2017高中英语必修2Unit1Talesoftheunexplained拓展阅读(牛津译林版)
牛津译林版高中英语必修二Unit 1《Tales of the unexplained》(Project)教学设计
单元:Unit1 Tales of the unexplained板块:projectThoughts on the design:本课是在以本单元前阶段学习中所涉及到的世界未解之谜为背景知识和铺垫,以喜马拉雅山上的野人为主题继续深化本单元的主题,与此同时,使学生由了解学习过渡为围绕世界之谜主题撰写奇妙故事,因此,若要自然且较高质量地完成此任务,本课的第一阶段则涉及对前部分的相关内容进行简要复习,进而引出雪人话题。
分析结构和内容是本课的第一重点,通过系列问题分别来提高学生泛读和精读的能力。
亲自撰写故事的目的是让学生学以致用并提高写作和听说能力,其准备阶段是本课的第二重点,本课的设计中包含了对该环节的一些表格提示,以适当减轻难度并使学生思路清晰。
本课充分体现课堂“以学生为中心”的思想。
Teaching aims:After learning the text, the students will be able to improve integrating skills including reading and writing. Question-and-answer activity aims to help the students understand the passage better. Pair work and group work are designed to make the students enhance team spirits. Meanwhile, students’ knowledge on world mysteries will be propounded.Teaching procedures:Step 1 Revision and brainstorm1. The whole lesson is brought by a famous saying by Albert Einstein“The most beautiful thing one can experience is mysteries. They are truly the basis of all ar ts and sciences.”用爱因斯坦关于本课主题的一句名言作为本课的开篇,简洁干练,具有一定深度和说服力,且对于学生来说有吸引力,自然过渡到本单元前阶段所涉及到的话题,进行简要复习。
高中英语必修二Unit1 Tales of the unexplained--Reading(牛津译林版)
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
Read paragraph 2 and answer the following questions Main Idea: Justin Foster went missing 1.Why did Justin’ mother go to bed early? Justin’s mother went to bed early because of a headache. 2.What did Mrs. Foster think? Mrs. Foster Justin was spending the thought_____________________________ night with a friend _________.
1. Who else has been taken by the aliens(外星人) Mavis Wood. 2. Who is in charge of the case ? Detective Sam Peterson . Language points in paragraph 6 and 7: 1. do research on (paragraph 6, line 64) 对… 进行研究 2. rule out (paragraph 7, line 73) 排除(可能性) e.g. I can’t rule out the possibility of trouble. 我不能排除遇到麻烦的可能性。
Module 2
Tales of the unexplained
高中英语Unit 1 Tales of the unexplained 教案1 译林必修2
情景导入篇
类别
新课程要求掌握的内容
话题
1. talking about some mysterious or unexplained phenomena
2. enriching student’s imagination
重
点
词
汇
talen.故事,传说
重
点
语
法
1.学习现在完成时的用法
Police inAmericahave stepped up their search for a fifteen-year-old boy.美国警方现已加紧对一名…男孩的搜索。
2.学习现在完成进行时的用法
I haven’t been sleeping well since I returned home.自我回家以来,我一直睡不好觉。
交
际
用
语
谈论外星人(Talking about aliens and conduct an interview)
Do you believe in unexplained things such as UFOs, Yetis and monsters? Why or why not?
Do you think aliens really come to the earth and take people away? If not, why do people tell these stories?
