2018-2019高中英语(牛津版)必修二Unit 1 Tales of the unexplained-Welcome to the unit课件 (共32张PPT)

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2018-2019学年度牛津版必修二Unit 1 Tales of the unexplained-reading

There is no real fact that a monster lives in Loch Ness,but there is also no fact that one doesn’t live in Loch Ness.One thing is true about Loch Ness:there are a lot of tourists there.
stories to amaze people. —There is always laughter (笑声)where he is.
一二三四五
4.—Is there any possibility (可能性)that the evidence (证据)was made up (编造)by the witness (目击者)?
SectionⅠ Welcome to
一二三四五
一、写作词汇语境考查:预习本部分的词汇,完成下列小对话
1.—There are some unexplained tales (无法解释的故事)in the
world. —You are right.People are usually puzzled (困惑的)about them. 2.—They have delayed the construction(建造)of the railway due to (由于)the bad weather. —They will have to step up (加快)the work later. 3.—He is good at making up (编造) amazing (令人惊奇的)
三、阅读课文Boy missing,police puzzled,选择正确答案
1.In the seventh paragraph,“show up” means

2018-2019学年度(牛津版)必修二Unit 1 Tales of the unexplained-task课件(共32张PPT)

Suggestions: 1. The school should guide students in surfing the Internet. 2. The school should find ways to arouse students’ interests in reading. 3. The school should take steps to make more students become interested in dancing.
Skills building 2: greeting others and making introductions
1.The first thing you do when meeting someone is to greet the person in an appropriate manner. The person will then greet you in return. Here are some common greetings.
Skills building 1: completing a questionnaire
We usually do a survey to collect information. In a survey, we ask people to respond to a list of questions or statements. We call this list a questionnaire. There are several rules for making a good questionnaire. These rules are to make sure that the meaning of each question is clear.

2018-2019学年度(牛津版)必修二Unit 1 Tales of the unexplained-grammar课件(共61张PPT)

Tom has had a bad car crash.
He’s probably still in hospital now.
Tom had a bad car crash.
He is probably out of hospital now.
You are writing about a friend’s travels in your diary. Complete your diary entry using the correct forms of the verbs in brackets.
Note: 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.
e.g. They say that they have been to America many times.
Note: We can also use the present perfect tense for repeated actions, that is, we use the present perfect tense with the time expressions once/twice/three times…
Justin has disappeared, so Kelly is very sad.
Note: We use the present perfect tense to talk about things that happened in the recent past, but are connected to the present.

牛津译林版高中英语必修2 Unit 1 Tales of the unexplained-Reading 教案

Unit 1 Tales of the unexplainedReading教案●教学目标1. 知识目标通过本课的学习，了解新闻故事的文体特点。

2. 能力目标掌握新闻故事的阅读策略，即体裁本位阅读策略----倒金字塔式，预测策略，细节阅读策略图表填充、聚焦问题，观点态度阅读策略等学习策略。

3. 情感目标学生能够用英语与小组同学合作交流，用英语表达对自己本文的观点、态度。

●重点难点重点：了解文章体裁，学会运用阅读策略分析、理解文章。

难点：阅读技能的训练与提高，对新闻故事的复述或续写。

●教学步骤Step1 Lead-in (2minutes)Warm-up questions:1. Let’s enjoy some pictures about newspapers.2. Do you often read newspapers? (often, seldom …)3. How do you select the news you like to read, by taking a look at its title or by beingattracted by its colorful pictures?【设计意图】选择Teens报纸上面的不同话题，拍摄图片制成PPT播放，从视觉上激发学生对阅读新闻报道的兴趣，再通过设疑提问从思想上激发学生的阅读动机，激活学生已有的相关知识。

Step2 Reading strategy(4minutes)I’m sure you want to know what really happened in the news story to check yourimagination, but before reading the story, I should tell you how a news story is organized so that you may catch the important information in it more easily.1. What are the features of a news story?● It is usually written in an inverted pyramid format.●The broadest (最广泛的), most general information is given first, and then the supporting details (论证性细节).2. The structure of a news story● the title: to give a general idea of the news●the first paragraph: to give the main topic and the most important facts like when,where, who, what, why and how about the event;●the second paragraph: to give more important facts●the following paragraphs:to give detailed but less important background information3. Application of reading strategyAsk the students the following questions1.)Can you tell me the feature of this news title? (The title of a news story is usually incomplete, attractive, exact and direct … )2.) Can you complete the title? (“A boy is missing, and the police are puzzled”)3.) What information can you get from the title? (how/when/where was the boy missing?; why are the police puzzled?)So use your imagination and guess what happened in the story. Where or how was the missing boy? (leaving home / kidnapping(绑架) / murder / drowning (溺水) / being taken away by aliens)Work with your partner and then share your story with the rest of the class.【设计意图】引入阅读策略——倒金字塔式，为学生搭建支架；引导学生从阅读新闻的标题开始运用策略，根据残缺的标题对文章内容做出预测。

