牛津译林版英语必修二Unit1Project教案
译林高中英语必修二 Unit1 Project 课件
Appreciate the lines
Step 3 Dubbing cooperation
What are the steps of dubbing a film scene?
Steps to dub a film scene
1. Planning 2. Preparing
3. Practising
Lionel Logue: Please don’t do that. King George VI: I’m sorry? Lionel Logue: I believe sucking smoke into your lungs will kill you. King George VI: My physicians say it relaxes the throat. Lionel Logue: They’re idiots. King George VI: They’ve all been knighted. Lionel Logue: Makes it official then.
For language reasons: It is a means of translating foreign-language films into the audience’s language. For technical reasons: Dubbing allows the filmmaker to obtain high-quality dialogue regardless of the actual conditions that existed during shooting.
• Reflect on the dubbing and think about how you can make the dubbing better.
高中英语 Unit1 Project(1)教案 译林牛津版必修4
英语必修4译林牛津Unit 1教案〔7〕Project〔1〕Teaching goals1. Enable the students to developan advertisement campaign in groups.2. Help the students learn how to cooperate with others and work out an ad campaign. Teaching important and difficult pointsHow to help the students understand the handout toget some basic information on an ad campaign.Teaching methodsFast reading to get the general idea of the handout.Cooperation and group work.Teaching aidsA tape recorder and a multimedia.课前训练[阅读理解]If you d on’t want people to know too much about you, then you had better keep your fridge contents secret, according to a British market research document released last week.Researchers peered (凝视) into the fridges of 400 people in Britain and pared the contents with the owners’ lifestyles. They claim to be able to classify the nation’s people by fridge contents.They say those people can be separated into five categories：nutrition nerds (no social sense), food faddiest (whatever’s in style), martyr mums, fast fo od fanatics and restaurant regulars.Nutrition nerds care much about what they put into their bodies. Their fridges are stocked with fruit, vegetables and healthy meat.People in this category tend to be highly organized and usually work in law or accountancy. The vast majority is single, but if they have a partner, that person will be similar.A fridge full of vitamins — enriched juices implies its owner works in media or fashion. They tend not to eat the foods they buy. Known as the food faddiest, they just want to be seen as purchasing the latest important things.A fridge filled with everything from steak to frozen fish suggests the martyr mum. Her fridge tends to be stocked with every kind of product, except what she herself would want. This fridge hints at difficulty balancing family and work life.Fast food fanatics always buy mineral water or soda pop. The nearest they will get to fresh fruit is tomato sauce. Their fridges hint at someone who works hard and plays hard, also, someone who is not into long term planning.Finally, a fridge filled with nothing more than a bottle of white wine and some sparkling mineral water implies an owner who is single, lives in a big city and enjoys the finer things in life. The fridge is empty because this person regularly eats in restaurants.36. What can we know from the first two paragraphs?A. Some researchers are fond of staring at other people’s fridges.B. People don’t want others to know about their secrets.C. The food you put in the fridge has something to do with your personality.D. There are mainly five kinds of lifestyles among British people.[答案]C[解析]细节理解题。
英语-高中-必修2-牛津译林版-Unit 1课件：Project
2. By what means is the message sent?
The officer writes a message on a piece of paper. He rolls up the paper and puts it into a small case and then reaches into a cage and gets a bird. Attaching the message to its leg, he sets the bird loose. The bird is a pigeon.
• 15、一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。2021年7月2021/7/312021/7/312021/7/317/31/2021
• 16、提出一个问题往往比解决一个更重要。因为解决问题也许仅是一个数学上或实验上的技能而已，而提出新的问题，却需要有创造性的想像力，而且标志着科学的真正进步。2021/7/312021/7/31July 31, 2021
• 打在鲨鱼的鼻子上。
这是一种动词 + 宾语 + by (on, in) + the + 身体部位等的结构， 此种类型常用的动词有：catch, pull, shake, seize, hit, take, beat … Suddenly, he took me by the hand. 突然他抓住了我的手。
Do not be frightened by sharks.