be similar to与…类似show interest in在…方面显示出兴趣as a matter of fact事实上in return作为回报on average平均draw conclusions得出结论according to根据fall/get into a habit of养成。。。的习惯as follows如下begin/start with以…开始
高中英语必修2Unit1Talesoftheunexplained词汇课教学设计
高中英语必修2Unit1Talesoftheunexplained词汇课教学设计高中英语必修2 Unit1 Tales of the unexplained 词汇课教学设计教材分析1.本堂词汇课,课标要求学生掌握并扩展与太空,太空探险有关的词汇;在第一部分,学生要读懂一篇演讲并对相关词汇有所了解,第二部分是通过宇宙飞船的发射过程图强化词汇,在第三部分通过填写所缺词汇巩固一二部分的生词,最后扩展一个太阳系几大行星的知识;本节内容旨在一方面扩展词汇量,一方面提升学生了解未解之谜的兴趣。
2.学本节内容,首先是帮助学生学习更多有关外太空的知识;其次是增加与本单元主题相关的词汇。
学情分析1.学习任务分析本单元的中心话题是“未解之谜”,内容涉及人类至今为止还无法理解的事物,其中谈到UFO,喜马拉雅山雪人,英格兰巨石阵等等。
整个单元内容引人入胜,很容易引起学生的学习兴趣。
在词汇课部分,主要补充了有关太空和太空探险的词汇和知识。
通过一篇科学家的演讲导入,配以发射宇宙飞船的过程图,给学生更加真实的学习氛围。
笔者通过联系时事,将神八发射的信息带入本课,同时将四个部分的内容进行重组,可以使课堂更紧凑,内容更连贯。
2.学习者分析未解之谜这一话题虽然有趣,但本单元所选语言材料属于科普类说明文,内容较为抽样,文章中也不乏一些专业术语,对于高一学生来说有一定的难度。
目前,学生上课以interpersonal的交流为主,而interpretative 和presenta tional形式比重不够。
由于文化教学不够重视,学生的跨文化意识不高。
此外,学生跨学科学习的意识不够,语言和信息的双向促进关系的认识不够。
对于比较策略主要运用在英汉汉英互译的语言层面,未进入文化比较和思维比较。
学生的课外语言活动环境不够丰富和重视程度不够,通常以词汇、语法和写作练习为主,缺乏真实的语言运用。
教学目标1. 帮助学生学习更多有关外太空的知识;2. 增加与本单元主题相关的词汇。
高中英语Unit 1 Tales of the unexplained 教案2 译林必修2
Unit1 Tales of the unexplained1.puzzledadj. I was puzzled how to deal with the situation.* puzzlingIt’s a puzzling question to me.* puzzle 1〕Vt. This sentence puzzles me.He puzzled his brain all day over the problem, but didn’t solve it.2〕n.It’s quite a puzzle to us how he did that.I am in a puzzle. (= I am puzzled / at a loss.)2.searchv. * search sth. for sth.The police searched the house for the stolen ring.* search (through) sp for sth.He searched through all the drawers for the key.* search for sthI have been searching for the same kind of shoes as these.n.* The search for the missing men was given up.* in search of: He went to Paris in search of a better life.* make a search for3.witnessn. witness to/of sth The police found the witness to the murder case.v.witness sth Did you witness the accident?witness to doing sth / sth.He witnessed to having seen the man entering the room.He witnessed (to)the truth of my statement.4.researchn.[U][C]research on/into sthHe was doing/making research on the subject in Roman history.Please carry out a research into the causes of the plane crash.v. research into/on sthThey have been researching into the subject these days.5.frighteningadj. He spoke in a frightening manner〔样子〕.* frightened adj.The child stared at the man with frightened eyes.The frightened girl was speechless.She was very frightened to〔做--- 而害怕〕look down from the top of the building.The boy was frightened that〔对----感到害怕〕he would get lost.* frighten Vt.The sudden noise frightened us.The little girl was frightened by/at the big dog.The dog frightened the thief away.* fright n.get/ have a frightThe dog barked and gave him a fright.6.possibilityn [U]可能性,可实现性〔a possibility〕possibility of sth; possibility thatthe possibility of successIs there any possibility that he will be elected chairman?[C]可能发生的事His retirement〔退休〕is a possibility.* possible adjIt’s possible for sb to do sth It’s possible for him to solve the problem.It’s possible that It’s possible that his illness will get worse.as + adj. / adv. as possible Read as many books as possible.if possible Send it by air mail if possible.* possibly adv.7.murdern.[U]谋杀,凶杀Murder will out.〔谚〕纸里包不住火[C]凶杀案There were three murders in one month.* get away with murder逍遥法外Vt.The deranged〔精神错乱的〕man murdered two innocent〔无辜的〕children.