2018-2019学年高中英语(牛津版)必修二Unit 1 Tales of the unexplained-grammar课件(共26张PPT)

live
past
now future
talk about actions that started in the past and is happening now(延续性动词)
1. 迄今为止：so far, up till now, up to now, until now…. 2.最近的过去：in /during the last/past years 3.最近：recently, lately, these few days…. 4.到这个时候：by this time 5.从……以来: ever since
now future
We use the present perfect continuous tense to talk about actions that started in the past and are still continuing.
e.g. 1.The telephone _H__a_s_b_e_e_n_r_i_n_g_in_g_(ring) for quite a while. Why hasn’t anyone answered it? 2.They _h_a_v_e_b__e_e_n_p_r_a_c_ti_c_in_g_(practice) the song of for some time, but they still haven’t got it right.
Situation4:
The little boy is sleeping. He ihsavsejruysttired. He played ________________ 过(ju去st的pl动ay作) in: Tthheezliottole. boy played in the zoo. 对现在的影响: The little boy is tired.

整合牛津译林版高中英语必修2 Unit 1 Tales of the un

Unit 1 Tales of the unexplained单元、词组、句型&语法复习Ⅰ. 单词tale n. 故事，传说unexplained adj. 无法解释的，神秘的puzzled adj. 困惑的，茫然的step up 加紧，加强，促进incident n. 发生的事情（尤指不寻常的或讨厌的）due to 由于，因为alien n. & adj. 外星人（的）disappear vi 消失，失踪witness n. 目击者，证人；vt. 目击，见证spaceship n. 宇宙飞船creature n. 动物；（具有某种特征的）人flash n.&vi. 闪光，闪耀UFO abbr. 不明飞行物(unidentified flying object的缩写)assume vt. 假定，认为construction n. 施工，建筑物occur vi. 发生show up 出现，现身aboard adv. & prep. 在（轮船、飞机、火车等）上；上（轮船、飞机、火车等）possibility n. 可能性detective n. 侦探take charge of 负责，掌管case n. 案件，具体情况journalist n. 记者make up 编造，杜撰；构成amazing adj. 令人惊奇evidence n. 证据injury n. 伤害dismiss vt. 不予考虑；解雇；解散look into 调查laughter n. 笑，笑声schoolboy n. （学校的）男生astronomer n. 天文学家enthusiastic adj. 热情的；热烈的；满腔热忱的base n. 基地，大本营；底部；基础；vt. 以……为基础exist vi. 存在mystery n. 神秘的事或人comic strip n. 连环漫画questionnaire n. 调查问卷tick vt. 标记号；打上钩；打对号statement n. 陈述，声明disagree vi. 不同意appropriate adj. 适当的blank n. 空白处，表格；adj. 空白的；无表情的humour n. 幽默discount n. 折扣table tennis n. 乒乓球运动badminton n. 羽毛球organize vt. 组织，筹备；安排，处理tournament n. 联赛，锦标赛award n. 奖，奖品，奖金；vt. 授予，奖励Yeti n. 雪人，野人（=Abominable Snowman）Bigfoot n. 北美野人Wild Man of Shennongjia n. 神农架野人hairy adj. 多毛的，毛茸茸的human being n. 人attack vt.&vi.&n. 攻击；进攻villager n. 村民fur n. （动物的）皮毛，毛皮track n. 足迹，踪迹centimeter n. 厘米length n. 长度examine vt. 检查north-west n. 西北dozen n. （一）打；十二个；十来个dozens of (informal) 许多；很多reserve n. （动植物）保护区；储备；vt. 预订；保留；储备strength n. 力量，力气belong vi. 应在（某处）；适应belong to 属于existence n. 存在convince vt. 使确信，使相信link vt. & n. 联系，关联ancestor n. 祖先，祖宗make one’s wa y to 前往，到……去survive vi. & vt. 生存，挺过（难关）Ⅱ. 词组1. due to 由于，因为2. show up 出现,现身3. table tennis乒乓球运动4. step up 加紧，加强，促进5. belong to属于6. make one’s way to前往，到……去7. take charge of 负责，接管8. comic strip 连环漫画9. look into 调查；检查10. make up 编造，捏造，杜撰11.believe in 信任(trust)，相信…的存在，信仰12. step up one’s search for…加紧对…的搜寻13. in search of/ in one’s search for寻找…14. search sb.搜某人的身15.search sp 搜查某地方16.search for 寻找17. go missing失踪，丢失18. go straight to…径直走向19. a straight line 直线20. put on 穿上，上演，播放，增加21. be due to do sth.预期做某事，预定要做某事22. assume...to be... 认为……是；假定……是23. assume that假定……；认为……24. assuming that假定引导条件状语从句25.It’s assumed that... 人们认为……26.make the assumption that从句假定…，认为……27.show up/ turn up/ appear 出现28.show off炫耀，卖弄29.look into 调查，朝里看30.look down on轻视，看不起31.look up查找，查阅32.look up to仰慕，尊敬33.look through浏览；仔细查看34.do research on…对…进行调查35.take away 带走，拿走36.dismiss a class下课dismiss a suggestion不理会某一建议37.dismiss... from 解雇；把…打发走38.dream about/ of梦想；向往39.separate A from B把……和……分开40.divide…into… 把…分成(若干份)41.pick up拾起，捡起，打捞，用车搭载或接某人，（在无意中）学会语言，获得知识；打听到消息；染上恶习等，恢复（健康），好转，改善42.be enthusiastic about热衷于，对……充满热情43.run after追逐，追赶，追求44.belong to属于45.in length在长度上46.at length最后，终于；详细地47.two dozen eggs两打鸡蛋；48.two dozen of the eggs这些鸡蛋中的两打49.dozens of许多50.sell …by the dozen论打出售51.be convinced of…/ that从句相信…52.convince sb. to do…说服某人做某事53.make one’s way to…前往，到…去54.be linked to/with与……有关，与……有联系55.some 3,000,000 years ago大约三百万年前56.see sth. with one’s own eyes亲眼看见某物57.go aboard上船/飞机/火车等58.go abroad出国59.broaden one’s horizons 拓宽某人的视野60.in case万一，以防，以免,后接从句Ⅲ.句型1. There is some hard/ strong evidence that 63.this way is beneficial to us.有可靠证据显示这个方法对我们有好处。

