高中英语Unit1TalesoftheunexplainedSectionⅥLanguagepoin

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高中英语 Unit1 Tales of the unexplained Welcome to the

Module 2 unit 1 Tales of the unexplainedWele to the unitAnalyzing of the materialPeople are curious about mysteries. In this section, students will be asked to talk about some mysterious or unexplained phenomena, including evidence of UFOs, the possible existence of Yetis and the Loch Ness Monster, reasons for building Stonehenge and the pyramids. No evidence or proof has been provided to explained these phenomena. Students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.It is the first period in this unit and it functions as leading-in.Module 2 unit 1 Tales of the unexplainedWele to the unitStep 1 Lead in1. Brief self-introduction and something about learning English.(When speaking English, we should be brave and don’t be afraid of making mistakes. NO mistakes, no improvement. It encourages students to speak English in the class.)2. What do you usually do in your spare time?(Watch TV, read books, etc. What about watching films?)3. Show part of a film named E.T.(After seeing part of the film, the teacher asks some questions, such as What do you feel when you see the film? What subjects can you use to describe your feelings? terrible, mysterious and so on.)Step 2 Unexplained things1.UFO2. Yetis and Loch Ness Monster3. Have a debateDo you think that the Loch Ness Monster exists?Why or why not?(I think so, because…/I don’t think so, because…)It is time to practise their spoken English. The teacher should encourage students to speak English.4. Similarities of the three unexplained things(Mysterious, No evidence or proof has been provided to explained these phenomena.)5. Pyramids and Stonehenge(Who built them ? Why and how were they built? ) Step 3 Group discussionWhat would you do if you saw a UFO or a monster?(It’s time for the students to practise their spoken English. It arouses the students’ interest.)Step 4 Further discussionWhat mysterious things would you like to explore if you have a chance?(I would like to explore…, because…challenging, prove myself/my ability, learn knowledge about, protect our earth/country, contribute to , develop science and technology, make our country strong…) Practise the sentence pattern and it has something to do with the students’ ideals.Step 5 ConclusionThe most beautiful things one can experience are mysteries. They are truly thebasis of all arts and sciences. ---Albert EinsteinStep 6 HomeworkWrite a passage about UFO. You can surf the Internet, read books or ask teachers to get more information that you need.。

高中英语unit1talesoftheunexplainedwelcome牛津译林版必修Word版

Unit 1 Tales of the unexplainedPart 1: Teaching DesignAims and requirements♦ Read a news story about a missing boy and a magazine article about Yeti♦ Listen to a dialogue between a boss and his employee♦ Talk about aliens and conduct an interview♦ Write a report♦ Tell a mysterious storyProcedures●Welcome to the UnitStep 1: Brainstorming1. Boys and girls, have you ever heard something not only interesting and attractive 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 to communicate with them, discovering what their life is like and why they have come to the earth.第十三章：干燥通过本章的学习，应熟练掌握表示湿空气性质的参数，正确应用空气的H–I 图确定空气的状态点及其性质参数；熟练应用物料衡算及热量衡算解决干燥过程中的计算问题；了解干燥过程的平衡关系和速率特征及干燥时间的计算；了解干燥器的类型及强化干燥操作的基本方法。

高中英语Unit1《Talesoftheunexplained》welcometotheunit教案

《Tales of the unexplained》welcome to the unit 课题教学目标Learn about different mysteries . Discuss about the unexplained things. Learn some new phrases.教学重、难点Learn about different mysteries . Learn some new phrases.教、学具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁注PreparingⅠ. Words and phrases: advanced science andtechnologyrun intofor what reasona sunken shipCan’t tell?Find other words and expressions you don’t understandon p.1.Learning:Ⅰ. Lead-in:What do you think is the most mysterious things to you?Why?Ⅱ. Welcome to the unit:Picture 1What is the white thing?Why do you think so ?What does “Can’t tell” mean?Picture 2What’s the animal?Where do you think you can find it ?What does “run into”mean?Picture 3Is it a swam ? Why?Have you ever heard of Loch Ness Monster?Do you think it is true ?Picture 4What are the buildings ?Why were they built ?Picture 5What is the name of these stones ?Who built it?Why was it built?Ⅲ. Discussion:1．Do you believe in unexplained things such as UFOs,Yetis and monsters? Why or why not?2．What other unexplained things do you know about?3．If you saw a UFO or a monster some day, what would you do?Ⅳ. Language points:1.tell:课题M2U1 课时10-2Reading 主备人授课时间200809教学目标Reinforce reading comprehension skill.Reinforce listening, speaking and writing skills.Learn how to read newspaper articles and get important information .Learn some useful words, expressions and structures.教学重、难点Ⅰ. What is the article about ?Ⅱ. Try to pronounce the following proper words:Justin Foster Dover New Hampshire Kelly Mavis WoodDetective Sam PetersonⅢ. Words and phrases:教、学具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁注Ⅰ. Words and expressions.puzzled/puzzling set up searchdue to show upwitness according tocreature researchfrightening rule outpossibility look intomake up take charge ofcase murderconvincing evidenceprogress disappointeda.distinguish, know aboutCan you tell Tom from his brother?b.make outMary can tell the clock.2. run intoa.meet unexpectedlyI ran into an old friend in a pub last night.b. collide withThe bus got out of control and ran into a wall.Ⅴ. Homework:1.Learn the new phrases by heart.2.Collect more mysteries.3.Exercises.Exercises:Ⅰ.Workbook: p.91 Part BⅡ. Translate the following sentences into English:1.我不知道出于什么原因他没来参加我们的聚会。