The wonderful world of pigeons
Read and discuss
1. Why did the officer write a message in the story?
高中英语 Unit2 Project教案1 牛津译林版必修2-牛津版高一必修2英语教案
M2U2 Project 教学设计The analysis of the students:The students of this class are not supposed to be the best in Senior 1 in our school. I am really excited that all the students exhibit high enthusiasm and are eager to attend my class! Some English teachers say that 'Project' is so difficult and their students show little interest in it. No. It is not true.The analysis of this part:The project in this unit is designed to help students learn English through doing group work. The reading material about Shangri-la is a sample used to show students how a travel leaflet is written. Students are encouraged to design a travel leaflet by imitating the one about travelling to Shangri-la. This part no longer emphasizes reading strategies. The purpose of this section is to encourage students to use what they have learned in this unit to complete the project by working together. Students are supposed to pay attention to the structure of chapters, expressions and sentence patterns to lay the foundation for the writing. During the course of doing the project, students will discuss a place of interest they want to introduce and search as much information about the place as they can.Teaching aims:After having this period, students will be able to use what they have practiced to finish the project by cooperating with each other. They can not only learn to search for information through various means like the Internet or the library, but also to participate in group work and enhance their team spirit. Meanwhile, the speaking and writing skills will be once again consolidated.Teaching important & difficult points:1. Use what they have learnt to complete the project by working together.2. Learn to design a travel leaflet by imitating the one about traveling to Shangri-la.Teaching Methods:1. Discussion in pairs or in groups.2. Task-based in-class activities.Teaching aids:The multimedia and some pictures.Teaching procedures:Step1. Free talk1. Do you like to travel?2. Where would you like to go most?3. How do you often get information on the tourist spots？4. Have you read travel leaflets before?A travel leaflet gives information about a tourist spot, including brief introduction, location, people, history, food, climate and so on with some pictures.Step2. Fast reading(brief introduction, location, people, history, food, climate)What are mentioned in this leaflet?Step3. Detailed readingRead the travel leaflet again and answer the questions:1. Where is Shangri-la ?2. How can you get there?3. What does Shangri-la mean?4. How does Hilton describe Shangri-la?5. In which year was Zhongdian announced to be the Shangri-la of Hilton’s story?Step4. Listen and enjoy• Three mountains, Meili, Baimang and Haba, which are covered with snow, tower over the land. Their snowy mountaintops form a beautiful picture that will leave you at a loss for words.• Below the mountains, the sunshine reflects on the many lakes, making them shine like diamonds against the rich countryside. Sheep, cattle and horses wander on the green grass, and the surrounding forests are home to many birds and animals. In this peaceful land, people live in perfect harmony with nature, far away from the noise and worry of the outside world.Why do you think the writer uses such beautiful descriptions?---- to attract tourists to go to the place. Remember, this is an important feature of a travel leaflet. Now read the leaflet again and work in groups of four to discuss the writing style.Step5. ConclusionBrief introductionLocationHistorySceneryClimateWhat else can be included in a leaflet?Step6. Making a travel leaflet for Yancheng1. 4 students a group2. What should be included in your leaflet?Give some useful information about Yancheng to the students.3. Group work. Each group member must write a section.Step7. PresentingStep8. HomeworkCollect more information about the history, culture and people there to complete your leaflet.Look for some photos to illustrate your leaflet.Get ready to display your group’s leaflet for the rest of the c lass.Face of the blackboard:M2U2 Project Making a travel leafletBrief introductionLocationHistorySceneryClimate…。
2024-2025学年高一英语必修第二册(译林版)UNIT1Project教学课件
Implementation
1. Practice in groups. (make improvement in accuracy, fluency, emotion, etc.)
2. Students perform their dubbing in groups.
Evaluation
1. Evaluate and comment other groups’ dubbing. (accuracy, fluency, matching, emotion, effect, etc. )
3. Try dubbing the excerpt of Forrest Gump.
Preparation
Group work: Choose a film scene to dub. 1. Consider the following ideas (Part A on Page 13)
(1) One person can play more than one character. (2) The lines should be clearly spoken and not too difficult. (3) The characters speak more or less the same amounts. (4) Two or three minutes. 2. Recommend some film scenes. 3. Each group decide a film scene to dub. Find the video clip, watch it and practice dubbing.
2. Challenge other groups’ dubents record their dubbing and submit the audio to the teacher.
Unit1 单元教学整体设计课件-高中英语牛津译林版(2020)选择性必修第二册
correctly analyze its advantages and disadvantages.