2018-2019学年高中英语(牛津版)必修二Unit 1 Tales of the unexplained-reading课件 (共40张PPT)

home at 1110:0:405pp.m.m..
( T ) 4. Justin has a sister called Kelly.
( F ) 5. The aliens were yewllhoiwte–-sskkiinnnneedd. ( T ) 6. Mavis Wood has been taken by
6. What happened to Mrs. Mavis Wood?
She was once taken away by aliens too. 7. What do the police think about the
incident? They do not yet know what happened to Justin.
4. What does Kelly think happened to her brother? She thinks the aliens took her brother.
5. What colour are the aliens according to Kelly? The aliens had white skin and large black eyes.
How to read a newspaper article?
title
( to give a general idea
about the news )
the fs “who” “when” “where” “what” “why” “how” )
predict Read first paragraph/ the lead
for details Read the rest paragraphs
How well did you understand the details in the newspaper article? Read it again and answer the following questions: 1. Which city does Justin Foster live in?

2018-2019学年度牛津版必修二Unit 1 Tales of the unexplained-reading课件 (共15张PPT)

8p.m.
11p.m. the next day 10.45p.m. midnight
return home do not show up for lunch
Interview:
what happened
that night?
Interview:
I want to interview at least two of them!
I’m sorry to hear that your son is missing. But would you like to tell me why you didn’t feel worried at first?
______________________________
Then when did you find he was missing?
.
__________________________________
.
Thank you Mrs. Foster! Kellyቤተ መጻሕፍቲ ባይዱ, may I ask you...
Example
Then, Kelly , may I ask you some questions? __________________________________
the following paragraphs
Turn to page 3 of your workbook.
Read the passage and find out what happened to the boy according to the time sequence.
play baseball walk towards… shout

2018-2019学年度牛津版必修二Unit 1 Tales of the unexplained-reading课件 (共16张PPT)