* murderer杀人犯The murderer was sentenced to death .murderess女杀人犯(actor, actress; waiter, waitress; prince, princess)8.evidencen. [U]evidence of sth ; evidence that ; evidence to do sthDo you have any evidence of his innocence?There is no evidence that he is guilty.(= There is no evidence of his being guilty.)We have enough evidence to prove him innocent.* provide evidence * gather evidence *dig up evidence 9.progressn.[U]You have made great/much/rapid progress in speaking English.The game is still in progress.Vi.We are now progressing steadily〔稳当地〕with our work.You have progressed quickly in maths.10.disappointedadj.be disappointed at/about/with/in sb/sthShe looked disappointed.I was disappointed at the result.be disappointed thatI was disappointed that our team had lost the game.be disappointed to do sthHe was disappointed to hear the news.* disappointing adj.* disappoint Vt.使失望〔opp. encourage〕His behavior disappointed me.The accident disappointed our plans.* disappointment n.[U]失望,扫兴in disappointment失望地[C]令人失望的事You are a disappointment.* to one’s disappointment令人失望的是To my/our disappointment, the piic was postponed.11.wildadj.wild animalsa wild hilla wild manShe was wild with excitement.She is wild about skiing.The weather will grow wild〔变恶劣〕tomorrow.make a wild guess 胡乱猜想* go wild狂怒,狂喜,狂热* run wild 〔植物〕到处蔓延为所欲为She allow her children to run wild.* the wilds荒地*wildly adv.12.similaradj.be similar to stYour views on education are similar to mine.Our cars are similar only in color.* similarly adv.* similarity n.13.supportVt.support sb/sthThe bench won’t support four people.Tom was supported by his friends on either side.I don’t support his opinion that the meeting should be put off.He has a large family to support.I will support myself after graduation from college.His wife supported him when he was depressed〔情绪沮丧的〕.I can’t support (= can’t bear, can’t stand) what he said.n.The table has three supports.Father is the chief support of my family.The President has lost the support of the nation.* in support of 为了支持/拥护* supporter n. 拥护者,支持者14.existencen. [U] Do you believe in the existence of God?* e into existence 产生,成立This new country came into existence in 1951.* in existence 现存的This is the oldest wooden building in existence.* exist vi. 存在,实际上有〔无进行时〕Don’t be silly. Such a thing doesn’t exist.* existent adj.存在的,现存的。
必修2U1Talesoftheunexplained
高三英语复习教、学案 课题必修2 Unit 1 Tales of the unexplained 课时 课型 复习课 教学目标个 案 补 充 教学重点&难点教 学 内 容 1.step up2. search3. due to4. witness5. assume6. occur7. show up8.possibility9. make 短语 单元视窗 Wordlist tale [teil] n.故事,传说 unexplained ['ʌniks'pleind ] adj.无怯解释的, 神秘的 puzzled [ˈp ʌzld] adj. 困惑的,茫然的 step up 加紧,加强,促进 incident [ˈinsid ənt]n. 发生的事情(尤指不寻常的或讨厌的) due [dju:] adj.由于,因为;预期的;适当的 due to 由于,因为alien [ˈeili ən]adj.外星人的 n.外星人disappear [ˌdis əˈpi ə] vi. 消失;失踪witness [ˈwitnis] n.目击者,证人 νt.目击,见证spaceship [ˈspeis ˌʃip] n. 宇宙飞船creature [ˈkri:t ʃə] n.动物; (具有某种特征的)人flash n. & vi.闪光,闪耀UFO 不明飞行物 (Unidentified Flying Object 的缩写)assume [əˈsju:m] vt. 假定;认为construction [k ən ˈstr ʌk ʃən]n. 施工;建筑物occur [əˈk ə:] vi. 发生show up 出现,露面,现身aboard [əˈb ɔ:d]adv. & prep. 在(轮船、飞机、火车)上;上(轮船、飞机、火车等)possibility [ˌp ɔs əˈbiliti]n.可能性detective [di ˈtektiv] n. 侦探take charge of 负责,接管case [keis]n.案件,具体情况,实例journalist [ˈd ʒə:n əlist]n. 记者make up 编造,捏造,杜撰amazing [əˈmeizi ŋ] adj. 令人惊叹(惊奇)的evidence [ˈevid əns] n.