of the lost camel.
4.She went crazy when she found out that she had failed the exam.
5.He began to show an interest in politics during high schools.
6.He arrived late due to the unexpected storm.
7.We’ve been waiting for hours for you to show up.
8.I have often thought of doing research on the problems.
9.The police are looking into the records of all those involved in the crime.
10.The teacher asked Ss to make up an amazing story about alients.。