Listen to the recording and find out what happened
to the boy according to the time sequence.
play baseball walk towards wake up
8p.m.
the next day 11p.m. 10.45p.m midnight
Lead-in
What do they have in common?
The world we live in is full of things that cannot be explained even by today's science. The world we live in is full of things that cannot be explained even by today's science.
Fast reading
The first paragraph -the lead
1.Who is the boy that went missing? Justin Foster who is a fifteen - year-old boy. 2.When and where did the boy go missing? gives the main idea and Three days ago, in Dover, New Hampshire. most important facts 3.What did the police do? They have stepped up their search for the boy. 4.Why did people show interest in the case? Due to reports of strange lights in the sky and of alien visits around the time the boy disappeared.

2018-2019学年度牛津版必修二Unit 1 Tales of the unexpained-Reading教案 (1)

M2U1 Reading Boy missing, police puzzled江苏省锡山高级中学朱津楠【Teaching Objectives】1. find out typical writing features about news articles and learn how to read them.2. obtain specific information of the story by applying some reading skills.3. present an interview with the information and phrases they’ve just learned.【Teaching Procedures】Step 1 Lead-in(Aims: In order to introduce the topic of aliens and arouse students’ interest in it, the trailer of the movie MIB is played at the beginning of the class.)T: Have you ever watched the movie? What is it about?Ss: Yes....T: It’s about human beings and life from outer space living together on earth. And we call them aliens. What are aliens like in your mind?S1: Strange.S2: Ugly.S3: Dangerous.T: Then do you believe in their existence? (Some say yes; others say no.)Whether you believe it or not, we may see pictures concerning aliens taken by people and hear stories which can not be explained. And today we’re going to read a news article about a boy.Step 2 Pre-reading(Aims: This part is aimed to introduce the features of news articles. Students are expected to find the title is incomplete and the structure is different by looking at a page from the newspaper and reading the reading strategy part.)T: Since it’s a news article, it is actually a little different. Please take a look at a page from a news article, and tell me what impresses you most?Ss: The title.T: Is the title complete? Can you complete it?S4: It’s incomplete. A boy is missing, and the police are puzzled.T: Good job. And this is actually one of the features of a new article: the title is usually incomplete brief and attractive. And there is another feature, which you can find in reading strategy. Now read it and find it out what the other feature is?Ss: The first Para. (Lead) : the main idea and most important facts.The second Para.: important factsThe rest: new but less important info.T: V ery good. This is the second feature, which is about the structure of a news article. To be more specific what can we find in Para 1?S5: Who, What, When, Where, Why, How.T: Now please complete the following sentence using the information._____(who)_______ who ___(what)____(when)__, _____(where)________might have been taken by_______, which received great interest_____(why)________.S6: ....Step 3 While-reading(Aims: Active reading is encouraged by putting students in the role of being detectives. With some tips given, students are asked not only to find some detailed information but also draw some conclusions from it, aiming to fully motive them to read efficiently and think carefully.) T: Now let’s skim and scan Para. 2-9. While you are reading, try to be a detective and pay attention to the people mentioned, information they provided and conclusions that we can draw. Tips:1. number the paragraphs.2. circle the names of people mentioned.3. underline some key information.4. think about what conclusions you can draw.(Students read the rest of the passage and look for important information.)Para 2T: First tell me who are mentioned in the story?S7: Friends, Witnesses, Kelly....T: What did they see respectively ?S8: ...went to play baseball,... walked towards his house, ... returned homeT: When did all these happen?S9: At 8 pm; 10:45 pm; about 11 pmT: What conclusion can we draw from this information? You can discuss with your partner, if necessary.S10: Justin did return home.T: That’s right.Para3-6T: Well, in fact, Kelly knew a lot more than that. Can you use the following key words to describe what she saw and heard?Key words: hear sb. do; be woken up; see...flying...; Standing inside were...; hear sb. do; disappear S11: .....T: What conclusion can we draw from this information?Ss: Justin might have been taken by aliens.Para 7T: What did Kelly do after seeing and hearing all these? Did she go back to sleep?Ss: NO. She went to her mother.T: What did her parents do? Try to use the following words to answer my question.assume that, send ... back to bed, become worried, when...(not show up)...S12: ……T: What conclusion can we draw from this information?S13: Justin went missing.Para 8T: Actually, it is not the first time for this kind of thing to happen. Who did it once happen to? Ss: Mavis Wood.T: What was her experience like? Find the missing word and complete the sentences.S14:The aliens also took her aboard the UFO so as to do research on her.Luckily, they returned her home with no injuries.The whole experience was terrible!Para 9T: Now the police are looking into the case. What is Detective Peterson’s attitude towards this case?S15: When asked, the detective said that people sometimes made up amazing stories and there was no hard evidence of aliens taking Justin away. While the police have not dismissed the idea, they are looking into other possibilities as well.Step 4 Post-reading(Aims : To help students consolidate what they have learned, some tasks are prepared for them. Using some good words and expressions are the focus of this part. They have to memorize them and then apply them in interview which is fun for them. Meanwhile an Oral Presentation Checklist is presented so as to help students to perform better and be able to evaluate other’s performance.)