证据injury [ˈind ʒəri] n.伤害dismiss [dis ˈmis]vt. 不予考虑;解雇;解散look into 调查;检查laughter [ˈl ɑ:ft ə] n.笑,笑声schoolboy n. 男生astronomer [əˈstr ɔn əm ə] n. 天文学家enthusiastic [in ˌθju:zi ˈæstik]adj.热情的;热烈的;满腔热枕的base [beis] n.基地,大本营;底部;基础 vt. 以…为基础exist [ig ˈzist]vi. 存在 questionnaire [ˌkwest ʃəˈne ə] n.调查问卷 tick [tik] vt. 标记号;打上勾;打对号 statement [ˈsteitm ənt] n.陈述;声明 disagree [ˌdis əˈgri:] vi. 不同意 appropriate[əˈpr əuprieit] adj. 适当的 blank [bl æŋk] n. (文件等)空白处;空格adj. 空白的;无表情的 humour [ˈhju:m ə]n.幽默 discount [ˈdiskaunt] n. 折扣 table tennis n. 乒乓球运动 badminton [ˈb ædmint ən] n. 羽毛球 organize [ˈɔ:g ənaiz] vt.组织,筹备,安排,处理 tournament [ˈtu ən əm ənt] n. 联赛;锦标赛 award [əˈw ɔ:d]n. 奖,奖品,奖金 vt. 授予,奖励 * Yeti ['jeti ] n 雪人,野人 (= Abominable Snowman) Bigfoot n. 北美野人 Wild Man of Shennongjia n. 神农架野人 hairy [ˈhe əri] adj.多毛的,毛茸茸的 human being n. 人 attack [əˈt æk] vt. & vi.攻击,进攻 villager n.村民 fur [f ə:] n. (动物的)皮毛,毛皮 track [tr æk] n. 足迹,踪迹 centimeter [ˈsenti ˌmi:t ə]n. 厘米 length [le ŋθ] n. 长度 examine [ig ˈz æmin] vt. 检查 north-west n. 西北 dozen [ˈd ʌz ən] n.(一)打,十二个,十来个 dozens of 许多,很多 reserve [ri ˈz ə:v] n.(动植物)保护区;储备 vt. 预订;保留;储备 strength [ˈstre ŋθ] n.力量,力气 belong [bi ˈl ɔŋ] vi. 应在(某处),适应 belong to 属于 existence [ig ˈzist əns] n.存在 convince [k ən ˈvins] vt. 使确信,使相信 link [li ŋk] vt. & n. 联系,关联 ancestor [ˈæns əst ə] n. 祖先,祖宗mystery [ˈmistəri]n.神秘,神秘的事物或人comic[ˈkɔmik] strip[strip] 连环漫画make one’s way to 前往,到…去survive [səˈvaiv] vi.&vt. 生存;挺过(难关)Reading: Boy missing, police puzzledPolice in America have stepped up their search for a fifteen-year-old boy who went missing two days ago in Dover, New Hampshire. This incident has received great interest due to reports of strange lights in the sky and of alien visits around the time the boy disappeared.Justin Foster, a high school student, was last seen Friday night. That evening at 8 p.m., Justin went to play baseball with two friends, who both say Justin went home after the game. Witnesses also say they saw Justin walking towards his house at 10.45 p.m. Justin’s sister, Kelly, aged nine, says she heard her brother return home at about 11 p.m.‘I was getting ready for bed,' Kelly said. ‘Justin went straight to his room. I didn't see him, but I heard him put on his favorite CD. I went to bed, and was woken up around midnight by a bright light outside my window.’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.‘I pulled back the curtains and saw a large spaceship flying outside. It had blue lights all around it, and there were many windows. Standing inside were lots of strange creatures with white skin and large black eyes. I was frightened!’Kelly said that the spaceship then moved around to the side of the house, towards her brother's bedroom. ‘There was a flash of light and I heard Justin shout, and then the UFO just disappeared. I haven't seen Justin since. I'm sure the aliens took him.’Kelly then ran and woke her mother. 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. Mr Foster was working that night on his road construction job, and was not home when these events occurred. When Justin did not show up for lunch the next day, Mrs Foster became worried and told her husband to call the police.Some people in Dover also say that they saw aliens that night. ‘It happened to me!' said Mavis Wood. 