2019-2020学年高中英语 Unit 1 Tales of the unexplained

Unit 1 Tales of the unexplainedDNA to unlock tomb mystery河南考古学家说在安阳发现了曹操墓。

复旦大学的专家试图作DNA比对以确定真伪。

The photo shows an unearthed tomb in Anyang，HenanProvince.The local government believes it belongs to CaoCao(AD 155 to 220)，an ancient politician.DNA tests may be able to make sure if the newlydiscovered tomb in central China's Henan Province housedthe remains of Cao Cao，a politician and general from the Three Kingdoms Period (AD 220－280)．Scientists will take samples of DNA from the tomb and from Cao Cao's descendants to solve the mystery.The discovery of a big tomb on Dec.27，2009，which local archeologists said belongs to Cao，had brought about a debate among Chinese citizens over the evidence dug from the ancient tomb，buried in a remote village of Henan Province.Archeologists have successfully located three places where Cao's descendants might live today.Experts with Fudan University are trying to get DNA from Cao's descendants and compare it with the DNA from the bones uncovered in the tomb.“Instead of waiting for volunteers to provide their DNA samples，we decided to collect by visiting those areas that are shown by the archeologists，” Li said.[阅读障碍词]1．descendant n．后代2．archeologist n．考古学家3．debate n．争论；辩论4．remote adj.遥远的；偏僻的5．locate v．位于；定位[诱思导读]阅读文章，回答下面的问题1．Which period does Cao Cao come from as a politician and general?It is called the Three Kingdoms Period.2．Why do experts try to compare “Cao's” DNA with his descendants'?To unlock the tomb mystery.Section ⅠReading (Ⅰ)(Welcome to the unit & Reading)Ⅰ.匹配下列单词的词性及汉语意思( )1.puzzled A．v.消失；失踪( )2.incident B．adj.困惑的，茫然的( )3.disappear C．n.目击者，证人( )4.witness D．n.发生的事情( )5.assume E．n.伤害( )6.occur F．n.证据( )7.evidence G．vt.假定；认为( )8.injury H．vi.发生[答案]1－5 BDACG 6－8 HFEⅡ.选择下列句中词组的汉语意思( )2.He has stepped up his training to prepare for the race.( )3.The project had to be abandoned due to a lack of government funding.( )4.He made up some excuse about his daughter being sick.( )5.He took charge of the farm after his father's death.( )6.Do you mind if I put some music on?[答案]1－6 CEDBFABoy missing，police puzzledPolice in America have stepped up(加紧) their search for a fifteenyearold boy who went missing three days ago in Dover，New Hampshire①.This incident(事件) has received great interest due to reports of strange lights in the sky and of alien(外星人) visits around the time the boy disappeared②.Justin Foster，a high school student，was last seen Friday night.That eveningat 8 p．m.，Justin went to play baseball with two friends，who both say Justin went home after the game③.Witnesses(证人) also say they saw Justin walking towards his house at 10.45 p．m.④Justin's sister，Kelly，aged nine，says she heard her brother return home at about 11 p.m.男孩失踪，警方茫然美国警方现已加紧对一名15岁男孩的搜索，该男孩三天前在新罕布什尔州的多佛市失踪。