Understand the strategies and techniques of advertising to persuade
4
audiences to buy products or services,as well as the relationship between advertising and mass media.
• They need to know more words and phrases, and master the reading skills. At the same time, the Grammar part is a important for them to learn. Last, they need to learn to express themselves bravely in English.
Habit learned a UNIT The Internet, which could help them master the unit better.
Ability
Promotion
• Some students have developed a good habit of learning, but many students still can not keep
2.准确回答美国文化象征的事实 性信息；
第五课时 Video time and Workbook 教学设计
文本一是视频脚本World’s Biggest Melting Pot，以纽 约市皇后区（Queens）为例，展现美国的“熔炉文化”。
Unit 1 Project示范教学设计【译林版英语高中必修第二册(新课标)】
Unit 1 Lights, camera, action!Project教教教教I. L earning objectivesBy the end of the lesson, students will be able to:1. get to know the steps to dub a film scene;2. get to know the skills of dubbing a film scene;3. cultivate the spirit of teamwork by working in groups.II. Key competence focusCooperate with others and improve language competence in pronunciation and intonation.III. Predicted areas of difficulty1. Get into character of the dubbing scene.2. Dub the lines with correct pronunciation, intonation and emotions.IV. Teaching proceduresStep 1 Lead-in1. T asks Ss to look at some pictures and speak out the names of these films.2. T dubs a short film scene from the film Forrest Gump: Life is like a box of chocolates, you never know what you’re gonna get.3. T asks Ss the following questions:● What is dubbing?Dubbing is the process of adding new dialogue or other sounds to the sound track of a film that has already been shot.● Why do we dub?For language reasons: It is a means of translating foreign-language films into the audience’s language.For technical reasons: Dubbing allows the filmmaker to obtain high-quality dialogue regardless of the actual conditions that existed during shooting.【设计意图：用图片和教师口头配音的方式，将学生熟悉的话题作为预设教学目标的情境载体导入，激活学生已有知识，快速进入本堂课的主题。
牛津译林版高中英语必修2Unit 1Tales of the unexplainedProject教案4译林版必修2
Unit 1 Tales of the unexplained●Project: Telling a mysterious storyThe project in this unit is designed to help you learn and use English by doing a group project. The reading material about Yetis is a sample for you to see how a mysterious story can be written. Try to write a story on one of the five mysteries in the section Welcome to the unit.Use what you have learned in this unit to complete the project. You may discuss what mystery you want to write a story about, and collect as much information as you can. Please think carefully and creatively about the story. Divide the work among yourselves and cooperate by working together. In this way, I’m sure you will learn something that you didn't know before. Reading1. Read the article quickly to find the main idea of each paragraph and the connections between them.Paragraph 1 Yetis are reported to have been seen all over the world.Paragraphs 2-4 Descriptions of Yetis in different places (supported details for paragraph 1) Paragraphs 5-6 Scientists' different opinions about YetisParagraph 7 Scientists hope to find the truth.2. Read the article again, and find answers to the following questions and fill in the form below:In which years were Yetis seen?Where have Yetis or similar creatures been seen?What has been reported about Yetis?What do scientists think of Yetis?3. Try to distinguish the writing features of a mysterious story so that you may know how to write such a story.The writing features of a mysterious story:*an interesting and attractive title*an attractive beginning*some details of the story with some pictures or photos*what scientists or people think about the story*an open end of the story4. You may also consult the story Boy missing, police puzzled, which is a news story, whileS earching for the Yeti is an overview about Yetis. Compare the two articles. The former one is a newspaper report. So after reading the first paragraph readers will know what has happened and when and where it happened and more details and information are given in the followingparagraphs. The latter one is a magazine article. It is an overview with general information aboutYetis. So it tells readers some details about Yetis people have seen in different places.5. Do Parts B1 and B2 on page 81 in Workbook, so you will have a better understanding about theusages of the useful words and expressions in Project.Parts D1 and D2 on page 83 in Workbook are assigned as your homework to practise usingsome words and important patterns in this unit.Telling a mysterious storyTo conduct this project, you need to follow the following four steps: planning, preparing,producing and presenting. I’d