'The aliens took me aboard the UFO so that they could do research on me. Luckily, they returned me home without any injures. The whole experience was very terrible! I haven't been sleeping well since I returned home. I think Justin was taken away by them, too.’When asked about the possibility that Justin was taken by aliens, Detective Sam Peterson, who has taken charge of the case, told journalists, ‘Some times people make up such amazing stories. There’s really no hard evidence that aliens took him. So, while we are looking into other possibilities as well. We will not give up until we find out what happened.’First periodListen and learn:Listen to the wordlist and try to learn the words and phrases by heart.◆Step 1:◆Step 2: Personal show●Task 1: Give the following words’ Chinese meaningstep up加紧,加强,促进due to由于,因为show up 出现,露面,现身look into 调查;检查belong to 属于make one’s w ay to 前往,到…去take charge of负责,接管make up编造,捏造,杜撰tale n.故事,传说witness n.目击者,证人νt.目击,见证assume vt. 假定;认为construction n. 施工;建筑物possibility n.可能性evidence n.证据enthusiastic adj.热情的;热烈的;满腔热枕的mystery n.神秘,神秘的事物或人discount n. 折扣tournament n. 联赛;锦标赛attack vt. & vi.攻击,进攻 reserve n.(动植物)保护区;储备 vt. 预订;保留;储备 existence n.存在 survive vi.&vt. 生存;挺过(难关)●Task 2: Translate the following words (本项学生版已去除)adj. 困惑的,茫然的 puzzled n.动物; (具有某种特征的)人creaturevi. 发生occur n.案件,具体情况,实例casevt. 不予考虑; 解雇;解散dismiss n.基地,大本营;底部;基础 vt. 以…为基础base n.陈述;声明statement n.幽默humourvt.组织,筹备,安排,处理organize n. 奖,奖品,奖金vt. 授予,奖励awardvt. 使确信,使相信convince n.力量,力气strengthStep 3: Text reading Listen to the text and then finish the following sentences●Task 1: Fill in the blanks according to the text1. This incident ___________________ (已引起人们的极大关注) due to reports of strange lights in the sky and of alien visits around the time the boy disappeared. (has received great interest)2. That's _______ (为什么) it is called a UFO! (why)3. Witnesses also say they ______ Justin _____ (看到……正走向) his house at 10:45 p.m.. (saw; walking towards)4. ______________ (正站在里边) lots of strange creatures with white skin and large black eyes. (Standing inside)5. The aliens ______ me (把……带走) aboard the UFO _____ (以便于) they could do research on me. (took me; so that)6. __________ (我一直没有睡好) since I returned home. (haven't been sleeping well)7. Mr Foster was _____ that night ___ (投入)his road construction job, and was not home when these events _________ (发生). (working; on; occurred)8. There’s really __________ (没有…确凿的证据) that aliens took him. (no hard evidence)9. So, while we are ______(调查) other possibilities as well. We will not _______ (放弃)until we find out what happened. (looking into; give up)●Task 2: Task -based reading 阅读课文, 完成下表。
牛津译林版高中英语必修2Unit 1Tales of the unexplainedWord power教案2
Unit 1 Tales of unexplainedWord powerAims:Ⅰ. Learn some terms for space exploration.Ⅱ. Enlarge vocabulary by learning .PreparingⅠ.Read part AⅡ. Words & expressions:1.out space2.space exploration1.artificial satellite2.unmanned spaceship3.orbitingIII. Find more terms for space explorationLearning:Ⅰ. Lead-in:Since we are all interested in out space. Today we are going to learn some terms for space exploration. Ⅱ. Read Part AⅢ. Discuss Part BⅣ. Fill in the blanks of Part CⅤ. Finish Part DⅥ.: Reading comprehensionWorkbook exercise p11 B.ExercisesⅠ. Choice:1.I had _______ him not to stay up late, but he still didn’t go to bed untilmidnight.A.persuadedB. advisedC. promisedD. suggested2.–Have you __________ your brother to give up smoking?