高中英语Unit1TalesoftheunexplainedPeriodOneWelcometotheunit

Unit 1 Tales of the unexplainedThere are many people who often discuss whether aliens(外星人) are real or not.There are also some different stories about aliens.Do aliens really exist in space？When you think of aliens，what comes to your mind？Whatever pictures we have of aliens in our mind is due to the influence from newspapers，the Internet and the TV.There could be life forms as tiny(极小的) as some microorganisms or as large as giant dinosaurs.Scientists argue that the universe is far too huge and it is very unlikely that only our planet can support life.There must be other planets which support life but are unknown to us.One of the organizations working on outer space life is SETI.Astrophysicist(天体物理学家) Carl Sagan believes the presence of life outside the Earth.Frank Drake，founder of SETI，is another scientist who has devoted his life to providing the presence of life outside the Earth.Many other research projects have been and are still being carried out to collect evidence of life outside the Earth.In fact，Bruno D’Argenio and Giuseppe Geraci have found evidence of life in 4.5 billionyearold meteorites(陨石)．Just as there are people who support the existence of life outside the Earth，there are others who think of it as a farfetched idea.They argue，if there is life outside the Earth，why have we not been able to get any hard evidence till today? 根据上文判断正(T)误(F)1．The scientists are sure that there are some aliens outside the Earth.(F) 2．People have different opinions on whether there is life outside the Earth.(T)Period One Welcome to the unit & ReadingⅠ.重点单词1．unexplained adj.无法解释的，神秘的explain v．说明，解释2．puzzled adj.困惑的，茫然的puzzling adj.令人困惑的3．due adj.由于，因为；预期的；适当的4．disappear vi.消失；失踪appear vi.出现5．witness n．目击者，证人；vt.目击，见证6．flash n．& vi.闪光，闪耀7．assume vt.假定；认为8．construction n．施工；建筑物construct vt.建设；建造9．occur vi.发生10．aboard adv.& prep.在(轮船、飞机、火车等)上；上(轮船、飞机、火车等) 11．possibility n．可能性possible adj.可能的12．case n．案件；具体情况，实例13．amazing adj.令人惊奇(惊叹)的14．injury n．伤害15．dismiss vt.不予考虑；解雇；解散Ⅱ.重点短语1．step up加紧，加强，促进2．due to由于，因为3．show up出现，现身4．take charge of负责，掌管5．make up编造，杜撰；构成6．look into调查Ⅲ.重点句式1．That’s why...那就是……的原因。