like to give you some guide for each step:1. At the step of planning, you should first make clear the dead line is the end of this week. Thenwork in small groups to discuss first what to write and then the questions in this part. Divide upthe work and decide what each group member will do.2. When preparing, you meet, discuss and choose from the information each group member hascollected. One of you in the group write the outline according to the result of the discussion. When finished, the outline should be approved by the whole group.3. The next step is producing. Each of you should write a part of the story. Then put what youhave written together. Proofread the story to correct mistakes if there are any. New ideas can beadded. Those who are responsible for illustrating the story should draw your pictures according to the writing. Then the whole group should approve the story and the illustrations.4. Then comes your time of presenting. The storyteller of each group is to tell your story to thewhole class. Then put up your stories on the walls of the classroom.AnswersPart B1 (page 81)1 hairy hair2 strength strong3 existence exist4 climber climbing5 describe descriptions6 heavy heavily7 amazes amazing8 really realPart B2 (page 81)1 search for2 similar3 living on4 convinced5 made his way6 supported7 on average8 mysteriesPart C1 (page 82)1 have done have made2 have lost3 have been preparing have invited4 has been writing hasn't finished5 has forgotten have been expecting6 have been waiting hasn't turned7 has been snowing have had 8 have been trying have got has happenedPart C2 (page 82)1 has been doing has written have been published is teaching2 have become wrote3 e-mailed answered have been expecting4 have listened have become5 have been reading have learned will/am going to introducePart D1 (page 83)1 spaceship2 amazing3 creatures4 research5 missing6 experiences7 disappeared 8 witnesses 9 disappearance 10 evidence 11 frightened 12 have beenhavingPart D2 (page 83)1. He will not give up until the problem is solved.2. I remember I put the book away after reading the first two pages, but now it has gone missing.3. According to Bill, the football match will be held on the first Sunday in June.4. The airport was closed because of/due to the bad weather.5. The neighbours reported seeing him leave the house in a black coat.6. The police have ruled out the possibility of murder. However, his death still puzzleseveryone.7. I am surprised that the seventy-year-old man has passed the college entrance examinations andgot into a famous university.8. Is there any possibility that a child can start a toy company on the Internet?ReadingPart A (page 84)1. To show Alan that many people have made stories to make us feel moved.2. He feels that the film is too long and that Steven Spielberg just wanted to make a sad story.3. It is one hour and forty--five minutes long.4. E.T is just like us. He needs love, friendship and help.5. The first time she is telling Alan how the film is still loved by many people a long time after itwas made. The second time she is telling him that the special effects still look good after more than twenty years.Part B (page 85)1. People were worried about terrorism. China had a problem with SARS and many countries had manyproblems.2. When it first appeared, they were scared and tried to kill it but now they are happy to see it.3. The writer wants to show that many things are the same. Though many people don't believe themonsters really live in the lakes, tourism has still increased in both places.4. People could open shops to sell souvenirs.5. No, more and more tourists are visiting the lakes.ListeningParts A and B (page 86)TV report: 1. town Jiangsu eleven 2. visiting 3. coloured lights 4. two hills cloudsDad's beliefs: 1. plane 2. hundreds of people see 3. Tian'anmen SquarePart C (page 86)1. town2. Jiangsu3. eleven4. visiting5. coloured lights6. plane7. hundreds of8. see9. Tian'anmen SquareWritingPart B (page 87)Dear Jim,I had a strange experience last night. It was unusually dark. I noticed a light in my back gardenand walked to the door to take a look. A UFO had landed in my garden and opened its door! Icouldn't believe my eyes. An alien was walking down the stairs of the UFO. He walked up to me and said, 'Now, I'm taking you to a new place.' With that, he led me into the UFO and we flew to the Moon and then to Mars. Just as I began to enjoy the ride, the alien brought out a torch. All of a sudden, a strong beam shone in my eyes. I had to keep my eyes shut to avoid the light. Guess what?It was sunlight shining on my bed. What a dream!Yours truly,。
牛津译林版高中英语必修二Unit 1Project
Voice-over VS Dubbing
Differences between voice-over and dubbing.