-No, I talked to him yesterday but he would have none of my advice.A. persuadedB. advisedC. promisedD. suggested3. Alice trusts you; only you can ________ her to give up the foolish idea.A. suggestB. attractC. temptD. persuade4. You persuaded her to finish writing her article, ________?A. did youB. does youC. didn’t youD. do you5. We won’t give up __________ we should fail ten times.A. even ifB. sinceC. whetherD. until6. _________ is no possibility ___________ Bob can win the first prize in the match.A. There; thatB. It; thatC. There; whetherD. It; whetherAnswers: BADCAAⅡ. Workbook P87 B1/B2Ⅲ. Cloze test:Good Heart to Lean onMore than I realized, Dad has helped me keep my balance.When I was growing up, I was embarrassed(尴尬的) to be seen with my father. He was severely disabled and very 1 , and when we would walk together, his hand on my arm for 2 , people would stare. I would inwardly feel uncomfortable at the unwanted 3 . If he ever noticed or was bothered, he never 4 that he knew.It was 5 to coordinate(cooperate) our steps--- his hesitant, mine impatient---and because of that, we didn’t 6 much as we went along. But as we started out, he always said, “You set the 7 . I will try to follow you.”Our usual walk was to or from the subway, which was 8 he got to work. He went to work despite illness and nasty weather. He almost never missed a day, and would 9 it to the office even others could not. A matter of 10 .He never talked about himself as an object of pity, nor did he show any envy of the more fortunate or 11 . What he looked for 12 others was a “good heart”, and if he found one, the 13 was good enough for him.Now that I am older, I believe that his idea is a proper 14 by which to judge people, even though I 15 don’t know exactly what a “good heart”is. 16 I know the times I don’t have one myself.He has been gone many years now, but I think of him often. I wonder if he 17 I was unwilling to be seen with him during our 18 . Now that I’m older, I’m sorry that I never told him how sorry I was for my feeling 19 to be with him in public and how unworthy I felt to be his daughter. I think of him when I complain about trifles(something unimportant), when I am envious of another’s go od fortune, and when I don’t possess a “good heart”.At such times I put my hand on his arm to 20 my balance, and say,“You set the pace. I will try to follow you.”1. A. strong B. energetic C. short D. handsome2. A. balance B. strength C. comfort D. courage3. A. care B. attention C. situation D. friendship4. A. hoped B. found C. liked D. showed5. A. easy B. difficult C. possible D. necessary6. A. see B. pay C. say D. give7. A. rule B. time C. step D. pace8. A. how B. why C. when D. where9. A. get B. make C. take D. walk10. A. joy B. faith C. belief D. pride11. A. rich B. successful C. able D. hardworking12. A. on B. in C. at D. with13. A. owner B. keeper C. winner D. other14. A. method B. value C. standard D. level15. A. yet B. also C. ever D. still16. A. And B. But C. Now D. Then17. A. sensed B. smelled C. agreed D. recognized18. A. walks B. talks C. stays D. visits19. A. afraid B. proud C. ashamed D. disappointed20. A. find B. keep C. refill D. regain Answers: CABDB CDABD BBACD BAACD。
高中英语必修2Unit1Talesoftheunexplained词汇课教学设计
高中英语必修2 Unit1 Tales of the unexplained 词汇课教学设计教材分析1.本堂词汇课,课标要求学生掌握并扩展与太空,太空探险有关的词汇;在第一部分,学生要读懂一篇演讲并对相关词汇有所了解,第二部分是通过宇宙飞船的发射过程图强化词汇,在第三部分通过填写所缺词汇巩固一二部分的生词,最后扩展一个太阳系几大行星的知识;本节内容旨在一方面扩展词汇量,一方面提升学生了解未解之谜的兴趣。