最新-高中英语 Unit1《Tales of the unexplained》教

Unit 1《Tales of the unexplained》Welcome to the UnitDescriptionIn this section, students will be asked to talk about the following phenomena, including traces of UFO, real existences of Yeti and the Loch Ness monster, reasons for building Stonehenge and the Great Pyramid and disappearances of ships and planes in the Bermuda. All these have a common characteristic, that is, no evidences or proofs have been provided to explain the mysterious phenomena.Students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.Suggested teaching proceduresBrainstorming1 ( before taking up the task)The teacher assigns students a task, that is, all of them are required to surf the net or refer to some reference books, in English or in Chinese to get some information about UFO, Yeti, the Loch Monster, Bermuda, Stonehenge and the Great Pyramid. The activity can be conducted like this:The topics we are going to deal with in our next period are not only very interesting and attractive, but a bit mysterious as well. They are beyond our knowledge. Even the advanced science and technology of today cannot offer satisfactory answers, so I recommend if we’d like to discuss these topics, it is best for all of us to make preparations first, either by searching for information on the Internet or looking up background information in some books.Besides collecting information, you have to note down your answers. It’ll be more convenient for you to report back your answers if you do so.2 ( focusing on the pictures )a Ask students to read the instructions and focus on the six pictures andillustrations individually first. The teacher can arouse their interest byasking them the following questions:Do the six pictures have something in common? What is it?(unexplained; no satisfactory answers; mysterious; no evidences…)Can scientists explain these phenomena?How do you feel about them? Are you a bit curious?b Ask students to think of as many expressions as possible to answer the abovequestions, encourage them to make up sentences and report back theiranswers. The teacher can share the following sentences with students.They are mysterious because no satisfactory answers have been offered toexplain their reasons.Though these mysteries have puzzled people for a long time, people show greatinterest in them.People feel puzzled due to their mysteries.c Ask students to report back the information they have collected. As studentshave been required to prepare for the topics, their answers might be various.The teacher can vary the activities according to students’ responses. If possible, some answers students provide can be used as a prompt for a class discussion. For example:Teacher: What information have you got about UFO?Student A: ... ……Teacher: Do you think student A’s introduction interesting? What about the information you’ve got? Is there something different?Student B: ………This activity can be conducted flexibly.d Ask students to have a discussion about the topics by exploring some otheractivities. In order to conduct them more conveniently, the teacher can arrange numbers from left to right, from top to bottom first. For example:(Picture 1) Have you ever read some reports about UFO in Chinese? Are you interested in it?Is it really from another planet? What does UFO stand for?For what reasons do you think UFO visits our planet?(Picture 2) Where is Himalayas? What’s the weather like there?Why do some people make great efforts to climb it? (hobby; dream;challenge themselves; make discoveries; overcome …) Yeti is reported to be half-man and half-beast, have you heard of it?Do you think some climbers’disappearance have some connectionswith Yeti?(Pictures3, 4 and 6) Stonehenge and the Great Pyramid of Egypt are both cultural relics.Where is the Great Pyramid built, on the east coast of the Nile or on the west of it? What are its reasons?Do you think the Great Pyramid a wonder in the human history? How was the Great Pyramid built?I haven’t heard of Stonehenge or the Ness Monster. They are a bitnew to me. What about you? Will you be interested in makingdiscoveries about them when you grow up?(Picture 5) While talking about picture 4, the teacher can show a map to the students and point to them clearly where Florida and the BermudaFlorida are on the map.Are there any monsters in these areas?Why do ships or planes disappear in this area? Do you think it is too mysterious?Suppose there is a ship equipped with the latest scientific equipment and it can make contact with scientists on land at any time, do youthink it will be possible to solve the mysteries?Sharing information1 Pair students up first. Let different pairs focus on different questions.If possible, the first question can be adapted easily like this:Do you believe in UFOs? What may be the explanations of UFOs?—— Aliens from space without a doubt—— Military test craft without a doubt——Some UFOs are alien, some are test craft—— UFOs are evidence of human space travel—— UFOs are neither alien nor test craft—— UFOs don't existEncourage students to express their agreements or disagreements about it.2 Ask different pairs to summarize their answers and then report them back. Sample answers1 Like any other intelligent and rationale person, I have a firm belief in UFOs. In fact, I have seen a few myself. UFO stands for Unidentified Flying Object, that is, an object, apparently moving in the sky, that we cannot identify. However, if you ask me whether I believe spacecraft carrying visitors from outer space, I would say ‘no’. I do not believe it.2 The continent of Antarctica was discovered in 1818. A map known as the 'Piri Reis' Map, a genuine document made in Constantinople in 1513, clearly shows the continent of Antarctica. How could this have been possible if Antarctica was not discovered until 300 years later? Antarctica was supposed to have been covered by ice for the last million or so years, but samples taken from sediment deep beneath Antarctica in 1949 revealed that great rivers had once flowed in Antarctica until about 6000 years ago.3 I’m always interested in the stories of UFOs and aliens. And I hope I will have the chance to meet one some day. If it really happens to me, I will ask questions such as ‘who or what are you?’ ‘Where are you from?’ ‘How long does it take to travel from your place to our planet?’ I wil l try my best to communicate with them, discovering what their life is like and why they come to the earth.Resources(Picture 1) The following is a description from a witness: The light was travelling west to northeast. They were saying it then changed direction from west to southeast. There was no colour, just bright light like a large spotlight. At firstmy husband thought it was a helicopter with a spotlight, but there was no noise.It seemed to move in a slow, steady speed. From my perspective it changed directionat the last moment.’ For more information, you can surf the following web-site: /~geibdan/framemst.html(Picture 2) The Yeti has lived in the Himalayas as a mystery for many years. Knownas "the rock living animal" in Sherpa, and as "the abominable snowman" in the west, the sightings of Yeti have been reported since the late 1800s. The following website gives you more information / (Picture 3) Loch Ness is a vast and beautiful body of water. Although Nessie was sighted as far back as the 6th century AD, it is the modern day sightings that have attracted the public imagination. For more information you can surf the following website : /livecam/(Picture 4) The huge three-sided section of the Atlantic Ocean, surrounded by Bermuda, Puerto Rico and Florida, did not receive its famous nickname until 1964, but reports of strange happenings there, or nearby, have been recorded for centuries. The following website tells you more: /Tidings/myths/bermuda.html(Picture 5)Stonehenge is surely Britain's greatest national icon, standing for mystery, power and endurance. Its original purpose is unclear to us, but some have guessed that it was a temple made for the worship of ancient earth god or goddess. For more information, you can surf the following website: /earthmysteries/EMStonehenge.html(Picture 6) The Great Pyramid of Khufu is a typical example of the knowledge and experience of all previous pyramids, and it is the only surviving member of the ancient Seven Wonders of the World. The following website tells you more: /buildings/Great_Pyramid.htmlReadingDescriptionThe article is a news story about a boy’s strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. Howto read a news article is designed and presented. All the activities are involved with checking and enhancing students’ reading abilities. Students are expectedto gain an overall understanding of the article and learn to read in different ways according to the type of the article.Suggested teaching proceduresLead-inAsk students the following questions by having them focus on the title of the article ‘Boy missing, police puzzled’.Does the title arouse your interest when you read it? Can you complete the title?From the title what information can you get? And what else do you want to know?For example:‘boy missing’( How / When / Where was the boy missing? )‘police puzzled’( For what are they puzzled? / What are the police going to do with the boy’s disappearance and how?)Are you curious about why the writer uses a non-complete sentence as a title? Do you know it’s a feature of a news title? What are the other features of a news title?Can you guess what details may be covered in the following news story?Reading comprehension1 Before asking students to skim the passage, let them look at the news photographsfirst and describe as much as possible what is happening in the photograph. And then let them find answers to the questions in A.Answers 1 The article is about a missing boy / UFOs and aliens.2 Justin Foster is missing.3 No.2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to “How / When / Where was the boy missing?” The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the first paragraph gives the main topic and most important facts. The followings are all covered.When and where was the boy missing?What caused the boy’s sudden disappearance?How old was the boy?Why do people show interest in his disappearance?3 Ask students to scan the article again and locate specific information accordingto C1 and C2. The first three questions in C1 check some background information about Justin while Questions 4 and 5 check students’ comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises individually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster.Answers C1 1 He lives in Dover, New Hampshire.2 He plays basketball and baseball.3 He has a sister.4 They were white.5 Mavis Wood has been taken.6 Sam Peterson was in charge of the case.4 Ask students to self-evaluate how well they understand and comprehend thearticle with the following exercise. This step is optional and the teacher can conduct it flexibly.5 Have students pay attention to the different features of each paragraph withthe following activities.a Ask students to conduct a discussion about how they usually choose whetherthe news article is worth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first.As is known to all, newspapers play an important part in our daily life.Whenever or wherever you are, you can be informed of the latest news by readinga newspaper. From your own experience, how do you usually select the news you’dlike to read, by taking a look at its title or by being attracted by its colourful pictures?Encourage students to express their own opinions and their reasons.b Ask students to tell the differences between the first paragraph of the articleand the following paragraphs. The teacher can begin like this:Compared with the following paragraphs, does the first paragraph serve as the most important one in the article?c Ask students to read the Reading strategy of how to read a newspaper article.Tell students both the title and the first paragraph that is called the Lead play a key role in their understanding of a news article .6 Ask students to complete D and E individually. The meanings of the words inD are not difficult for them to identify after students have read through thepassage twice. E is a diary written by Kelly. It requires students to understand the letter first and then write down the missing words to make it meaningful.AnswersD 1a 2d 3h 4b 5f 6g 7e 8cE (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not(8) puzzled (9) witnesses (10) murderedPost-reading activities1 Ask students to retell the story according to the diagram on Page 8. The teachercan write down some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 Ask students to give an ending to the story. Though the police have made effortsto investigate the case, how Justin was missing remained a mystery. Was he really seized by aliens or were there any other reasons? If time doesn’t permit, the teacher can assign this activity as homework. The teacher can begin like this: All the people are concerned about Justin’s disappearance. What do you think might have happened to him?Was he in danger? If he were taken away by aliens, how would they treat him?All the endings are acceptable.3 Ask students to turn their attention to the questions in F. Let students dosome speaking practice according to the sample.Resources1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story’s content.The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students’knowledge of social and cultural experience.Newspapers mirror our national values, habits and preferences. Newspaper reading is more like the overall improvement of students’ abilities than being simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 Following are some newspaper activities the teacher can utilize in their teaching:a Encourage students to read the newspaper daily. Ask them what articles theyfind interesting and read and discuss those articles with them.b Read newspaper coverage of a major news story and watch the same story presentedon television. Talk about the differences between reading newspapers and watching television news.c Read the newspaper for issues that have some direct effect on students’families. Locate news stories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.d Review TV and movie schedules, discussing which shows and movies are appealingand why. Compare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify and discussthe author’s style and tone. Encourage studnets to respond with their own letters to the editor when they encounter ideas with which they disagree.。