Voice-over and dubbing are both techniques for interpreting a message to a new audience. However, while voice-over is narrative by nature and lacks the emotion and tonality of the original audio, dubbing is much more precise as it maintains the tonal, emotive, and technical richness of the original soundtrack.
1. Be the apt voice. 2. Keep it original. 3. Synchronize with lip movements.
Strategies and tips of voice-over
Voice-over/VO is mostly narrative in nature. It is frequently utilized for shorter segments of content such as news-related segments, advertisement or documentaries. For an effective voice over, one must understand the material and pre-read it so that you don’t get stuck in between and waste your time. For an effective voice-over, here are a few tips:
英语必修2译林牛津版Unit 1教案13(Project)
英语必修2译林牛津版Unit 1教案13（Project）Period Thirteen ProjectⅠ.Teaching aims:1. Enable students to tell a mysterious story.2. To learn and master some language points in project.Ⅱ.Teaching important and difficult points:1. How to tell a mysterious story.2. Help the students understand some language points and know how to use them.Ⅲ.Teaching methods:Task-based activity and explanationⅣ.Teaching aids:Multi-media教师高考扫荡狂练：完形填空—夹叙夹议69.Once, it was in the middle of a personal development workshop. One of the people present stood up and began1out diamond rings to each of the one hundred people in the room.He was a2jeweler, he said, and he had made these expensive3as gifts to open people’s eyes to the abundance (充裕) of life.On his fifth birthday, the man4, his uncle had taken him to a candy5and told him that he could take6he wanted, and as much as he wanted. 7he was very pleased and decided to 8something he liked best.The entire store was9to him. He had looked at the jars and plates, an d he hadn’t known where to10. At last, he filled a bag with all his11candies. He didn’t take everything, 12that feeling of being able to have whatever he wanted seemed to make him very13.Since then, he said, he had been able to14the abundance of life. He saw the world as full of 15, richness and beauty—all you had to do was, take your pick and fill your bag.The sad truth is that most of us grow up with the16feeling—we develop a poverty mentality(贫穷心理). We17be lieve that there simply isn’t enough. We think we have to18, fight and struggle, so that we can get what we need and want. If we can’t19our hands to get, someone else will be searching through our pockets. The20of that mentality is that we all have to go hungry.Get a taste of abundance and try to have a great life!1. A. givingB. lendingC. showingD. borrowing2. A. poorB. strongC. richD. popular3. A. necklacesB. watchesC. medalsD. rings4. A. complainedB. explainedC. suggestedD. expected5. A. schoolB. factoryC. storeD. yard6. A. whateverB. whereverC. whicheverD. whomever7. A. UnfortunatelyB. Sadly C. SilentlyD. Certainly8. A. refuseB. acceptC. chooseD. change9. A. smallB. openC. emptyD. closed10. A. beginB. workC. stayD. end11. A. cheapB. famousC. expensiveD. favorite12. A. andB. orC. butD. nor13. A. worriedB. excitedC. interestedD. surprised14. A. searchB. inventC. loseD. notice15. A. opportunitiesB. troubles C. sorrowsD. quarrels16. A. boringB. normalC. oppositeD. natural17. A. hardlyB. alwaysC. neverD. less18. A. leaveB. continueC. stopD. compete19. A. reach outB. put up C. take backD. work with20. A. promise B. resultC. successD. hope参考答案69.ACDBC ADCBA DCBDA CBDAB：Ⅴ.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2. Telling a mysterious storyThe storyteller of each group tell a story to the whole class.Step 3. Language Points:1.mystery (P18) n. 神秘，神秘之事mysterious adj. 神秘的2．The Yeti is said to be a large, hairy animal that walks on two feet like a human being．据说，野人体格粗壮、多毛。
Unit1TheMassMediaProject教案高中英语牛津译林版(2020)选择性
牛津译林版（2020）选择性必修第二册Unit 1 The Mass MediaProject本节课的教材分析：本节课是牛津译林版（2020）选择性必修第二册Unit 1 The Mass Media Project。
该单元主要讲授了大众传媒的概念、发展和影响等内容。
教材包含了一个项目任务，要求学生分组制作一个关于媒体的新闻广播节目。
教学目标：1. 知识目标：学习了解大众传媒的概念、发展和影响，以及媒体报道的方式和技巧。
2. 技能目标：培养学生的听说读写技能，并能在实际情境中运用所学知识。
3. 情感目标：培养学生的合作意识和创新意识，增强他们对媒体报道的批判性思维和文化素养。
教学重点：1. 学习掌握关于大众传媒的基本知识，如不同类型的媒体，媒体的发展和影响。
2. 培养学生的听说读写技能，提高他们运用媒体相关词汇和表达方式的能力。
3. 培养学生的合作意识和创新意识，通过项目任务的组织实施，促进学生的团队合作和创新能力。
教学难点：1. 学生对于媒体报道方式和技巧的理解和应用。
2. 学生在项目任务中的团队合作和创新能力。
学情分析：学生是高二年级学生，英语水平普遍在中等偏上。
他们对媒体的使用和影响有一定的了解，但对于媒体报道方式和技巧可能缺乏系统的认知。