2.学本节内容,首先是帮助学生学习更多有关外太空的知识;其次是增加与本单元主题相关的词汇。
学情分析1.学习任务分析本单元的中心话题是“未解之谜”,内容涉及人类至今为止还无法理解的事物,其中谈到UFO,喜马拉雅山雪人,英格兰巨石阵等等。
整个单元内容引人入胜,很容易引起学生的学习兴趣。
在词汇课部分,主要补充了有关太空和太空探险的词汇和知识。
通过一篇科学家的演讲导入,配以发射宇宙飞船的过程图,给学生更加真实的学习氛围。
笔者通过联系时事,将神八发射的信息带入本课,同时将四个部分的内容进行重组,可以使课堂更紧凑,内容更连贯。
2.学习者分析未解之谜这一话题虽然有趣,但本单元所选语言材料属于科普类说明文,内容较为抽样,文章中也不乏一些专业术语,对于高一学生来说有一定的难度。
目前,学生上课以interpersonal的交流为主,而interpretative和presenta tional形式比重不够。
由于文化教学不够重视,学生的跨文化意识不高。
此外,学生跨学科学习的意识不够,语言和信息的双向促进关系的认识不够。
对于比较策略主要运用在英汉汉英互译的语言层面,未进入文化比较和思维比较。
学生的课外语言活动环境不够丰富和重视程度不够,通常以词汇、语法和写作练习为主,缺乏真实的语言运用。
教学目标1. 帮助学生学习更多有关外太空的知识;2. 增加与本单元主题相关的词汇。
教学重难点1. Understand the meaning of the speech made by the scientist.2. Learn some new words about outer space and space exploration.教学过程Step 1Lead- inActivity1: Guessing game (1’)Show two pictures and let students tell about them (teacher can mention the questions)1.Who is she? Do you know the story about Chang’e?2. Have Chinese realized the dream of flying to the outer space?3. Who was the first man to travel in space in China?4. Are you interested in making discoveries in space?[设计思路]本活动旨在引出话题,激发学生学习有关太空知识的兴趣。
高中英语 Unit1《Tales of the unexplained》教案2 牛津译林版必修2
Unit 1《Tales of the unexplained》Welcome to the UnitDescriptionIn this section, students will be asked to talk about the following phenomena, including traces of UFO, real existences of Yeti and the Loch Ness monster, reasons for building Stonehenge and the Great Pyramid and disappearances of ships and planes in the Bermuda. All these have a common characteristic, that is, no evidences or proofs have been provided to explain the mysterious phenomena.Students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.Suggested teaching proceduresBrainstorming1 ( before taking up the task)The teacher assigns students a task, that is, all of them are required to surf the net or refer to some reference books, in English or in Chinese to get some information about UFO, Yeti, the Loch Monster, Bermuda, Stonehenge and the Great Pyramid. The activity can be conducted like this:The topics we are going to deal with in our next period are not only very interesting and attractive, but a bit mysterious as well. They are beyond our knowledge. Even the advanced science and technology of today cannot offer satisfactory answers, so I recommend if we’d like to discuss these topics, it is best for all of us to make preparations first, either by searching for information on the Internet or looking up background information in some books.Besides collecting information, you have to note down your answers. It’ll be more convenient for you to report back your answers if you do so.2 ( focusing on the pictures )a Ask students to read the instructions and focus on the six 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.。
2017年牛津译林版高中英语必修2Unit1Talesoftheunexplained单元重点小结高品质版
重点句型 重点语法
功能
Greeting others and making introductions (问候别人和作介绍) 1)Good morning/afternoon.(上午/下午好。) 2)Excuse me.(不好意思,打扰一下。) 3)My name is...(我的名字是……) 4)I’m from...(我来自于……)
a human being. 据说野人是一种身材高大、多毛的、像人一样两脚行走的动物。
6)They made copies of these tracks and
by a
scientist in the USA.
had them examined
他们把这些脚印复制下来,然后请美国的一名科学家鉴别。
重点句型 重点语法
功能
现在完成时和现在完成进行时 1)We have been playing (play)football for nearly 3 hours. 2)I have been reading (read)this book these days. 3)So far I have finished (finish)one third of the work.