高中英语Unit 1 Tales of the Unexplained-Task

wordUnit 1 Tales of the Unexplained-TaskPeriod 6--9Teaching objectives:1 to teach and instruct students some specific procedures when trying to achieve a goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to bine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them plete their products5 to enhance students’ o verall abilities and improve their integrated skillsImportant and difficult points:Make students learn how to design a questionnaire, how to conduct an interview, how to analyse statistics and how to write a report which includes conclusions and remendations based on the survey.Teaching procedures:Step 1 RevisionRevise the Present perfect or present perfect continuous tense.Step 2 Lead-inGet the students to know something about the survey. And first show them the rules about a questionnaire.Step 3 Skills building 1pleting a questionnaire and do exercises on Page 12. Teach the students how to design a questionnaire and the exercise on Page 13.Step 4 Skills building 2Make the students how to greet others and make introductions. In Step 2, organize them to conduct an interview using the vocabulary on Page 15.Step 5 Skills building 3Analyzing statisticsanalyzing statistics to draw conclusions.Analyzing statistics to make remendations.Then ask the students to write a report according to the statistic information.Step 5 ProjectTelling a mysterious story and writing a story about the one of the mysteries.Step 6 HomeworkFinish all the homework in Unit 3.1 / 1。

高中英语Unit 1 Tales of the unexplained

Unit 1 Tales of the unexplained
Highlights of the Unit
Skill Goals
By the end of this unit, students will be able to: 1 read a newspaper article 2 identify specific information through listening 3 introduce themselves and conduct an interview 4 draw conclusions and make recommendations after analyzing statistics 5 write a report 6 expand vocabulary related to space eerfect tense Police in America have stepped up their search for a fifteen-year-old boy who went missing two days ago in Dover, New Hampshire.
2 Present perfect continuous tense I haven't been sleeping well since I returned home.
Sentence Structures
1. Police in America have stepped up their search for a fifteen-year-old boy who went missing two days ago in Dover, New Hampshire. P2
4. At first, the young girl thought it was the light of the full moon, but then she realized that it was moving and coming closer. P2-3

高中英语Unit 1 Tales of the unexplainedWelc

号顿市安谧阳光实验学校Unit 1 Tales of the unexplained--Welcome to the unit 同步练习I. 热身题：1. Do you believe in unexplained mysteries such as UFOs, Yetis, monsters and Birmuda Triangle?2. Have you ever been to Egypt and see its magnificent pyramids? Do you know the reason why they were built thousands of years ago?3. What ’s your opinion of life on other planets, for example, on Mars? II. 翻译下列词组：1. 一条沉没的船 _________________2. 由于，因为____________________3. 撞见 _________________________4. 充满 _________________________5. 先进的科学____________________III. 用puzzle 短语或puzzle 的适当形式填空完成下列句子：1. It is quite _____________________ (难以解释的事)to us why he did that.2. I ’m _____________________ (做猜字游戏)in this newspaper.3. I am ___________________ (不知所措) as to what to do next.4. The woman ’s illness _________ the doctor; he couldn ’t find the cause.5. I was _______ how to handle the situation.6. There was a ________ expression on her face.7. I find the whole affair very ___________. IV. 美诗欣赏：Teacher ’s prayerI want to teach my students how to live their life on the earth,To face the problem and difficulties, and to improve their worth.Not just the lessons in a book or how the rivers flow,But how to choose the proper path wherever they may go, To understand the truth and know what is right from wrong, And to see the beauty in a flower and a song.For if I help the world to grow in wisdom and in grace, I will feel that I have won and I have filled my place. And so I ask for help, God, so that I may do my part, For strength, confidence, and happiness of heart.参考答案II. 1. a sunken ship 2. by reason of 3. run into 4. be full of 5. advanced scienceIII. 1. a puzzle 2.doing a word puzzle 3. in a puzzle = at a loss4. puzzled5. puzzled6. puzzled7. puzzling。