学生在语言表达和写作方面仍有待提高，同时也需要培养团队合作和创新能力。
教学策略：1. 激发学生的学习兴趣，引导他们积极参与课堂讨论和活动。
2. 引导学生自主学习和发现，通过小组合作完成项目任务，培养他们的团队合作和创新能力。
3. 提供丰富的教学资源和案例，帮助学生深入了解媒体报道方式和技巧。
教学方法：1. 任务型教学法：通过项目任务的设置，引导学生在实际情境中运用所学知识，提高他们的语言运用能力。
2. 合作学习法：安排小组合作讨论和研究活动，培养学生的团队合作和创新能力。
3. 提问导向法：利用提问的方式激发学生的思考和讨论，促进他们的批判性思维和创新意识的培养。
英语必修2译林牛津版Unit 1教案12(Project)
英语必修2译林牛津版Unit 1教案12（Project）Period Twelve ProjectⅠ.Teaching goals:Enable students to tell a mysterious story.Ⅱ.Teaching impo rtant & difficult points:Help students learn how to work together and tell a good story.Ⅲ.Teaching methods:Cooperation and task-based activity.Ⅳ.Teaching aids:A computer and some pictures.教师高考英语知识运用（两节，共45分）第一节：语法和词汇知识（共15小题；每小题1分，满分15分）1.S he’s got the job because she has the advantage _____others of knowing manylanguages.A.overB. aboveC. againstD. beyond2.Thank you for sending us ______ fresh vegetables of many kinds. You have done us_____ great service.A./; aB. the; aC. /;/ D the; /3. ________scores of times, but Derek still couldn’t understand how to use past participle in a concrete situation.A. Having explainedB. Having been explainedC. Though it was explainedD. It was explained4. Chinese President Hu Jintao called for an immediate cease-fire in Libya ______ an even worse humanitarian crisis in the country at the BRICS Summit in Hainan province.A. to preventB. to have preventedC. preventingD. having prevented5. –Do you think that the 16th Asian Games were a success?--Yes, _______!It couldn’t be better.A. relativelyB. approximatelyC. absolutelyD. fortunately6. –Is there an express to Beijing tonight?-- There ______be , but you’d better call the booking office to make sure.’A. canB. mightC. willD. must7. Anyway, that evening, ______ I’ll tell you more about later, I ended u p staying at Rachel’s place.A. whenB. whereC. whatD. which8. If we can ______ our present difficulties, then everything should be all right.A. come acrossB. get overC. come overD. get off9. Stella was disappointed to find her new plan ______and fell into great depression.A. put awayB. carried outC. turned downD. left out10. The black box is a necessary device on an airplane, which records its speed,direction and whether everything on the airplane______ normally.A. will functionB. functionedC. is functioningD. has functioned11. According to our principal, all children should be encouraged to realize their full_______.A. consequenceB. entertainmentC. presentationD. potential12. – Which color do you prefer, red or black?-- Red. For red _____ a sense of energy and strength.A. deliversB. conveysC. contributesD. concentrates13. It is uncertain ______ side effects these weight-loss drugs will bring about,although hundreds of thousands of patients have taken it.A. thatB. whetherC. howD. what14. ---Is there anything else I can do for you, Jack?--- No, thanks. I really appreciate ______ when you lent all your notes to me before the exam.A. thatB. oneC. itD. the one15. At the sight of the policeman _____from behind the door.A. did the boy rushed outB. rushing out was the boyC. out rushed the boyD. the boy was rushing outⅤ.Teaching procedures:Step 1 ReadingT: Have you ever heard of Yetis? Many people are said to have seen Yetis in some remote areas of the world. Do you believe it? What would you do if you came across a Yeti in the mountains? You may have a discussion first.Ss:…T: Good. Her e is a chance for you to read more about Yetis and many details in the text may inte rest you.1. Ask the students to listen to the recorder, while listening, read after the tape as fluently as possible. Then answer the following questions:Q1: In which year were Yetis seen?Q2: Where have Yetis o r similar creatures been seen?Q3: What has been reported about Yetis?2. Ask the students to discuss the answers among themselves, and then check the answers.Key1: In 1998.Key2: Yetis have been seen on the Chinese side of the Himalayas and in the Shennongjia National Forest Park in western Hubei Province.Key3: Large, hairy-black fur, 6 feet tall, huge shoulders, long arm, large hands, 33 centimeter s in length,move with amazing speed and strength, walk like a man, attack people. (key words)3. Ask the students to read the passage by themselves in detail, and then give a brief analysis of the structure and the general idea of each paragraph.Para 1 Reports about seeing Yetis in the Himalayas for hundreds of years.Para 2-4 Witnesses gave similar descriptions of Yetis and reports about Bigfoot and Wildman ofShennongjia .Para5 An American scientist’s opion.Para 7 Scientists hope the mystery will be solved one day.4.Try to distinguish the writing features of a mysterious story so that Ss may know how to write sucha story．