(Assessment 1 ) ClozeJustin Foster went ___1___ last Friday in Dover, New Hampshire. His friends said Justin went home. ____2_____ also said they saw him walking home. His sister, Kelly saw lots of strange-looking ____3____ in a spaceship and heard Justin __4__ before the UFO disappeared. She was sure the __5__ took him. Justin didn’t ____6____ at the family lunch the next day. Police were _____7_____ other possibilities, and tried to find some __8__ evidence. (Assessment 2 ) Make up an interviewMake up an interview among a journalist from China Daily, Detective, Kelly and Mrs. MavisJ: Last night.... Kelly, can you ...?K: hear sb. put on …, see...flying,Standing inside were...; frightened, ...J: Did you tell your mum about it?K: wake...up, assume, show up, ...J: Mrs. Mavis Wood, ...M: …aboard; do research on ; ...J: Detective, what do you think of the case?D: make up, no hard evidence, dismiss, ...J: Thank you, detective. By now, thepolice .....And we’ll continue to give ourconcern to this case.Step 5 Discussion :(As an extension and revision of the class, three questions are designed for the students to discuss.)1.Suppose Justine suddenly returned home, can you make your wild guess what could have happened to him?2. If you are going to write a news article about it, what would be the title?3. How to read a newspaper article?Step 6 Homework:Write the first paragraph of a news article about the return of the missing boy.【Comments from colleagues】1. Overall affirmation of the classColleagues all gave positive comments on the teacher’s overall qualities, teaching interaction, the design and the effectiveness of the class, and the students’ performance as well. With a natu ral and vital atmosphere built in class, students can fully participate in the activities, which contributed to their good performance.2. Highlights of the class●Emphasis on the application of reading killsIt is self-evident that reading skills are quiet important in students’ reading. Since the passage is a news article, introducing the students its features and how to read it is a must. And in class, the reading strategy introduced first is applied to their reading, which obviously ensures the students’reading efficiency. Also before students start to read, some hints are provided. In this way, students are very clear about what to read and how to read it. While they are reading, different approaches are used to check their comprehension of each part, which keeps students from feeling bored.●Various activitiesTo arouse students’ interest and consolidate what they’ve learnt, based on the features of this passage, a variety of activities are designed for students including an interview (group work) and putting an end to the story (pair work). The former one requires students to make up an interview covering some important information from the article with the help of some key words provided. This not only helps them to review the details, but also makes them focus on vocabulary. The latter one provides students with more space to imagine and a chance to integrate what they’ve learnt. And more importantly, it is a great fun for them.●Evaluation diversityStudents’ performance evaluations are conducted in th e forms of teacher-student evaluation and student –student evaluation. In the class, the teacher comments on students’ performance and correct their mistakes when necessary. And it would be better to give as specific comment as possible, for example: everything covered; clear and loud; almost correct but there is something you need to….; right to the point. While in student-student evaluation, to help students complete the task better and comment on others’ performance, an oral presentation checklist is pre sented as a standard which not only can guide students in how to make a good interview, but also give them the chance to judge others. This actually plays an important part in students’ development of cognition structure.3. Some suggestionsIn the part of interview making, a lot of words provided mean too much control which may restrict students’ freedom. And when a student is not prepared for an answer to a question, the teacher should give him or her enough time to think. Don’t hurry to give the answer at once.【Reflections】After giving this lesson, I’ve realized the good effects that situational teaching, task-based teaching, and student-centered approach have on an English class.The setting of a real situation can attract students' attention and stimulate students' interest. As a result, students can practice in an authentic situation so as to effectively promote their ability of comprehension and language using. In the process of reading, students are asked to read for details and use the informa tion to deduce some conclusions as detectives. From students’ reaction I can see that their interest is stimulated in a certain extent and their reasoning is promoted at the same time. Another example is a television interview which is designed to let the students use the information and vocabulary by making up a dialogue. Although the activity is not new to them but their enthusiasm for this task is obviously high. At the end of the class, students are asked to put an end to the story and encouraged to use their imagination to full play. One student gives three versions, which shows that the activity has reached its expected results. And all these are good proof for the good effect of situational teaching.Student-centered approach is now widely accepted and used. In this class, I try to give students as many chances to speak as possible by using Q & A, retelling, interview and discussion, reminding myself only to play the role of a helper and guider. In the process of practice, the whole class is active, and students can fully participate in all activities. But if given more time to think and prepare, they can perform even better.Apart from all the above, there are also some problems noticed and some experience and lessons learned. 1. Through prediction before class, I can have a better control in time so as to ensure the completion of all the tasks in class. 2 The treatment of the text must vary based on the characteristics of the material, so as to innovate and make better use of it. 3 Questions to different levels should all be covered to cater for the needs of different students. 4 The teacher’s instruction must be as concise as possible and easy to understand, and remember not to repeat the question time to time. 5 Always remember to give students enough time to think 6. In some oral presentation, giving the students some evaluation standards can guide them to finish related activities more effectively.In the future, to make progress constantly, I will continue to reflect after each class and study more theoretical knowledge to guide my teaching.。