高中英语 Unit 1 Tales of the unexplainedProject教学设计

Unit 1 Tales of the unexplainedStep 1预习交流Task 1 Warming upHow much do you know about this creature?What else would you like to know about it?Task 2 Skimming1. What do they look like?2. What can they do?3. When and where were they found?Step 2 课堂交流Task 3 True or False1. There are no Yetis in the world according to the report.2. An American mountain climber said that he saw a Yeti once.3. Yetis ran with an amazing speed.4. Footprints of Yetis are similar to human.5. Yetis possibly lived in Asia about 3,000,000 years ago.6. Scientists have solved the mystery.Task 4 Talk about the pictureTheir appearanceman-likeheavily builthairy-black furhuge shoulders6 feet talllong armslarge handslarge feetTheir abilitiesrun with amazing speed and strengthwalk like a manattack peopleTime and places1998 the Chinese side of the HimalayasThe Shennongjia National Forest Park, Hubei Province1970 Bossbrug, Washington, USAVocabulary1. show the truth or correctness of4. almost but not exactly the same5. the degree of being strong or powerfulmystery strength support similar exsitTask 5 Careful ReadingDo scientists all believe Yetis exist?How are their opinions divided?Dr Krantz believes __________________.He explained Yetis are reported to be found in many parts of the world because___________________________.Some scientists think ________________.They explained the large footprints might be made by ___________________.Task 6 Further discussionHow many of you believe in the existence of Yetis?Task 7 WritingDo you enjoy reading this story? If you are supposed to write a story about Yetis, how will you write it?How did the writer write it?Collect information:1. What do they look like?2. What can they do?3. When and where were they found?4. What do scientists think about it?The outline: Searching for the YetiPara 1Sightings of Yetis are reported all over the world.Para 2-4Witnesses gave similar descriptions of Yetis.Para5-6Scientists’ opinion of their existence are divided.Para 7Scientists hope the mystery will be solved someday.Writing skills1. an interesting title2. an attractive beginning3. illustration (photos / pictures)4. an open end for readers to think more…Task 8 Creating a story about one of the mysteries .Now here comes a chance for you to create a story of your own!Task 9 Telling a mysterious storyPlanningPreparingProducingPresentingPlanning1. What to write about2. Information3. Outline and writing skills4. Different tasksPlan 1 What to write aboutmysteries What we know about it WebsitesYeti www. phobe. com Loch Ness Monster www. nessie. Pyramids www. touregypt. netStonehenge www. UFO www. …Plan 2 InformationWhat information should be included in your story?What unknown information would you like to add to your story?Plan 3 Outline and writing skillsWork out an outline of your story.What writing skills are you going to use?Plan 4 Different tasks1. Researcher_________2. Story writer_________3. Story illustrator_______4. Story teller___________。

高中英语 Unit 1 Tales of the unexplained Section Ⅵ Lan

Unit 1 Tales of the unexplainedSection ⅥLanguage points(Ⅲ)(Project)Ⅰ.单词拼写根据汉语或首字母提示，写出以下单词。

1．The fish can grow to a length(长度) of four feet.2．Animals don't often attack (袭击) humans.3．Scientists have found out the tracks (足迹) of the missing tiger.4．Mother bought a dozen (一打) of fresh eggs on her way home.5．He built up his strength to lift the drowning child.6．There is a close link between the two cases.7．We failed to convince him of his mistake.8．There are a lot of natural reserves in my living area.Ⅱ.拓展词汇根据词性和汉语提示，写出以下单词。

1．hair n．毛发→hairy adj.多毛的，毛茸茸的2．examine vt.检查→examination n．检查，考试3．reserve n．(动植物)保护区；储备vt.预订；保留；储备→reservation n．预订，保留4．convince vt.使确信，使相信→convinced adj.相信的→convincing adj.令人信服的5．survive vi.&vt.生存；挺过(难关)→survivor n．幸存者→survival n．幸存[寻规律巧记忆]n.＋y→adj.表“预订〞的动词healthy adj.健康的lucky adj.幸运的rainy adj.有雨的book vt.预订；登记reserve vi.预订destine vt.预定Ⅲ.根据提示补全以下短语。

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高中英语Unit1TalesoftheunexplainedSectionⅥLanguagepoints ⅢProject讲义牛津译林版必修2101466Section ⅥLanguage points(Ⅲ)(Project)Ⅰ.单词拼写根据汉语或首字母提示，写出下列单词。

1．hair n．毛发→hairy adj.多毛的，毛茸茸的2．examine vt.检查→examination n．检查，考试3．reserve n．(动植物)保护区；储备vt.预订；保留；储备→reservation n．预订，保留4．convince vt.使确信，使相信→convinced adj.相信的→convincing adj.令人信服的5．survive vi.&vt.生存；挺过(难关)→survivor n．幸存者→survival n．幸存[寻规律巧记忆]n.＋y→adj.表“预订”的动词healthy adj.健康的lucky adj.幸运的rainy adj.有雨的book vt.预订；登记reserve vi.预订destine vt.预定Ⅲ.补全短语根据提示补全下列短语。

1．run after 追赶，追逐；追求(某人)2．belong to 属于3．make one's way to 前往，到……去4．dozens of 许多，很多5．be linked to 与……有联系6．be known as 作为……而出名7．in one's opinion 在某人看来8．leave out 漏掉；省略9．have the chance to do sth. 有机会做某事10．be similar to 同……相似Ⅳ.选词填空选用上述短语的适当形式填空。