A. an interesting and attractive titleB. an attractive beginningC. some details of the story with some pictu res or photosD. what scientists or people think about the storyE. an open end of the storyStep pare the two articles5.Ss may also consult the story Boy missing, police puzzled，which is a news story, while Searching for the Yeti is an overview about Yetis．Compare the two articles．The former one is a newspaper report．So after reading the first paragraph readers will know wha t has happened and when and where it happened and more details and information are given in the following paragraphs．The latter one is a magazine article．It is an overview with general information about Yetis．So it tells readers some details about Yetis pe ople have seen in different places.Step 3. Telling a mysterious storyTo conduct this project．Ss need to follow the following four steps：planning，preparing，producing and presenting．I’d like to give you some guide for each step：1.At the step of planning，you should first make clear the deadline is the end of this week．Then work in small groups to discuss first what to write and then the questions in this part．Divide up the work and decide what each group member will do．2. When preparing，you meet，discuss and choose from the information each group member has collected．0ne of you in the group write the outline according to the result of the discussion．When finished，the outline should be approved by the whole group．3.The next step is producing. Each of y ou should write a part of the story. Then put what you have written together. Check the story to correct mistakes if there are any. New ideas can be added. Those who are responsible for illustrating the story should draw your picture according to the writing. Then the whole group should approve the story and the illustrations.4.Then comes your time of presenting. The storyteller of each group is to tell your story to the whole class. Then put up your stories on the walls of the classroom.Step 4 HomeworkIn the next class, the storyteller of each group is to tell your story to the whole class.Record after teaching。
牛津译林版高中英语必修2Unit 1Tales of the unexplainedProject教案2
Unit 1 Tales of unexplainedProjectAims:Ⅰ. Learn about a mysterious story about Yeti.Ⅱ. Use what we have learnt in this unit to complete a project.PreparingⅠ. Try to pronounce the following proper words:Himalayas Yeti Bossburg, Washington Dr.KrantzⅡ. Words and expressions:1.similar2.shoulder3.run after4.strength5.footprint6.support7.existence / exist8.on averageⅢ. Fill in the blanks:People have 1 seeing a wild man-like creature in the Himalayas. They call it Yeti. In 1998, an American mountain climber said that he saw a Yeti on the Chinese side of the Himalayas. The Chinese engineers also reported that they saw a Yeti. In 1970, 1,089 footprints were 2 in the snow near Bossburg, Washington in the USA. Some scientists think that these are not 3 by Yetis, but Dr.Krantz, 4 has studied reports of Yetis for many years, says that it possibly lived inAsia 5 3,000,000 years ago. It could have 6 its way to other parts of the world and lived on7 today. Scientists hope the mystery will be 8 someday.Answers: 1.reported 2. discovered 3.left 4. who 5. some /about 6.made 7. until 8. solved LearningⅠ. Words and expressions1.with amazing speed2.could have done3.make one’s way4.some 3,000,000 years ago5.with one’s own eyesⅡ. Lead-inHave you ever heard of yetis?Ⅲ. ReadingPara.1Question 1: What is a Yeti like?Para.2-5Question 2:How many reports of Yetis are mentioned? What are they?Para.6Question 3: Do you agree with whose opinion ?Ⅳ. Language1.Yetis are said to be heavily built and hairy.2.The footprints are much larger than those of a human.Ⅴ. Part B: PlanningPreparingProducingPresentingExercises:Homework exercise p.21--28。
英语必修2译林牛津版Unit 1(Project)教学案(2)
Planning
Preparing
Producing
Presenting
Planning
1. What to write about
2. 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 Yeti
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 inAsiaabout 3,000,000 years ago.