2018-2019学年高中英语(译林牛津版)必修二教案 unit1 Tales of the unexplained-reading(2)

Unit1 Tales of the unexplained-Reading教案DescriptionThe article is a news story about a boy’s strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. How to read a news article is designed and pre sented. All the activities are involved with checking and enhancing students’ reading abilities. Students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.Suggested teaching procedures●Lead-inAsk students the following questions by having them focus on the title of the article ‘Boy missing, police puzzled’.Does the title arouse your interest when you read it? Can you complete the title?From the title what information can you get? And what else do you want to know? For example: ‘boy missing’ ( How / When / Where was the boy missing? )‘police puzzled’ ( For what are they puzzled? / What are the police going to do with the boy’s disappearance and how?)Are you curious about why the writer uses a non-complete sentence as a title? Do you know it’s a feature of a news title? What are the other features of a news title?Can you guess what details may be covered in the following news story?●Reading comprehension1 Before asking students to skim the passage, let them look at the news photographs first anddescribe as much as possible what is happening in the photograph. And then let them find answers to the questions in A.Answers 1 The article is about a missing boy / UFOs and aliens.2 Justin Foster is missing.3 No.2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to “How / When / Where was the boy missing?” The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the firstparagraph gives the main topic and most important facts. The followings are all covered.When and where was the boy missing?What caused the boy’s sudden disappe arance?How old was the boy?Why do people show interest in his disappearance?3 Ask students to scan the article again and locate specific information according to C1 and C2. The first three questions in C1 check some background information about Justin while Questions4 and5 check students’ comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises individually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster. Answers C1 1 He lives in Dover, New Hampshire.2 He plays basketball and baseball.3 He has a sister.4 They were white.5 Mavis Wood has been taken.6 Sam Peterson was in charge of the case.C24 Ask students to self-evaluate how well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.Justin Fosterstrange object (UFO)5 Have students pay attention to the different features of each paragraph with the following activities. The next morning, he was found ___________________.a Ask students to conduct a discussion about how they usually choose whether the news articleis worth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first.As is known to all, newspapers play an important part in our daily life. Whenever or wherever you are, you can be informed of the latest news by reading a newspaper. From your own experience, how do you usually select the news you’d like to read, by taking a look at its title or by being attracted by its colourful pictures?Encourage students to express their own opinions and their reasons.b Ask students to tell the differences between the first paragraph of the article and the followingparagraphs. The teacher can begin like this:Compared with the following paragraphs, does the first paragraph serve as the most important one in the article?c Ask students to read the Reading strategy of how to read a newspaper article. Tell studentsboth the title and the first paragraph that is called the Lead play a key role in their understanding of a news article .6 Ask students to complete D and E individually. The meanings of the words in D are notdifficult for them to identify after students have read through the passage twice. E is a diary written by Kelly. It requires students to understand the letter first and then write down the missing words to make it meaningful.AnswersD 1a 2d 3h 4b 5f 6g 7e 8cE (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not (8) puzzled (9)witnesses (10) murderedPost-reading activities1 Ask students to retell the story according to the diagram on Page 8. The teacher can writedown some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 Ask students to give an ending to the story. Though the police have made efforts toinvestigate the case, how Justin was missing remained a mystery. Was he really seized by aliens or were there any other reasons? If time doesn’t permit, the teacher can assign this activity as homework. The teacher can begin like this:All the people are concerned about Justin’s disappearance. What do you think might have happened to him?Was he in danger? If he were taken away by aliens, how would they treat him?All the endings are acceptable.3 Ask students to turn their attention to the questions in F. Let students do some speakingpractice according to the sample.Resources1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story’s content.The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students’ knowledge of social and cultural experience. Newspapers mirror our national values, habits and preferences. Newspaper reading is mor e like the overall improvement of students’ abilities than being simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 Following are some newspaper activities the teacher can utilize in their teaching:a Encourage students to read the newspaper daily. Ask them what articles they find interestingand read and discuss those articles with them.b Read newspaper coverage of a major news story and watch the same story presented ontelevision. Talk about the differences between reading newspapers and watching television news.c Read the newspaper for issues that have some direct effect on students’ families. Locate newsstories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.d Review TV and movie schedules, discussing which shows and movies are appealing and why.Compare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify and discuss the author’s style andtone. Encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.。