1．Success belongs to those who do their best.2．In my opinion，what he did did give us a big surprise.3．Jackie made his way to the supermarket but was caught in the traffic. 4．Lao She was famous for his Teahouse and known as a writer.5．The book is similar to that one in choosing language points.[寻规律巧记忆]leave＋prep./adv.→动词短语动词＋宾语＋of→动词短语leave aside 不予考虑；搁置一边leave behind 留下；超过leave for 动身去warn sb.of sth.警告某人某物remind sb.of sth.提醒某人某物cure sb.of sth.治愈某人某病inform sb.of sth.通知某人某事背教材原句记句式结构仿写促落实attack vt.&vi.&n.攻击；进攻(教材P18)People believe that Yetis sometimes come down from the mountains to attack villagers.人们相信雪人有时会下山攻击村民。

a heart attack 心脏病发作make an attack on/against 攻击，袭击under attack 遭到袭击①(2019·全国卷Ⅲ)When a student attacks a professor on the social media， the language used actually says more about the student.当一位学生在社交媒体上攻击一位教授时，所使用的语言实际上更多的是表达该生个人的见解。

②On the way we were under attack from enemy fighter planes.途中我们遭到了敌方战斗机的袭击。

③A young man made an attack on/against a woman in the street yesterday.昨天在大街上一个年轻男子袭击了一位妇女。

reserve n．(动植物)保护区；储备vt.预订；保留；储备(教材P18)There have been dozens of reports that people have seen a Wild Man in the Shennongjia Nature Reserve in western Hubei Province，China.有很多的报道说，很多人在中国湖北省西部的神农架自然保护区见到一个野人。

(1)reserve sth.for sb. 为某人预订某物reserve one's opinion 保留某人自己的意见(2)reservation n. 保留；预订该市的贮水量不高。

②I'd like to reserve a table for three for eight o'clock.我想预订八点钟供三人用餐的桌位。

③He said he still reserved(reserve) his opinion on some points.他说，在一些问题上，他仍然保留自己的意见。

strength n．[U]力量，力气；实力[C]强项，长处(教材P18)In one case，a group of engineers ran after the creature，which movedwith amazing speed and strength.其中一个报道说，当一队工程师追赶这个生物时，它却以惊人的速度和力量奔跑起来。

(1)build up one's strength 强身健体strengths and weaknesses 优缺点go from strength to strength 越来越兴旺发达(2)strengthen v. 加强①Everyone has his or her strengths and weaknesses.每个人都有自己的优势和劣势。

②Bill is doing a lot of physical exercise to build up his strength.比尔正在做大量的身体锻炼以增强体力。

[明辨异同]strength，energy，power，force人或动物的“力气”，人的“优势，强项”，也可指物理学上的强度“精力，活力，能量”，指人或动物所积蓄的内在或释放的活力，也指物理学上的能量力的总称，指各种力，如电力、动力或某事物的能力。

也可指人所具有的力量、能力、权力及势力等主要指外力，是推动人或物朝所要求的方向运动或能产生明显效应的力量，也可以指武力strength，energy，power，force③Happiness and success often come to those who are good at recognizing their own strengths．④It's beyond my power to help you.⑤Police entered the room by force．⑥Old as he is，he is full of energy．belong to 属于(教材P18)Large tracks have also been discovered which some people saybelong to the Wild Man.人们也发现过一些巨大脚印，有人称它们属于野人。

(1)belong to 属于……；是……的成员(2)belong vi.应在(某处)；适应(3)belongings n. 所有物；财产，财物①Have you belonged to a political party?你加入过什么政党吗？②China is a country belonging (belong) to the Third World.中国是属于第三世界的国家。

③We had to keep track of our belongings，and if something was lost，it was not replaced.我们要了解我们财物的情况，如果某个东西丢了，就没有可替代的了。

[联想助记]belong to 既无被动形式，也不能用于进行时，这里to为介词，可跟名词或代词作宾语。

其他含介词to的常见短语：be/get/become used to 习惯于devote oneself to 献身于；专心于be admitted to 被……录取，准许进入be known to 为……所知be married to 和……结婚look forward to 希望；盼望be adjusted to适应be attached to 附属于；喜欢，依恋convince vt.使确信，使相信(教材P18)He became convinced they exist.他确信它们存在。

(1)convince sb.of sth. 使某人确信某事convince sb.to do sth. 说服某人做某事convince sb./oneself that... 使某人/自己相信……(2)convinced adj. 确信的；信服的(3)convincing adj. 令人信服的with me.我试图让自己确信，麻烦在于问题本身，而不在于我。