large hands
large feet
Their abilities
run with amazing speed and strength
walk like a man
attack people
Time and places
1998 the Chinese side of theHimalayas
6. Scientists have solved the mystery.
Task 4 Talk about the picture
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牛津高中英语教学设计
单元：Unit1 Tales of the unexplained
板块：project
Thoughts 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:
步骤用英文撰写。
步骤中要注明对应的PPT，并详细说明如何使用PPT，对PPT图片和视频所涉及的教学内容要用英文陈述，教学中的提问要有参考答案。
说明用中文撰写。
说明阐述本步骤的设计思路，几个步骤如是一个有机整体，可以在这几个步骤结束时一并说明。
Step 1 Revision and brainstorm
1. 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 arts 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。
2. Picture presentation
Ask the students to review former lessons about UFOs, the Great Pyramids, Stonehenge and the Loch Ness Monster.
通过图片提示进行简要复习，并把学生的思维带入本单元的“世界之谜”主题，为“喜马拉雅
山的野人”讨论预热。
3. A brief introduction to Yetis
在学习文章之前，向学生介绍一些关于野人的背景知识，如果是用自己班级上课，可以提前布置学生在课下就感兴趣的相关话题，搜集资料，在课堂上的本环节中分享和介绍。
Step 2 Listening and Reading
1.Ask the students to listen to the recorder, while listening, read after the tape as fluently as possible. Then answer the following questions:
Q1: In which year were Yetis seen?
Q2: Where have Yetis or similar creatures been seen?
Q3: What has been reported about Yetis?
Q4: What do scientists think of Yetis?
2. Ask the students to discuss the answers among themselves, and then check the answers.
Key1: In 1998.
Key2: Yetis have been seen on the Chinese side of the Himalayas and in the Shennongjia National Forest Park in western Hubei Province.
Key3: man-like, heavily built, hairy-black fur, huge shoulders, 6 feet tall, long arm, large hands, large feet,run with amazing speed and strength, walk like a man, attack people. (key words)
Key4:Some scientists think that these footprints are not left by Yetis. Some scientists even think that these footprints could have been made by people playing jokes. And they hope that the mystery will be solved someday.
3. Ask the students to read the passage by themselves in detail, and then give a brief analysis of the structure and the general idea of each paragraph.
Para 1
Sightings of Yetis are reported all over the world.
Para 2-4
Witnesses gave similar descriptions of Yetis.
Para5-6
Scientists’ opinions of their existence are divided.
Para 7
Scientists hope the mystery will be solved someday.
Step3 Writing a mysterious story
1. Give students writing features of writing a mysterious story:
A. an interesting and attractive title
B. an attractive beginning
C. some details of the story with some pictures or photos
D. what scientists or people think about the story
E. an open end of the story
学生对于这种文体的写作材料很陌生，教师有必要先对此项任务的写作特点做一些简要的指导。
2. Ask the students to choose the topic from given pictures and give some clues in the form of filling the blanks.
学生初次接受此类学习任务，教师有必要通过诸如表格一类的方式来作出必要提示，以使学生在头脑中对学习任务有一个清晰的计划或思路，即进行周密的准备工作，以后便于课下对编撰故事的完成以及下一阶段的呈现。