业后一起到广州闯天下。
research on me. 外星人把我掳上飞碟,以便他们对我进行研究。 3) 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...’ 当被询问关于贾斯廷被外星人带走的可能性时,负责这个案件的侦 探萨姆·彼得森告诉记者说:“有时候人们编造这样一些令人惊奇的 故事……”
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2.What can we learn from the passage?
ke Tianchi is more than 370 meters deep in most places.
ke Tianchi is 2,194 meters high,the highest volcano in the world.
拓展阅读
Lake Tianchi is the highest volcanic1 lake in the world.It is 2,194 meters high and covers an area of about ten square kilometers.In some places it is more than 370 meters deep.It is located2 in the Changbaishan in Jilin Province,northeast China.
C.Meng Fanying watched the creature swimming for about two
minutes.
D.Many people believe the “Monster of Lake Tianchi” exists.
答案D
3.Where does the passage most probably come from?
Many people think the monster may be a distant cousin of the Loch Ness monster in Scotland.They also think there might be similar creatures in other lakes around the world.Scientists,however,are skeptical7.They say that the low-temperature lake is unlikely to be able to support such another recent sighting,a group of soldiers claimed5 they saw an animal moving on the surface of the water.The soldiers,who were walking along the side of the lake,watched the creature swimming for about two minutes.“It was greenish-black and had a round head with 10-centimeter horns6,” one of the soldiers said.
词海拾贝 1.volcanic [vɒl̍kæ nIk]adj. 火山的 2.located [ləu̍keItId]adj. 位于;坐落于 3.sighting [̍saitI������ ]n.目睹,看见 4.peak [piːk]n.峰,山峰 5.claim [kleIm]v.宣称 6.horn [hɔːn]n.角 7.skeptical [̍skɛptIkəl]adj. 怀疑的
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二、梦想无论怎样模糊,总潜伏在我们心底,使我们的心境永远得不到宁静,直到这些梦想成为事实才止;像种子在地下一样,一定要萌芽滋长,伸出地面来,寻找阳光。——林语堂
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三、多少事,从来急;天地转,光阴迫。一万年太久,只争朝夕。——毛泽东
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四、拥有梦想的人是值得尊敬的,也让人羡慕。当大多数人碌碌而为为现实奔忙的时候,坚持下去,不用害怕与众不同,你该有怎么样的人生,是该你亲自去撰写的。加油!让我们一起捍卫最初的梦想。——柳岩
理解诱思 1.Which of the following is NOT the description of the recent sightings? A.It was black in color. B.It jumped out of water like a seal. C.It had a round head with 10-centimeter horns. D.It was ten meters long. 答案 D
There have been reports of monsters in Lake Tianchi since the beginning of the last century,although no one has seen one.Some photos have been taken but they are not clear because it was too far away.Several recent sightings3 brought the “Monster of Lake Tianchi” back in the news.
A.A tourist guide.
B.A dictionary.
C.A newspaper. 答案C
D.A novel.
»
一、我们因梦想而伟大,所有的成功者都是大梦想家:在冬夜的火堆旁,在阴天的雨雾中,梦想着未来。有些人让梦想悄然绝灭,有些人则细心培育维护,直到它安然度过困境,迎来光明和希望,而光明和希望总是降临在那些真心相信梦想一定会成真的人身上。——威尔逊
In a recent sighting,the director of a local tourist office,Meng Fanying,said the monster,which seemed to be black in color,was ten meters from the edge of the lake.“It jumped out of the water like a seal — about 200 people on Changbaishan’s western peak4 saw it,” he said.