2018-2019学年度(牛津版)必修二Unit 1 Tales of the unexplained-project课件(共19张PPT)

3. It can be inferred (推测出) that ___C__. A. There must be Yeti living in Bossburg, Washington B. There must be a Yeti living the western part of Hubei Province C. There is no Yeti that has been really discovered till today D. All Yetis in the world have already died out
F 7. There was once a human who was walking side by side with a Yeti.
F 8. It is generally believed that there is no such Yeti in the present world where we are living.
Write a story about one of the mysteries.
1. Which mystery are you interested in? 2. What will your story be about?
1. Find information from various sources on the mystery.
F 9. There are no Yetis in the world according to the report.
T 10. An American mountain climber said that he saw a Yeti once.
T 11. Yetis ran with an amazing speed. F 12. Footprints of Yetis are similar to human. T 13. Yetis possibly lived in Asia about 300,000

高中英语Unit1Talesoftheunexplained走进高考文化品格渗透牛津译林必修2(2

2018-2019版高中英语Unit 1 Tales of the unexplained走进高考文化品格渗透牛津译林必修2编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2018-2019版高中英语Unit 1 Tales of the unexplained走进高考文化品格渗透牛津译林必修2）的内容能够给您的工作和学习带来便利。

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Unit 1 Tales of the unexplained 试题出处试题信息语篇概要文化品格2016·江苏卷阅读理解C介绍厄尔尼诺现象的由来、影响及危害，希望人们对厄尔尼诺现象的发生做好充分的准备。

了解自然，探索自然，降低自然灾害造成的损失。

El Niño，a Spanish term for “the Christ child，” was named by South American fishermen who noticed that the global weather pattern，which happens every two to seven years，reduced the amount of fishes caught around Christmas.El Niño sees warm water，collected over several years in the western Pacific，flow back eastwards when winds that normally blow westwards weaken，or sometimes the other way round.The weather effects，both good and bad,are felt in many places.Rich countries gain more from powerful Niños,on balance，than they lose。

2018-2019学年度(牛津版)必修二Unit 1 Tales of the unexplained-grammar课件(共36张PPT)

1.Li Jia has read a book about computer . (She finished reading the book.) Li Jia has been reading a book about computer. (She is still reading the book .) 2.I have visited Shanghai twice this month .
Although he h__a_s_f_o_u_n_d_ ( find) many sunken ships, heh_a_s_n_’_t_f_o_u_n_d_( not find) any treasure.
_H_a_s_ he _b_e_e_n_ (be) to the Great Wall before? I’m not sure—but I have.
base camp and saw a Yeti there. He is still very
excited about it. He _h_a_s__v_is_i_t_e_d(visit) the great
pyramids in Egypt too. He says that he loves
Justin got out last Friday. He didn’t come back.
Ih_a__v_e_n_o__t_s_e_e_n(see) Justin since last Friday.
They bought this house three years ago.
They _h_a_v_e__li_v_e_d_(live) here since then.
Unit 1 Tales of the unexplained